Background: Increasing studies have documented taichi’s usefulness in physical and psychological health in various participants, especially patients or the elderly. However, there is a need for a systematic review to evaluate its effects and health benefits among college students.Objective:The present study aims to evaluate the current literature surrounding the effects of taichi on physical and psychological health among college students and identify the experimental areas for future research to establish guidelines for learning and teaching taichi in university.Methods: The literature search involved several databases (PubMed, EBSCOhost, Web of Science, Scopus, and China National Knowledge Infrastructure). Subsequent research utilised the Preferred Reporting Items for Systematic Reviews and PRISMA checklist. In addition, the “QualSyst” tool assessed the quality of full-text articles.Results: A total of 22 articles were analysed, out of which eight were strong, and 14 were of moderate quality. It is challenging to conduct a meta-analysis since the research contents were distributed differently. The general finding demonstrated that Taichi interventions have beneficial effects on college students. For example, the physical and psychological health benefits compared to other control groups include balance, leg strength, flexibility, cardiopulmonary functions, reducing stress, anxiety, and depression, and improving attention. However, there are some uncertain parameters in a state of poor or no evidence, such as upper strength, mood, and psychoticism.Conclusion: Overall, this study shows that Taichi exercise is beneficial for college students compared to the control group. Evidence of health benefits for females is more than males. In addition, the current evidence showed that the effectiveness of taichi does not match some other sports such as Pilates, Yoga, Mindfulness courses, and even bodybuilding exercise. This research analyzed the mind-body mechanism of included studies. It revealed that it is difficult for college students, as a beginner of Taichi, to regulate an even breathing and quiet mind while maintaining low posture movements. Therefore, this study assumes that relaxation theories and approaches of Taichi that are easier to understand and closer to Chinese traditional Taichi theory are more appropriate in the research trials compared with coordination theory.Systematic review registration:https://www.crd.york.ac.uk/PROSPERO/, identifier CRD42021278032.

This review aims to provide a detailed overview of the current status and development trends of blended learning in physical education by reviewing journal articles from the Web of Science (WOS) database. Several dimensions of blended learning were observed, including research trends, participants, online learning tools, theoretical frameworks, evaluation methods, application domains, Research Topics, and challenges. Following the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), a total of 22 journal articles were included in the current review. The findings of this review reveal that the number of blended learning articles in physical education has increased since 2018, proving that the incorporation of online learning tools into physical education courses has grown in popularity. From the reviewed journal articles, most attention is given to undergraduates, emphasizing that attention in the future should be placed on K-12 students, teachers, and educational institutions. The theoretical framework applied by journal articles is also limited to a few articles and the assessment method is relatively homogeneous, consisting mostly of questionnaires. This review also discovers the trends in blended learning in physical education as most of the studies focus on the topic centered on dynamic physical education. In terms of Research Topics, most journal articles focus on perceptions, learning outcomes, satisfaction, and motivation, which are preliminary aspects of blended learning research. Although the benefits of blended learning are evident, this review identifies five challenges of blended learning: instructional design challenges, technological literacy and competency challenges, self-regulation challenges, alienation and isolation challenges, and belief challenges. Finally, a number of recommendations for future research are presented.