Global research trends in physical literacy and their efficacy on motor competence: A bibliometric study
Bibliographic record
Abstract
Physical literacy, which is defined as the complete integration of physical skill, motivation, confidence, knowledge, and understanding, has emerged as a central idea in the fields of health, education, and sports sciences. Physical learning, in contrast to traditional performance models, places an emphasis on meaningful physical activity throughout one's entire life by establishing connections between the physical, cognitive, psychological, and social domains. In light of the fact that physical inactivity is on the rise all over the world, which is a factor that contributes to obesity, cardiovascular risk, and a decrease in well-being, this is especially pertinent. There is evidence that children and adolescents who have a greater PL have superior motor competence, executive skills, and academic performance. On the other hand, children and adolescents who have a low PL are related with behaviors that are more sedentary and have poorer psychosocial outcomes. PL integration varies over the world, with Canada and Australia leading the pace while many underdeveloped regions lag behind. This study examines global PL research trends from 2017 to 2025 using bibliometric analysis, focusing on PL's effects on cognitive development and motor ability. The findings emphasize rapid publishing growth, famous authors, and major theme groupings. The analysis also shows research gaps, emphasizing the need for grassroots policy integration and longitudinal interventions to maximize person-centered care's lifetime effects.
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How this classification was reachedexpand
Direct model labels (unvalidated)
Per-model category and study-design labels from the labeling rounds. They are machine output, unvalidated, and the disagreement between models ships as data. No study design here is MEDLINE-validated yet.
| Model arm | Categories | Study design | Confidence |
|---|---|---|---|
| gemma | Bibliometrics Domain: not available · Genre: Empirical About the Canadian research system: no · About a Canadian topic: no | Observational | low |
| gpt | Bibliometrics Domain: not available · Genre: Empirical About the Canadian research system: no · About a Canadian topic: no | Observational | high |
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.015 | 0.016 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedLabeled directly by 2 models reading the full record.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".