Indonesian Journal of Physical Education and Sport Science

The Effectiveness of a Football-Based Psychological Skills Training Program on Adolescents in the Indonesian–Malaysian Border Area: An Experimental Study in Entikong

Soemardiawan Soemardiawan — 2026-04-19

The Indonesia-Malaysia border region faces complex socio-economic challenges, including limited access to structured education and training. For this purpose, efforts to build psychological skills such as emotion regulation, stress management, and self-confidence are important to build resilience in the face of competitive and social pressures. This study aims evaluated the effectiveness of a football-based psychological skills training program for students in this area. Using an experimental design with control and experimental groups, 60 male students aged 15–16 participated in a 16-week program combining training sessions and football competitions. Psychological skills were measured with the Psychological Skills Inventory for Sports (PSIS-R5), and data were analyzed using One-way ANOVA. Results showed that the experimental group achieved significantly greater improvements in psychological skills than the control group (p < 0.000). Beyond enhancing mental readiness for competition, the program fostered social skills, team solidarity, and community engagement. These findings suggest that football-based psychological skills training can strengthen both individual resilience and social inclusion in border regions. Further research is recommended to assess the long-term effects and applicability of this approach to diverse populations.

The Relationship between the Psychological Characteristics of Futsal Referees and their Performance when Officiating a Match

Mochamad Yamin Saputra — 2026-04-25

Understanding Teachers’ Knowledge of Meaningful Physical Education in Community of Practice Contexts: A Cross-Sectional Comparative Study

Hilda Ilmawati — 2026-04-26

Study purpose. Teachers' understanding of Meaningful Physical Education (Meaningful PE) is a key aspect in promoting meaningful learning experiences for students. While various professional development programs, such as Communities of Practice (CoP), have been implemented, empirical evidence regarding teachers' understanding based on professional characteristics remains limited. This study aims to analyze physical education teachers' level of understanding of Meaningful PE and examine differences based on gender and years of teaching experience.

Materials and methods. The study used a quantitative survey design with a cross-sectional approach towards 66 physical education teachers who regularly participated in CoP. The instrument used was a Likert scale questionnaire (1–5) consisting of 16 statements related to conceptual understanding of Meaningful PE, which had an r = 0.873. The data were analyzed using the One-Way ANOVA test and the Tukey test.

Results. The findings indicate that gender is not a significant differentiating factor in teachers' knowledge levels, whilst teaching experience contributes significantly to variations in knowledge. These results confirm that professional experience and involvement in collaborative learning communities play a greater role in shaping teachers' pedagogical literacy than demographic characteristics.

Conclusions. This study reinforces the urgency of community-based continuing professional development to improve teachers' conceptual understanding of meaningful physical education pedagogy.