Introduction  

Improving physical education for higher education students represents one of the most pressing issues in modern pedagogical science. Research conducted by Graham (1995), Silverman (1999), Rikard (2006), and Qi (2012) demonstrates the growing recognition of this challenge within the academic community. In conditions of increasing technology use and informatisation of society, studies by Fountaine (2011) and Griban (2020) reveal a critical decline in the level of physical activity among young people, which negatively affects the general health status of students and the quality of their professional training. Statistical data compiled by Maher (2013) show a steady increase in the number of students with various health deviations, chronic diseases, and low levels of physical fitness. Longitudinal research conducted by Twenge (2018), Nagata (2020), and Wong (2021) indicates that more than 60% of modern students have health problems, a significant portion of which are acquired directly during the period of university study, highlighting insufficient effectiveness of the existing physical education system [1-11].

The transformation of value orientations among modern youth exacerbates this problem and requires finding new motivational mechanisms to attract students to physical education activities. Traditional methods of physical education often do not take into account the interests and preferences of modern students, reducing their effectiveness and requiring the development of innovative approaches. Research by Jastrow (2022) emphasises the need for approaches based on personalisation and individualisation of the educational process [12, 13].

The digitalisation of education and implementation of distance learning formats present additional challenges for the physical education system in universities, as documented by Barkley (2021). Studies conducted by Nishiyama (2021) reveal how the COVID-19 pandemic has exacerbated the problem of organising physical education in conditions of limited opportunities for traditional forms of in-person work. Educational institutions are forced to seek new methods and technologies for physical education adapted to modern realities, requiring serious scientific substantiation and experimental verification, according to findings by Lesser (2020) [14-18].

Simultaneously, the modern labor market places increased demands on the physical condition of university graduates. Professional activities in most fields require specialists to have high work capacity, stress resistance, concentration, and other qualities, the formation of which is directly related to physical development, necessitating the integration of physical education into the general system of professional training for students, taking into account the specifics of future professional activities [19-23].

Processes of education, globalisation, and integration of Kazakhstan universities into the global educational space open opportunities for addressing these issues through studying and implementing the best global practices in improving physical education for students. International experience demonstrates a variety of approaches to organising physical education, allowing local universities to adapt the most effective methodologies, taking into account national specifics and regional characteristics. Research by Dyson (2014) and Edginton (2016) highlights successful international models, while reports from the World Health Organization (2019) and studies by Xu (2021) provide comprehensive frameworks for adapting these approaches to local contexts [24-29].

Under these conditions, bibliometric analysis of literature on improving physical education of university students becomes especially important, as it will reveal the structure and dynamics of scientific research in this field, identify the most cited works, influential authors, and leading scientific journals, creating a foundation for systematizing existing knowledge and determining key trends in the development of the science of physical education for students.

The results of bibliometric analysis will serve as a theoretical and methodological basis for understanding the current state and prospects for research development in the field of improving physical education for students, allowing identification of the most promising directions of scientific inquiry and determination of educational policy priorities in the sphere of physical education in higher educational institutions.

Research Question: "What are the growth trajectory, productivity indicators, social, intellectual, and conceptual structures of research literature on improving physical education for students in higher educational institutions?"

Structure of the research question according to PICOS

P (Population): scientific publications on improving physical education for students, indexed in international scientometric databases

I (Instrument): bibliometric analysis

C (Comparison): dynamics of publications by year, distribution by countries/organizations, comparison of thematic clusters, analysis of collaborations, and more

O (Outcomes): visualization of the trajectory of scientific productivity growth

S (Setting): global scientific discourse on the research subject, time range of publications - 1975-2025.

Thus, the purpose of this research is to map the literature on improving physical education for students in higher education using metadata extracted from scientific articles indexed in the Web of Science database for the period 1975-2025. The study employs bibliometric procedures to describe and visually represent the available literature in terms of growth trajectory, productivity, and social, intellectual, and conceptual structures of the field over the past 50 years.

Justification of search terms

In the context of bibliometric analysis of literature on improving physical education for students, the use of a specific set of search terms is justified to provide a comprehensive and representative reflection of the research topic. The choice of search terms "physical education of students" OR "physical culture in university" OR "physical culture in higher education" OR "pedagogical conditions of physical education" OR "physical education" is determined by the following methodological imperatives.

The term "physical education of students" represents the main conceptual construct, directly reflecting the focus of research on physical education of student youth. This term is well-established in international scientific literature, ensuring identification of works specifically targeted at the student audience.

The inclusion of terms "physical culture in university" and "physical culture in higher education" expanded the search field by including research operating with the concept of "physical culture" in the context of higher education, which is especially characteristic of the domestic scientific tradition and several European approaches.

The term "pedagogical conditions of physical education" is aimed at identifying research focusing on pedagogical aspects of organizing physical education, which directly correlates with the targeted direction of bibliometric analysis, facilitating identification of works studying didactic, methodological, and organizational conditions for the effectiveness of physical education.

The inclusion of the generalized term "physical education" provided comprehensive coverage of scientific discourse in the field of physical education, containing relevant information about pedagogical conditions for improving the physical education of students, even if direct mention of higher education is absent in the keywords or titles of publications.

The application of the logical operator "OR" between these terms is methodologically justified by the task of maximizing the information field of analysis and ensuring completeness of the sample of scientific publications, conforming to the principles of bibliometric literature review and allowing minimization of the risk of missing relevant research due to terminological differences.

Conceptual differentiation between two main research constructs: "physical education of students" and "improvement of physical education of students"

In scientific-pedagogical discourse, the concepts of "physical education of students" and "improvement of physical education of students" represent interrelated but not identical categories, determining different aspects of pedagogical reality. This distinction has been explored in detail by Green (2008), who provides a foundational framework for understanding these concepts [30-32].

The concept of "physical education of students" has a substantial character and reflects the institutional, content, and procedural aspects of educational activities aimed at forming physical culture of the personality of higher educational institution students, integrating a set of educational practices, methodological approaches, organisational forms, and pedagogical interactions that ensure the development of physical qualities, motor skills, health-preserving competencies, and value orientations of students in the field of physical culture. This comprehensive definition is supported by recent research conducted by Sysoev (2024) [33, 34].

In the ontological sense, "physical education of students" is characterised by the presence of established educational traditions, a regulatory framework, software, personnel, and material-technical resources. This concept reflects the static state of the system, fixing the current state of affairs in a specific temporal and spatial continuum, as demonstrated in studies by Ma (2018) [35-37].

In contrast, the concept of "improvement of physical education of students" has a dynamic, procedural character and represents transformational processes aimed at qualitative change of the existing physical education system. This concept emphasizes the innovative component of pedagogical activity, oriented toward overcoming contradictions between traditional approaches to physical education and modern requirements for specialist training [38, 39].

"Improvement of physical education of students" implies purposeful activity to modernize the content, forms, methods, and means of physical education based on modern scientific achievements and advanced pedagogical experience, including the development and implementation of innovative pedagogical technologies, creation of new educational programs, enhancement of teachers' professional competence, optimization of material-technical base, and information support of the educational process [40, 41].

The epistemological difference between these concepts lies in the fact that "physical education of students" is an object of scientific knowledge, whereas "improvement of physical education of students" acts as a research paradigm, defining the vector of scientific inquiry and determining the choice of methodological approaches to studying this phenomenon [42, 43].

In the axiological aspect, the difference between the analyzed concepts is manifested in that "physical education of students" reflects the existing system of values and priorities in the field of physical culture, while "improvement of physical education of students" implicitly contains a critical assessment of the existing state of affairs and orientation toward achieving an ideal image of the future [44, 45].

Thus, the concepts of "physical education of students" and "improvement of physical education of students" are in dialectical interrelationship, reflecting different aspects and levels of understanding the problems of physical education in the higher education system. The first concept characterizes the actual existence of educational practice, the second – the process of its qualitative transformation in accordance with modern requirements and prospective directions of higher education development.

Materials and Methods

In this research, a bibliometric approach was used to map the literature over the past 50 years using metadata extracted from Web of Science (WoS): Social Sciences Citation Index (SSCI) on improving the physical education of students in higher education.

The choice of WoS as the data source for this study is justified by its broad coverage, long history, data accuracy, and reliability of classification, making it an optimal tool for conducting a comprehensive bibliometric analysis of the research subject. The methodological approach used in this study is presented in Figure 1 and is discussed in more detail in the following paragraphs.

For the bibliometric analysis, specialized software VOSviewer (version 1.6.18) was used, developed by the research team of the Centre for Science and Technology Studies at Leiden University. This methodological choice was justified by several significant functional advantages of this tool: superior algorithmic capabilities in generating and visualizing multi-level bibliometric networks; implementation of advanced clustering methods for scientific publications; high accuracy in mapping the intellectual structure of the research subject area; multidimensional analysis of diverse bibliometric indicators (citation indices, co-citation, bibliographic coupling); intuitive user interface while maintaining capabilities for deep parametric analysis; optimal integration with leading bibliographic databases and scientometric information sources.

Search strategy

The implementation of a comprehensive search strategy commenced on January 13, 2025, to establish a representative corpus of documents pertinent to the research inquiry. The identification of relevant scholarly publications proceeded through multiple sequential phases, initiating with the delineation of key terminological parameters and culminating in the application of specified filtration criteria.

The preliminary phase encompassed the formulation of a search query incorporating the following terminological constructs: "physical education of students" OR "physical culture in university" OR "physical culture in higher education" OR "pedagogical conditions of physical education" OR "physical education", with Boolean operators employed to optimize retrieval efficacy. The chronological parameters were established from 1975 to 2025, without linguistic constraints. This initial inquiry yielded a corpus of (n = 26,110) publications.

Subsequent refinement through the application of document type criteria - specifically limiting to "article" classification and thereby excluding reviews, monographs, book chapters, and conference proceedings - resulted in a refined corpus of n=19,226 publications. Further selectivity was achieved through the application of the Web of Science category "Education Educational Research", which circumscribed the corpus to n = 7,570 publications. The final refinement criterion, limiting to the Social Sciences Citation Index (SSCI), established the definitive dataset for bibliometric analysis, comprising n=5,349 publications.

Results and Discussion

Growth trajectory: evolution of publications and citations in the field

Bibliometric analysis of WoS demonstrates a significant evolution of research in the field of improving the physical education of students in higher education during the period 1975-2025 (Figure 2). In 1975, 4 articles with minimal citation (1 citation) were indexed in the WoS database, indicating the initial stage of formation of this research direction. The period of the 1980s is characterized by a slight increase in publication activity, reaching 9 articles with a citation index of 2 by 1988, indicating a relatively low degree of scientific interest in this topic. A significant quantitative and qualitative shift is observed in the early 1990s: in 1992, 43 publications with a total citation of 33 were recorded, reflecting the increasing actualization of issues of physical education of students in science. A substantial increase in publication activity and citation occurred in 2008 (132 articles with 1139 citations), reaching maximum values in 2019.

This dynamic is due to a complex of interrelated factors. First, there is a stable correlation between an increase in global concern about the physical health problems of young people and the intensification of scientific research in the field of physical education. Second, the significant internationalization of higher education and the deepening of intercultural communication in academic circles contributed to the spread of scientific discourse on this issue. Third, the rapid development of information and communication technologies and the digitalization of the scientific and educational space significantly increased the accessibility of scientific publications, which naturally affected citation indicators. Institutional and methodological transformations of higher education played a special role in intensifying publication activity after 2008, in particular, the implementation of the competence approach, which actualized the importance of physical development in the context of the formation of professional competencies. The peak indicators of 2019 correlate with the expansion of interdisciplinary research integrating achievements in pedagogy, psychology, physiology, and sports medicine.

The sample under review, N=5,349 scientific works, has 103,380 citations in the international scientific community. The average number of citations per publication is 19.33, and the H-index has reached 112, indicating high quality and demand for the conducted research. The total number of citing articles is 40,686, the number of citations without self-citations is 73,577, and citing articles without self-citations is 36,394. The high proportion of citations without self-citations (71.2% of the total) indicates significant recognition of these studies in the international scientific community and their considerable contribution to the development of theory and methodology of physical education in higher education.

The study "Physical education and sport in schools: A review of benefits and outcomes" collected the largest number of citations - 541; however, within the framework of our research, the following publications were of particular interest (Table 1) [46-51].

Initial data from the WoS database is presented in Table 2. Table 2 presents only the three leading positions for each analysis criterion to focus attention on the most significant and representative indicators.

The leading researchers in the studied field are Richards Kevin (73 publications, 1.365%), Macphail Ann (70 publications, 1.309%), and Hastie Peter A. (66 publications, 1.234%). The dominant thematic areas are Education Educational Research (5,349 publications) and Sport Sciences (2,208 publications, 41.279%), which are reflected in the Social Sciences Citation Index (SSCI) with 5,349 records and Science Citation Index Expanded (SCI-EXPANDED) with 2,204 records. Among academic institutions, the leading positions are occupied by the University System of Ohio (237 publications, 4.431%), the University of Limerick (191 publications, 3.571%), and Ohio State University (159 publications, 2.973%), demonstrating a significant concentration of research potential in these regions. Publication activity is predominantly presented in English (5,112 publications, 95.568%), with notable contributions in Portuguese (463 publications, 8.656%) and Spanish (150 publications, 2.804%). Geographically, research is concentrated in the USA (1,793 publications, 33.520%), England (620 publications, 11.591%), and Australia (602 publications, 11.254%). By document type, scientific articles predominate in 100% of all publications (5,349), as we set the "Articles" filter, while early publications of results (Early access) with 333 documents (6.225%) and conference proceedings (Proceeding paper) with 60 publications (1.122%) also hold leading positions in the database.

Productivity trajectory: leading author, countries/territories, and collaboration

The bibliometric analysis covers a sample of 302 authors distributed across 22 clusters (Figure 3). The most significant are the seven leading clusters, clearly visualized in the presented network structure. The purple cluster includes researchers such as Haerens Leen, Burgueno Rafael, Mendez-Gimenez Antonio, and O'Sullivan Mary. This group focuses on developing and analyzing pedagogical approaches in physical education, paying special attention to methodological aspects of teaching and their impact on students' educational outcomes. Closely interacting with this direction, the red cluster, represented by the works of Jess Mike, Horrell Andrew, Gray Shirley, and McEvilly Nollaig, focuses on developing and implementing curricula adapted to modern requirements of higher education in the field of physical culture.

Continuing the development of methodological aspects, the blue-turquoise cluster, led by Macphail Ann, Kirk David, and Beni Stephanie, develops student-centered teaching methods, emphasizing personalization of the educational process and active student involvement. This direction finds conceptual development in the research of the yellow-light green cluster with key researchers Silverman Stephen, Martinen Risto, and Hill Joanne, who concentrate on issues of assessment and increasing student motivation in the context of physical education, developing innovative methods of control and stimulation of educational activities.

Philosophical understanding of physical education is presented in the works of the orange cluster, represented by research from Quennerstedt Mikael, Larsson Hakan, and Nyberg Gunn, studying the concepts of bodily learning and movement education, integrating philosophical aspects of corporeality into pedagogical practice. Practical application of concepts is reflected in the research of the dark blue cluster with scientists such as Xiang Ping, Chen Ang, Garn Alex, and Garn Alex C., developing motivation and engagement strategies aimed at increasing the effectiveness of the educational process and forming sustainable interest in physical activity. The circle of leading research directions is completed by the brown cluster, uniting the works of Ward Phillip, Hastie Peter, and Derveni Fatihi, focused on instructional teaching models and increasing the effectiveness of pedagogical impact. The central figures of the entire research network are Richards K., Andrew R., Macphail Ann, Ward Phillip, Kirk David, and Haerens Leen, indicating their significant contribution to forming the conceptual apparatus of this scientific field and the high citation of their works.

Bibliometric analysis demonstrates an extensive academic network consisting of 322 universities distributed across 15 research clusters (Figure 4). The red cluster unites major educational institutions such as Ohio State University, Catholic University of Leuven, Selcuk University, and East Carolina University, specializing in research in the field of physical education in the context of large-scale state educational systems, developing comprehensive approaches to forming students' physical culture. In close relationship with them is the green cluster, represented by the University of Illinois, Federal University of Espirito Santo, State University of Campinas, and the Ministry of Education of Brazil, focusing on South American approaches to building physical education curriculum, integrating national educational traditions with modern pedagogical concepts. The light blue cluster is formed by the University of Queensland, the University of Thessaly, and the University of Limerick, which develop international perspectives on physical education pedagogy, promoting global exchange of educational practices and innovative methodologies. The orange cluster includes Dalarna University, Swedish School of Sport and Health Sciences, and Norwegian School of Sport Sciences, representing Scandinavian approaches to sports science and health-preserving education, characterized by the integration of scientific research with practice-oriented training. The purple cluster consists of the University of Granada, Utrecht University, and the University of Bordeaux, developing European approaches to physical education, combining traditional academic values with innovative pedagogical technologies. The central institutions in this research network are the University of Limerick, Ohio State University, the University of Illinois, and the University of Queensland, indicating their significant influence on shaping the global scientific discourse in the field of improving the physical education of students in higher educational institutions.

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