Indonesian Journal of Physical Education and Sport Science

Concentration and Kinesthetic Perception as Determinants of Futsal Playing Skills

2026-06-12T04:09:09+00:00

Study purpose. This study aims to examine the role of concentration and kinesthetic perception as determinants of futsal playing skills among extracurricular players.

Materials and methods. This study employed a correlational research design with a survey approach. The participants consisted of 20 extracurricular futsal players selected through purposive sampling. Data were collected using the Concentration Grid Test (CGT) for concentration, the Vertical Linear Space Test for kinesthetic perception, and a standardized futsal playing skills test. Data were analyzed using multiple regression analysis with SPSS.

Results. The results showed that concentration had a significant effect on futsal playing skills (t = -3.725, p = 0.002), indicating its important role as a cognitive factor in performance. In contrast, kinesthetic perception did not show a significant partial effect (t = 0.400, p = 0.694). However, the simultaneous test revealed that concentration and kinesthetic perception jointly had a significant effect on playing skills (F = 8.033, p = 0.003), suggesting a combined contribution of cognitive and sensorimotor aspects.

Conclusions. Concentration plays a dominant role as a cognitive determinant of futsal performance, while kinesthetic perception acts as a complementary factor. These findings emphasize the importance of integrating psychological and sensorimotor training to improve futsal performance. However, given the relatively small sample size and the focus on a single extracurricular futsal setting, the findings should be interpreted with caution and may not be generalized to broader futsal populations.

Teaching Games for Understanding (TGfU): An Effort to Foster Responsibility and Cooperation in Physical Education for Children with Disabilities

2026-05-31T02:24:46+00:00

Study purpose. Physical education learning is still dominated by a teacher-centered approach that emphasizes mastery of technical skills, so that affective aspects such as responsibility and cooperation are often neglected. This situation results in students’ low social skills in actively and collaboratively participating in learning activities. Therefore, an innovative, student-centered learning model is needed to address these issues. The purpose of this study is to enhance the sense of responsibility and cooperation among students with disabilities in physical education classes through the Teaching Games for Understanding (TGfU) method.

Materials and methods. This study is a classroom action research project involving 28 eighth-grade students from SMP Pembangunan V Yapis Waena in Jayapura City (average age ±13–14 years), all of whom have disabilities. The study was conducted in two cycles, each consisting of planning, action, observation, and reflection. Data analysis was performed using SPSS 26.

Results. The results showed that in the pre-cycle, the average score for responsibility was 40, with 5 students (17.86%) meeting the standard; for cooperation, 3 students (10.71%) met the standard. In the first cycle, the average score was 66, with 13 students (46.42%) meeting the standard for responsibility and 12 students (42.85%) met the mastery criteria for cooperation. In the second cycle, the average score was 75, with 28 students (100%) meeting the mastery criteria. Thus, there was an increase from the first cycle to the second cycle, reaching 100%. Furthermore, 100% of the 28 students met the Minimum Mastery Criteria of 75.

Conclusions. In conclusion, the TGfU model is effective in enhancing responsibility and cooperation among students with disabilities in physical education. This study underscores the importance of implementing game-based learning models to holistically support the character development and social competencies of students with disabilities.

Educational Motor Skills Game for Preschoolers: A Freestyle Swimming Learning Model

2026-07-15T07:09:43+00:00

Study purpose. Freestyle swimming instruction for early childhood students in Palopo City still employs conventional approaches that do not align with children’s developmental characteristics, leading to psychological barriers such as fear of water (aquaphobia) and low learning motivation. This study aims to: (1) develop a play-based motor skills educational game model for teaching freestyle swimming to young children in Palopo City; (2) test the model’s feasibility through expert validation; and (3) evaluate the model’s effectiveness in improving children’s aquatic motor skills.

Materials and methods. This study employed the Research and Development (R&D) method using the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). The research subjects were 30 children aged 4–6 years from three Early Childhood Education (ECE) institutions in Palopo City. The instruments used were an expert validation form, an aquatic motor skills observation sheet, and an interview guide.

Results. The expert validation results showed an average score of 4.31 (86.1%) in the “Highly Acceptable” category. Field test results indicated an increase in aquatic motor skills scores from 48.9% (pretest) to 71.6% (posttest), representing a 22.7 percentage point increase.

Conclusions. The six educational games developed proved effective in improving children’s water adaptation, movement coordination, and self-confidence. This model makes a tangible contribution to the development of play-based physical education for early childhood.

Analysis of Futsal Speed Training to Improve Dribbling and Passing: A Case Study of Extracurricular Students

2026-07-06T06:23:29+00:00

Study purpose. The low speed ability of students in futsal games is the main background of this study. The study aims to analyze the effectiveness of the futsal speed training model on improving dribbling and passing abilities in extracurricular students.

Material and methods. The study used the research and development method by adapting the simplified steps of Borg & Gall. The instruments used included expert validation sheets, student response questionnaires, and passing and dribbling tests. The research subjects were 10 students for the small-scale trial and 20 students participating in the futsal extracurricular for the large-scale trial. Influence on Passing Ability expert validation showed a percentage of 97.41% with the category of "very feasible". The small and large-scale trials showed positive responses from students with the feasibility category of "good" to "very good".

Results. The results of the study showed an increase in students' speed abilities after being given treatment. Supported by other research, the average pretest passing score of 14.20 increased to 15.73 in the posttest (mean difference 1.53) and the average pretest dribbling score of 19.29 decreased to 17.59 in the posttest (mean difference 1.69) indicating a positive change.

Conclusions. Based on these results, it can be concluded that the developed speed training model is effective in improving the dribbling and passing abilities of high school futsal players. This study recommends the final product as a reference for coaches, Physical Education teachers, and extracurricular instructors in designing structured speed training programs that meet the needs of students.

Strategic Management of Handball Achievement Development in Central Java: Planning, Implementation, and Evaluation of Athlete Development Programs

2026-07-13T07:03:28+00:00

Study purpose. This study examined how strategic management is translated into handball achievement development in Central Java, with particular attention to planning, organisational coordination, coaching implementation, monitoring, resource mobilisation, and differences between urban and rural development settings.

Materials and methods. A qualitative descriptive design was used. Participants comprised 24 people: four regional handball administrators, five coaches, 12 athletes, and three supporting stakeholders. They were selected purposively because of their direct and sustained involvement in regional handball development. Data were generated through semi-structured interviews, observation, and document analysis, then analysed using a systematic thematic procedure. Credibility was supported by source and method triangulation, an audit trail, and member checking conducted with eight participants. The participants received summaries of their interview statements and the preliminary interpretations through WhatsApp and were asked to confirm their accuracy or provide corrections.

Results. Five interconnected themes were identified: strategic direction and talent pathways; coaching delivery and competition exposure; coordination across organisational levels; monitoring as an adaptive rather than purely administrative process; and a persistent resource-and-geography gap. The findings indicate that a well-articulated plan did not automatically produce equal implementation across districts. Urban centres benefited from denser facilities, coaching networks, and competition access, whereas rural programmes relied more heavily on local initiative and informal collaboration.

Conclusions. The study extends strategic management thinking in regional sport by showing that athlete development depends on the alignment of deliberate plans with emergent, context-sensitive adjustments. Sustainable handball development therefore requires not only stronger planning, but also clearer inter-organisational roles, equitable resource allocation, locally responsive monitoring, and differentiated support for urban and rural programmes.

Strategic Ethno-Management of Pencak Silat in Sport Education: Fostering Holistic Development and Cultural Sustainability

2026-08-02T01:13:06+00:00

The marginalization of traditional sports in formal education has reduced students’ opportunities to engage with indigenous cultural values and holistic learning experiences. Although Pencak Silat has been recognized as an Intangible Cultural Heritage, its implementation in school-based sport education remains limited and is often treated only as an extracurricular activity. This study aimed to develop and evaluate the Ethno-Silat Integration Framework (ESIF) as a strategic ethno-management model for integrating Pencak Silat into secondary school sport education. A sequential mixed-methods design was employed through ethnographic observation, interviews, and a quasi-experimental pretest–posttest approach involving 350 students and teachers in senior high schools in Indramayu, West Java. The intervention consisted of a 12-week curriculum integrating Pencak Silat techniques, philosophical values, and community-based learning activities. The findings revealed significant improvements in physical resilience, emotional regulation, social cohesion, spiritual awareness, and cultural identity. Stakeholder collaboration and cultural authenticity were identified as the strongest contributors to students’ holistic development. The study concludes that ESIF effectively supports holistic education while strengthening the sustainability of local cultural heritage through culturally responsive and inclusive sport education practices in schools.

Development and Validation of an Adaptive Game-Based Underhand Passing Training Model Integrated with Video Feedback for Youth Volleyball Athletes Aged 13–15 Years

2026-06-15T08:34:37+00:00

Study purpose. This study aimed to: 1) develop an effective underhand passing training model for volleyball athletes aged 13-15 years, 2) test the feasibility of the model, and 3) measure its effectiveness in improving underhand passing skills.

Material and methods. This study used the Research and Development (R&D) method from Borg & Gall, involving 30 male athletes (13-15 years) from five clubs in Ponorogo. The development stages included needs analysis, product design, expert validation, small-scale trials (n=10), and large-scale trials (n=30). Data were collected through observation, questionnaires, and passing skill tests. The small-scale trial (n=10) showed an increase in the mean passing score from 66.8 to 75.9, indicating preliminary effectiveness of the developed model. Effectiveness was analyzed using paired-sample t-test and N-Gain.

Results. The final model integrated basic training with small-team play (2v2, 3v3) and passing-to-setup transitions. Expert validation obtained a score of 85% (feasible). The large-scale trial showed a significant improvement in passing skills (mean pre-test=67.4, post-test=79.2, p<0.001). The N-Gain score was 0.36 (moderate category).

Conclusion. The developed underhand passing model is feasible and effective in improving the underhand passing skills of volleyball athletes aged 13-15 years.