Global research trends on physical education practices: a bibliometric analysis and science-mapping study

Abstract

Background: Physical Education teacher training, specifically internships, require the application of theory to real-life contexts. Although these internships are mandatory in training programs, they are often undervalued. This study aims to provide an overview of research in this field and highlight future trends to contribute to the development of strategies for improving teacher training. The study analyzes the training of Physical Education teachers, emphasizing the importance of professional practice in applying theory to real-world contexts. Methods: To identify trends and improve teacher training, a bibliometric analysis was conducted on 83 publications retrieved from the Social Sciences Citation Index and the Science Citation Index Expanded in Web of Science. Results: Since 2010, a significant increase in publications on this topic has been observed, mostly in English, with 1,827 citations and an average of 22.01 citations per article. The documents had 198 authors from 27 countries, with the United States being the most prolific. The analysis revealed three research clusters: one focused on “attitudes” and “inclusion” of children with disabilities, another on “Physical Education” and “teachers’ beliefs,” and a third centered on “practices” and “perception” in adapted Physical Education. International collaboration was variable, with institutions predominantly from the United States, Brazil, and Spain. The most influential journals included Adapted Physical Activity Quarterly and Physical Education and Sport Pedagogy. Conclusions: The study reveals a notable growth in research on Physical Education practicums since 2010, with three main thematic clusters and a low level of author collaboration.

The author(s) declare that financial support was received for the research and/or publication of this article. The consolidated research group is the Human Movement Generalitat de Catalunya, 021 SGR 01619. The funding has been received from research adjustments for the majority of the initial training of teachers and secondary school teachers (ARMIF) 2025–2027.