Beyond the Whistle: Mapping Global Trends in Physical Education Teaching Methods through Bibliometric Analysis
DOI:
https://doi.org/10.17309/tmfv.2025.4.27Keywords:
physical education, teaching methods, bibliometric analysis, hybrid models, educational technologyAbstract
Objectives. Focusing on the increasing importance of new pedagogies that incorporate technology, inclusivity, and student-centered approaches, this bibliometric study examines the development and current trends in physical education (PE) teaching methods from 2020 to 2024. In order to guide future research and practice, the study aimed to map the field’s intellectual structure, identify significant contributors, and highlight emergent topics.
Materials and methods. The study employed bibliometric techniques, including co-citation and co-word analysis, to rigorously assess publishing patterns, influential works, and theme clusters using data from 278 articles that were retrieved from the Web of Science.
Results. The results show a notable rise in scholarly output, which peaked in 2022 and was mostly contributed to by China and Spain. Key players include universities like the University of Extremadura and core writers like Feu and Ibanez. Dominant foci, such as curricular innovation, technological integration (e.g. gamification and the Internet of Things), and motivational techniques, are highlighted by thematic clusters. The interaction of pedagogy and technology is emphasized by high-impact research, comprising those conducted by Demchenko et al. on inclusive teaching and by Ding et al. on digital tools. Sub-themes such as teacher roles in health promotion and game-based learning are further defined by co-word analysis.
Conclusions. The findings of this study underscore a move towards multidisciplinary and hybrid approaches, which is consistent with worldwide trends in education. However, issues like resource inequalities and teacher readiness still exist. In order to close the gaps between theory and practice, the study concluded with recommending focused professional development, fair resource distribution, and additional research. This study acts as a fundamental resource to promote collaborative innovation in the field and advance evidence-based physical education pedagogies.
Downloads
References
Mesquita, I., Farias, C., & Hastie, P. (2012). The impact of a hybrid sport education–invasion games competence model soccer unit on students’ decision making, skill execution and overall game performance. European Physical Education Review, 18(2), 205-219. https://doi.org/10.1177/1356336x12440027 DOI: https://doi.org/10.1177/1356336X12440027
García-Ceberino, J. M., Antúnez, A., Feu, S., & Ibáñez, S. J. (2020). Quantification of internal and external load in school football according to gender and teaching methodology. International Journal of Environmental Research and Public Health, 17(1), 344. http://dx.doi.org/10.3390/ijerph17010344 DOI: https://doi.org/10.3390/ijerph17010344
Ding, Y., Li, Y., & Cheng, L. (2020). Application of Internet of Things and virtual reality technology in college physical education. Ieee Access, 8, 96065-96074. http://dx.doi.org/10.1109/ACCESS.2020.2992283 DOI: https://doi.org/10.1109/ACCESS.2020.2992283
Braithwaite, R., Spray, C. M., & Warburton, V. E. (2011). Motivational climate interventions in physical education: A meta-analysis. Psychology of Sport and Exercise, 12(6), 628-638.https://doi.org/10.1016/j.psychsport.2011.06.005 DOI: https://doi.org/10.1016/j.psychsport.2011.06.005
Segura-Robles, A., Fuentes-Cabrera, A., Parra-González, M. E., & López-Belmonte, J. (2020). Effects on personal factors through flipped learning and gamification as combined methodologies in secondary education. Frontiers in Psychology, 11, 1103. http://dx.doi.org/10.3389/fpsyg.2020.01103 DOI: https://doi.org/10.3389/fpsyg.2020.01103
García-Castejón, G., Camerino, O., Castañer, M., Manzano-Sánchez, D., Jiménez-Parra, J. F., & Valero-Valenzuela, A. (2021). Implementation of a hybrid educational program between the model of personal and social responsibility (TPSR) and the teaching games for understanding (TGfU) in physical education and its effects on health: an approach based on mixed methods. Children, 8(7), 573. https://doi.org/10.3390/children8070573 DOI: https://doi.org/10.3390/children8070573
Demchenko, I., Maksymchuk, B., Bilan, V., Maksymchuk, I., & Kalynovska, I. (2021). Training future physical education teachers for professional activities under the conditions of inclusive education. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(3), 191-213. http://dx.doi.org/10.18662/brain/12.3/227 DOI: https://doi.org/10.18662/brain/12.3/227
Zheng, W., Ma, Y. Y., & Lin, H. L. (2021). Research on blended learning in physical education during the COVID-19 pandemic: A case study of Chinese students. Sage Open, 11(4), 21582440211058196. http://dx.doi.org/10.1177/21582440211058196 DOI: https://doi.org/10.1177/21582440211058196
González-Calvo, G., Barba-Martín, R. A., Bores-García, D., & Hortigüela-Alcalá, D. (2022). The (virtual) teaching of physical education in times of pandemic. European Physical Education Review, 28(1), 205-224. http://dx.doi.org/10.1177/1356336X211031533 DOI: https://doi.org/10.1177/1356336X211031533
Goodyear, V., & Dudley, D. (2015). “I’ma facilitator of learning!” Understanding what teachers and students do within student-centered physical education models. Quest, 67(3), 274-289. https://doi.org/10.1080/00336297.2015.1051236 DOI: https://doi.org/10.1080/00336297.2015.1051236
Pozo, P., Grao-Cruces, A., & Perez-Ordas, R. (2018). Teaching personal and social responsibility model-based programmes in physical education: A systematic review. European Physical Education Review, 24(1), 56-75. https://doi.org/10.1177/1356336x16664749 DOI: https://doi.org/10.1177/1356336X16664749
Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., & Education, B. P. (2009). The educational benefits claimed for physical education and school sport: an academic review. Research papers in education, 24(1), 1-27.https://doi.org/10.1080/02671520701809817 DOI: https://doi.org/10.1080/02671520701809817
González-Espinosa, S., Antúnez, A., Feu, S., & Ibáñez, S. J. (2020). Monitoring the External and Internal Load Under 2 Teaching Methodologies. The Journal of Strength & Conditioning Research, 34(10), 2920-2928. https://doi.org/10.1519/jsc.0000000000002799 DOI: https://doi.org/10.1519/JSC.0000000000002799
Hinojo Lucena, F. J., Lopez Belmonte, J., Fuentes Cabrera, A., Trujillo Torres, J. M., & Pozo Sanchez, S. (2020). Academic effects of the use of flipped learning in physical education. International journal of environmental research and public health, 17(1), 276. https://doi.org/10.3390/ijerph17010276 DOI: https://doi.org/10.3390/ijerph17010276
Guthold, R., Stevens, G. A., Riley, L. M., & Bull, F. C. (2020). Global trends in insufficient physical activity among adolescents: a pooled analysis of 298 population-based surveys with 1· 6 million participants. The lancet child & adolescent health, 4(1), 23-35. https://doi.org/10.1016/s2352-4642(19)30323-2 DOI: https://doi.org/10.1016/S2352-4642(19)30323-2
Zhou, T. (2023). Bibliometric analysis and visualization of online education in sports. Cogent Social Sciences, 9(1). https://doi.org/10.1080/23311886.2023.2167625 DOI: https://doi.org/10.1080/23311886.2023.2167625
Marín-Suelves, D., Ramón-Llin, J., & Gabarda, V. (2023). The Role of Technology in Physical Education Teaching in the Wake of the Pandemic. Sustainability, 15(11), 8503. https://doi.org/10.3390/su15118503 DOI: https://doi.org/10.3390/su15118503
Alcoser, S. D. I., Backes, A. F., Alencar, A., & Nascimento, J. V. do. (2023). Modelos de enseñanza del deporte: Un estudio bibliométrico (Teaching models of sport: A bibliometric study). Retos, 50, 936–942. https://doi.org/10.47197/retos.v50.97357 DOI: https://doi.org/10.47197/retos.v50.97357
Yanar, N., & Avşar, Z. (2023). Physical Education Teacher Education: A Bibliometric Analysis by Vosviewer. The Online Journal of Recreation and Sports, 12(4), 852-862. https://doi.org/10.17753/sosekev.1467275 DOI: https://doi.org/10.22282/tojras.1346132
Perdima, F. E. ., Suwarni, S., & Gazali, N. . (2022). Educational technology in physical education learning: A bibliometric analysis using Scopus database. SPORT TK-Revista EuroAmericana de Ciencias del Deporte, 11, 14. https://doi.org/10.6018/sportk.517091 DOI: https://doi.org/10.6018/sportk.517091
Ortiz Gómez, O. R., Nuñez Enriquez, O., Candía Luján, R., Nájera Longoria, R. J., Valenzuela Jurado, F., & Santos Sambrano, G. (2023). Teaching Games for Understanding (TGfU) un método de enseñanza comprensiva en educación física: Revisión Sistemática de los últimos 5 años. Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación, 48. https://doi.org/10.47197/retos.v48.97137 DOI: https://doi.org/10.47197/retos.v48.97137
Sargent, J., & Casey, A. (2021). Appreciative inquiry for physical education and sport pedagogy research: a methodological illustration through teachers’ uses of digital technology. Sport, Education and Society, 26(1), 45-57. https://doi.org/10.1080/13573322.2019.1689942 DOI: https://doi.org/10.1080/13573322.2019.1689942
Baytur, S. N., & Ulaş, M. (2022). Spor Eğitim Modeli Üzerine Yapılan Araştırmalara İlişkin Bir Bibliyometrik Analiz. Gazi Journal of Physical Education and Sport Sciences, 27(4), 297-312. https://doi.org/10.53434/gbesbd.1151769 DOI: https://doi.org/10.53434/gbesbd.1151769
Dyson, B., Griffin, L. L., & Hastie, P. (2004). Sport education, tactical games, and cooperative learning: Theoretical and pedagogical considerations. Quest, 56(2), 226-240. https://doi.org/10.1080/00336297.2004.10491823 DOI: https://doi.org/10.1080/00336297.2004.10491823
Gil-Arias, A., Harvey, S., Cárceles, A., Práxedes, A., & Del Villar, F. (2017). Impact of a hybrid TGfU-Sport Education unit on student motivation in physical education. PloS one, 12(6), e0179876. https://doi.org/10.1371/journal.pone.0179876 DOI: https://doi.org/10.1371/journal.pone.0179876
Hastie, P. A., & Casey, A. (2014). Fidelity in models-based practice research in sport pedagogy: A guide for future investigations. Journal of Teaching in Physical Education, 33(3), 422-431. https://doi.org/10.1123/jtpe.2013-0141 DOI: https://doi.org/10.1123/jtpe.2013-0141
D’Elia, F., D’Isanto, T., & Altavilla, G. (2019). Training and performance in the transition period. Journal of Human Sport and Exercise, 14, 258-262. https://doi.org/10.14198/jhse.2019.14.Proc2.15 DOI: https://doi.org/10.14198/jhse.2019.14.Proc2.15
Miller, A. (2015). Games centered approaches in teaching children & adolescents: Systematic review of associated student outcomes. Journal of teaching in physical education, 34(1), 36-58. https://doi.org/10.1123/jtpe.2013-0155 DOI: https://doi.org/10.1123/jtpe.2013-0155
Metzler, M. (2017). Instructional models in physical education. Routledge. https://doi.org/10.4324/9781315213521 DOI: https://doi.org/10.4324/9781315213521
Landi, D., Fitzpatrick, K., & McGlashan, H. (2016). Models based practices in physical education: A sociocritical reflection. Journal of teaching in physical education, 35(4), 400-411. https://doi.org/10.1123/jtpe.2016-0117 DOI: https://doi.org/10.1123/jtpe.2016-0117
Feu, S., García-Rubio, J., Gamero, M. D. G., & Ibáñez, S. J. (2019). Task planning for sports learning by physical education teachers in the pre-service phase. PloS one, 14(3), e0212833. https://doi.org/10.1371/journal.pone.0212833 DOI: https://doi.org/10.1371/journal.pone.0212833
Oslin, J. L., Mitchell, S. A., & Griffin, L. L. (1998). The game performance assessment instrument (GPAI): Development and preliminary validation. Journal of teaching in physical education, 17(2), 231-243. https://doi.org/10.1123/jtpe.17.2.231 DOI: https://doi.org/10.1123/jtpe.17.2.231
D’Elia, F., Tortella, P., Sannicandro, I., & D’Isanto, T. (2020). Design and teaching of physical education for children and youth. Journal of Human Sport and Exercise, 15(Proc4), S1527-S1533. https://doi.org/10.14198/jhse.2020.15.proc4.48 DOI: https://doi.org/10.14198/jhse.2020.15.Proc4.48
D’Elia, F. (2020). Teachers’ perspectives about contents and learning aim of physical education in Italian primary school. Journal of Human Sport and Exercise,15(Proc2),S279-S288. https://doi.org/10.14198/jhse.2020.15.Proc2.19 DOI: https://doi.org/10.14198/jhse.2020.15.Proc2.19
Casey, A., & Goodyear, V. A. (2015). Can cooperative learning achieve the four learning outcomes of physical education? A review of literature. Quest, 67(1), 56-72. https://doi.org/10.1080/00336297.2014.984733 DOI: https://doi.org/10.1080/00336297.2014.984733
Ryan, R. M. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press. https://doi.org/10.1521/978.14625/28806 DOI: https://doi.org/10.1521/978.14625/28806
Da-Wei, C., Chao, L., Shun, W., Xun-Ling, W., & Wen-fang, W. (2018). Research and application of multimedia digital platform in the teaching of college physical education course. Journal of Intelligent & Fuzzy Systems, 34(2), 893-901. https://doi.org/10.3233/jifs-169383 DOI: https://doi.org/10.3233/JIFS-169383
Opstoel, K., Chapelle, L., Prins, F. J., De Meester, A., Haerens, L., Van Tartwijk, J., & De Martelaer, K. (2020). Personal and social development in physical education and sports: A review study. European Physical Education Review, 26(4), 797-813. https://doi.org/10.1177/1356336x19882054 DOI: https://doi.org/10.1177/1356336X19882054
Zhou, T., Wang, H., & Li, D. (2023). Focusing on the value of cooperative learning in physical education: a bibliometric analysis. Frontiers in psychology, 14, 1300986. https://doi.org/10.3389/fpsyg.2023.1300986 DOI: https://doi.org/10.3389/fpsyg.2023.1300986
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Jian Li, Seong Pek Lim
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
