Mapping the Field: A Systematic Review with Bibliometric Analysis of Tactical Knowledge Assessment in Sports (2000-2024)
This study presents a systematic bibliometric review focused specifically on tactical knowledge assessment in sports indexed in the Web of Science (2000-2024). Following PRISMA guidelines, 462 peer-reviewed articles Core Collection were analyzed using VOSviewer and Biblioshiny, ensuring me...
Gorde:
| Egile Nagusiak: | , , , , |
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| Formatua: | Article ou chapitre numérique |
| Hizkuntza: | Français |
| Argitaratua: |
2026
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| Gaiak: | |
| Sarrera elektronikoa: | Accès Université d'Orléans et IFPM |
| Gaia: | This study presents a systematic bibliometric review focused specifically on tactical knowledge assessment in sports indexed in the Web of Science (2000-2024). Following PRISMA guidelines, 462 peer-reviewed articles Core Collection were analyzed using VOSviewer and Biblioshiny, ensuring methodological transparency and replicability. Results reveal a three-phase growth pattern: an initial period of marginal activity (2000-2010), a development phase marked by steady expansion (2011-2018), and a sharp acceleration in output and citation impact (2019-2024). At the country level, Spain and Portugal dominate productivity, while England (32.1 citations per article) exhibits the highest citation impact. Institutionally, the University of Extremadura emerges as the most prolific, and the University of Porto as the most influential. Author networks analysis highlights the central role of Mesquita, González-Víllora, and Sarmento in shaping collaboration structures. Keyword mapping identifies “performance”, “knowledge”, and “decision-making” as core constructs, with underexplored but promising themes such as technology, innovation, and emotion. By integrating systematic review and bibliometric mapping, this study provides both a macro-level overview of scientific trends and networks, and a micro-level synthesis of conceptual gaps. Findings clarify the intellectual structure of the field and may inform the development of assessment tools and evidence-based training practices.
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