Abstract

This systematic review offers a clearer, practice-oriented examination of human kinetics and physical education (PE) curricula in Sub-Saharan Africa by focusing on what is taught in schools, how instruction is delivered, and how closely current practices align with regional and global education and public health priorities. Although PE is increasingly recognised as a pathway for holistic development, health promotion, and youth empowerment, many curricula across the region remain fragmented, under-resourced, and only weakly connected to contemporary pedagogical and policy frameworks. Following PRISMA-guided procedures, peer-reviewed studies, policy documents, and curriculum frameworks published between 2000 and 2021 were systematically identified from major academic databases and regional repositories. Eligible sources were screened, critically appraised, and thematically synthesised to identify dominant teaching approaches, curriculum orientations, and the extent of policy alignment. The findings show that traditional, sport-centred, and teacher-directed pedagogies continue to dominate in many contexts. Physical education is frequently organised around drills, competitive sports, and performance outcomes, with limited integration of learner-centred methods, inclusive and adaptive teaching, competency-based progression, or culturally responsive practices. Although recent reforms increasingly reference outcomes-based education, health-enhancing physical activity, and life-skills development, there remains a noticeable gap between policy intentions and everyday classroom practice. Persistent challenges include limited teacher preparation and continuing professional development, inadequate facilities and equipment, large class sizes, and weak monitoring and evaluation systems. From a policy perspective, partial alignment exists with continental and global agendas such as the African Union’s Agenda 2063 and the Sustainable Development Goals, particularly SDG 3 and SDG 4, but these commitments are inconsistently reflected in curriculum design, assessment, and resourcing. In response, the review proposes a reconceptualised human kinetics–based curriculum model that integrates physical literacy, indigenous knowledge systems, digital pedagogy, and community-focused physical activity. By aligning pedagogical practice with policy intent, the review provides a practical framework to guide curriculum reform and support more equitable, sustainable PE systems across Sub-Saharan Africa.