Physical Education Model Based on the Test of Gross Motor Development Bibliometric Analysis of Scopus Database
DOI:
https://doi.org/10.37630/jpo.v16i2.4191Keywords:
Physical Education, Motor Skills, TGMD, Bibliometrics, Inclusive LearningAbstract
The development of fundamental motor skills is a key component of physical education; however, the availability of valid and adaptive assessment tools in schools continues to pose a challenge. This study seeks to identify research trends and future directions related to the Test of Gross Motor Development (TGMD) within the context of physical education learning from 2015 to 2024. Employing a quantitative descriptive bibliometric approach, the study analyzed 111 articles indexed in Scopus. Data processing was conducted using VOSviewer, R, and Biblioshiny to examine publication patterns, researcher productivity, journal contributions, country affiliations, and thematic emphases. The findings indicate a steady rise in publications since 2015, reaching a peak in 2024. The United States emerged as the leading contributor, followed by China, the United Kingdom, Australia, and Indonesia. Additionally, the analysis reveals a shift in research focus from basic motor skill development toward themes of inclusivity and the integration of technology. These results reinforce the role of TGMD as a strategic instrument for advancing innovative physical education practices that are inclusive, responsive to diverse learner needs, and aligned with the demands of 21st-century education. Furthermore, this study offers both empirical and conceptual contributions that can serve as a foundation for policy formulation, evaluation strategies, and future research in inclusive and technology-based physical education.
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