Purpose: The purpose of this study was to carry out a systematic review of intervention programs that have addressed affective learning outcomes within physical education and to explore pedagogical practices in alignment with teaching, lesson content, and learning outcomes. Method: The literature search was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. Included were 26 peer-reviewed pedagogical studies of physical education programs that addressed affective outcomes and reported fidelity of implementation. Results and Discussion: Affective outcomes were grouped into four themes: motivation, emotional responses, self-concept, and resilience. The findings showed that offering choice, encouraging peer feedback, asking deductive questions, focusing on personal improvement, and differentiating are effective teaching strategies that were widely used to support affective learning in children and adolescents. This review highlights the importance of fidelity of implementation to understand how intervention programs are delivered.

目的：本研究的目的是对针对体育教育中情感学习成果的干预计划进行系统审查，并探索与教学、课程内容和学习成果相一致的教学实践。方法：根据系统评价和元分析的首选报告项目声明进行文献检索。其中包括 26 项经过同行评审的体育教育教学研究，这些研究涉及情感结果并报告了实施的保真度。结果和讨论：情感结果分为四个主题：动机、情绪反应、自我概念和弹性。研究结果表明，提供选择、鼓励同伴反馈、提出演绎问题、关注个人进步和差异化是广泛用于支持儿童和青少年情感学习的有效教学策略。本综述强调了实施保真度对于了解干预计划如何实施的重要性。