Current Interventions in Sport: A Bibliometric Analysis of Mindfulness-Based Approaches (MSPE & MMTS)
Abstract
This study aims to examine, from a bibliometric perspective, the current trends, conceptual development, and research networks of research on Mindful Sports Performance Enhancement (MSPE) and Mindful Meditation Training for Sport (MMTS) interventions in the context of performance, mindfulness, and athlete. Data were obtained from the Web of Science database on October 24, 2025. The search strategy involved accessing studies between 2004 and 2025 using the keywords “MSPE” OR “mindful sport performance enhancement” OR “MMTS” OR “MMTS 2.0” OR “mindfulness meditation training for sport” OR “mindfulness meditation training for sport 2.0” AND “sport*” OR “athletic performance” OR “athlete*” AND “meditation” OR “mindfulness”. The results show a significant increase in publications after 2015 and a growing academic interest in MSPE and MMTS interventions. Trends in author keywords and word cloud analyses revealed that the keywords “meditation,” “flow,” “anxiety,” and “performance enhancement” occupied central positions, indicating that research themes primarily focused on meditation-based mechanisms, anxiety and emotion regulation, psychological well-being, and performance enhancement. Citation analyses showed that the United States led in total citations and single-country publications, while China played a significant role in international collaborations. According to Bradford Law analysis, the “Journal of Clinical Sport Psychology” and “Frontiers in Psychology” formed the core region. Author-based metrics showed that Glass C. R. was the most prolific author, while Glass J. R., Kaufman K. A., and Arnkoff D. B. were the most cited authors. Institutional collaboration networks showed limited but consistent bilateral partnerships, with Catholic University occupying a central position in the collaborative structure. These findings indicate that MSPE and MMTS constitute a growing and increasingly structured research area, with expanding scholarly attention, consolidated thematic patterns, and emerging international collaboration networks.
Ethical Statement
Because this study is a bibliometric analysis, it does not include any human participant data requiring ethical committee approval.
References
- 1. Garg, S., Uriegas, N. A., Winkelmann, Z. K., Adams, M., & Fraley, A. L. (2024). Effect of mindful sport performance enhancement in college athletes for reducing sports-caused anxiety and ımproving self-awareness: A critically appraised topic. International Journal of Athletic Therapy and Training, 29(5), 235-239. https://doi.org/10.1123/ijatt.2023-0054
- 2. Glass, C. R., Spears, C. A., Perskaudas, R., & Kaufman, K. A. (2019). Mindful sport performance enhancement: Randomized controlled trial of a mental training program with collegiate athletes. Journal of Clinical Sport Psychology, 13(4), 609-628. https://doi.org/10.1123/jcsp.2017-0044
- 3. Hut, M., Glass, C. R., Degnan, K. A., & Minkler, T. O. (2021). The effects of mindfulness training on mindfulness, anxiety, emotion dysregulation, and performance satisfaction among female student-athletes: The moderating role of age. Asian Journal of Sport and Exercise Psychology, 1(2-3), 75-82. https://doi.org/10.1016/j.ajsep.2021.06.002
- 4. Kelemen, B., Tóth, R., Benczenleitner, O., & Tóth, L. (2025). Effects of group mindfulness intervention on high-level distance runners: A quasi-experimental study. Frontiers in Sports and Active Living, 7, 1556404. https://doi.org/10.3389/fspor.2025.1556404
- 5. Baltzell, A., Caraballo, N., Chipman, K., & Hayden, L. (2014). A qualitative study of the mindfulness meditation training for sport: Division I female soccer players’ experience. Journal of Clinical Sport Psychology, 8(3), 221-244. https://doi.org/10.1123/jcsp.2014-0030
- 6. Cote, T., Baltzell, A., & Diehl, R. (2019). A qualitative exploration of division I tennis players completing the mindfulness meditation training for sport 2.0 program. The Sport Psychologist, 33(3), 203-212. https://doi.org/10.1123/tsp.2017-0155
- 7. Kaufman KA, Glass CR, Arnkoff DB. (2009). Evaluation of Mindful Sport Performance Enhancement (MSPE): A new approach to promote flow in athletes. Journal of Clinical Sport Psychology, 3(4), 334–356.
- 8. Baltzell, A., & Akhtar, V. L. (2014). Mindfulness meditation training for sport (MMTS) intervention: Impact of MMTS with division I female athletes. The Journal of Happiness & Well-Being, 2(2), 160-173.
- 9. Baltzell, A., & Summers, J. (2017). Introducing Mindful Meditation Training for Sport (MMTS) 2.0. In The Power of Mindfulness (pp. 25–31). Springer.
- 10. Thompson, R. W., Kaufman, K. A., De Petrillo, L. A., Glass, C. R., & Arnkoff, D. B. (2011). One year follow-up of mindful sport performance enhancement (MSPE) with archers, golfers, and runners. Journal of Clinical Sport Psychology, 5(2), 99-116.
- 11. De Petrillo, L. A., Kaufman, K. A., Glass, C. R., & Arnkoff, D. B. (2009). Mindfulness for long-distance runners: An open trial using Mindful Sport Performance Enhancement (MSPE). Journal of Clinical Sport Psychology, 3(4), 357-376.
- 12. Hut, M., Minkler, T. O., Glass, C. R., Weppner, C. H., Thomas, H. M., & Flannery, C. B. (2023). A randomized controlled study of mindful sport performance enhancement and psychological skills training with collegiate track and field athletes. Journal of Applied Sport Psychology, 35(2), 284-306. https://doi.org/10.1080/10413200.2021.1989521
- 13. Xie, B., Lei, S., Choi, N., Choi, S. M., Wang, X., & Chen, Y. (2025). Impact of mindfulness-based interventions on sports performance and mental health: An umbrella review. Journal of Exercise Science & Fitness, 23(4), 261-272. https://doi.org/10.1016/j.jesf.2025.06.008
- 14. Bühlmayer, L., Birrer, D., Röthlin, P., Faude, O., & Donath, L. (2017). Effects of mindfulness practice on performance-relevant parameters and performance outcomes in sports: A meta-analytical review. Sports Medicine, 47, 2309-2321. https://doi.org/10.1007/s40279-017-0752-9.
- 15. Wang, Y., Lei, S., & Fan, J. (2023). Effects of mindfulness-based interventions on promoting athletic performance and related factors among athletes: A systematic review and meta-analysis of randomized controlled trial. International Journal of Environmental Research and Public Health, 20(3), 2038. https://doi.org/10.3390/ijerph20032038.
- 16. Ding, H., Zhang, L., Ma, C., Wen, H., & Zhao, X. (2025). Effects of long-term mindfulness meditation training on attentional capacity in professional male fencer athletes. Scientific Reports, 15, 13040. https://doi.org/10.1038/s41598-025-97179-w.
- 17. Josefsson, T., Ivarsson, A., Gustafsson, H., Stenling, A., Lindwall, M., Tornberg, R., & Böröy, J. (2019). Effects of mindfulness-acceptance-commitment (MAC) on sport-specific dispositional mindfulness, emotion regulation, and self-rated athletic performance in a multiple-sport population: An RCT Study. Mindfulness, 10, 1518-1529. https://doi.org/10.1007/s12671-019-01098-7.
- 18. Meggs, J., & Chen, M. (2021). The effects of applied and sport-specific mindful sport performance enhancement training on mindfulness skills, flow, and emotional regulation in national competitive swimmers. Case Studies in Sport and Exercise Psychology, 5(1), 114-123. https://doi.org/10. 1123/cssep.2020-0034
- 19. Jones, B. J., Kaur, S., Miller, M., & Spencer, R. M. (2020). Mindfulness-based stress reduction benefits psychological well-being, sleep quality, and athletic performance in female collegiate rowers. Frontiers in psychology, 11, 572980. https://doi.org/10.3389/fpsyg.2020.572980
- 20. Mehrsafar, A. H., Strahler, J., Gazerani, P., Khabiri, M., Sánchez, J. C. J., Moosakhani, A., & Zadeh, A. M. (2019). The effects of mindfulness training on competition-induced anxiety and salivary stress markers in elite Wushu athletes: A pilot study. Physiology & Behavior, 210, 112655. https://doi.org/10.1016/j.physbeh.2019.112655
- 21. Moen, F., Abrahamsen, F., & Furrer, P. (2015). The effects from mindfulness training on Norwegian junior elite athletes in sport. International Journal of Applied Sports Sciences, 27(2), 99-114.
- 22. Norouzi, E., Gerber, M., Masrour, F. F., Vaezmosavi, M., Pühse, U., & Brand, S. (2020). Implementation of a mindfulness-based stress reduction (MBSR) program to reduce stress, anxiety, and depression and to improve psychological well-being among retired Iranian football players. Psychology of Sport and Exercise, 47, 101636. https://doi.org/10.1016/j.psychsport.2019.101636
- 23. Rooks, J. D., Morrison, A. B., Goolsarran, M., Rogers, S. L., & Jha, A. P. (2017). “We are talking about practice”: The influence of mindfulness vs. relaxation training on athletes’ attention and well-being over high-demand intervals. Journal of Cognitive Enhancement, 1(2), 141-153. https://doi.org/10.1007/s41465-017-0016-5
- 24. Si, X., Yang, Z., & Feng, X. (2024). A meta-analysis of the intervention effect of mindfulness training on athletes’ performance. Frontiers in Psychology, 15, 1375608. https://doi.org/10.3389/fpsyg.2024.1375608.
- 25. Gross, M., Moore, Z. E., Gardner, F. L., Wolanin, A. T., Pess, R., & Marks, D. R. (2018). An empirical examination comparing the mindfulness-acceptance-commitment approach and psychological skills training for the mental health and sport performance of female student athletes. International Journal of Sport and Exercise Psychology, 16(4), 431-451. https://doi.org/10.1080/1612197X.2016.1250802
- 26. Carraça, B., Serpa, S., Guerrero, J. P., & Rosado, A. (2018). Enhance sport performance of elite athletes: The mindfulness-based interventions. Cuadernos de Psicología del Deporte, 18(2), 79-109.
- 27. Sappington, R., & Longshore, K. (2015). Systematically reviewing the efficacy of mindfulness-based interventions for enhanced athletic performance. Journal of Clinical Sport Psychology, 9(3), 232-262. https://doi.org/10.1123/jcsp.2014-0017
- 28. Reinebo, G., Alfonsson, S., Jansson-Fröjmark, M., Rozental, A., & Lundgren, T. (2024). Effects of psychological interventions to enhance athletic performance: A systematic review and meta-analysis. Sports Medicine, 54(2), 347-373. https://doi.org/10.1007/s40279-023-01931-z
- 29. Birrer, D., Scalvedi, B., & Frings, N. (2023). A bibliometric analysis of mindfulness and acceptance research in sports from 1969 to 2021. Mindfulness, 14(5), 1038-1053. https://doi.org/10.1007/s12671-023-02124-5
- 30. Park, I., & Jeon, J. (2023). Psychological skills training for athletes in sports: Web of science bibliometric analysis. Healthcare, 11(2), 259. https://doi.org/10.3390/healthcare11020259
- 31. Piasecki, P. A., Minkler, T. O., McGehee, C., & Filho, E. (2025). Mindfulness in sport, exercise, and performance psychology: An umbrella review and directions for future research. International Review of Sport and Exercise Psychology, 1-24. https://doi.org/10.1080/1750984X.2025.2481562
- 32. Bondár, R. Z., Bertollo, M., di Fronso, S., & Robazza, C. (2024). Mindfulness to performance enhancement: A systematic review of neural correlates. International Review of Sport and Exercise Psychology, 17(1), 65-93. https://doi.org/10.1080/1750984X.2021.1949742
- 33. Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: An inclusive systematic review of the empirical literature. European Journal of Work and Organizational Psychology, 26(4), 492-513. https://doi.org/10.1080/1359432X.2017.1308924
- 34. Sappington, R., & Longshore, K. (2015). Systematically reviewing the efficacy of mindfulness-based interventions for enhanced athletic performance. Journal of Clinical Sport Psychology, 9(3), 232-262. https://doi.org/10.1123/jcsp.2014-0017
- 35. Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285-296. https://doi.org/10.1016/j.jbusres.2021.04.070
Abstract
Bu çalışma, performans, farkındalık ve sporcu bağlamında, farkındalıklı spor performansını geliştirme ve spor için farkındalıklı meditasyon eğitimi müdahaleleri üzerine yapılan araştırmaların güncel eğilimlerini, kavramsal gelişimini ve araştırma ağlarını bibliyometrik yöntemle incelemeyi amaçlamaktadır. Veriler, 24 Ekim 2025 tarihinde Web of Science veri tabanından “MSPE” OR “mindful sport performance enhancement” OR “MMTS” OR “MMTS 2.0” OR “mindfulness meditation training for sport” OR “mindfulness meditation training for sport 2.0” AND “sport*” OR “athletic performance” OR “athlete*” AND “meditation” OR “mindfulness” anahtar kelimeleri kullanılarak elde edilmiştir. Bulgular, sporda farkındalık temelli müdahalelere ilişkin çalışmaların 2015 yılından sonra artış gösterdiğini ortaya koymaktadır. Yazar anahtar kelimesi eğilimleri ve kelime bulutu analizlerinde “meditasyon” kelimesi merkezi konumda yer almıştır. Atıf analizleri, Amerika Birleşik Devletleri'nin toplam atıflarda ve tek ülke yayınlarında lider olduğunu, Çin'in ise uluslararası iş birliklerinde önemli bir rol oynadığını göstermiştir. Bradford Yasası analizine göre “Journal of Clinical Sport Psychology” ve “Frontiers in Psychology” çekirdek dergiler olarak belirlenmiştir. Yayın sayısı açısından Glass C. R. öne çıkan isimdir. En fazla atıf alan yazarlar ise Glass J. R., Kaufman K. A. ve Arnkoff D. B.’dir. Kurumsal iş birliği ağ analizinde Katolik Üniversitesi merkezi bir konumda yer almıştır. Güncel müdahaleler arasında yer alan MSPE ve MMTS'ye yönelik akademik ilginin arttığı belirtilebilir.
Ethical Statement
Bu çalışma bibliyometrik bir analiz niteliğinde olduğundan, etik kurul onayı gerektiren herhangi bir insan katılımcı verisi içermemektedir.
References
- 1. Garg, S., Uriegas, N. A., Winkelmann, Z. K., Adams, M., & Fraley, A. L. (2024). Effect of mindful sport performance enhancement in college athletes for reducing sports-caused anxiety and ımproving self-awareness: A critically appraised topic. International Journal of Athletic Therapy and Training, 29(5), 235-239. https://doi.org/10.1123/ijatt.2023-0054
- 2. Glass, C. R., Spears, C. A., Perskaudas, R., & Kaufman, K. A. (2019). Mindful sport performance enhancement: Randomized controlled trial of a mental training program with collegiate athletes. Journal of Clinical Sport Psychology, 13(4), 609-628. https://doi.org/10.1123/jcsp.2017-0044
- 3. Hut, M., Glass, C. R., Degnan, K. A., & Minkler, T. O. (2021). The effects of mindfulness training on mindfulness, anxiety, emotion dysregulation, and performance satisfaction among female student-athletes: The moderating role of age. Asian Journal of Sport and Exercise Psychology, 1(2-3), 75-82. https://doi.org/10.1016/j.ajsep.2021.06.002
- 4. Kelemen, B., Tóth, R., Benczenleitner, O., & Tóth, L. (2025). Effects of group mindfulness intervention on high-level distance runners: A quasi-experimental study. Frontiers in Sports and Active Living, 7, 1556404. https://doi.org/10.3389/fspor.2025.1556404
- 5. Baltzell, A., Caraballo, N., Chipman, K., & Hayden, L. (2014). A qualitative study of the mindfulness meditation training for sport: Division I female soccer players’ experience. Journal of Clinical Sport Psychology, 8(3), 221-244. https://doi.org/10.1123/jcsp.2014-0030
- 6. Cote, T., Baltzell, A., & Diehl, R. (2019). A qualitative exploration of division I tennis players completing the mindfulness meditation training for sport 2.0 program. The Sport Psychologist, 33(3), 203-212. https://doi.org/10.1123/tsp.2017-0155
- 7. Kaufman KA, Glass CR, Arnkoff DB. (2009). Evaluation of Mindful Sport Performance Enhancement (MSPE): A new approach to promote flow in athletes. Journal of Clinical Sport Psychology, 3(4), 334–356.
- 8. Baltzell, A., & Akhtar, V. L. (2014). Mindfulness meditation training for sport (MMTS) intervention: Impact of MMTS with division I female athletes. The Journal of Happiness & Well-Being, 2(2), 160-173.
- 9. Baltzell, A., & Summers, J. (2017). Introducing Mindful Meditation Training for Sport (MMTS) 2.0. In The Power of Mindfulness (pp. 25–31). Springer.
- 10. Thompson, R. W., Kaufman, K. A., De Petrillo, L. A., Glass, C. R., & Arnkoff, D. B. (2011). One year follow-up of mindful sport performance enhancement (MSPE) with archers, golfers, and runners. Journal of Clinical Sport Psychology, 5(2), 99-116.
- 11. De Petrillo, L. A., Kaufman, K. A., Glass, C. R., & Arnkoff, D. B. (2009). Mindfulness for long-distance runners: An open trial using Mindful Sport Performance Enhancement (MSPE). Journal of Clinical Sport Psychology, 3(4), 357-376.
- 12. Hut, M., Minkler, T. O., Glass, C. R., Weppner, C. H., Thomas, H. M., & Flannery, C. B. (2023). A randomized controlled study of mindful sport performance enhancement and psychological skills training with collegiate track and field athletes. Journal of Applied Sport Psychology, 35(2), 284-306. https://doi.org/10.1080/10413200.2021.1989521
- 13. Xie, B., Lei, S., Choi, N., Choi, S. M., Wang, X., & Chen, Y. (2025). Impact of mindfulness-based interventions on sports performance and mental health: An umbrella review. Journal of Exercise Science & Fitness, 23(4), 261-272. https://doi.org/10.1016/j.jesf.2025.06.008
- 14. Bühlmayer, L., Birrer, D., Röthlin, P., Faude, O., & Donath, L. (2017). Effects of mindfulness practice on performance-relevant parameters and performance outcomes in sports: A meta-analytical review. Sports Medicine, 47, 2309-2321. https://doi.org/10.1007/s40279-017-0752-9.
- 15. Wang, Y., Lei, S., & Fan, J. (2023). Effects of mindfulness-based interventions on promoting athletic performance and related factors among athletes: A systematic review and meta-analysis of randomized controlled trial. International Journal of Environmental Research and Public Health, 20(3), 2038. https://doi.org/10.3390/ijerph20032038.
- 16. Ding, H., Zhang, L., Ma, C., Wen, H., & Zhao, X. (2025). Effects of long-term mindfulness meditation training on attentional capacity in professional male fencer athletes. Scientific Reports, 15, 13040. https://doi.org/10.1038/s41598-025-97179-w.
- 17. Josefsson, T., Ivarsson, A., Gustafsson, H., Stenling, A., Lindwall, M., Tornberg, R., & Böröy, J. (2019). Effects of mindfulness-acceptance-commitment (MAC) on sport-specific dispositional mindfulness, emotion regulation, and self-rated athletic performance in a multiple-sport population: An RCT Study. Mindfulness, 10, 1518-1529. https://doi.org/10.1007/s12671-019-01098-7.
- 18. Meggs, J., & Chen, M. (2021). The effects of applied and sport-specific mindful sport performance enhancement training on mindfulness skills, flow, and emotional regulation in national competitive swimmers. Case Studies in Sport and Exercise Psychology, 5(1), 114-123. https://doi.org/10. 1123/cssep.2020-0034
- 19. Jones, B. J., Kaur, S., Miller, M., & Spencer, R. M. (2020). Mindfulness-based stress reduction benefits psychological well-being, sleep quality, and athletic performance in female collegiate rowers. Frontiers in psychology, 11, 572980. https://doi.org/10.3389/fpsyg.2020.572980
- 20. Mehrsafar, A. H., Strahler, J., Gazerani, P., Khabiri, M., Sánchez, J. C. J., Moosakhani, A., & Zadeh, A. M. (2019). The effects of mindfulness training on competition-induced anxiety and salivary stress markers in elite Wushu athletes: A pilot study. Physiology & Behavior, 210, 112655. https://doi.org/10.1016/j.physbeh.2019.112655
- 21. Moen, F., Abrahamsen, F., & Furrer, P. (2015). The effects from mindfulness training on Norwegian junior elite athletes in sport. International Journal of Applied Sports Sciences, 27(2), 99-114.
- 22. Norouzi, E., Gerber, M., Masrour, F. F., Vaezmosavi, M., Pühse, U., & Brand, S. (2020). Implementation of a mindfulness-based stress reduction (MBSR) program to reduce stress, anxiety, and depression and to improve psychological well-being among retired Iranian football players. Psychology of Sport and Exercise, 47, 101636. https://doi.org/10.1016/j.psychsport.2019.101636
- 23. Rooks, J. D., Morrison, A. B., Goolsarran, M., Rogers, S. L., & Jha, A. P. (2017). “We are talking about practice”: The influence of mindfulness vs. relaxation training on athletes’ attention and well-being over high-demand intervals. Journal of Cognitive Enhancement, 1(2), 141-153. https://doi.org/10.1007/s41465-017-0016-5
- 24. Si, X., Yang, Z., & Feng, X. (2024). A meta-analysis of the intervention effect of mindfulness training on athletes’ performance. Frontiers in Psychology, 15, 1375608. https://doi.org/10.3389/fpsyg.2024.1375608.
- 25. Gross, M., Moore, Z. E., Gardner, F. L., Wolanin, A. T., Pess, R., & Marks, D. R. (2018). An empirical examination comparing the mindfulness-acceptance-commitment approach and psychological skills training for the mental health and sport performance of female student athletes. International Journal of Sport and Exercise Psychology, 16(4), 431-451. https://doi.org/10.1080/1612197X.2016.1250802
- 26. Carraça, B., Serpa, S., Guerrero, J. P., & Rosado, A. (2018). Enhance sport performance of elite athletes: The mindfulness-based interventions. Cuadernos de Psicología del Deporte, 18(2), 79-109.
- 27. Sappington, R., & Longshore, K. (2015). Systematically reviewing the efficacy of mindfulness-based interventions for enhanced athletic performance. Journal of Clinical Sport Psychology, 9(3), 232-262. https://doi.org/10.1123/jcsp.2014-0017
- 28. Reinebo, G., Alfonsson, S., Jansson-Fröjmark, M., Rozental, A., & Lundgren, T. (2024). Effects of psychological interventions to enhance athletic performance: A systematic review and meta-analysis. Sports Medicine, 54(2), 347-373. https://doi.org/10.1007/s40279-023-01931-z
- 29. Birrer, D., Scalvedi, B., & Frings, N. (2023). A bibliometric analysis of mindfulness and acceptance research in sports from 1969 to 2021. Mindfulness, 14(5), 1038-1053. https://doi.org/10.1007/s12671-023-02124-5
- 30. Park, I., & Jeon, J. (2023). Psychological skills training for athletes in sports: Web of science bibliometric analysis. Healthcare, 11(2), 259. https://doi.org/10.3390/healthcare11020259
- 31. Piasecki, P. A., Minkler, T. O., McGehee, C., & Filho, E. (2025). Mindfulness in sport, exercise, and performance psychology: An umbrella review and directions for future research. International Review of Sport and Exercise Psychology, 1-24. https://doi.org/10.1080/1750984X.2025.2481562
- 32. Bondár, R. Z., Bertollo, M., di Fronso, S., & Robazza, C. (2024). Mindfulness to performance enhancement: A systematic review of neural correlates. International Review of Sport and Exercise Psychology, 17(1), 65-93. https://doi.org/10.1080/1750984X.2021.1949742
- 33. Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: An inclusive systematic review of the empirical literature. European Journal of Work and Organizational Psychology, 26(4), 492-513. https://doi.org/10.1080/1359432X.2017.1308924
- 34. Sappington, R., & Longshore, K. (2015). Systematically reviewing the efficacy of mindfulness-based interventions for enhanced athletic performance. Journal of Clinical Sport Psychology, 9(3), 232-262. https://doi.org/10.1123/jcsp.2014-0017
- 35. Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285-296. https://doi.org/10.1016/j.jbusres.2021.04.070
Details
| Primary Language | English |
|---|---|
| Subjects | Exercise and Sports Psychology |
| Journal Section | Bibliography |
| Authors | |
| Submission Date | January 18, 2026 |
| Acceptance Date | February 7, 2026 |
| Publication Date | March 1, 2026 |
| IZ | https://izlik.org/JA74BT92YU |
| Published in Issue | Year 2026 Volume: 3 |
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Headings should be organized according to the ISNAD Citation System; they should have 0 nk spacing from the top and bottom and no indentation; they should be aligned on both sides. Headings should be in Gotham Narrow Bold font with a font size of 11 points. Headings should be as short as possible but reflect the topic, and double quotation marks (") or slash (/) should not be used in writing. Colons (:) may be used if necessary.
Headings (other than Abstract, Summary, Introduction, Conclusion, and References) should be automatically generated in decimal format, such as "1. 2. 3.; 1.1., 1.2.; 1.2.1.," using numbers and dots. A space should be left between the heading number and the first letter of the heading. Spaces should be automatically created by the word processing program used (such as Word, Open Office Writer), and the space key should not be used.
The words in headings should start with capital letters only. Italic writing should not be used.
Abstract
Should be in the range of 500-750 words. It should not exceed 750 words or 5000 characters (including spaces).
The Abstract should be written in Gotham Narrow Normal font with a font size of 9 points; it should be aligned on both sides and have single-line spacing with no indentation.
The Abstract and Summary sections of the article should include the following points:
1. Presentation of the overall picture or background of the study;
2. Clear statement of the problem/objective;
3. What is the gap in the literature, and how will your study contribute to filling this gap and solving the problem?
4. Details of the approach taken;
5. Results obtained in the study.
Keywords
Keywords should be written in Gotham Narrow Normal font with a font size of 9 points; they should be aligned on both sides and have single-line spacing with no indentation. It should consist of at least 5 and at most 8 words. Keywords assist in the electronic scanning and indexing of the publication and are crucial for researchers to find the publication. Therefore, relevant concepts that accurately reflect the article should be selected and arranged from general to specific.
The first concept must be the name of the scientific field. The second concept should be determined as the subject, sect, person, or work reflecting the research. Then, concepts that fully reflect the content of the article should be added.
If the study is person- or work-focused, the name of the relevant work and author must be written as keywords.
Words that do not have conceptual meaning beyond their literal meaning, when used alone, should not be preferred as keywords.
Each word should start with a capital letter, and a comma should be placed after each word.
Introduction
There must be Introduction and Conclusion sections in the body text.
To achieve specific academic standards and coherence in the articles to be published in our journal, texts should be organized by following the steps below. This organization should be applied separately to the SUMMARY and ABSTRACT sections, as in the entire article.
1. Presentation of the general picture of the study or the background of the problem;
2. Clear statement of the problem/objective;
3. Studies related to the existing subject in the literature;
4. What is the gap in the literature, and how will your study contribute to filling this gap and solving the problem?
5. Details of the approach taken;
6. Results and recommendations.
Step 1: This part, which will form the beginning sentence or paragraph of the text, introduces the reader to the general picture of the problem. While this step is limited to one sentence when writing the Summary, it can be extended to a paragraph when writing the Introduction section. Excessive extension of this part can overshadow the focus of the article, while using short but effective expressions is an important start to convince the reader of the importance of the topic.
Step 2: It is the clear expression of what the problem is and why solving this problem is important. In other words, a SPECIFIC PROBLEM within the general picture presented in the previous step and why solving this problem is important are stated. Similar to the previous step, this step should be limited to one sentence when writing summaries like Abstract and Summary.
Step 3: A summary is made of how the mentioned problem is addressed in the literature.
3.1. Has this problem been directly addressed?
3.2. What are the most effective and recent studies in the field, and what have they said?
3.3. If this problem has not been directly addressed, what are the closest studies?
3.4. Questions must be answered, and appropriate LITERATURE CITATIONS must be made.
Step 4:
4.1. What contribution will your study make to the literature mentioned above?
4.2. What gap in the literature will it fill?
4.3. What will it do that has not been done before?
The answers to these questions must be provided.
4.4. This part is where you convince the reader of the ORIGINALITY and importance of your study.
Step 5: It is the detailed presentation of how the contribution to the literature will be made. While the previous steps are introductory in nature, this step constitutes the main body of the article. When thinking of an entire article, the first 4 steps will be included in the introduction of the article, and after this step, new headings will be opened, and the body of the article will be written.
In this part, the theoretical background of the article under a title, what methods and materials will be used, should be examined in detail. (Then, if necessary and important for the topic, information about the historical background of the subject can be given in a new heading.) After that, new headings should be opened, and examples of the application of the theory and method stated should be provided for the materials at hand. It is necessary to present at least two examples. Presenting three or more examples will strengthen the article's argument.
Body Text
Body text should be written in Gotham Narrow Normal font with a font size of 10.5 points; it should be aligned on both sides and have 1.15 line spacing. Gaps should be arranged as 0 nk from the top and 6 nk from the bottom.
Direct Quotations
All direct quotations should be made in accordance with the ISNAD Citation System. If the direct quotation is a paragraph or if the author wants to use the direct quotation as a separate paragraph, it should be written in Gotham Narrow Normal font with a font size of 10 points; it should be aligned on both sides and have single-line spacing. The paragraph should be indented without indentation, and the entire paragraph should be set with 2 cm indentation from the left and right; gaps should be arranged as 0 nk from the top and 6 nk from the bottom.
Footnotes
Footnotes should be written in Gotham Narrow Normal font with a font size of 8 points; they should be aligned on both sides and have single-line spacing. Gaps should be arranged as 0 nk from the top and bottom.
Footnotes should be done as specified in the ISNAD Citation System.
Tables and Figures
Should be organized according to the ISNAD Citation System. The contents of table texts should be written in Gotham Narrow Normal font with a font size of 10 points; they should be aligned on both sides. Table and figure titles and - if any - sources should be written in Gotham Narrow Normal font with a font size of 8 points; they should be aligned on both sides and have single-line spacing. Gaps for Table and Figure descriptions should be arranged as 6 nk from the bottom and 0 nk from the top; for Table and Figure sources, they should be arranged as 6 nk from the top and bottom.
Tables should not exceed the writing area and should not violate the page margins (page margins should not be exceeded); gaps should be arranged as 0 nk from the top and 6 nk from the bottom. Tables smaller than the writing area on the page should be left-aligned.
Abbreviations
Should be done as specified in the ISNAD Citation System; if the abbreviation is not specified in the ISNAD Citation System, the author's preference should be indicated in the explanation section when submitting the article.
No abbreviation should be made in the names of works other than encyclopedias and classical works.
Conclusion
Must be included as the conclusion section.
Step 6: It is the conclusion section of the text. The result or solution proposed by the study is clearly expressed.
The conclusion should not be a summary of the study.
References
1. The reference section should start on the page after the Conclusion section.
2. References should be written in Gotham Narrow Normal font with a font size of 9 points; they should be aligned on both sides and have single-line spacing.
3. For each reference, the first line should be no indented, and the following lines should be indented by 1.25 cm from the left. Gaps for each reference should be arranged as 0 nk from the top and 6 nk from the bottom.
4. If an author has multiple works in the references, the name of the author should be written again for each work.
5. References should be organized according to the ISNAD Citation System.
6. If DOI numbers are available, they should be added to the references in accordance with the ISNAD Citation System.
Ethical Principles and Publication Policy
Ethical Principles
The publication process in the Hitit Movement Science Journal (HITMSJ) was created to develop and present information objectively. For this reason, the processes applied to reflect the quality of the authors and the quality of the institutional work that supports the authors. The articles reviewed embody and encourage the scientific method. In this respect, it is important that all stakeholders of the process (authors, readers and researchers, publishers, referees and editors) comply with the standards regarding ethical principles.
HITMSJ expects all stakeholders to bear the ethical responsibilities described below within the scope of publication ethics.
The ethical duties and responsibilities adopted by the HITMSJ have been prepared by taking into account the Committee on Publication Ethics (COPE) guidelines and policies.
Actions contrary to scientific research and publication ethics:
Plagiarism: Presenting others’ ideas, methods, data, practices, writing, forms or studies partly or wholly without referencing to the owners according to scientific rules,
Forgery: Producing data that is not based on research, editing or changing the presented or published study by basing it on fictitious data, reporting or publishing these, claiming research has been done while actually it has not,
Distortion: Falsifying the obtained data and the research records, showing the methods, devices and materials that were not used in the study as if they had been used, not taking the data that is not suitable to the research hypothesis into consideration, changing the data and/or results to make them be appropriate to the related theory and presuppositions, falsifying or manipulating the research results in accordance with the advantages of the people and the institutions that support the researcher,
Re-publishing: To present more than one work containing the same results of a research separately in evaluations for associate professorship exams and academic promotions,
Dissection: Dissecting the results of a study in a way that would destroy the integrity of the study and inappropriately, publishing them separately without referencing each study, thus increasing the number of publications to present them in associate professorship exam evaluations and academic promotions,
Undeserved Authorship: Including those who don’t have an active contribution among authors, not including those who have an active contribution among authors, changing the ranking of authors without a reason and inappropriately, excluding the names of those with active contribution from the study during publication or in next publications, making one’s name included – by exerting influence – in authors despite having no active contribution,
Other Types of Violation of Ethics: Not naming the people, institutions and organizations and their contributions to the study openly in the publication of the research made by the support of those, not following the ethical rules in studies done on humans or animals, not respecting the rights of patients in the publications, sharing the contents of a study appointed as referee before its publication, using the sources, places, opportunities and devices provided for scientific researches out of their purposes, accusing someone of violation of ethics in a baseless, injudicious and malicious way.
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Ethical Statement
• Ethical rules must be complied with in the studies conducted on humans and animals.
• It should be stated that the copyright regulations are complied with for the intellectual and artistic works used.
• Necessary permissions must be obtained to use others' scale, questionnaires, photographs, etc. and stated.
• In the case of studies, an "informed consent form" should be obtained and stated.
• If the research has been conducted in the fields listed below, it is mandatory to upload an “Ethics Committee Approval” in the annex of the study.
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Studies Requiring Ethics Committee Approval
• All kinds of research conducted with qualitative or quantitative approaches that require data collection from participants using questionnaires, interviews, focus group work, observation, experimentation,
• Use of humans and animals (including material/data) for experimental or other scientific purposes,
• Clinical studies on humans
• Clinical studies on animals,
• Retrospective studies in accordance with the law on the protection of personal data.
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Publication of research that involve human subjects (i.e., surveys and interviews)
HITMSJ adopts the "Code of Conduct and Best Practice Guidelines for Journal Editors" and "Code of Conduct for Journal Publishers" of the Publication Ethics Committee (COPE) in order to create ethical assurance in scientific periodicals. In this context, the following points should be followed in the manuscripts submitted to the journal:
1) For research conducted in all branches of science that requires ethics committee approval (ethics committee approval should be obtained, this approval should be stated and documented in the article.
2) In research that requires ethics committee permission, information about the permission (name of the committee, date, and number) is in the method section, and also on one of the first/last pages of the article; In case of reports, information about signing the informed consent/consent form should be included in the article.
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Responsibilities of Writers
• Article Writing
All authors cited as research writers must contribute to the research substantially. Other contributors should be listed as co-authors. Contributors to the research should be mentioned as 'contributors'. The corresponding author should take the consent of other authors before sending the study to the journal. Those who do not have a direct contribution to the research should not be listed as authors.
• Originality and Authenticity
All data in the study must be true and original. The author should present an objective discussion of the importance of his work based on accurate data. Intentionally presenting false information is unacceptable and unethical behavior.
• Multiple, Unnecessary and Simultaneous Publishing
The author should not attempt to publish the same research in more than one journal, or attempt to republish a previously published article, and should comply with scientific research and publication ethics. Such attempts are unacceptable unethical behaviors.
• Resources
It is mandatory to show / cite all sources used in the study.
• Disclosure and Conflict of Interest
All authors must clearly state any potential financial and interest conflicts that may affect the results of the study. If financial support has been received for the study, its sources should be indicated.
• Publishing Fee
No fee is charged from the authors for any research published in our journal.
• Correction of Published Studies
It is the author's responsibility to inform the editor if any significant deficit or mistake is detected in the published work. The author should cooperate with the editorial team of our journal in order to take the necessary actions to correct the situation.
• Withdrawal of the Article
The author can only withdraw the work evaluated in the publishing processes at the pre-check stage. Works cannot be withdrawn at other stages of the publishing process.
• Originality and Plagiarism
Authors should aim to make original research and report. The mentioned literature should be appropriately cited. Uncited mentions from other publications, including the author's own work, are an important moral issue and a crime. If plagiarism is detected in the articles submitted to our journal, they are removed from the publication processes immediately. If it detected after publication, immediate action is going to be taken about the author and the article.
• Double-Blind Refereeing
As double-blind refereeing is applied in our journal, author information should not be written in the article file.
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Responsibilities of Referees
• Contribution to the Editorial Decision
The referee is obliged to consult the "Referee Evaluation Criteria" in the evaluation process from the moment they are appointed and accepted the task through the system. The referee assists editors with their editorial decisions and assists authors in improving their articles through editorial communication. The referee should point out the completion of other articles, works, references, citations, rules and similar shortcomings related to the article.
• Abiding by the Schedule
Any referee who does not feel qualified to review the article proposal or knows that the article review cannot take place on time should immediately notify the editors and decline the invitation to review, thereby ensuring that the new referee assignment is made.
• Confidentiality
Articles reviewed should be kept confidential before publication.
Referees acknowledge that the work submitted for their review is the private property of the authors. This also applies to referees who decline their invitation to review.
The names of the referees are not disclosed / published.
• Objectivity
Referees should be objective in the decision to publish the text they examine.
Comments on the text should be made impartially and recommendations should be made in a way that the authors can use to improve the text.
Personal criticism of the authors is not appropriate.
• Resources
The referee should identify relevant published work that is not cited by the authors. The referee should also inform the editor of any significant similarities between the article reviewed and any other article(published or unpublished).
• Conflict of Interest
Conflicts of interest should be reported to the editor. There should be no conflict of interest between the referees and the stakeholders of the article under review. In case of any conflict of interest and an appointment outside of the field of expertise, it is recommended to present the situation to the editor and withdraw from the referee process if necessary.
• Ethics
Should the referees notice any ethical violation, plagiarism, etc. they should inform the editor. Referees acknowledge that the work submitted for review is the private property of the authors.
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Editorial Responsibilities
• The Editorial Board have all the responsibility and authority to accept or decline an article.
• The Editorial Board should not be in a conflict of interest about the articles they accepted or declined.
• In the publication process, studies are selected and evaluated according to scientific and academic criteria such as contribution to the field and originality.
• The Editorial Board ensures publication of a correction or withdrawal in case of a mistake or an incompleteness detected in a published article.
• Since double-blind refereeing is adopted in the journal, the names of the referees are kept confidential and not published.
• The refereeing process is at the center of the success of scientific publishing. It is part of our commitment to maintain and improve the referee process.
• HITMSJ takes the necessary precautions carefully in cases of violation of publishing ethics.
• All kinds of complaints and suggestions regarding the studies published in HITMSJ, publication processes and editorial team can be sent to the address sbf@hitit.edu.tr.
• Any feedback from stakeholders is considered an important contribution to R&D studies.
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Publication Language
• The publication language of HITMSJ is English.
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Publication Principles
• All control and evaluation processes of the texts are reported and archived in Dergipark.
• The texts that are not adjusted according to the Writing Rules are returned to the author without being taken into the evaluation process.
• HITMSJ publishes texts that was not previously published elsewhere.
• Texts that are in the evaluation process for another journal are returned to the author.
• HITMSJ publishes texts related to the field of divinity. The interdisciplinary texts related to the field of divinity can also be taken into the evaluation process by taking their contributions to the field into account.
• No more than one (1) study of an author can be published in the same issue regardless of the text type.
• Up to two (2) studies can be published in the same volume, provided that the publication type is different.
• Those who are in the editorial board of the journal can send text to the journal, but they cannot work in the journal at the time the text is evaluated.
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Publication Policies
• HITMSJ, besides publishing qualified scientific research, has made it a mission to contribute to the author and academic journalism besides publishing qualified scientific research.
• The Publishing Processes carried out by the Editorial team, experts in their fields, have been determined in line with this mission.
• HITMSJ is the publication organ of Hitit University.
• HITMSJ is an international peer-reviewed journal.
• HITMSJ is published in print and electronic media.
• HITMSJ is published twice a year, as one volume two issues, March and September.
• In HITMSJ, all policies and processes are decided by the editorial board.
• Special issues can be published with the decision of the editorial board.
• Changes to journal publishing policies and processes are announced on the journal's official website.
• HITMSJ has an original 6-step Publishing Process. Each stage in the publishing process is carried out according to specific evaluation criteria within the framework of defined job descriptions and workflows.
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Evaluation Policies
Articles and translations are subjected to two types of evaluation:
Structural Evaluation
• Writing Control: The texts are examined in terms of shape, writing rules and compliance with the ISNAD-2 Citation System. Authors should make the corrections within 11 days.
• Plagiarism/Similarity Control: Texts are examined in terms of plagiarism/similarity rate. The plagiarism/similarity rate determined by the Editorial Board is 15%. Articles exceeding this rate are rejected without being included in the referee process.
• Language Control: For Turkish texts, the Abstract section, and for texts written in other languages, the Abstract, and Öz sections are grammatically checked.
• Revision and Proofreading: In order to ensure the unity in linguistic expression and writing style, necessary corrections are made to the language and style of the text without interfering with the content and within the knowledge of the author. After this stage, no correction is requested from the author, but the text is sent to the author for the final reading.
Academic Evaluation
• Editorial Board Evaluation
• Taking the field of the text into account, each article is sent to two editorial board members by the editor.
• Editorial Board members examine and evaluate the studies according to the Editorial Board Evaluation Criteria within the framework of a double-blind evaluation system and make referee recommendations.
• The articles reviewed and evaluated by the Editorial Board are subjected to a score ranking, and the first 25 articles are included in the evaluation process.
For the Book and Symposium Reviews, the evaluation is made by the editor of the field assigned by the editor.
• Referee Evaluation:
• The texts are subjected to academic evaluation by the referees determined by the editorial board. In the referee evaluation process, the text is sent to the author for corrections if the referee requests it. The author must fill in the Author Correction Form along with the corrected text.
• If the texts receive positive reports from both referees, they are submitted to the Editorial Board is submitted to its final decision.
Texts with a negative report by one referee are returned to the author, even if the other is positive.
• It is important that the authors do not exceed the dates given for corrections in order for the journal publishing process to function properly. The texts of the authors who do not make corrections within the specified dates are removed from the evaluation process.
Referee Policy
• In HITMSJ double-sided blind refereeing system is applied.
• Confidentiality is essential in the referee reports; therefore, referee names are not mentioned in the journal.
• Multiple articles can be sent to a referee.
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Archive Policy• The journal is sent to the domestic and foreign libraries determined by the Editorial Board and to international index institutions within one month from the date of publication.
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Copyright Policy
• From the date of its submission to the Journal of Divinity Faculty Hitit University until the end of the evaluation process and if it is published from the publication date, the translation cannot be published entirely or partially in any form of visual, auditory and printed media without the consent of the Editorial Board of HITMSJ; it can be quoted by referring to HITMSJ.
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Plagiarism Policy
• The plagiarism/similarity rate determined by the Editorial Board is 15%. Articles exceeding this rate are rejected without being included in the referee process.
• During the plagiarism check, the field editor uses Turnitin produced for plagiarism/similarity control and presents the results to the editor in a report.
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Fiscal Policy
• HITMSJ is an open-access journal; no fee is charged for access.
• The authors are not paid any fees for their published works.
• The editorial board and referees are not paid any fees.
• All financial and legal copyright transactions of the translations are done by the translator.
• No financial support is provided to the translator for copyright and any other charges.
• The author is deemed to have accepted all financial, legal and scientific responsibility since the date the translated text is submitted to the HITMSJ.
Price Policy
Hitit Movement Science Journal'da makale yayını ve makale süreçlerinin yürütülmesi ücrete tabi değildir.
Hitit Movement Science Journal'a gönderilen ya da yayın için kabul edilen makaleler için hiçbir ad altında yazar veya kurumundan ücret alınmaz.
Hitit Movement Science Journal yayın politikaları gereği sponsorluk ve reklam da kabul etmemektedir.
Hitit Movement Science Journal'ın tüm giderleri Hitit Üniversitesi tarafından karşılanmaktadır.
Journal Boards
İmtiyaz Sahibi
rof. Dr. Ali Osman Öztürk, 1972 yılında dünyaya geldiği Kütahya’nın Emet ilçesinde ilk, orta ve lise eğitimlerini tamamladıktan sonra, 1991 yılında İstanbul Üniversitesi Siyasal Bilgiler Fakültesi Kamu Yönetimi bölümünde lisans eğitimine başladı. Siyasal Bilgiler Fakültesi’nden dereceyle mezuniyetinin ardından aynı üniversitenin İktisat Fakültesi Çalışma Ekonomisi Bölümünde “Avrupa Birliği’nin Sosyal Politikaları ve Endüstri İlişkileri” alanında yüksek lisans derecesini 1997’de aldı.
1997 yılında yerleştiği İstanbul Üniversitesi Çalışma Ekonomisi doktora programı dâhilinde ders dönemini tamamlayarak Ağustos 1998’de Amerika’ya gitti. ABD’nin en saygın üniversitelerinden olan Cornell Üniversitesi’nde aldığı dil eğitiminin yanı sıra, çalışma ekonomisi ve insan kaynakları alanlarında araştırmalarını sürdürdü. Lisansüstü eğitimine Amerika’da devam etme kararı üzerine, North Carolina State Üniversitesi’nde Kamu Yönetimi Anabilim dalında doktora çalışmalarına 2000 yılında başladı. Doktora eğitimini, tam zamanlı eğitmen asistanı (teaching assistant) olarak 2005 yılında tamamladı. Asistanlık görevi boyunca siyaset biliminde araştırma yöntemleri derslerinin geliştirilmesi ve internet üzerinden sunulmasında göstermiş olduğu başarıdan dolayı “Üstün Araştırma Görevlisi” ödülüne layık görüldü.
Doktora derecesini aldığı aynı yıl üniversitede henüz proje aşamasında olan Kamu Sektöründe Liderlik Lisans tamamlama programında koordinatör olarak göreve başladı. LPS programının yapılandırması dâhilinde, akademik program altyapısının oluşturulmasından müfredat gelişimine kadar her aşamada aktif rol aldı. 2008 yılı itibariyle LPS programı direktörü ve Kamu Yönetimi ve Uluslararası İlişkiler Fakültesinde öğretim görevlisi olarak atandı. Aynı yıl başlayan küresel finansal kriz nedeniyle üniversitenin program bütçelerinde küçülmeye gitmesine rağmen, Prof. Öztürk’ün öncülük ettiği LPS programı kurmuş olduğu finansman modeli ile fakülte bütçesinden pay almaksızın finansal getiri sağlama başarısı gösterdi. Öztürk, LPS Program direktörlüğü döneminde “Kamu Sektöründe Liderlik” dersleri verirken alanında saygın akademik dergilerde (SSCI vd.) makaleleri yayınladı.
2008 ve 2010 yılları arasında üniversite dışında eğitim faaliyetlerinde de bulunan Prof. Öztürk, Amerika Birleşik Devletleri kamu sektöründe oldukça etkili kabul edilen Kamu Yöneticileri Sertifika Programı (CPM) bağlamında North Carolina Eyaleti üst düzey yöneticilerine Yönetim Uygulamaları eğitimleri verdi ve proje danışmanlığı yaptı.
Prof. Dr. Öztürk akademik kariyerine, 2011 yılı yazında Türkiye’ye dönüşünden 2014 yılı Ekim ayına kadar görev yaptığı İstanbul Ticaret Üniversitesi’nde devam etti. Burada Siyaset Bilimi ve Uluslararası İlişkiler Bölümü öğretim üyesi sıfatının yanında sırasıyla Bologna Süreci Koordinatörlüğü, bölüm başkanlığı, Liderlik ve Girişimcilik Uygulama ve Araştırma Merkezi Müdürlüğü gibi idari görevler de ifa etti. 2013’te Kamu Yönetimi anabilim dalında doçent, 2018’de ise profesör olan Öztürk, İstanbul Medipol Üniversitesi İngilizce Siyaset Bilimi ve Kamu Yönetimi bölümünde öğretim üyesi olarak görev yaptı. Akademik faaliyetlerini Türkiye’de sürdürürken, diğer yandan ABD’de kurucusu olduğu Kamu Sektöründe Liderlik (LPS) programı ile olan bağını koparmayarak 2011-2015 döneminde çevrimiçi eğitim yöntemiyle North Carolina State Üniversitesi öğrencilerine liderlik dersleri verdi. Prof. Dr. Ali Osman Öztürk’ün yeni kamu yönetimi, kamu sektöründe girişimcilik, iş ahlakı ve sosyal bilimlerde araştırma metotları gibi alanlarında çok sayıda uluslararası ve ulusal düzeyde yayınlanmış çalışması bulunmaktadır.
Akademik kariyerinin yanında, 2014’ten 2018’e kadar sırasıyla Başbakan Müşaviri, Başbakan Başmüşaviri ve Başbakanlık Kamu Diplomasisi Koordinatörü görevlerinde bulunan Prof. Dr. Ali Osman Öztürk, 2017-2021 yıllarında da TRT Yönetim Kurulu üyeliği yaptı. Evli ve iki çocuk babası olan Öztürk iyi derecede İngilizce bilmektedir.
Baş Editör
Editör
Editör Yardımcısı
Alan Editörleri
Mira Ambrus currently working as a senior lecturer at the Research Center for Sports Physiology of the Hungarian University of Sports Science and as researcher at the Széchenyi István University. She finished her Sport Science PhD in Spain. She lived in Switzerland for more than two years, where she completed a PhD internship at the University of Bern and she was working as a trainer. Her profile is motion analysis, gait, posture, run analysis, tool development. She is interested in personal training, rehabilitation, diplomacy, international relations, innovation and foreign languages. She is fluent in English,Italian,Spanish and intermediate in German.
Mizanpaj Editörü
Sekreterya
2012-2016 Hitit Üniversitesi, Beden Eğitimi ve Spor Yüksekokulu Antrenörlük eğitimi bölümü (Lisans)
2016-2018 yılları arasında Hitit Üniversitesi, Sağlık bilimleri Enstitüsü, Antrenörlük eğitimi Anabilim dalı (Yüksek lisans)
2018-2023 yılları arasında Lisanüstü Eğitim Enstitüsü Antrenörlük eğitimi Anabilim dalında (Doktora)
2019-2025 yılları arasında Araştırma Görevlisi Hitit Üniversitesi, Antrenörlük Eğitimi Bölümü
2025-Halen Dr. Öğr. Üyesi Hitit Üniversitesi, Antrenörlük Eğitimi Bölümü