Bibliographic Details
| Title: |
Innovations in Adapted Physical Education: A Systematic Literature Review. |
| Alternate Title: |
Inovasi dalam Pendidikan Jasmani Adaptif: Sorotan Literatur Sistematik. |
| Authors: |
NAZARUDIN, MOHAMAD NIZAM1 mohdnizam@ukm.edu.my, WAN PA, WAN AHMAD MUNSIF1 munsif@ukm.edu.my, OKILANDA, ARDO2 ardo.oku@fik.unp.ac.id, ZAINAL, MOHD SYAZWAN1 syazwanzainal@ukm.edu.my |
| Source: |
Jurnal Pendidikan Malaysia. May2026, Vol. 51 Issue 1, p1-21. 21p. |
| Subject Terms: |
*Inclusive education, *Teaching methods, *Physical education, *Educational technology, *Artificial intelligence, Technological innovations, Virtual reality, Augmented reality |
| Abstract (English): |
This systematic literature review synthesizes contemporary evidence on innovations in adapted physical education (APE), with particular emphasis on pedagogical, technological, and interdisciplinary developments that enhance inclusive educational outcomes. Following the PRISMA 2020 framework, a comprehensive search was conducted across major databases, including Scopus, Web of Science, PubMed, ScienceDirect, and SpringerLink, covering publications from 2013 to 2023. A total of 505 records were identified, of which 50 empirical studies met the inclusion criteria after rigorous screening and quality appraisal. Data were analysed using a multidimensional thematic framework encompassing pedagogy, technology integration, innovation systems, and health-related outcomes. The findings reveal a significant shift toward personalized and inclusive pedagogical models supported by emerging technologies such as augmented reality, virtual reality, and artificial intelligence. These innovations demonstrate positive effects on learner engagement, motor skill development, and accessibility. Additionally, interdisciplinary linkages across the education, health, and policy domains strengthen APE's role in promoting physical activity participation and social inclusion. However, the review identifies critical limitations, including fragmented theoretical foundations, uneven implementation across geographic contexts, and insufficient evidence regarding long-term effectiveness and scalability. This review contributes to the literature by consolidating dispersed evidence and highlighting the need for theoretically grounded, context-sensitive, and sustainable innovation frameworks in APE. Future research should prioritize longitudinal designs, cross-cultural comparative studies, and participatory approaches that actively involve stakeholders, particularly individuals with disabilities, in co-design processes. Strengthening these areas is essential for advancing equitable, evidence-based, and scalable APE practices within diverse educational systems. [ABSTRACT FROM AUTHOR] |
| Abstract (Indonesian): |
Sorotan literatur sistematik ini mensintesis bukti kontemporari berkaitan inovasi dalam pendidikan jasmani adaptif (Adapted Physical Education, APE), dengan penekanan khusus terhadap perkembangan pedagogi, teknologi, dan interdisiplin yang meningkatkan hasil pendidikan inklusif. Berpandukan kerangka PRISMA 2020, pencarian komprehensif telah dijalankan merentasi pangkalan data utama termasuk Scopus, Web of Science, PubMed, ScienceDirect, dan SpringerLink bagi penerbitan dari tahun 2013 hingga 2023. Sebanyak 505 rekod telah dikenal pasti, dan daripada jumlah tersebut, 50 kajian empirikal memenuhi kriteria inklusi selepas melalui proses saringan serta penilaian kualiti yang ketat. Data dianalisis menggunakan kerangka tematik multidimensi yang merangkumi aspek pedagogi, integrasi teknologi, sistem inovasi, dan hasil berkaitan kesihatan. Dapatan kajian menunjukkan berlakunya peralihan yang signifikan ke arah model pedagogi yang lebih diperibadikan dan inklusif dengan sokongan teknologi baharu seperti realiti terimbuh (augmented reality), realiti maya (virtual reality), dan kecerdasan buatan (artificial intelligence). Inovasi ini menunjukkan kesan positif terhadap penglibatan pelajar, perkembangan kemahiran motor, dan kebolehcapaian. Selain itu, hubungan interdisiplin merentasi domain pendidikan, kesihatan, dan dasar memperkukuh peranan APE dalam menggalakkan penyertaan aktiviti fizikal serta inklusi sosial. Walau bagaimanapun, sorotan ini turut mengenal pasti beberapa kekangan kritikal termasuk asas teori yang berpecah-pecah, pelaksanaan yang tidak sekata merentasi konteks geografi, serta kekurangan bukti berkaitan keberkesanan jangka panjang dan kebolehskalaan. Sorotan ini menyumbang kepada literatur dengan menghimpunkan bukti yang sebelum ini tersebar serta menekankan keperluan terhadap kerangka inovasi APE yang berasaskan teori, sensitif terhadap konteks, dan mampan. Penyelidikan masa hadapan disarankan untuk memberi keutamaan kepada reka bentuk longitudinal, kajian perbandingan rentas budaya, serta pendekatan partisipatori yang melibatkan pihak berkepentingan secara aktif, khususnya individu berkeperluan khas, dalam proses reka bentuk bersama. Pengukuhan aspek-aspek ini adalah penting bagi memajukan amalan APE yang lebih adil, berasaskan bukti, dan boleh diskalakan dalam pelbagai sistem pendidikan. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
