• Abstract
• How to cite
• Metrics
• References

• Purpose of the study: This study aims to analyze the development of publication trends and identify and examine the main factors influencing the implementation of the sports pedagogy model to improve students’ spatial intelligence in volleyball learning.

  Methodology: This study uses bibliometric analysis and a Systematic Literature Review (PRISMA) based on Scopus data from 2020-2025 on sports pedagogy for developing students’ spatial intelligence in volleyball learning. The data obtained were then systematically selected, subjected to VOSviewer-based visualization analysis, and interpreted to identify patterns, relationships, and research trends related to the comprehensive and objective development of students’ spatial intelligence.

  Main Findings: Research results show that implementing sports pedagogy in volleyball instruction improves students' spatial intelligence through game-based cognitive and motor integration. The growing body of research indicates the high relevance of learning implementation, which is influenced by engagement, tactical skills, decision-making, and the roles of teachers and learning design. However, this research remains limited by data sources, design variations, country dominance, and a lack of longitudinal studies, necessitating innovative development, expanded research, and technology integration.

  Novelty/Originality of this study: This study offers a comprehensive bibliometric perspective by integrating trend analysis, spatial intelligence, and sport pedagogy in the context of volleyball learning. It enriches existing research by emphasizing the relationship between cognitive and motor aspects and providing a conceptual basis for the development of innovative learning models.

• How to cite

  [1]

  “Implementation of the Sport Pedagogy Model to Improve Students’ Spatial Intelligence in Volleyball: Bibliometric Study 2020-2025”, Jor. Eva. Edu, vol. 7, no. 3, pp. 617–631, Jul. 2026, doi: 10.37251/f61ah277.

  More Citation Formats

  • ACM
  • ACS
  • APA
  • ABNT
  • Chicago
  • Harvard
  • IEEE
  • MLA
  • Turabian
  • Vancouver
• 14

  Abstract views

  9

  Downloads

  ---

  Metrics — Badges
• 1. [1] C. B. Corbin, “Conceptual physical education: A course for the future,” J. Sport Heal. Sci., vol. 10, no. 3, pp. 308–322, 2021, doi: 10.1016/j.jshs.2020.10.004.
  2. [2] C. E. B. Brown, K. Richardson, B. Halil-Pizzirani, L. Atkins, M. Yücel, and R. A. Segrave, “Key influences on university students’ physical activity: a systematic review using the Theoretical Domains Framework and the COM-B model of human behaviour,” BMC Public Health, vol. 24, no. 1, 2024, doi: 10.1186/s12889-023-17621-4.
  3. [3] F. Hassani and E. Aydın, “Exploring physical literacy: insights from physical education teachers in Turkey on physical activity and curriculum practices for students with autism spectrum disorder — a brief study based on interviews,” Sport Sci. Health, vol. 21, no. 2, pp. 807–814, 2025, doi: 10.1007/s11332-024-01317-2.
  4. [4] F. Jastrow, S. Greve, M. Thumel, H. Diekhoff, and J. Süßenbach, “Digital technology in physical education: a systematic review of research from 2009 to 2020,” German Journal of Exercise and Sport Research, vol. 52, no. 4. Springer Science and Business Media Deutschland GmbH, pp. 504–528, 2022. doi: 10.1007/s12662-022-00848-5.
  5. [5] Q. Li, P. M. Kumar, and M. Alazab, “IoT-assisted physical education training network virtualization and resource management using a deep reinforcement learning system,” Complex Intell. Syst., vol. 8, no. 2, pp. 1229–1242, 2022, doi: 10.1007/s40747-021-00584-7.
  6. [6] K. Opstoel, L. Chapelle, F. J. Prins, J. Van Tartwijk, and K. De Martelaer, “Personal and social development in physical education and sports: A review study,” European Physical Education Review, vol. 26, no. 4, pp. 797–813, 2020, doi: 10.1177/1356336X19882054.
  7. [7] I. Demchenko, B. Maksymchuk, V. Bilan, I. Maksymchuk, and I. Kalynovska, “Training future physical education teachers for professional activities under the conditions of inclusive education,” BRAIN. BROAD Res. Artif. Intell. Neurosci., vol. 12, no. 3, pp. 191–213, Aug. 2021, doi: 10.18662/brain/12.3/227.
  8. [8] A. Caldero and A. Macphail, “A student-centred digital technology approach: The relationship between intrinsic motivation, learning climate and academic achievement of physical education pre-service teachers,” European Physical Education Review, vol. 26, no. 1, pp. 241–262, 2020, doi: 10.1177/1356336X19850852.
  9. [9] A. Kirch, M. Schnitzius, S. Spengler, S. Blaschke, and F. Mess, “Knowing students’ characteristics: opportunities to adapt physical education teaching,” Front. Psychol., vol. 12, Feb. 2021, doi: 10.3389/fpsyg.2021.619944.
  10. [10] S. Xie and J. Xu, “Design and implementation of physical education teaching management system based on multi - agent model,” Int. J. Comput. Intell. Syst., vol. 9, 2023, doi: 10.1007/s44196-023-00349-9.
  11. [11] M. Papastergiou and I. Mastrogiannis, “Design, development and evaluation of open interactive learning objects for secondary school physical education,” Educ. Inf. Technol., vol. 26, no. 3, pp. 2981–3007, May 2021, doi: 10.1007/s10639-020-10390-2.
  12. [12] D. Zhang, P. Shi, T. Jin, and K. Zhang, “Tools for assessing ball skills based on game scenarios : a systematic review and related insights,” BMC Sports Sci. Med. Rehabil., vol. 7, 2025, doi: 10.1186/s13102-025-01077-7.
  13. [13] K. S. Mohammed, “Design and standardization of a test of spatial awareness and distance for the skills of passing from above and below for volleyball players aged (12-14 years),” Journal of Physical Education, vol. 36, no. 3, pp. 782–797, 2024, doi: 10.37359/JOPE.V36(3)2024.2195.
  14. [14] G. Ottoboni, R. Nicoletti, and A. Tessari, “The effect of sport practice on enhanced cognitive processing of bodily indices: a study on volleyball players and their ability to predict hand gestures,” International Journal of Environmental Research and Public Health, vol. 18, no. 10, pp. 5384, 2021, doi: 10.3390/ijerph18105384.
  15. [15] Q. Wang and Y. Guo, “Research on the development of coordination ability and training methods of junior volleyball players,” Journal of Educational Theory and Practice, vol. 2, no. 4, pp. 1–10, 2025, doi: 10.62177/jetp.v2i4.911.
  16. [16] Z. Zhang, Y. Tian, and J. Qi, “Volleyball technical action recognition based on CNN - LSTM,” Discover Artificial Intelligence, vol. 5, no. 1, pp. 188, 2025, doi: 10.1007/s44163-025-00273-1.
  17. [17] J. Lutz, D. Memmert, D. Raabe, R. Dornberger, and L. Donath, “Wearables for integrative performance and tactic analyses: opportunities, challenges, and future directions,” International journal of environmental research and public health, vol. 17, no. 1, pp. 1–26, 2019, doi: 10.3390/ijerph17010059.
  18. [18] R. Zhu, M. Zheng, S. Liu, J. Guo, and C. Cao, “Effects of perceptual-cognitive training on anticipation and decision-making skills in team sports: a systematic review,” Behavioral Sciences, vol. 14, no. 10, pp. 919, 2024, doi: 10.3390/bs14100919.
  19. [19] S. Perrone, L. Rinaldi, D. Gatti, and L. Girelli, “Temporal perception in closed-skill sports: An experimental study on expert swimmers and runners,” Psychol. Sport Exerc., vol. 69, 2022, pp. 102500, 2023, doi: 10.1016/j.psychsport.2023.102500.
  20. [20] Z. Guo and Q. Wang, “The impact of time pressure on decision-making and visual search characteristics in basketball players,” no. August, pp. 1–11, 2025, doi: 10.3389/fpsyg.2025.1660732.
  21. [21] R. L. Lamb, L. Annetta, J. Firestone, and E. Etopio, “A meta-analysis with examination of moderators of student cognition, affect, and learning outcomes while using serious educational games, serious games, and simulations,” Computers in Human Behavior, vol. 80, pp. 158-167, 2018, doi: 10.1016/j.chb.2017.10.040 0747-5632.
  22. [22] T. Smythe et al., “Articles Do children with disabilities have the same opportunities to play as children without disabilities ? Evidence from the multiple indicator cluster surveys in 38 low and middle-income countries,” eClinicalMedicine, vol. 67, pp. 102361, 2024, doi: 10.1016/j.eclinm.2023.102361.
  23. [23] M. Ninaus, R. Cortez, I. Hazin, and K. Kiili, “The added value of game elements: better training performance but comparable learning gains,” Educ. Technol. Res. Dev., vol. 71, no. 5, pp. 1917–1939, 2023, doi: 10.1007/s11423-023-10263-8.
  24. [24] L. Carrington et al., “The effectiveness of play as an intervention using International Classification of Functioning outcome measures for children with disabilities – a systematic review and meta-synthesis,” Disabil. Rehabil., vol. 46, no. 17, pp. 3827–3848, 2024, doi: 10.1080/09638288.2023.2259305.
  25. [25] R. R. Cruz, “Enhancing mini volleyball forearm passing performance with small-sided games and drill practice,” British Journal of Multidisciplinary and Advanced Studies: Education, Learning, Training & Development, vol. 5, no. 1, pp. 148–160, 2024, doi: 10.37745/bjmas.2022.0423.
  26. [26] R. Anne et al., “Improving students’ game play and tactics in playing volleyball using skill illustration technique (SkIT),” Journal of Education, Society and Behavioural Science, vol. 38, no. 5, pp. 15–22, 2025, doi: 10.9734/jesbs/2025/v38i51424.
  27. [27] B. Li and M. Tian, “Volleyball movement standardization recognition model based on convolutional neural network,” Computational Intelligence and Neuroscience, vol. 2023, no. 1, 2023, doi: 10.1155/2023/6116144.
  28. [28] F. W. Meng, Z. F. Yao, E. C. Chang, and Y. L. Chen, “Team sport expertise shows superior stimulus-driven visual attention and motor inhibition,” PloS one, vol. 14, no. 5, pp. 1–14, 2019, doi: 10.1371/journal.pone.0217056.
  29. [29] F. M. Clemente, R. Ramirez-Campillo, H. Sarmento, G. M. Praca, J. Afonso, A. F. Silva, ... and B. Knechtle, “Effects of small-sided game interventions on the technical execution and tactical behaviors of young and youth team sports players: A systematic review and meta-analysis,” Frontiers in Psychology, vol. 12, pp. 667041, 2021, doi: 10.3389/fpsyg.2021.667041.
  30. [30] M. T. A. Robles, D. Collado-Mateo, C. Fernández-Espínola, E. Castillo Viera, and F. J. Gimenez Fuentes-Guerra, “Effects of teaching games on decision making and skill execution: A systematic review and meta-analysis,” International journal of environmental research and public health, vol. 17, no. 2, pp. 505, 2020, doi: 10.3390/ijerph17020505.
  31. [31] B. Tokay, and M, Akil, “Tactical-game and technical approach: the importance of sport type and method in developing metacognitive control and awareness in school going children,” Current Psychology, vol. 44, no. 12, pp. 11460-11471, 2025, doi: 10.1007/s12144-025-07935-4.
  32. [32] V. Romanenko, Y. Tropin, L. Podrigalo, and N. Boychenko, “Specific features of cognitive skill development in athletes of situational sports,” Pedagogy of Physical Culture and Sports, vol. 29, no. 3, pp. 194-203, 2025, doi: 10.15561/26649837.2025.0305.
  33. [33] J. W. Id, C. C. Soon, S. S. Id, C. Wang, Z. Gao, and Q. Xie, “Tactical games model in physical education: A systematic review,” PLoS One, vol. 19, no. 11, pp. 1–29, 2024, doi: 10.1371/journal.pone.0311321.
  34. [34] A. Hejazi, “Advancing futures studies: a mixed-methods approach to identifying and addressing critical research gaps,” Nuts About Leadership, vol. 2, no. 1, pp. 208–227, 2025, doi: 10.5281/zenodo.15350985.
  35. [35] T. Molla, “Engaged scholarship: paradigmatic and pragmatic drivers,” International Review of Sociology, vol. 34, no. 3, pp. 488–511, 2024, doi: 10.1080/03906701.2024.2404914.
  36. [36] P. Rikala, G. Braun, J. Miitta, J. Stahre, and H. Raija, “Understanding and measuring skill gaps in Industry 4.0-A review,” Technological Forecasting and Social Change, vol. 201, 2024, doi: 10.1016/j.techfore.2024.123206.
  37. [37] E. Tewell, “Two decades of critical information literacy: a review and analysis of the literature,” Information Research an International Electronic Journal, vol. 30, pp. 443–460, 2025, doi: 10.47989/ir30CoLIS52267.
  38. [38] V. A. Hamaniuk, S. O. Semerikov, and Y. V. Shramko, “Educational innovation and resilience in crisis: a critical review of ICHTML 2025,” Educational Dimension, vol. 13, pp. 1-56, 2025. doi: 10.55056/ed.1125.
  39. [39] T. T. Zhao, Y. Wang, X. Jiang, and J. J. Zhang, “Sport in smart cities: definition, review and future research agenda,” Sport, Business and Management: An International Journal, pp. 1-28, 2026, doi: 10.1108/SBM-09-2025-0246.
  40. [40] R. Yang and X. Yang, “Optimization in graduate education management: a Post-COVID bibliometric and forecasting study to map the past, present and future,” Sage Open, vol. 16, no. 1, pp. 1–19, 2026, doi: 10.1177/21582440251411408.
  41. [41] A. Triansyah, Y. Hidayat, and M. Haetami, “Bibliometric analysis of instructional models in physical education: from direct instruction to transformative learning,” Physical Education Theory and Methodology, vol. 25, no. 5, pp. 1290-1301, 2023, doi: 10.17309/tmfv.2025.5.28.
  42. [42] V. Arufe-Giráldez, A. Sanmiguel-Rodríguez, O. Ramos-Álvarez, and R. Navarro-Patón, “News of the pedagogical models in physical education-a quick review,” International Journal of Environmental Research and Public Health, vol. 20, no. 3, pp. 2586. 2023, doi: https://doi.org/10.3390/ijerph20032586.
  43. [43] J. Zhang, K. G. Soh, X. Bai, M. A. M. Anuar, and W. Xiao, “Optimizing learning outcomes in physical education: A comprehensive systematic review of hybrid pedagogical models integrated with the sport education model,” PloS one, 19(12), e0311957, 2024, doi: 10.1371/journal.pone.0311957.
  44. [44] F. Sgrò, M. Barca, R. Schembri, R. Coppola, and M. Lipoma, “Effects of different teaching strategies on students’ psychomotor learning outcomes during volleyball lessons,” Sport Sci. Health, vol. 18, no. 2, pp. 579–587, 2022, doi: 10.1007/s11332-021-00850-8.
  45. [45] D. Mulyana, A. Suherman, K. Komarudin, B. Abduljabar, and F. R. Mulyana, “Integrating technology in physical education: The impact of TPACK-based tactical and technical approaches on football skills and student motivation,” Physical Education and Sports: Studies and Research, vol. 4, pp. 71–82, 2025, doi: 10.56003/pessr.v4i1.523.
  46. [46] R. Breed, R. Lindsay, A. Kittel, and M. Spittle, “Content and quality of comparative tactical game-centered approaches in physical education: A systematic review,” Review of Educational Research, vol. 95, no. 2, pp. 293–336, 2025, doi: 10.3102/00346543241227236.
  47. [47] L. Bromilow, N. Milne, C. T. Woods, C. K. Dowsett, and J. W. Keogh, “The effectiveness of linear and nonlinear pedagogical approaches in team-invasion ball sports: A systematic review,” Sports Medicine-Open, vol. 11, no. 1, pp. 90, 2025, doi: https://doi.org/10.1186/s40798-025-00893-y.
  48. [48] J. I. A. Zhen-Rong, “Effects of teaching games for understanding integrated sport education model on college students’ football cognitive performance and motor skills,” Revista de Cercetare şi Intervenţie Socială, vol. 72, pp. 274-287, 2021, doi: 10.33788/rcis.72.17.
  49. [49] J. Zhang, W. Xiao, K. G. Soh, G. Yao, M. Ashraff, and B. Mohd, “The role of physical education in promoting students’ cognitive development-from motor skill learning to psychological growth,” BMC Public Health, pp. 1–15, 2024, doi: 10.1186/s12889-024-18243-0.
  50. [50] U. Gustian and R. Pranata, “Game-centered approaches in primary physical education: a systematic review of implementation and learning outcomes,” Physical Education Theory and Methodology, vol. 25, no. 5, pp. 1279–1289, 2025, doi: 10.17309/tmfv.2025.5.27.
  51. [51] G. González-Valero, J. L. Ubago-Jiménez, E. Melguizo-Ibáñez, and R. Fernández-García, “Application of the teaching games for understanding model to improve decision-making in sport learning: a systematic review and meta-analysis,” BMC psychology, vol. 12, no. 1, pp. 781, 2024, doi: 10.1186/s40359-024-02307-2.
  52. [52] R. A. Barba-Martín, D. Bores-García, D. Hortigüela-Alcalá, and G. González-Calvo, “The application of the teaching games for understanding in physical education. Systematic review of the last six years,” International journal of environmental research and public health, vol. 19, no. 9, pp. 3330, 2020, doi: 10.3390/ijerph17093330.
  53. [53] A. H. Farhan, T. H. Tahseen, B. M. Shihab, M. A. Jabar, N. A. Z. Aldulimey, S. Q. S. Al-Mousawi, and N. Y. Farhood, “The effect of the cube model on visual-spatial intelligence and learning the skill of spiking in volleyball for female students,” Retos, vol. 68, pp. 513–524, 2025, doi: 10.47197/retos.v68.114523.
  54. [54] J. Ding and Y. Su, “A teaching management system for physical education in colleges and universities using the theory of multiple intelligences and SVM,” Soft Computing, vol. 8, pp. 685–701, 2024, doi: 10.1007/s00500-023-09419-8.
  55. [55] V. A. Karisman, “Hybrid sports education and step game approach: Improving volleyball skills,” Jurnal SPORTIF: Jurnal Penelitian Pembelajaran, vol. 9, no. 1, pp. 110–124, 2023, doi: 10.29407/js_unpgri.v9i1.18817.
  56. [56] M. Batez and T. Petrušiˇ, “Effects of teaching program based on teaching games for understanding model on volleyball skills and enjoyment in secondary school students,” Sustainability, vol. 13, no. 2, pp. 606, 2021, doi: 10.3390/su13020606.
  57. [57] L. García-González, A. Abós, S. Diloy-Peña, A. Gil-Arias, and J. Sevil-Serrano, “Can a hybrid sport education/teaching games for understanding volleyball unit be more effective in less motivated students? An examination into a set of motivation-related variables,” Sustainability, vol. 12, no. 15, pp. 6170, 2020, doi: 10.3390/su12156170.
  58. [58] A. Ferriz-Valero, S. Baena-Morales, E. Guillén, and J. A. Piñol-Vázquez, “Autolycus’ Game: Game-Based learning in natural environments for meaningful physical education,” Education Sciences, vol. 15, no. 12, pp. 1642, 2025, doi: 10.3390/educsci15121642.
  59. [59] A. Segura-Robles, A. Fuentes-Cabrera, M. E. Parra-González, and J. López-Belmonte, “Effects on personal factors through flipped learning and gamification as combined methodologies in secondary education,” Frontiers in psychology, vol. 11, pp. 1103, 2020, doi: 10.3389/fpsyg.2020.01103.
  60. [60] S. Rismawan, M. Suhariyanti, G. Yulisatria, and Y. H. Bhakti, “Trends in volleyball research in school education context: a bibliometric analysis,” Jurnal Pendidikan Jasmani dan Olahraga, vol. 10, no. 2, pp. 297–311, 2025, doi: 10.17509/jpjo.v10i2.89999.
  61. [61] S. Saharullah, F. Z. Siregar, A. Nur, I. Hermawan, and A. I. A. Medeiros, “The trend and evolution of training in volleyball: A bibliometric analysis of the last five years,” Journal Sport Area, vol. 9, no. 1, pp. 30–42, 2023, doi: 10.25299/sportarea.2024.vol9(1).14781.
  62. [62] N. Saltan, O. Olkhovyi, I. Fishchuk, O. Saltan, Y. Semenova, and O. Orlenko, “Priority modern scientific trends and approaches in physical education research: bibliometric analysis of scientometric databases,” Slobozhanskyi Herald of Science and Sport, vol. 29, no. 1, pp. 14-27, 2025, doi: 10.15391/snsv.2025-1.02.
  63. [63] V. R. Cossich, D. Carlgren, R. J. Holash, and L. Katz, “Technological breakthroughs in sport: Current practice and future potential of artificial intelligence, virtual reality, augmented reality, and modern data visualization in performance analysis,” Applied Sciences, vol. 13, no. 23, pp. 12965, 2023, doi: 10.3390/app132312965.
  64. [64] F. del Cerro Velázquez, and G. Morales Méndez, “Systematic review of the development of spatial intelligence through augmented reality in stem knowledge areas,” Mathematics, vol. 9, no. 23, pp. 3067, 2021, doi: 10.3390/math9233067.
  65. [65] E. Bufasi, T. J. Lin, U. Benedicic, M. Westerhof, R. Mishra, D. Namsone, ... and J. Buckley, “Addressing the complexity of spatial teaching: a narrative review of barriers and enablers,” In Frontiers in education (Vol. 9, p. 1306189). Frontiers Media SA, 2024, doi: 10.3389/feduc.2024.1306189.
  66. [66] S. Bakar, “Investigating the dynamics of contemporary pedagogical approaches in higher education through innovations, challenges, and paradigm shifts,” Social Science Chronicle, vol. 1, no. 1, 1-19, 2021, doi: 10.56106/ssc.2021.009.
  67. [67] A. Kittel, R. Lindsay, P. Le Noury, and L. Wilkins, “The use of extended reality technologies in sport perceptual-cognitive skill research: a systematic scoping review,” Sports Medicine-Open, vol. 10, no. 1, pp. 128, 2024, doi: 10.1186/s40798-024-00794-6.
  68. [68] O. Brück, “A bibliometric analysis of geographic disparities in the authorship of leading medical journals,” Communications Medicine, vol. 3, no. 1, pp. 178, 2023, doi: 10.1038/s43856-023-00418-2.
  69. [69] T. Talan, and M, Demirbilek, “Bibliometric analysis of research on learning analytics based on web of science database. Informatics in Education, vol. 22, no. 1, pp. 161–181, 2023, doi: 10.15388/infedu.2023.02.
  70. [70] N. Risma, and S. Bakhtiar, “Improvement of basic volleyball techniques through motion coordination learning model: A literature review,” Journal of Physical Education Health and Sport, vol. 11, no. 2, pp. 79–84, 2024, doi: 10.15294/jpehs.v11i2.22116.
  71. [71] J. M. D. Aquino, and M. U. Jolo, “Holistic coaching style on personal attributes and proficiency of volleyball athletes,” Journal Sport Area, vol. 9, no. 3, pp. 340–356, 2024, doi: 10.25299/sportarea.2024.vol9(3).16594.
  72. [72] H. Syah, “Mapping the research landscape of game-centred approaches in physical education: a bibliometric analysis,” Edu Sportivo: Indonesian Journal of Physical Education, vol. 6, no. 2, pp. 108-126, 2025, doi: 10.25299/esijope.2025.vol6(2).19445.
  73. [73] S. Sumarjo, and M, Saiful, “Integrating volleyball play into elementary science learning: a contextual approach to understanding projectile motion concepts,” Journal of Innovation and Research in Primary Education, vol. 5, no. 1, pp. 885–896, 2026, doi: 10.56916/jirpe.v5i1.2909.
  74. [74] R. Araujo, P. Hastie, K. R. Lohse, C. Bessa, and I. Mesquita, “The long-term development of volleyball game play performance using Sport Education and the Step-Game-Approach model,” European Physical Education Review, vol. 25, no. 2, pp. 311–326, 2019, doi: 10.1177/1356336X17730307.
  75. [75] M. P. Mahedero, A. Calderón, P. Hastie, and J. L. Arias-Estero, “Grouping students by skill level in mini-volleyball: Effect on game performance and knowledge in sport education,” Perceptual and Motor skills, vol. 129, no. 4, pp. 1851-1871, 2021, doi: 10.1177/00315125211021812.
  76. [76] M. Conejero Suárez, A. L. Serenini, J. González-Silva, and M. P. Moreno Arroyo, “Factors used to make appropriate decisions in youth categories in volleyball,” Sustainability, vol. 12, no. 14, pp. 5633, 2020, doi: 10.3390/su12145633.
  77. [77] Y. Aktaş and R. Yilmaz, “Investigation of the effect of volleyball training on perception and decision-making parameters of 12-14 year old boys,” ROL SPOR BILIMLERI DERGISI Учредители: ASOS Yayinevi, vol. 6, no. 1, pp. 103–117, 2025, doi: 10.70736/jrolss.603.
  78. [78] A. Çelik, “Dynamism in sketch and figure drawing: artistic and illustrative analysis of volleyball movements,” Journal of Exercise Science & Physical Activity Reviews, vol. 2, no. 1, pp. 44–55, 2024, doi: 10.5281/zenodo.11544511.
  79. [79] X. Yang, J. Tian, and G. R. Madni, “A nexus among sports education, psychological well-being, social development, strategic capacity, and environmental awareness in China,” BMC Sports Science, Medicine and Rehabilitation, vol. 17, no. 1, pp. 287, 2025, doi: 10.1186/s13102-025-01290-4.
  80. [80] D. M. Bălănean, C. Negrea, E. Bota, S. Petracovschi, and B. Almăjan-Guță, “Optimizing the development of space-temporal orientation in physical education and sports lessons for students aged 8–11 years,” Children, vol. 9, no. 9, pp. 1299, 2022, doi: 10.3390/children9091299.
  81. [81] K. Wang, and C. Zhu, “MOOC-based flipped learning in higher education: students’ participation, experience and learning performance,” International Journal of Educational Technology in Higher Education, vol. 16, no. 1, pp. 33, 2019, doi: 10.1186/s41239-019-0163-0.
  82. [82] C. Morawietz, and T. Muehlbauer, “Effects of physical exercise interventions on spatial orientation in children and adolescents: a systematic scoping review,” Frontiers in sports and active living, vol. 3, 2021, doi: 10.3389/fspor.2021.664640.
  83. [83] B. Yang, “Comprehensive application of spatial and reasoned thinking in physical education,” International Journal of Emerging Technologies in Learning (iJET), vol. 16, no. 16, pp. 104–116, 2021, doi: 10.3991/ijet.v16i16.24893.
  84. [84] Y. Jing, L. Zhao, K. Zhu, H. Wang, C. Wang, and Q. Xia, “Research landscape of adaptive learning in education: A bibliometric study on research publications from 2000 to 2022,” Sustainability, vol. 15, no. 4, pp. 3115, 2023, doi: 10.3390/su15043115.
  85. [85] W. Strielkowski, V. Grebennikova, A. Lisovskiy, G. Rakhimova, and T. Vasileva, “AI‐driven adaptive learning for sustainable educational transformation,” Sustainable development, vol. 33, no. 2, pp. 1921-1947, 2025, doi: 10.1002/sd.3221.

Categories

• Education
• Evaluation and Assessment