INFORMATION RESOURCE AWARENESS AND UTILIZATION AMONG SPORTS EDUCATION PROFESSIONALS: A SYSTEMATIC REVIEW AND META-ANALYSIS
Keywords:
systematic review, information literacy, sports education, evidence-based practice, digital resources, professional development, meta-analysisAbstract
Background: The integration of evidence-based practice in sports education requires effective utilization of academic information resources. However, awareness and usage patterns vary significantly among different professional groups within the sports education ecosystem.
Objective: To systematically review and synthesize evidence on information resource awareness, utilization patterns, and access barriers among physical education teachers, research scholars, and sports coaches globally.
Methods: A comprehensive systematic review was conducted following PRISMA guidelines. Seven electronic databases (PubMed, Scopus, Web of Science, ERIC, SPORTDiscus, PsycINFO, and CINAHL) were searched from January 2010 to December 2024. Studies examining information literacy, resource awareness, and digital competencies among sports education professionals were included. Two independent reviewers conducted screening, data extraction, and quality assessment using the Mixed Methods Appraisal Tool (MMAT).
Results: Twenty-eight studies involving 6,847 participants across 15 countries met inclusion criteria. Research scholars demonstrated consistently higher information resource awareness (pooled mean: 73.2%, 95% CI: 69.8-76.6%) compared to physical education teachers (58.4%, 95% CI: 54.1-62.7%) and sports coaches (41.7%, 95% CI: 37.9-45.5%). Primary barriers included time constraints (68.3%), technological limitations (59.7%), and insufficient training (52.1%). Significant heterogeneity existed across geographical regions and institutional contexts.
Conclusions: Substantial disparities in information resource utilization persist among sports education professionals, with coaches facing the greatest challenges. Targeted interventions focusing on digital literacy training and improved resource accessibility are urgently needed to bridge this information gap and enhance evidence-based practice implementation.
