Exploring good practices in Physical Education across BRICS countries: A scoping review

Abstract

Physical Education plays an essential role in promoting the social, physical, cognitive, and emotional health of learners, contributing to countries’ health and education systems and thus economic growth. However, in BRICS countries (Brazil, Russia, India, China, South Africa), Physical Education implementation often faces barriers such as low curriculum status, insufficient time allocation, lack of trained teachers, and low learner motivation. Despite these challenges, no previous studies could be found which explored Physical Education practices collaboratively across BRICS nations. This scoping review aimed to identify current and recommended good practices in Physical Education within BRICS countries to inform future research and policy. Following PRISMA-ScR guidelines, qualitative and quantitative studies published since 2014 were reviewed, yielding 32 eligible studies across the five nations. Findings revealed 12 good practices, including health- and sport-based pedagogical approaches; learner-centred, motivational, and culturally adaptive teaching strategies; novel activities such as adventure, outdoor, yoga, and technology-integrated lessons; as well as policy recommendations including Physical Education as an examination subject, mandatory teacher training, and resource provision. While technology integration enhanced engagement where feasible, low-resourced schools benefitted from strategies like creating homemade equipment and sharing facilities. This review highlights gaps in regional cooperation research and underscores the potential of developing a best-practice implementation model for Physical Education in BRICS countries needed to enhance youth health, foster skill development, and strengthen national health and education systems.