Publication trends in physical education and sports-related inclusion: A bibliometric analysis

229 Psychology Research on Education and Social Sciences, 6(4), 229-238, Dec. 2025 e-ISSN: 2717-7602 dergipark.org.tr/press Genc Bilge Publishing Ltd. (Young Wise) © 2025 gencbilgeyayincilik.com Research Article Publication trends in physical education and sports-related inclusion: A bibliometric analysis Turan Başkonuş1* Bandırma Onyedi Eylül University, Balıkesir, Türkiye Article Info Abstract Received: 9 October 2025 Accepted: 7 December 2025 Online: 30 December 2025 Keywords: Bibliometric Analysis Inclusion Physical education Sports teacher Sports-related inclusion 2717-7602/ © 2025 by PRESS. Published by Genc Bilge (Young Wise) Pub. Ltd. This is an open access article under CC BY-NC-ND license The aim of this study is to reveal the bibliometric trends of academic publications concerning inclusion in the fields of physical education and sports between 2001 and 2025. The Web of Science (WoS) databases were used as the primary data source. During the literature search, the keywords “Physical Education” or “Sports” or “Physical Education Teacher” or “Sports Teacher” or “Physical Education and Sports Teacher” and “Inclusion” were queried within the Topic field, yielding a total of 20.211 publications. These publications were analyzed without imposing any language or document-type restrictions. Within the scope of the analysis, bibliometric evaluations were conducted regarding the distribution of publications by year, countries, authors, researchers, subject categories, document types, publication languages, and publishers. The findings indicate a marked increase in publication volume, particularly from the 2010s onward, with an accelerated rise after 2020. At the country level, Japan and the United States have made the largest contributions. In the categorical distribution, Sport Sciences, Orthopedics, and Surgery ranked among the top categories, and articles and reviews constituted the dominant document types. Additionally, the vast majority of the publications were produced in English. In conclusion, studies on inclusion within physical education and sports have gained significant momentum worldwide in recent years, with a notable concentration at the intersection of sports sciences, health sciences, and educational sciences. These findings illuminate current research trends in the field and provide guidance for future scholarly work. To cite this article Baskonus, T. (2025). Publication trends in physical education and sports-related ınclusion: A bibliometric analysis. Psychology Research on Education and Social Sciences, 6(4), 229-238. DOI: https://doi.org/10.5281/zenodo.18053003 Introduction Physical education and sport are defined not merely as biological processes aimed at enhancing physical capacity, but as an interdisciplinary field of education that supports individuals’ cognitive, emotional, and social development through a holistic approach (Bailey, 2006). When addressed within a systematic framework, the fundamental human drive for movement not only enables individuals to acquire healthy lifestyle behaviors but also plays a significant role in facilitating adaptation to the complex structures of modern societies (Wright et al., 2010; Demirhan et al., 2014). Recent studies in the literature indicate that regular physical activity promotes well-being through neurobiological and psychosocial mechanisms, reduces depressive symptoms, and strengthens perceptions of self-efficacy (Lubans et al., 2016). Within this context, sport transcends the boundaries of an individual activity and emerges as a powerful sociocultural tool that reinforces a sense of social belonging and contributes to the formation of group dynamics. From 1 Assoc. Prof. Dr., Bandırma Onyedi Eylül University, Balıkesir, Türkiye. E-mail: [email protected] ORCID: 0000-0001-8932-7656 Baskonus Psychology Research on Education and Social Sciences 6(4) (2025) 229-238 230 the perspective of Social Identity Theory, sport settings provide a foundation for individuals to define themselves as members of a group and to develop a collective sense of “we” (Tajfel & Turner, 1979; Haslam et al., 2004). This process deepens individuals’ interactions with their social environments and, as emphasized in Bronfenbrenner’s Ecological Systems Theory, facilitates social integration within a multidimensional structure extending from the microsystem to the macrosystem (Zorbaz & Bılge, 2019). The unifying power of sport also offers a particularly fertile ground for integration (inclusion) practices, which constitute one of the core components of contemporary education systems. Intergroup interactions that occur under conditions of equal status and shared goals are among the most effective means of reducing prejudice and narrowing social distance (Pettigrew & Tropp, 2006). Due to their inherent emphasis on cooperation, teamwork, and interdependence, physical education classes are widely recognized as among the most suitable educational settings in which students with special needs can naturally interact and integrate with their peers (Qi & Ha, 2012; Haegele & Sutherland, 2015). Empirical evidence demonstrates that inclusive physical education practices enhance the social skills of individuals with special needs, improve their communication capacities, and reduce the risk of social exclusion (Şahin & Şahin, 2020). Beyond social and psychosocial outcomes, inclusive educational environments also contribute to students’ academic skills and motivational orientations. In recent years, cognitive–linguistic processes underlying learning outcomes have attracted increasing attention within inclusive education research. In this regard, interventionbased evidence demonstrates that targeted programs focusing on rapid automatized naming significantly improve reading fluency among students with learning disabilities, while simultaneously enhancing their academic intrinsic motivation (Ibrahim & Nemt-allah, 2024). These findings indicate that inclusion-oriented educational practices may yield multidimensional benefits by addressing both academic performance and motivational factors, thereby reinforcing the holistic aims of inclusive education. Despite this strong theoretical and practical foundation, studies examining the structure, developmental trends, and interdisciplinary orientations of scientific production on inclusion within the field of physical education and sport remain limited. Existing research has largely focused on implementation outcomes, teacher attitudes, or student achievements, while comparatively few bibliometric studies have comprehensively mapped the field’s longitudinal development, disciplinary contributions, and patterns of academic collaboration. Yet, in a rapidly expanding and increasingly multidisciplinary domain, systematic analyses of the structural characteristics of the literature are essential for evaluating accumulated knowledge and identifying future research directions. In light of these considerations, bibliometric analyses provide a powerful means of constructing a scientific map of the research field by making visible not only publication growth but also interactions among countries, institutions, authors, and disciplines. Accordingly, the present study aims to examine the academic literature on inclusion within the context of physical education and sport through a bibliometric approach, with the objective of revealing the field’s developmental dynamics, research trends, and prominent thematic foci. The findings are expected to contribute to strengthening the scientific foundations of inclusive physical education practices and to offer a guiding framework for future research endeavors. Method This study employed a bibliometric analysis to examine the structural characteristics, research trends, and developmental trajectories of academic publications focusing on inclusion within the field of physical education and sport. Bibliometric methods were selected because they enable the objective examination of the quantitative growth, thematic concentrations, and patterns of scholarly production in rapidly expanding and interdisciplinary research areas through standardized indicators. By allowing the literature to be assessed from a comprehensive and integrative perspective, this approach enhances the methodological rigor and validity of the study (Donthu et al., 2021). The Web of Science (WoS) database was used as the primary data source. WoS was chosen due to its high indexing standards, broad interdisciplinary coverage, and its widespread recognition as a reliable and authoritative database in international bibliometric research. These characteristics are particularly important for ensuring data quality and Baskonus Psychology Research on Education and Social Sciences 6(4) (2025) 229-238 231 comparability in bibliometric analyses (Aria & Cuccurullo, 2017). The literature search was conducted in the “Topic” field of the WoS database using the following keywords: “Physical Education” or “Sports” or “Physical Education Teacher” or “Sports Teacher” or “Physical Education and Sports Teacher” and “Inclusion.” The search yielded a total of 20,211 publications. In order to construct a comprehensive and highly representative dataset, no restrictions were applied with respect to publication type, language, or index category, and all retrieved records were included in the analysis. This strategy was adopted to evaluate trends in the literature without introducing selection bias and to provide a holistic overview of the field (Donthu et al., 2021). During the analysis process, bibliometric techniques were used to examine the annual distribution of publications, country-level productivity, classification by subject categories, as well as publication types and languages. In addition, the most productive authors, researchers, and institutions, along with the journals hosting the highest number of publications, were identified. The contributions of publishing outlets, patterns of interdisciplinary interaction, and temporal trends in the development of the literature were also analyzed in detail. This multidimensional analytical framework is consistent with the core methodological structures recommended for bibliometric studies aimed at systematically mapping the academic architecture and developmental dynamics of a research field (Aria & Cuccurullo, 2017). Findings This section presents the findings derived from 20,211 publications retrieved from the Web of Science database covering the period between 2001 and 2025, based on the keywords “Physical Education” or “Sports” or “Physical Education Teacher” or “Sports Teacher” or “Physical Education and Sports Teacher” and “Inclusion.” Within the scope of the analysis, the publications were examined in terms of their annual distribution, contributing countries, subject categories, publication types, publication languages, as well as the most productive authors, researchers, and publishing outlets. The findings, illustrated through graphical representations, reveal the historical development of the literature, its geographical and disciplinary concentrations, the leading researchers and institutions in the field, and the diversity of publication languages and types. In this context, the results not only make visible the prevailing research trends related to inclusion in the field of physical education and sport but also provide informative and guiding evidence for future research endeavors. Figure 1. Distribution of publications by researchers Baskonus Psychology Research on Education and Social Sciences 6(4) (2025) 229-238 232 Figure 1 illustrates the most prolific researchers in the fields of physical education, sport, and inclusion. Kakitani, Akiyoshi ranks first in terms of publication output, with more than 80 publications. He is followed by Haegele, Justin A., and Hasegawa, Masato, each with approximately 80 publications. In terms of publication volume, these three researchers can be regarded as leading figures who have significantly shaped the literature through their high levels of scholarly productivity. Wakabayashi, Koichi and Dombe, Benjamin G. occupy the fourth position, each having produced around 79 publications. Researchers such as Takahashi, Hitoshi; Mori, Fumiaki; and Tanji, Kunikazu, who fall within the range of 60–70 publications, also stand out as important contributors to the field. Overall, this distribution indicates that while a broad range of researchers have contributed to the literature, a relatively small number of scholars clearly distinguish themselves in terms of publication productivity. Figure 2. Distribution of publications by country Figure 2 presents the distribution of publications on physical education, sport, and inclusion across countries. Japan emerges as the most productive country, with more than 6,500 publications. The United States follows with approximately 5,100 publications. Together, these two countries account for more than half of the total output, indicating their dominant influence on the development of the literature. The United Kingdom ranks third, standing out with around 1,700 publications, followed by Australia and Spain. Germany, China, and Canada are also among the countries that make substantial contributions to the field. Countries such as Italy, Brazil, the Czech Republic, and the Netherlands fall within the range of 600–800 publications, while those with relatively lower output include France, Denmark, Switzerland, Sweden, Norway, Portugal, and Ireland, each producing between 400 and 600 publications. Finally, countries such as Belgium, India, South Korea, Poland, Chile, and New Zealand are characterized by publication counts below 300. Baskonus Psychology Research on Education and Social Sciences 6(4) (2025) 229-238 233 Figure 3. Distribution of publications by Web of Science (WoS) categories Figure 3 presents the distribution of publications on physical education, sport, and inclusion across Web of Science (WoS) subject categories. The highest number of publications is observed in the Sport Sciences category, with more than 5.500 publications. This finding indicates that research on physical education and sport is predominantly situated within the core domain of sport sciences. The second most prominent category is Orthopedics, encompassing over 3.100 publications, suggesting a strong association between sport and inclusion research and perspectives related to medical rehabilitation, movement systems, and orthopedic science. The Surgery category ranks third in terms of publication volume. When education-oriented categories are considered, more than 1.100 publications are classified under Education & Educational Research. In addition, the presence of over 1.000 publications in the Hospitality, Leisure, Sport & Tourism category highlights the considerable academic interest in the social dimensions of physical education and sport. Furthermore, a substantial number of publications (approximately 700–900) are found in healthand science-based categories such as Clinical Neurology, Rehabilitation, Neurosciences, and Chemistry, Multidisciplinary. This distribution demonstrates that the topic extends beyond a purely educational or sport-focused framework and intersects extensively with health sciences and multidisciplinary research domains. At lower levels, categories including Public, Environmental & Occupational Health, Environmental Sciences, Nutrition & Dietetics, and Physiology each account for approximately 300–500 publications. Overall, the findings indicate that while publications are predominantly clustered within the Sport Sciences, Orthopedics, and Surgery categories, a wide range of disciplines contribute to this research area, clearly reflecting its interdisciplinary nature. Baskonus Psychology Research on Education and Social Sciences 6(4) (2025) 229-238 234 Figure 4. Distribution of publications by language Figure 4 illustrates the distribution of publications according to language. The vast majority of publications are written in English, while the number of studies published in other languages remains relatively limited. Spanish ranks second with approximately 500 publications, followed by Portuguese with around 200 publications. Publications in German, Russian, French, and Japanese each account for fewer than 100 records. In addition, a small number of publications are available in other languages, including Turkish, Chinese, Greek, and Italian. This distribution indicates that research on inclusion and physical education is predominantly produced in English in order to reach the global academic community. At the same time, the presence of a notable number of publications in Spanish and Portuguese suggests that the topic has gained particular relevance in Latin American countries. The relatively low number of publications in Turkish implies that, although there is academic interest in the field within Türkiye at the national level, contributions to the international literature remain limited. Figure 5. Distribution of publications by document type Figure 5 illustrates the distribution of publications according to document type. The most prevalent publication type is the research article, accounting for more than 14.000 publications and representing the highest proportion of the Baskonus Psychology Research on Education and Social Sciences 6(4) (2025) 229-238 235 dataset. This finding indicates that issues related to physical education, sport, and inclusion are predominantly addressed through empirical research. Review articles rank second, with approximately 5.500 publications, constituting a substantial share of the literature. This result suggests that, in addition to original research, there is considerable scholarly interest in synthesizing existing knowledge and discussing theoretical frameworks within the field. At lower levels, proceedings papers (approximately 600 publications) and early access articles (around 400 publications) are observed. These document types indicate that conference contributions and online early-access publications function as complementary components of research production in this area. Other publication types, such as editorial material, book chapters, letters, and meeting abstracts, are relatively limited in number, each remaining below 200 publications. Overall, the findings demonstrate that the vast majority of publications consist of original research articles and review papers, while other document types make more marginal contributions to the literature. This distribution clearly reflects the strong emphasis placed on both empirical investigation and comprehensive literature synthesis in the academic study of physical education, sport, and inclusion. Figure 6. Annual distribution of publications Figure 6 illustrates the annual distribution of publications related to physical education, sport, and inclusion between 2001 and 2025. During the period from 2001 to 2007, publication output remained relatively limited, with fewer than 100 publications per year. A noticeable increase began in 2008, reaching approximately 400 publications by 2009. Throughout the 2010s, a steady upward trend is evident, with around 700 publications in 2012, approximately 800 in 2014, and more than 950 publications in 2016. This growth trajectory reflects the increasing academic visibility of the field. After 2017, publication output accelerated markedly. In 2020, the number of publications exceeded 1,500, while in 2021 and 2022 it remained at around 1.800. The highest level of scholarly production was observed in 2024, with more than 2.000 publications. The relatively low number recorded for 2025 can be attributed to the fact that the year has not yet been completed. Overall, the findings indicate a consistent increase in publication output from 2001 to the present, with a particularly pronounced acceleration in the literature after 2017. Baskonus Psychology Research on Education and Social Sciences 6(4) (2025) 229-238 236 Figure 7. Distribution of publications by journals Figure 7 displays the distribution of publications on physical education, sport, and inclusion across journals. The American Journal of Sports Medicine stands out as the journal with the highest number of publications, hosting nearly 600 articles. With this volume, it occupies a leading position in the field in both quantitative and qualitative terms. The journal Knee Surgery ranks second, with approximately 450 publications. It is followed by Sports Medicine, with more than 420 publications, and the Orthopaedic Journal of Sports Medicine, which includes around 400 publications. These journals collectively reflect the strong relationship between sport sciences and orthopedic surgery within the literature. Overall, the findings indicate that a substantial proportion of publications are concentrated in journals focused on sport sciences and orthopedics. However, noteworthy contributions are also observed in education-, health-, and multidisciplinary-oriented journals. This distribution demonstrates that the theme of inclusion is examined not only from an educational perspective but also through health and rehabilitation frameworks. Conclusion This study examined the development of the academic literature on inclusion in the fields of physical education and sport between 2001 and 2025 through a bibliometric approach, thereby revealing the structural trends of the field, dominant research themes, and salient research gaps. The findings indicate that studies focusing on inclusive physical education and sport have increased markedly over the past fifteen years, a trend that parallels the growing emphasis on sport not only as a means of physical development but also as a domain associated with psychosocial, cognitive, and social outcomes (Basar, 2018). Despite this quantitative growth in the literature, however, research directly addressing school-based inclusive physical education practices, teacher education processes, and classroom-level pedagogical adaptations remains relatively limited. In particular, teachers’ attitudes toward inclusive education, their perceptions of self-efficacy, and the challenges they encounter in practice emerge as key factors that directly influence the effectiveness of inclusive physical education initiatives (Kartal et al., 2024). This situation underscores the need for future research to place greater emphasis on teacher-centered and practice-oriented approaches. From the student perspective, inclusive physical education and sport environments are reported to foster social interaction, a sense of belonging, and the development of social skills, with these effects being especially pronounced among students with disabilities and those from disadvantaged groups (Hacıcaferoglu & Sumer, 2019). Moreover, sportbased activities are highlighted as contributing to positive youth development processes and supporting young people in distancing themselves from risky behaviors (Zorbaz & Bılge, 2019). The imbalance observed in country-based Baskonus Psychology Research on Education and Social Sciences 6(4) (2025) 229-238 237 publication distributions may limit the applicability of findings on inclusive physical education and sport to specific cultural and institutional contexts (Sural, 2023). In this regard, increasing the number of comparative studies that encompass diverse socio-cultural settings would enhance the generalizability of existing evidence. In terms of publication types, the literature is largely composed of empirical studies, whereas review and meta-analytic research remains relatively scarce. Yet, particularly in rapidly expanding fields such as inclusive physical education and sport, integrative and synthesizing studies are of critical importance for systematically evaluating accumulated knowledge and strengthening practice-oriented implications (Lubans et al., 2016). Overall, this bibliometric review provides a comprehensive overview of the current state of the literature on inclusive physical education and sport and offers valuable insights into the field’s future development. Strengthening teacher education, expanding school-based practices, and designing inclusive sport programs tailored to diverse student populations have the potential to enhance the contributions of physical education and sport to social integration, psychological well-being, and positive youth development (Madsen et al., 2011). In this respect, the findings are considered to offer an evidence-based reference framework that can support informed decision-making processes for both researchers and practitioners. Biodata of Authors Assoc. Prof. Dr. Turan Başkonuş is currently working at Bandırma Onyedi Eylül University, Faculty of Sport Sciences. He completed his undergraduate studies in Primary School Teaching at Gazi University, Kırşehir Faculty of Education, followed by a Master’s degree in Primary School Teaching at Ahi Evran University, Institute of Social Sciences. He holds two doctoral degrees, one in Physical Education and Sports Education from Sakarya University and another in Special Education from Ankara University. His associate professorship is in the field of Sport Sciences. His primary research areas focus on physical activity and sports for children with special needs, particularly Autism. Affiliated Institution: Bandırma Onyedi Eylül University, Balıkesir. E-mail: [email protected] ORCID: 0000-0001-8932-7656 References Aria, M. & Cuccurullo, C. (2017) Bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11, 959-975. https://doi.org/10.1016/j.joi.2017.08.007 Bailey R. (2006). Physical education and sport in schools: A review of benefits and outcomes. The Journal of School Health, 76(8), 397–401. https://doi.org/10.1111/j.1746-1561.2006.00132.x Başar, S. (2018). Düzenli egzersizin depresyon, mutluluk ve psikolojik iyi oluş üzerine etkisi. İnönü Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi, 5(3), 25-34. Çalışkan Özbek, F, & Bingöl, A. S. (2025). Mesleki eğitim merkezlerinde görev yapan öğretmenlerin kapsayıcı eğitime yönelik sınıf içi uygulamalarının tutum ve öz yeterlikleri ile ilişkisi. Türk Eğitim Bilimleri Dergisi, 23(1), 1056-1094. https://doi.org/10.37217/tebd.1637156 Demirhan, G., Bulca, Y., Saçlı, F., & Kangalgil, M. (2014). Beden eğitimi öğretmenlerinin uygulamada karşılaştıkları sorunlar ve çözüm önerileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(29-2), 57-68. Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285–296. Hacıcaferoğlu, S., & Sümer, H. (2019). Okul spor faaliyetlerinin sporcu öğrencilerin sosyalleşmelerine yönelik katkısını bazı değişkenlere göre incelenmesi. International Journal of Cultural and Social Studies (IntJCSS), 5(2), 704-716. Haegele, J. A., & Sutherland, S. (2015). Perspectives of students with disabilities toward physical education: A qualitative inquiry review. Quest, 67(3), 255–273. Haslam, S. A., Jetten, J., O'Brien, A., & Jacobs, E. (2004). Social identity, social influence and reactions to potentially stressful tasks: Support for the self-categorization model of stress. Stress and Health: Journal of the International Society for the Investigation of Stress, 20(1), 3–9. https://doi.org/10.1002/smi.995 İbrahim, A., & Nemt-allah, M. (2024). Öğrenme güçlüğü olan öğrencilerde hızlı otomatik adlandırmanın okuma akıcılığı ve akademik içsel motivasyon üzerindeki etkisi. Eğitim ve Sosyal Bilimler Üzerine Psikoloji Araştırmaları, 5(4), 149-160.