The Impact of Gender Dynamics on Technical, Physiological, and Psychological Performance in Small-Sided Games

This study examined the effects of gender composition in small-sided games (SSGs) on the tech-nical, physiological, and psychological responses of adolescent students in physical education (PE). Thirty-two high school students (16 girls, 16 boys; 16.73 ± 0.37 years) participated in 4v4 SSGs performed in single-gender and mixed-gender formats. Heart rate, perceived exertion, mood states, enjoyment, and technical performance were assessed.The results showed significant gender × condition × time effects on psychological, physiological and technical variables. Boys consistently reported lower negative mood states, anger (ES = 2.53), confusion (ES = 2.56), and depression (ES = 1.19) and higher vigor (ES = 1.61) compared with girls. They also experienced greater enjoyment (PACES, ES = 1.59) and lower perceived exertion (RPE, ES = 1.28), with higher peak heart rates during single-gender games (ES = 3.33). Girls demonstrated significant reduc-tions in negative mood across both session types (p < 0.0001), indicating mood improvement af-ter gameplay.Technically, boys performed better in successful passes (ES = 2.28), ball possessions (ES = 2.81), and interceptions (ES = 1.36). Nevertheless, both genders improved in mixed sessions, particularly in successful passes (boys: ES = 0.83; girls: ES = 1.42), duels (boys: ES = 0.99; girls: ES = 1.81), and overall ball involvement (p < 0.01), highlighting the benefits of mixed-gender formats for skill execution and engagement. These findings indicate that group composition meaningful-ly influences adolescents’ affective responses, perceived effort, and skill execution in PE. Inte-grating both mixed-and single-gender SSGs may enhance engagement, support skill develop-ment, and promote inclusive learning environments in school physical education.