The rapid expansion of the eSports industry has attracted scholars’ attention in recent years. However, little research has investigated the evolution of the extant eSports literature. This study aimed to explore the existing knowledge base of eSports and its research networks across authors, journals, institutions, and countries by performing a bibliometric analysis. A total of 260 studies published between 2010 and 2021 were extracted from the Scopus database, which is one of the largest abstract and citation databases. Then, they were analyzed using VOSviewer. Specifically, a series of analyses were conducted: (1) citation analysis, (2) co-occurrence analysis of keywords, and (3) co-citation analysis. The findings revealed that the existing eSports literature mainly revolves around eSports games and activities closely related to eSports. Moreover, the most influential authors and publications were identified. In addition, the studies have been published in journals of various disciplines (e.g., technology and psychology), and the concepts and theories in sport-related fields (e.g., sports management) have been extensively applied in eSports research. This study’s findings contribute to a better understanding of eSports research, which can further provide directions for the sustainable development of eSports research.

In Hong Kong, the Education Bureau (EDB) is responsible for the quality assurance of kindergarten education services. EDB inspectors regularly conduct school visits to monitor kindergartens’ performance and publish a Quality Review (QR) report for each kindergarten. Given the limited research on pedagogical practices pertaining to physical activities in Hong Kong kindergartens, the current study analyzes the content concerning this learning area in the QR reports. We analyzed 164 QR reports (published between 2017 and 2020) according to four analytic dimensions: (1) Overall presence of content pertaining to physical activities; (2) References to specific forms of physical activities; (3) Positive feedback; and (4) Negative feedback and recommendations. The presence of physical activities in the QR reports was found to be low (5% on average). EDB inspectors alluded to physical activities generically, not specifying the motor skill(s) at hand. Both positive and negative feedback focused primarily on matters pertaining to the time of exposure to physical activities and teachers’ pedagogical quality. Our evidence suggests the existence of potential gaps between Hong Kong’s kindergarten policies and actual physical activity practices. Further professional development seems necessary to strengthen both teachers’ pedagogies and inspectors’ understandings of physical activities.

Fundamental movement skills (FMSs) are essential building blocks for children’s physical development and future participation in physical activities. While early childhood curriculum frameworks recognize the importance of teaching FMSs, little research has been conducted to explore actual teaching practices in center-based programs and their variations across different grade levels. The goals of this study were to investigate (1) the frequency of a variety of FMSs in the physical activities conducted by Hong Kong kindergarten teachers, (2) the association among these FMSs based on the frequency of use in the classroom, and (3) potential differences in FMSs across the three grade levels of kindergarten education in Hong Kong. The participants were 526 kindergarten teachers. Descriptive statistics, principal component analysis, and parametric statistical techniques (e.g., one-way ANOVA) were employed to analyze their responses to a survey, in which we asked teachers to report the frequency with which FMSs are involved in their classroom physical activities. Overall, we found that the participants practiced an imbalanced set of FMSs in classrooms. K3 teachers were found to incorporate a wider variety of FMSs into their physical activities compared to K1 and K2 teachers. Through principal component analysis, seven components of activities were identified. K3 teachers were found to implement more activities involving springing, object manipulation, uneven locomotor movements, and agility and coordination. We concluded that there is a need to provide structured opportunities for teachers to better facilitate children’s FMS acquisition. Offering more explicit guidelines and further professional development for teachers is crucial to enhancing this situation.