Bibliometric Analysis: Trends in Research on Physical activity to Enhance Student Motivation in Physical Education

Devtio Dwiwahyudi, Herdiansyah Herdiansyah, Burhan Hambali

Abstract


The post-pandemic era has triggered a surge in research on using physical activities to restore student motivation and well-being in Physical Education (PE). However, macro-synthesis mapping this trend remains limited. This study conducts a bibliometric analysis to map research trends concerning the role of physical activity in enhancing student motivation in PE from 2020 to 2026. A total of 1,871 articles from the Scopus database were analyzed using the Bibliometrix package (Biblioshiny) in RStudio. Results indicate a 3.79% annual growth rate in scientific literature production, peaking in 2024-2025 with 599 articles. Frontiers in Psychology dominates publications, while China and the United States lead in citation impact. Conceptual mapping reveals strong structural clusters among motivation, physical activity, self-efficacy, and self-determination theory, alongside a global trend shifting toward psychological well-being interventions. The literature consistently confirms the importance of movement activities based on self-determination theory for boosting motivation. To address practical research gaps, future studies are highly recommended to prioritize empirical testing particularly the application of basic movement circuit games to effectively enhance the motivation of elementary school students in the field.

Keywords


Bibliometric analysis; physical activity; motivation; physical education; self-determination theory

Full Text:

PDF

References


Boiché, J., Escalera, M. Y., & Chanal, J. (2020). Students physical activity assessed by accelerometers and motivation for physical education during class: Should we consider lessons as a whole or only active periods? PLoS ONE, 15(3). https://doi.org/10.1371/journal.pone.0229046

Burns, R. D., Bai, Y., Podlog, L. W., Brusseau, T. A., & Welk, G. J. (2023). Associations of Physical Activity Enjoyment and Physical Education Enjoyment With Segmented Daily Physical Activity in Children: Exploring Tenets of the Trans-Contextual Model of Motivation. Journal of Teaching in Physical Education, 42(1), 184–188. https://doi.org/10.1123/jtpe.2021-0263

Castillo, I., Molina-García, J., Estevan, I., Queralt, A., & Álvarez, O. (2020). Transformational teaching in physical education and students’ leisure-time physical activity: The mediating role of learning climate, passion and self-determined motivation. International Journal of Environmental Research and Public Health, 17(13), 1–16. https://doi.org/10.3390/ijerph17134844

Chen, R., Wang, L., Wang, B., & Zhou, Y. (2020). Motivational climate, need satisfaction, self-determined motivation, and physical activity of students in secondary school physical education in China. BMC Public Health, 20(1). https://doi.org/10.1186/s12889-020-09750-x

Cronin, L., Ellison, P., Allen, J., Huntley, E., Johnson, L., Kosteli, M. C., Hollis, A., & Marchant, D. (2022a). A self-determination theory based investigation of life skills development in youth sport. Journal of Sports Sciences, 40(8), 886–898. https://doi.org/10.1080/02640414.2022.2028507

Cronin, L., Ellison, P., Allen, J., Huntley, E., Johnson, L., Kosteli, M. C., Hollis, A., & Marchant, D. (2022b). A self-determination theory based investigation of life skills development in youth sport. Journal of Sports Sciences, 40(8), 886–898. https://doi.org/10.1080/02640414.2022.2028507

Cronin, L., Marchant, D., Kosteli, M. C., Johnson, L., Varga, J., Huntley, E., & Ellison, P. (2020). Life skills development in physical education: A self-determination theory-based Life Skills Development in Physical Education: A Self-Determination Theory-Based Investigation Across the School Term.

Dese, D. C., & Wibowo, C. (2025). Enhancing motivation, physical activity, and motor skills through a sport management program based on the sport education model[Mejorando la motivación, la actividad física y las habilidades motoras a través de un programa de gestión deportiva basado en …. Retos, 64, 589–600. https://doi.org/10.47197/retos.v64.110949

Fernández-Bustos, J. G., Cuesta-Valera, P., & Zamorano-García, D. (2024). Health-Based Physical Education for Developing Physical Literacy: Strategies for Its Implementation and to Promote Motivation in Middle Schools. Journal of Physical Education, Recreation and Dance, 95(4), 13–21. https://doi.org/10.1080/07303084.2024.2308247

Hagger, M. S., Hankonen, N., Chatzisarantis, N. L. D., & Ryan, R. M. (2020). Changing Behavior Using Self-Determination Theory. The Handbook of Behavior Change, 104–119. https://doi.org/10.1017/9781108677318.008

Hao, X., & Yang, Y. (2022). Healthy physical education curriculum model and students’ extracurricular sports participation ——test based on the trans-contextual model of motivation. BMC Public Health, 22(1). https://doi.org/10.1186/s12889-022-14483-0

Hutmacher, D., Eckelt, M., Bund, A., Melzer, A., & Steffgen, G. (2022). Uncovering the Role of Mindfulness in Autonomous Motivation across Physical Education and Leisure Time: Extending the Trans-Contextual Model. International Journal of Environmental Research and Public Health, 19(20). https://doi.org/10.3390/ijerph192012999

Hutmacher, D., Eckelt, M., Bund, A., & Steffgen, G. (2020). Does motivation in physical education have an impact on out-of-school physical activity over time? A longitudinal approach. International Journal of Environmental Research and Public Health, 17(19), 1–19. https://doi.org/10.3390/ijerph17197258

Khanh, M. Q., Kien, P. T., & Tinh, T. T. (2025). The impact of psychological education on the motivation for participating in physical activities among pedagogical students in Vietnam. Sport TK, 14. https://doi.org/10.6018/sportk.655811

Lazarides, R., Buchholz, J., & Rubach, C. (2018). Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms. Teaching and Teacher Education, 69, 1–10. https://doi.org/10.1016/j.tate.2017.08.017

Lin, B., Teo, E. W., & Yan, T. (2022). Development and Validation of Chinese University Students’ Physical Activity Motivation Scale Under the Constraint of Physical Education Policies. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.722635

Ntoumanis, N., Ng, J. Y. Y., Prestwich, A., Quested, E., Hancox, J. E., Thøgersen-Ntoumani, C., Deci, E. L., Ryan, R. M., Lonsdale, C., & Williams, G. C. (2021). A meta-analysis of self-determination theory-informed intervention studies in the health domain: effects on motivation, health behavior, physical, and psychological health. Health Psychology Review, 15(2), 214–244. https://doi.org/10.1080/17437199.2020.1718529

Papaioannou, A., Milosis, D., & Gotzaridis, C. (2020). Interdisciplinary teaching of physics in physical education: Effects on students’ autonomous motivation and satisfaction. Journal of Teaching in Physical Education, 39(2), 156–164. https://doi.org/10.1123/jtpe.2018-0315

Papastephanou, M. (2021). Philosophy of education in times of crises and pandemics. Education Sciences, 11(11). https://doi.org/10.3390/educsci11110687

Rossi, L., Behme, N., & Breuer, C. (2021). Physical activity of children and adolescents during the COVID-19 pandemic—A scoping review. International Journal of Environmental Research and Public Health, 18(21), 11440–11458. https://doi.org/10.3390/ijerph182111440

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101860

Sheikh, M., Bay, N., Ghorbani, S., & Esfahaninia, A. (2021). Effects of Peers on Motivation and Physical Activity Behavior of Adolescent Students: An Investigation of Trans-Contextual Model. International Journal of School Health, 8(1), 47–54. https://doi.org/10.30476/intjsh.2021.90210.1129

Shin, M., & Bolkan, S. (2021). Intellectually stimulating students’ intrinsic motivation: the mediating influence of student engagement, self-efficacy, and student academic support. Communication Education, 70(2), 146–164. https://doi.org/10.1080/03634523.2020.1828959

Spittle, S., Spittle, M., Itoh, S., & Watt, A. P. (2023). Teaching efficacy of undergraduate physical education students toward concepts in physical education. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1124452

Sun, H., Li, W., & Shen, B. (2017). Learning in physical education: A self-determination theory perspective. Journal of Teaching in Physical Education, 36(3), 277–291. https://doi.org/10.1123/jtpe.2017-0067

Tendinha, R., Alves, M. D., Freitas, T., Appleton, G., Gonçalves, L., Ihle, A., Gouveia, É. R., & Marques, A. (2021). Impact of sports education model in physical education on students’ motivation: A systematic review. Children, 8(7). https://doi.org/10.3390/children8070588

Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., Lee, J., Antczak, D., Ntoumanis, N., Ryan, R. M., & Lonsdale, C. (2020a). Self-Determination theory applied to physical education: A systematic review and meta-analysis. Journal of Educational Psychology, 112(7), 1444–1469. https://doi.org/10.1037/edu0000420

Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., Lee, J., Antczak, D., Ntoumanis, N., Ryan, R. M., & Lonsdale, C. (2020b). Self-Determination theory applied to physical education: A systematic review and meta-analysis. Journal of Educational Psychology, 112(7), 1444–1469. https://doi.org/10.1037/edu0000420

Verianti, G., & Najib, M. (2022). Efektifitas Pembelajaran Pendidikan Jasmani Secara Daring Selama Pandemik Covid-19. 4(1), 41–45. https://belaindika.nusaputra.ac.id/[email protected]

Vesa Novena, V., Guru Sekolah Dasar, P., Matematika, P., & Kristen Satya Wacana, U. (2019). Pengaruh Model Pembelajaran Probing Prompting Terhadap Hasil Belajar Ditinjau Dari Self-Efficacy The Influence of Probing-Prompting Learning Model Towards Learning Outcomes Viewed From Students’ Self-Efficacy.

Viksi, A., & Tilga, H. (2022). Perceived Physical Education Teachers’ Controlling Behaviour and Students’ Physical Activity during Leisure Time—The Dark Side of the Trans-Contextual Model of Motivation. Behavioral Sciences, 12(9). https://doi.org/10.3390/bs12090342

Yang, J. Y. (2020). A serial path model between autonomous motivation, behavioral intention, action planning, and after school physical activity of university students participating in physical education classes. Cognition, Brain, Behavior. An Interdisciplinary Journal , 24(4), 315–333. https://doi.org/10.24193/cbb.2020.24.17

Yang, J. Y. (2025). Teacher Relatedness Support and After-School Physical Activity in University Physical Education: Mediation Role of Intrinsic Motivation and Self-Efficacy. European Journal of Psychology Open, 84(3), 107–119. https://doi.org/10.1024/2673-8627/a000075




DOI: https://doi.org/10.17509/jopes.v6i1.98943

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Journal of Physical Education and Sport Pedagogy

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

View My Stats

Lisensi Creative Commons
JoPES is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.