PROCEEDINGS

2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (2nd YISHPESS) “Community Building and Development through Physical Education and Sports”

In conjunction with

1st Conference on Interdisciplinary Approach in Sports (1st CoIS) “Integrating sports science intervention to optimize human performance”

Conference Secretariat: Faculty of Sport Sciences Universitas Negeri Yogyakarta

Address : Jl. Colombo No. 1 Yogyakarta, Indonesia Phone : +62274 550826 E-mail : [email protected] | [email protected] Website : yishpess.uny.ac.id | cois.uny.ac.id YISHPESS CoIS 2 0 1 8

2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018)

1st Conference on Interdisciplinary Approach in Sports (CoIS 2018)

October 26-27, 2018, Yogyakarta, Indonesia

Edited by

Prof. Dr. Siswantoyo, M.Kes., AIFO. Dr. Or. Mansur, M.S. Soni Nopembri, Ph.D. Dr. Muhammad Ikhwan Zein, Sp.K.O.

ATLANTIS PRESS AMSTERDAM –PARIS –BEIJING This book is part of the series Advances in Social Science, Education and Humanities Research (Volume 278) (ISSN 2352-5398) published by Atlantis Press. http://www.atlantis-press.com/publications/proceedings/aer/ The proceedings series Advances in Social Science, Education and Humanities Research aims to publish proceedings from conferences on the theories and methods in fields of social sciences, education and humanities. Topics covered by this series:

• Psychology • Sociology • Education • History • Communication studies • Linguistics and language • Law and law enforcement • Political science • Religious studies • Philosophy • Globalization • Humanities • Archaeology • Anthropology • Inter-cultural studies • Development • Geography • Health • Human Factors and Ergonomics • Library and Information Sciences • Safety Research • Transportation

Publishing information The series aims at publishing original proceedings from international conferences. With a fast turnaround time and free access on the Internet, the proceedings in this series provide an excellent means for conferences and their participants to quickly publish their articles to the widest possible audience. The series as a whole has as an ISSN-number where each individual volume of proceedings will have its own ISBN number. c ATLANTIS PRESS, 2018 www.atlantis-press.com ISBN: 978-94-6252-634-1 This book is published by Atlantis Press, scientific publishing, Paris, France. All rights reserved. No part of this book may be reproduced, translated, stored or transmitted in any form or by any means, including electronic, mechanical, photocopying, recording or otherwise, without prior permission from the publisher. 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018)

October 26-27, 2018, Yogyakarta, Indonesia

Organizing Committees:

Steering Committee: • Prof. Dr. Sutrisna Wibawa, M.Pd., Universitas Negeri Yogyakarta, Indonesia • Prof. Dr. Margana, M.Hum., M.A., Universitas Negeri Yogyakarta, Indonesia • Prof. Dr. Edi Purwanta, M.Pd., Universitas Negeri Yogyakarta, Indonesia • Prof. Dr. Sumaryanto, M.Kes., Universitas Negeri Yogyakarta, Indonesia • Dr. Rer. Nat. Senam, M.Si., Universitas Negeri Yogyakarta, Indonesia • Prof. Dr. Wawan S. Suherman, M.Ed., Universitas Negeri Yogyakarta, Indonesia • Assoc. Prof T. Herawan, Universitas Negeri Yogyakarta, Indonesia

Scientific Committee: • Prof. Dr. Tandiyo Rahayu M.Pd., Universitas Negeri Semarang, Indonesia • Prof. Dr. H. Nurhasan, M.Kes., Universitas Negeri Surabaya, Indonesia • Prof. Dr. H. Adang Suherman, MA., Universitas Pendidikan Indonesia, Indonesia • Dr. Abdul Sukur, S.Pd, M.Si., Universitas Negeri Jakarta, Indonesia • Prof. Dr. M.E. Winarno, M.Pd., Universitas Negeri Malang, Indonesia • Prof. Yoshio Sugiyama, Ph.D., Kyushu University, Japan • Assoc. Prof. Kenji Masumoto, Ph.D., Kyushu University, Japan • Asst. Prof. Uchida Wakaki, Ph.D., Kyushu University, Japan • Asst. Prof. Wanchai Boonrod, Ph.D., Chulalongkorn University, Thailand • Profesor Madya Dr. Ahmad bin Hashim, Universiti Pendidikan Sultan Idris, Malaysia • Dr. Wayne Cotton, Sydney University, Australia • Dr. Jose Vicente Garcia Jimenez, Universidad de Murcia, Spain • Prof. Stuart Biddle, B. Ed, M.Sc., Ph.D., University of Southern Queensland, Australia • Prof. Michael Chia, Ph.D., National Institute of Education, Singapore • Jacqueline D. Goodway, Ph.D., Ohio State University, USA • Jung Sok Oak, Ph.D., Proffesor Emiritus Dankook University, South Korea • Dr. Rakesh Tomar, King Fahd University of Petroleum and Minerals, Saudi Arabia • Melissa Parker, Ph.D., University of Limerick, Ireland • Joshua E. Umeifekwem, Ph.D., University of Nigeria, Nigeria • Jose´ Vicente Garc´ıa-Jimenez,´ Ph.D., Universidad de Murcia, Spain • Asst. Prof. Wanchai Boonrod, Ph.D., Chulalongkorn University, Thailand • Assoc. Prof. Dr. Mohd Salleh Bin Aman, University of Malaya, Malaysia

iii • Prof. James J. Laskin, University of Montana, United States • Dr. Nguyen Tra Giang, Ton Duc Thang University, Vietnam • Prof. Tankiso Moloi, University of Johannesburg, South Africa • Prof. Dr. Evert Verhagen, Ph.D., VU Medical Center, Netherlands • Dr. Ashril Yusof, University Malaya, Malaysia • Prof. Rajesh Kumar, Osmania University, Hyderabad, India • Dr. C. Veerender, PGDPC., Osmania University, Hyderabad, India

Organizing Committee: • Prof. Dr. Siswantoyo, M.Kes., AIFO., Universitas Negeri Yogyakarta, Indonesia • Dr. Or. Mansur, M.S., Universitas Negeri Yogyakarta, Indonesia • Soni Nopembri, Ph.D., Universitas Negeri Yogyakarta, Indonesia • Dr. Sigit Nugroho, M.Or., Universitas Negeri Yogyakarta, Indonesia • Dr. Endang Rini Sukamti, M.S., Universitas Negeri Yogyakarta, Indonesia • Dr. Abdul Alim, M.Or., Universitas Negeri Yogyakarta, Indonesia • Dr. M. Ikhwan Zein, Sp.K.O., Universitas Negeri Yogyakarta, Indonesia • Nur Sita Utami, M.Or., Universitas Negeri Yogyakarta, Indonesia • Saryono, M.Or., Universitas Negeri Yogyakarta, Indonesia • Ch. Fajar Sriwahyuniati, M.Or., Universitas Negeri Yogyakarta, Indonesia • Faidillah Kurniawan, M.Or., Universitas Negeri Yogyakarta, Indonesia • Nawan Primasoni, M.Or., Universitas Negeri Yogyakarta, Indonesia

iv Preface

First of all, please allow us to extend our warmest greetings and welcome to you all to the 2nd Yogyakarta Inter- national Seminar on Health, Physical Education, and Sports Science (YISHPESS 2018). The conference is held in conjunction with The 1st Conference on Interdisciplinary Approach in Sports (CoIS) by the Faculty of Sport Sciences Universitas Negeri Yogyakarta in Yogyakarta, Indonesia on October 26-27, 2018. The community building and development require integrated aspects in physical education and sports. These issues should be solved by researchers, lecturers, students and even practitioners to share and present their current research. The purposes of the conference are to share and present the reflection and research results related to Physical Edu- cation, Health, and Sports Science. In another issue, interdisciplinary approach has been defined as cross disciplines with an in-depth knowledge in one aspect working together to solve problems. Interdisciplinary approach in sports is very important to gain optional result of performance. In line with the first goal of this conference, it seeks better understanding both in theoretical and practical situation in every expert’s aspects. With the YISHPESS’s conference theme: “Community Building and Development through Physical Education and Sports” and CoIS’s theme: “Integrating Sports Science Intervention to Optimize Human Performance”, approximately 236 papers have been submitted at this conference but only 169 of these have been accepted for the presentation after a blind peer review process. We do hope that this conferences proceeding can enrich our understanding of the role of physical education, sports, and health in maintaining community building and development as well as become a meeting point for academics, sport practitioners and sports professional to share ideas and knowledge for improving performance in sports. We would like to thank to all parties who helped running this program. Hopefully, all the time and efforts we have spent for these two conferences may be beneficial and impactful for the future.

Yogyakarta, October 20, 2018 Organizing Committee Committee Report

Dear Excellences, Rector of Universitas Negeri Yogyakarta, invited speakers, distinguished guests, and ladies and gentlemen. It is our pleasure to welcome you to the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sports Science (YISHPESS 2018) and the 1st Conference on Interdisciplinary Approach in Sports (CoIS) held by Faculty of Sport Sciences, Universitas Negeri Yogyakarta. We would like to welcome all invited speakers from overseas who come from different countries to share their knowledge and ideas at this international conference. We organize two conferences with the theme: “Community Building and Development through Physical Education and Sports” and “Integrating Sports Science Intervention to Optimize Human Performance”. These events reflect the role of sport science and physical education for developing human performance at this century. Active participation from 11 invited speakers and 158 presenters reflect the important role of lecturers, students, researchers, and related background in sport and physical education. They will be organized into several panel and parallel sessions to facilitate main presentations and discussions. Moreover, all selected papers will be published in the international indexed proceeding. We wish you enjoy these conferences and have a memorable time at Universitas Negeri Yogyakarta. Have a great day in Yogyakarta!

Organizing Committee

vi Table of Contents

Organizing Committees ...... iii Preface ...... v Committee Report ...... vi

Part 1. Health

The association between body mass index (BMI), leg power, speed, and cardiorespiratory fitness (CRF) among adolescents Dzihan Khilmi Ayu Firdausi, Muhammad Eka Mardyansyah Simbolon ...... 1 The correlation between body mass index, abdominal circumference, and hip circumference on cardiorespiratory endurance using the Rockport Method Prijo Sudibjo, Cerika Rismayanthi, Krisnanda Dwi Apriyanto ...... 4 Reduction of LDL Cholesterol through MICT and HIIT in rats Yanuar Dhuma Ardhiyanto, Widiyanto, Samsul Mu’arif ...... 8 The effects of health educational lessons using learning activities that make students apply the knowledge Hideaki Tanimoto ...... 12 The effect of sport and circulo massage on the improvement of work productivity of the physically disabled Sumarjo, Sigit Nugroho, Agus Kristiyanto ...... 17 Smartphone: Social attitude and healthy lifestyle Erwin Setyo Kriswanto, Indah Prasetyawati Tri P.S., Ranintya Meikahani, Fredericus Suharjana ...... 21 The potentials of spring water in Brintik Indonesia as the stroke therapy medium Anita Puspa Ningrum, B.M. Wara Kushartanti ...... 26 The role of physical exercise for menopausal women Ni Luh Kadek Alit Arsani, I Ketut Sudiana ...... 31

Part 2. Physical Education

The learning model of handball basic movement skills through simple games Rofiqul Umam, Hari Amirullah Rachman ...... 35 Developing playing activity models in physical education towards improving multilateral abilities among elementary school students Ilham Eryk Pratitis Robinson, Sri Winarni ...... 37 Developing basketball using TGfU approach in elementary schools Muhammad Nasihul Waffak, Pamuji Sukoco ...... 45 The design of sports club of Pencak Silat in elementary school Suratmin, Adnyana Putra, I Putu Darmayasa ...... 49 Analysis implementation learning adapted physical education in state high school Pasca Tri Kaloka, Sugeng Purwanto, Yuyun Ari Wibowo ...... 54 Elementary school physical education and sport in integrated curriculum Banu Setyo Adi ...... 58 Intervention model of perceptual motor development in preschool children movement development Hari Amirullah Rachman, Yudanto, Sujarwo, Sudardiyono ...... 61 Instructional model of self-defense lesson in physical education: A systematic review Nur Rohmah Muktiani, Erlina Listyarini, Mr. Saryono , Soni Nopembri ...... 66 Students, teachers, and parents: Urgency implementation of water activity in physical education Suci Cahyati, Wawan S. Suherman ...... 70 Phenomenological study of experience and meaning on K-13 implementation by elementary physical education teacher Purworejo Regency Muhamad Sigid, Caly Setiawan ...... 76 Gobak Sodor games and cardiovascular endurance of elementary school children Bayu Insanistyo, Dian Pujianto ...... 82 The implementation of learning big ball game in high school Nurhadi Santoso, Suhadi, Sri Mawarti, Riky Dwihandaka ...... 85 Analysis for the development of a physical education learning model for children with special needs Sumaryanti, Margono, Bernadeta Suhartini, Dapan ...... 88 The implementation of 2013 curriculum in elementary schools Ahmad Syarif, Tomoliyus, B.M. Wara Kushartanti ...... 90 Students’ participation in physical education learning through modification of equipment Merryko Wahyu Juanna, Hari Amirulah Rachman ...... 94 Goenrich basic technique model with playing approach for a beginner tennis player Nurkadri ...... 96 The difference in physical fitness levels of Indonesian male and female junior high school students Aprida Agung Priambadha, Fitria Dwi Andriyani, Dapan, Desi Ardiyani ...... 101 The effectiveness of task assessment standard (TASk) in the teaching and learning process of physical and health education teachers Mohd Izwan Shahril, Norkhalid Salimin, Shaharudin Abdul Aziz, Saryono ...... 105 Physical education teachers’ knowledge and practice of educational assessment based on gender: A survey Azali Rahmat, Othman Lebar, Siti Eshah Mokshin, Jamal Nordin Yunus, Napisah Kepol, Mohd Uzi Dollah, Azliza Mohammad, Razmawaty Mohamad, Laily Fazlin Khairil, Salzuriawani Ridzwan ...... 109

viii Bowling modification to increase the basic movement of throwing in the learning of physical education Kartini, Eddy Purnomo ...... 113 The influence of visual media on the footwork in badminton Abdillah, Lismadiana ...... 115 The development of athletic games model to develop character in fourth-grade students Dita Ayuning Tyas, Ria Lumintuarso ...... 117 Engaging the community in project SKIP to promote early years physical literacy in Indonesia Jacqueline D. Goodway, Ruri Famelia, Yung-Ju Chen ...... 120 Physical education is the basic foundation to build high performance athlete Rajesh Kumar ...... 126 Validity and reliability of the holistic assessment standard (SPH) based on the invasion game category in physical education Mohamad Asmadi Bin Samdin, Mohd Izwan Bin Shahril, Norkhalid Bin Salimin ...... 128 Nation character building through physical education: Lesson learned from 2013 Indonesian national curriculum Wawan Sundawan Suherman ...... 133 Spiritual development through elementary physical education classes Soni Nopembri, Ahmad Rithaudin, Saryono, Yoshio Sugiyama ...... 137 Developing affective instrument based on performance in extracurricular swimming Rahma Afdhilla Nasution, Pamuji Sukoco ...... 141 Effects of training methods and power on shooting accuracy in football Rian Desta Sintoko, Suharjana ...... 144 Motion-and-song-based warm-up model for children with visual impairment Hendrik Kusworo, Sri Winarni ...... 147 Exercise box jump to increase the strength of long passes and shots Fadli Suardhana Eka Putra, Hari Amirullah Rachman ...... 150 Identification of the obstacle factors for 2013 curriculum implementation of public junior high schools in Sleman District Bobitya Adrina, Wawan S. Suherman ...... 153 The Influence of ball modification on Sepak Takraw service learning outcome Khairun Nizam, F.X. Sugiyanto ...... 156 Reliability of futsal skill test for high school players Agus Susworo Dwi Marhaendro ...... 160 Students reasoning achievement using games performance assessment instrument in physical education Norkhalid Salimin, Abdul Razak Noruzzaman, Mohd Izwan Shahril, Md Amin Md Taff, Syed Kamaruzaman Syed Ali ...... 166

ix Differences of influence of playing Playdough and puzzles on fine motor skills and logical-mathematical intelligence in early childhood Panggung Sutapa, Yudik Prasetyo, Fatkhurahman Arjuna, Hadwi Prihatanta ...... 171 Changes in children behavior with music yoga motion exercise Nurmala Dewi, Sumaryanti ...... 175 The athletics literacy through need assessment software in contribution to the physical education and health learning process Muhammad Imam Rahmatullah, Yustinus Sukarmin ...... 178 Developing a model of character education of 5t-based Pencak Silat Prabowo Hadi Saputro, Siswantoyo ...... 181 The effect of plyometrics training and strengths on power skills and agility of male player in extracurricular volleyball Wiga Nurlatifa Romadhoni, Djoko Pekik Irianto ...... 186 The capabilities of sports education teachers in making character oriented lesson plans and learning practices Dimyati, Komarudin, Ermawan Susanto, Joko Purwanto ...... 190 Whole part or mini games, which one is the most effective training method to improve forearm passing ability in volleyball? Yudi Pratama, Djoko Pekik Irianto ...... 194 The effect of exercise methods and coordination towards students’ extracurricular basketball skills Muhammad Syaifullah Irwan, Lismadiana ...... 198 Learning activity to develop physical literacy in kindergarten Uray Gustian, Eka Supriatna, Edi Purnomo ...... 204 Development of authentic assessment model of learning outcomes in field tennis courses Guntur, Sridadi, Ngatman, Danang Pujo Broto ...... 208 Evaluation of the 2013 curriculum implemented by physical education teachers Budi Setiadi, Soegiyanto, Setiyo Rahayu, Hari Setijono ...... 214 Badminton game empowerment: A symbol of leadership in the university student association Amat Komari, AM Bandi Utama, Agus Susworo Dwi Marhaendro, Raden Sunardianta ...... 220 The construction of inclusion and inclusive teaching by physical education teachers Caly Setiawan, Muhammad Hamid Anwar, Fathan Nurcahyo ...... 224 A systematic review of teaching swimming based on constructivist approach Subagyo, Moch. Slamet, Nur Sita Utami, Hedi Ardiyanto ...... 231 Using the context, input, process, and product evaluation model (CIPP) to evaluate elementary school teacher-learner program of physical education in Yogyakarta City Agus Sumhendartin Suryobroto, Tri Ani Hastuti, Herka Maya Jatmika ...... 233

x Perception of physical education teachers on the implementation and evaluation of curriculum 2013 Ermawan Susanto, Pamuji Sukoco ...... 236

Part 3. Sport Science

A comparative study of effect of interval and continuous training toward oxidative stress level, antioxidant enzyme capacity, and resistance of erythrocyte membrane Moch. Yunus, Endang Sri Wahjuni, Nurul Riyad Fadhli ...... 241 Evaluation program for special class of sport in senior high school level Ridho Gata Wijaya, Nurhasan, Edy Mintarto ...... 247 Strategy of sport industry development as supporting tourism in DIY Ahmad Nasrulloh, Sumaryanto, Sigit Nugroho, Sumarjo ...... 252 Roles of parenting aquatic athletes through mediators achievement motivation F.X. Sugiyanto, Agus Supriyanto, Nur Indah Pangastuti ...... 259 Martial art of Dayak Central Kalimantan (a study of history, philosophy, and techniques of traditional martial arts) Eko Hernando, Siswantoyo ...... 262 Evaluation of student selection test model of sports-specific class Tri Hadi Karyono, Abdul Alim ...... 267 Positive mental health and its association with posture: With reference to school children Ghansham K. Dhokrat ...... 269 Comparative study on mental health among badminton players and table tennis players of the Kalaburagi District in India H.S. Jange ...... 271 Effective counseling methods to overcome the psychological factor of a sportsperson C. Veerender ...... 273 The picture of teaching physical education and sports in primary school in Burundi Country Japhet Ndayisenga, Wara Kushartanti ...... 277 Psychology preparation of athletes in Malaysia: It looks impressive, but they have no real value in reality Shaharudin Abd. Aziz, Mohd. Izwan Shahril, Zulkifli Mamat ...... 280 The history of Pencak Silat goes to the world in the period of 1980-2000 Firdhana Wahyu Putra, Siswantoyo ...... 284 Analysis of interpersonal communication in sports Ika Novitaria M, Ari Subarkah ...... 288 Chronological changes during 10-day intermittent fasting with low energy intake on high intensity aerobic performance and lipid constituents Ashril Yusof, Mohamed Nashrudin Naharudin ...... 292

xi Evaluation of aeromodelling coaching system Liesda Oktoviani Nugraha, Wara Kushartanti ...... 298 Games to introduce basic motion of martial arts Sulasikin Sahdi Kadir, Siswantoyo ...... 301 Identification of basic agility movement skills on soccer students of KU between 11-13 years Wahyu Wibowo Eko Yulianto, Siswantoyo, R. Agung Purwandono Shaleh ...... 305

The effects of circuit and fartlek exercise method and peak expiratory flow on Vo2max Leo Pratama, Wara Kushartanti ...... 310 Football skills: Training methods and motor educability Yudha Rello Pambudi, Widiyanto ...... 316 The effect of artistic gymnastics talent scouting application to artistic gymnastic basic skills Endang Rini Sukamti, Sebastianus Pranatahadi ...... 319 The effect of various passing exercise and ankle coordination on the accuracy of short passing in football Ega Gian Vembiarto, Lismadiana ...... 322 Influence of training method and leg power on running speed Galih Dewanti, Ria Lumintuarso ...... 327 Training model of badminton footwork for beginner Ari Subarkah, Ika Novitaria ...... 333 The contest validation of circuit training design to improve biomotor components in table tennis performance Tomoliyus, Devi Tirtawirya, Rumpis Agus Sudarko, Hasman Alhafiz Arif, Hary Widodo ...... 336 The combination of dribbling and shooting training models based on speed and agility in football Yulianto Dwi Saputro, Sudarsono, Luthfie Lufthansa ...... 339 The exercise method and eye-foot coordination in soccer playing skills for 14-15 years old players Marzuki, Pamuji Sukoco ...... 346 The effect of physical condition on the artistic gymnastic basic skills Ratna Budiarti ...... 351 Coaching achievements KKO in senior high school as an evaluation to sport achievements Fajar Sriwahyuniati, Risti Nurfadhila ...... 354 The effect of plyometric training to speed of volleyball athletes Mansur, Subagyo Irianto, Faidillah Kurniawan ...... 357 Relationship between flexibility with balance in the elderly based on clinical pathophysiology Cerika Rismayanthi ...... 359 The role of sports medicine in elite sports Evert Verhagen ...... 361

xii Long-term effect of marathon to cardiac health – potential myocardial fibrosis Inarota Laily Mukti, Evert Verhagen, Harald Jorstad ...... 363 Physical activity and mental health in young people Stuart J.H. Biddle ...... 366 Linkages of sports activities with spirituality and religiosity of community: The case in Muslim majority country Rakesh Tomar ...... 369 Shooting drills with target changes to improve the accuracy of penalty kick in soccer Arif Hidayat ...... 374 Effect of strength, flexibility, balance and confidence of successful wall climbing athletes in South Sumatra Bayu Hardiyono ...... 377 The effect of moderate intensity continuous training (MICT) and high intensity interval training (HIIT) on erythrocytes, leukocytes, and platelets level Andryas Yuniarto, Panggung Sutapa ...... 383 The motion analysis technique of flat tennis services Akhmat Bagus Ajizi, Ria Lumintuarso ...... 386 An evaluation of the implementation of special sport class program of junior high schools in Sleman Regency Dana Frasetya, Guntur ...... 390 Sports management implementation of Indonesian sports committee in optimizing sports achievement Andes Permadi, Sugeng Purwanto ...... 393 Recovery does not prevent myocardial damage due to overtraining (Biomolecular and pathobiology studies) Made Kurnia Widiastuti Giri, Muchsin Doewes, Ketut Indra Purnomo, Herka Maya Jatmika ...... 397 The effect of listening music on reaction time of badminton players Adnyana Putra, Ni Made Sri Dewi Lestari, Putu Adi Suputra ...... 401 Physical fitness profile of Indonesian female rugby athletes for Asian Games 2018 Junaidi ...... 405 Holding bow digital test for strength and endurance arm muscles of archery Heru Prasetyo, Siswantoyo ...... 409 Rhythmic gymnastics of the early childhood Endang Murti Sulistyowati, Endang Rini Sukamti ...... 412 The development of the kick Abhorigi Chagi instruments of Kyorugi taekwondo athletes Ayub Tatya Admaja, F.X. Sugiyanto ...... 416 Can mental skills intervention improve resilience of adolescent badminton athletes? Gita Widya Laksmini Soerjoatmodjo, Clara Moningka ...... 420

xiii The development of the forearm passing training model in volleyball for beginner athletes Syamsuryadin, Mansur ...... 423 The influence of plyometric exercise on the long pass results of football players in one football club in Magelang Indonesia Yusuf Sanggantara, Suharjana ...... 426 Sports development index of Berau District East Kalimantan Province Oktofianus Matheus Molu Wato, Hari Amirullah Rachman ...... 429 The effect of training method and motivation to increase VO2Max of Basketball players Deden Ardiansah, F.X. Sugiyanto ...... 432 Contributing factors to the lack of parental involvement in Sepak Takraw I Ketut Semarayasa, Setya Rahayu, Soegiyanto KS, Taufiq Hidayah ...... 438 The effects of plyometric training and age on the agility of Silat fighters Rodhi R. Hidayat, Tomoliyus ...... 441 Developing core stability exercise model of playing approach for children aged 10-12 years to improve accuracy in 15 meters archery Oktita Indah Pratiwi, Mansur ...... 447 The role of parenting style in youth sport talent Adhim Rahtawu, Agus Kristiyanto, Sapta Kunta Purnama ...... 451 Using the prototype of table tennis software in managing table tennis tournament Deny Budi Hertanto, Sigit Nugroho, Hadwi Prihatanta ...... 456 The enlivening system of basketball in South Sumatera Riyan Pratama ...... 461 Influence of training method and concentration to the accuracy of short service backhand in badminton Oloan Victory Manurung, Dimyati ...... 464 The effects of exercise method and arm strength on 200 meters freestyle swimming achievements Evan Billy Andrianto, Dimyati ...... 468 The effect of circuit training on aerobic fitness and body fat percentage Presto Tri Sambodo, Suharjana, Galih Yoga Santiko ...... 472 The analysis of diving resistance by using dry static method for freediving beginners Syamsul Bakri, Suharjana ...... 476 Contribution of leg muscle explosive power and flexibility on lay-up shoot in basketball Oki Candra ...... 479 Analysis of the implementation of elementary school sport club management Hendra Jaya Pratama, Lismadiana ...... 483

xiv Characteristics analysis of badminton in female single player Nugroho Agung Supriyanto, Ainur Rasyid ...... 486 A comparison study of running on sand and tartan track to increase cardiovascular endurance of Universitas Negeri Jakarta students Kuswahyudi, Ramdan Pelana ...... 489 Shooting training models with the playing approach for futsal extracurricular of junior high school students Anggel Hardi Yanto, Panggung Sutapa ...... 493 The potential of sport tourism in the Southern Coastal Area of Yogyakarta Ardiansyah Pradipta Kurma Sulistya, Ilya Rosida Perdana, B.M. Wara Kushartanti ...... 498 Comparing the effects of plyometric depth jump and rim jump training on the explosive power of leg muscle and the level of creatine phosphokinase of basketball players Eko Juli Fitrianto, Del Asri, Johansyah Lubis ...... 503

The effectiveness of circuit training with constant break and decreased intervals on Vo2max, power, and recovery Sigit Nugroho, Riky Dwihandaka ...... 510 The relationship between blood glucose level and stamina of Sepak Takraw athletes Arfandi Akkase, B.M. Wara Kushartanti ...... 515 The differences of psychological characteristics between male and female tennis players Abdul Alim ...... 517 An evaluation of swimming coaching programs Indra Gunawan, Sugeng Purwanto ...... 519 The phenomenological study of fanaticism of football PSS Sleman supporters Ricki Agusman, Caly Setiawan ...... 523

The effect of training method and speed on VO2max of futsal players Benny Criya Permana, F.X. Sugiyanto ...... 526 The effectiveness of post-workout fitness and sports massage in changing blood pressure, pulse rate, and breathing frequency Bambang Priyonoadi, Ali Satia Graha, Rachmah Laksmi Ambardini, B.M. Woro Kushartanti ...... 529 Mood state profile as overtraining predictors: Considering gender and two different class types Eka Novita Indra, Yustinus Sukarmin, Eka Swasta Budayati, Widiyanto ...... 534 The effect of weight training method and aerobic endurance on the improvement of anaerobic endurance Rian Dio Juliandri, Yustinus Sukarmin ...... 538 The development of football basic skill learning model Slamet Riyadi, Rumi Iqbal Doewes, Fadilah Umar ...... 541

xv Adjustment of teen-aged athletes in badminton boarding school Veronica Anastasia Melany Kaihatu, Adriatik Ivanti, Supriyanto ...... 545 The promise of a holistic ecological approach to study badminton talent development in Indonesia Hysa Ardiyanto, Caly Setiawan ...... 550 Bodyweight circuit training for basketball beginner athletes’ aerobic endurance Risa Herdiyana Bastian, Tomoliyus ...... 554 Physical education sport and health national curriculum and elite sport development: Policy, synergy, or conflict? Sulistiyono, Wawan S. Suherman, Dwi Kurnianto ...... 558 Ethical issues in researching immigrant youth physical activity: A New Zealand perspective Muhammad Hamid Anwar, Caly Setiawan, Herka Maya Jatmika ...... 563 Sports achievement issues: Professionalism, policy, racism, cheating, abuse, doping, gender Sujarwo, Suharjana, Hari Amirullah Rachman ...... 569 The effects of training method and aerobic capacity on the anaerobic endurance of taekwondo athletes in Dojang Lampung Barat Guntur Yuli Satria, Hari Amirullah Rachman ...... 573 Dive sports career opportunities in Indonesian professional sports Satrio Sakti Rumpoko, Vera Septi Sistiasih, Ratna Kumalasari ...... 579 Implementation of sport science coaching: Improving strength and conditioning performance of tennis junior athletes Rina Ambar Dewanti, Beltasar Tarigan, Dian Budiana ...... 582 Measurement of the muscle fitness level of 9-12 years old badminton players with the Kraus Weber method Dinan Mitsalina, Widiyanto ...... 586 The analysis of volleyball coaching achievement obstacles in Lampung Province Indonesia Kusbani, Soegiyanto KS, Hari Setijono, Sulaiman ...... 589 The effects of training methods and eye-hand coordination on groundstroke accuracy Rekyan Woro Mulaksito Mulyadi, Suharjana ...... 592 Stem cell therapy in anterior cruciate ligament (ACL) injury Ukhti Jamil Rustiasari, Muhammad Ikhwan Zein ...... 597

Developing FIVE R neuromuscular warm-up as futsal injury prevention program Saryono, Muhammad Ikhwan Zein, Ahmad Rithaudin ...... 601 Profile of pre-practice hydration status of Indonesian junior sub-elite karate athletes: Pilot study Djoko Pekik Irianto, Danardono, Muhammad Ikhwan Zein ...... 604

xvi Comparative study of explosive strength among boxers and taekwondo players of Osmania University Hyderabad India Janagama Prabhakar Rao, Yerraguntla Emmanuel Shashi Kumar ...... 607 Effect of weighttraining exercises to develop speed and shoulder strength among javelin throwers of Acharya Nagarjuna University Guntur P.P. Satya Paul Kumar ...... 609 Body responses to combination of endurance and strength training for kids aged 13-14 years old Danang Wicaksono ...... 611 The development of a hitting practice tool model on woodball S.M. Fernanda Iragraha, Sugiharto, Soegiyanto K.S., Hari Setijono ...... 614 The development of smart flexibility tools to measure the digital-based abilities Ardhana Purnama Putra, Siswantoyo ...... 618 Ergocycle test for the disabled children Sri Ayu Wahyuti, Siswantoyo ...... 622 Need assessment for development of digital-based learning media for Jurus Regu Pencak Silat Noor Ika Rifky Syarif Hidayat, Siswantoyo ...... 624 Need assessment of software preparation for Pencak Silat physical test in early age Dewi Nurhidayah, Siswantoyo ...... 627 A study of individual and team game players with respect to visual and auditory reaction time Haricharan Gajbhiye ...... 630 Effect of plyometric training for development of speed among high jumpers of India Hiremath Rajashekhar Mallikarjunayya ...... 632 Valuation of 2-minute, 4-minute, 6-minute and 8-minute run - walk tests for male physical education students Uday N. Manjre ...... 634 Comparative study of agility among korfball and netball players in Hyderabad India Loka Bavoji Laxmikanth Rathod ...... 636 A study on the aerobic fitness among hockey and football players of Gulbarga University India Pasodi Mallappa Sharanappa ...... 638 The periodization of 4 and 6 weeks circuit training and age to improve the aerobic endurance of basketball beginner athletes M. Rachmat Darmo Umar, Tomoliyus ...... 640 Construct validity for talent identification test athletic with Aiken’s V Budi Aryanto, Awan Hariono, Cukup Pahalawidi ...... 647

xvii Evaluation program of physical and health educational learning in junior secondary school in The Gayo Lues Region of Aceh Rani Fitria ...... 650 A comparative study of mental health between athlete and non-athlete Bhaskar Salvi ...... 653

xviii Advances in Social Science, Education and Humanities Research, volume 278 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018) Elementary School Physical Education and Sport

in Integrated Curriculum

Banu Setyo Adi Faculty of Education Yogyakarta State University Yogyakarta, Indonesia [email protected]

Abstract-this article explores the curriculum of Physical periods, (3) Comparison with other countries indicates that the Education and Sport (PES) teachers in Indonesian. The 2013 lessons learned in Indonesia is relatively short compared to Curriculum is entirely different from the 2006 curriculum. The other countries. In the 2013 curriculum, thematic learning was basic difference is the are learning model and their used to make all subjects into one theme. The recommended achievements. In the 2013 curriculum, the teachers used approaches are the scientific approach, Project base learning, integrated method at each grade level in the elementary school. problem base learning, and Inquiry. The scientific approach The goal of this method was for the students to receive materials consists of, the observing stages (for identifying or finding holistically. All the subjects were integrated into themes, sub- problems), formulating problems, proposing or formulating themes, and Learning from 1 to 6. The success of learning are hypotheses, collecting data by various techniques, analyzing affective, cognitive, and psychomotor skills. Physical Education data, drawing conclusions and communicating concepts, laws and Sport (PES) is one of the subjects in the 2013 curriculum or principles that are "discovered. Problem base learning is that is integrated. In the 2006 curriculum, the PES teachers defined as the beginning of dealing with the reality of life and prepared learning utilities independently, because the activities depended on Competency and Basic Competence. It was not society [7]. Based on the above opinion, the learning problem integrated with another subject. In the 2013 curriculum, the PES starts in learning the problems that actually occurs in the teachers collaborated with the classroom teachers to prepare environment. learning devices. This helped the learners to receive other Physical education sports and health (PES) is one of the subject matters. There are several ways to separate the materials subjects taught in school. As one of the subjects, PES is part of from the theme. One of such ways is, that the need for the educational components on content standards and is aimed collaboration helps to prepare the learning devices between the at supporting the national education objectives. At school, the classroom teachers and the PES teachers. Another way is by encouraging the classroom teachers and PES teachers to attend allocation of lessons is 4 hours per week. it is assumed that 2 conferences. hours is used for field practices , 2 hours for theory or 3 hours for field practices and 1 hour for theory. . However, based on an interview dated January 23, 2018, most PES teachers use Keywords—curriculum, physical education, integrated the lesson period for field practices and the theory is taught after every field practices. This is certainly not in accordance I. INTRODUCTION with what should be in the curriculum. The learning process The world has undergone many changes. This changes has that is carried out during the field practices also applies a its own challenges. The impact of education on the world has scientific approach. However, no scientific approach has been given rise to a new paradigm on the demands of skills that identified that matches the character of PES. Meanwhile, based people must master. The demands of skills to be mastered in on interviews with some PES teachers and supervisors, PES is the 21st century include student personalization, collaboration seen as a less important lesson. This certainly causes some skills, communication skills, and information-gathering problems that must be reflected upon by PES teachers. Based abilities. Productivity and creativity are core competencies and on the above background, the problems that arises are: 1) learning skills that aid in the development of student skills. finding out if the purpose of PES is to develop affective, cognitive, and psychomotor span? What is the main emphasis The Government of Indonesia has advised all citizens to of the domain and why ?; 2) identifying the curriculum model get educated. This is contained in article 31 of the 1945 used in K13 PES SD ?; 3) to what extent has the PES teacher's constitution. Education in Indonesia has been designed to gone in their preparation in implementing K13? This essence fulfill all human resource skills. Educational curriculum in of the paper is to examine the position of PES in the 2013 Indonesia keeps changing over time . The curriculum was curriculum and its implementation. established before independence and has been changed severally since then, 1947, 1952, 1964, 1968, 1975, 1984 II. IMPLEMENTATION OF AN INTEGRATED CURRICULUM (CBSA), 1994, 2004 (KBK), 2006 (KTSP), and 2013 (KTSP IN 2013 development). the curriculum in Indonesia is the same in other countries, the national education standard (SNP) was The curriculum appraisal focuses on character-planting for developed in other to guarantee quality education. Some of the basic education. According to Robin Forgaty the curriculum reasons for the development of the Curriculum in 2013 are as model consist of ten integrated learning models, namely: follows: (1) Changes in the learning process and the cellular, connected, nested, sequenced, shared, webbed, assessment process requires additional hours of study, (2) The threaded, integrated, immersed, and networked. But, all ten tendency of many countries to add more hours to their lesson models was not implemented in the 2013 curriculum. The webbed and integrated model is the model adopted in learning.

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the webbed model is a model that uses a thematic approach. It TABLE I. FIVE MAIN STAGE OF SCIENTIFIC APPROACH is characterized by the development of the curriculum using Learning Learning Competencies Developed the theme approach and the teacher prepares the theme, as Steps Activities illustrated below is: Observe Reading, Training sincerity, accuracy, Listening, Caring, look for informations Looking (without festival, or with the tools) seasons, Asking Asking questions Develop creativities, natural calamities about the curiosity, ability to formulate station games, informations that questions to form critical drawing, fundamental isn’t understood thinking which needed for skills, technical painting, skills, games, from anything smart live dan study craft NAPFA sport observed or throughout life day Cycles: What questions to get goes aroun more informations come about anything around which has been life cycles of Cycle of plant and component observed (started animal, day (grammar, vocab, etc), writing by factual and night (planning, question till cycles, drafting, etc), oral season number, skills hypothetis four questions) operation, Collect - Do eksperiments Develop accuracy attitude, problem Informations/ex - Read other honest, polite, respect with solving periments sources beside other opinion from someone text books else, communications ability, Fig. 1. The development of Curriculum - Observe the apply ability about collect objects/ case/ informations many ways has - activities been learned, develop This model shows that PES can be integrated with the subjects - interview with learning habit and learning incorporated in the theme. This model is usually used in interviewees throughout life. primary schools. The second model is an interdisciplinary Associate - Process Develop honest attitude, approach. In this model, the teacher tries to integrate some of information has accuracy, and discipline; obey been collected the rules, hard work, ability to the ideas or standards of competence into some of the from the result of apply the procedure and subjects. An illustration of this model can be seen below. activities/experim ability to think inductively ents or the result and deductively in of observe concluding. Language activities and Math art activities of information’s collect. Problem - Information’s Stories that solving: teach, fables, Stories, addition, process has been narative problem subtruction, solving,etc collected has stories, etc etc character to add breadth and depth Probl Dramatize, till process About animal, em problem adjectives, etc information which solvi solving ng have character to skills look for solutions from many Animal, tipes Gymnastic: sources that have of animal, Animal animal anima movement other opinions till movement, movement, with contradict. balancing, etc etc Communicate Delivering the Develop honest attitude, Science result of accuracy, and tolerance, PE observations, ability to think systematically, conclusion based brief, clear, and develop Fig. 2. The PES integrated models on the result of ability to speak well and right analysis by oral, when tell the opinions. written or other Based on the picture of the integrated model above, PES can media be integrated with other subjects. The application of this model is more in line with the middle-class. Permendikbud number 81a 2013 attachment iv describes the scientific III. PES INSTRUCTIONAL MODELS IN INTEGRATED CURRICULA approach in 5 stages: a) Observe; b) Ask; c) Collect Physical education is an element of educational curriculum information; d) Associate; and e) Communicate. The five that is basically concerned with physical activities , designed main stages are classified under various learning activities as and structured systematically, to stimulate growth and listed in the table below: development, improve ability and skills , intelligence and character formation, instill positive values and attitudes in individuals in order to achieve the objectives of the education

59 Advances in Social Science, Education and Humanities Research, volume 278

[1]. Physical education as an education content that uses a concerned with improving the growth and development of the comprehensive but physically active approach that involves children. teaching social, cognitive, and physical skills, and achieving other goals through movement [6]. NASPE 1986 explains IV. DISCUSSION that a physically educated individual: 1. performs a variety of The role of PES teachers in the implementation of the 2013 physical activities; 2. is physically fit; 3. participates regularly curriculum needs to be reinforced. The application of thematic in physical activities; 4. knows the implications and benefits learning model in elementary school requires the PES teachers of physical activities and 5. The values of physical activities to be creative. However, the limited socialization of the and its contribution to a healthy lifestyle [4]. Based on the government on this curriculum has caused teachers to become above definitions, PES can be defined as an educational confused in its application. It is understandable, because the content that uses a physically activate approach to teaches lack of socialization from the government either in the form social, cognitive, and physical skills and achievement of goals of training or mentorship , has caused most of the teachers to through motion. PES lessons involves all kinds of physical use the old curriculum for the learning process. As a result of activities, physical fitness, the applications, benefits and lack of socialization and assistance, PES teachers should try to values of physical activities and its contributions to a healthy develop themselves through the activities of teacher KKG lifestyle. The benefits of PES are not only related to the routine. During the introduction of learning tools, PES psychomotor domain, they are also related to other aspects. teachers should collaborate with the classroom teachers to map This is confirmed in the research results that there is a small out themes for the specific subject pedagogy. The effect of but significant relationship between academic achievement the collaboration with the classroom teachers, facilitates the in the field of mathematics and reading, and this is influenced application of thematic learning that is currently being applied. by physical activity for about 70-300 minutes per week [2]. Cardiorespiratory and weight loss fitness is associated with V. CONCLUSION academic achievement [8]. The physical activity is essential The 2013 curriculum suggests thematic learning for for the brain and learning barriers [3]. There is a positive elementary school. This method is in accordance with the relationship between physical activity and academic students whose mindsets are still holistic. The application of performance, especially in terms of concentration, memory thematic learning should be used by PES teachers. PES and behavior in the classroom [9]. Based on the above teachers are also advised to collaborate with the classroom opinion, physical activities in PES has a role in other spheres. teachers in mapping out basic competencies. Therefore, the Many models can be used in physical education lessons, such learning process of PES and other subjects are integrated. All as: 1). Direct Instruction; this is characterized by teacher- centered learning and the teachers directly provide materials these could be properly achieved if the existing forums are to the learners. The teacher prepares all forms of play, desired utilized. goals, and coordinates learning activities [5]. In this model the REFERENCES teacher is the controller during the learning periods. The first priority in this model is psychomotor, the second priority is [1] Aip Sarifudin dan Muhadi. 1992.Pendidikan Jasmani dan Kesehatan. Jakarta: Departemen Pendidikan dan Kebudayaan Direktorat Jenderal cognitive, and the third priority is affective; 2) Cooperative Pendidikan Tinggi learning; is a learning model that is based on four main [2] Carlson Susan A., et all .2008. Physical Education and Academic theories namely motivation, cognitive, social learning, and Achievement in lementary School: Data From the Early Childhood innate attitudes [5]. This model creates a situation in order to Longitudinal Study. American Journal of Public Health April 2008, Vol achieve group success; 3) Inquiry Teaching; is a learning 98, No. 4 I. S. Jacobs and C. P. Bean, “Fine particles, thin films and exchange anisotropy,” in Magnetism, vol. III, G. T. Rado and H. Suhl, model where students need to understand the process before Eds. New York: Academic, 1963, pp. 271–350. they can express their knowledge about the physical activities [3] Cardinal BJ .2016. Physical Activity Education's Contributions to Public [5]. The teacher first provides the answer and then tries to seek Health and Interdisciplinary Studies: Documenting More than the opinions the students and then gives the students time to Individual Health Benefits. Journal of Physical Education, Recreation, and Dance, Apr 2016; 87; 4; R. Nicole, “Title of paper with only first practice the answers; 4) Tactical Games is a learning model word capitalized,” J. Name Stand. Abbrev., in press. that attracts students to a game, teaches them to understand [4] Lounsbery Monica A.F. dan McKenzie Thomas L. 2015. Physically the game, and expects them to participate in the game with the literate and physically educated: A rose by any other name?. Journal of knowledge they have acquired of the game [5]. Peer teaching Sport and Health Science 4 (2015) 139e144. is a learning model that involves the students teaching [5] Metzler, Michael W. 2005. Instructionaal Model physical education. themselves, in other words students who have better Arizoa: Holcomb Hathaway, Publishier understanding and ability are given the opportunity to help [6] Kohl Harold W. III and Heather D. Cook. 2013.Educating the Student Body: Taking Physical Activity and Physical Education to School. NW other students. This model can be used , if the teachers Washington, DC: THE NATIONAL ACADEMIES PRESS. prepare some of the students as tutors before the activity starts [7] Poikela Esa and Anna Raija Nummenmaa. 2006. Understanding . This model can only be practiced by high-class students, Problem-Based Learning. Finland: Tampere University Press from the third grade to the sixth grade. [8] Sardinha et all (2014) Fitness, fatness, and academic performance in The role of the teacher is providing assistances and seventh grade elementary school student. BMC Pediatric 14: 176 encouragement (supporter), supervising tasks including all [9] Trudeau François and Roy J. Shephard .2008.Physical education, school physical activity, chool sports and academic performance. tasks related to the discipline of the child.. These tasks are International Journal of Behavioral Nutrition and hysical Activity.

60 Advances in Social Science, Education and Humanities Research, volume 278 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018) Intervention Model of Perceptual Motor Development in Preschool Children Movement Development

Hari Amirullah Rachman Yudanto Faculty of Sport Sciences Faculty of Sport Sciences Universitas Negeri Yogyakarta Universitas Negeri Yogyakarta Yogyakarta, Indonesia Yogyakarta, Indonesia [email protected] [email protected]

Sujarwo Sudardiyono Faculty of Sport Sciences Faculty of Sport Sciences Universitas Negeri Yogyakarta Universitas Negeri Yogyakarta Yogyakarta, Indonesia Yogyakarta, Indonesia [email protected] [email protected]

Abstract—this study aims to improve preschool children essence of movement is reflected by the pattern following its movement development by producing an intervention model of growth and development. The growth and development of perceptual motor development. Steps to be followed in this movement is concurrently giving opportunities to improve developmental research include: (1) Introduction study, (2) the functions of (a) intellectual functions, (b) percepetual Planning, (3) Improving the first product, (4) The first trial, (5) sensomotoric functions, (c) emotional psychological Revision for arranging the main product, (6) The trial of the functions, (d) socialization or social functions. main field, (7) Revision of operational product, (8) The trial of Movement development is a continuous change in motor operational product, (9) Revision of final product, and (10) The behavior that occurs throughout the human life cycle and is dissemination and the implementation of product. The research trial was conducted at three Kindergartens which consisted of affected by task demands, biological aspect and environment. students aged 4-6 years old. The small scale trial was done in 17 Any movement, however simple is a result of complex kindergarten students while the large scale trial was done in 42 interaction patterns of different parts and systems in the body Kindergarten students. The instrument of data collection of this that are controlled by brain. Basically, this growth is in line research consisted of 3 instruments; covered games design, with the maturity of the children nerves and muscles system. model factor and material inside. Data analysis technique However, the development of each child is not similar and consisted of quantitative descriptive data analysis technique and depends on their process of maturity. qualitative descriptive data analysis technique.The results show As mention above, every child has a different movement thirteen activities of perceptual motor intervention model to development and in some cases the difference is so big that it develop preschool children movement. The game model consists of (1) the game of agility, (2) the game of flexibility, (3) the game makes the parents worried. Therefore, the assessment of of balance, (4) the game of body awareness, (5) the game of children’s development needs to be understood by parents. It spatial awareness, and (6) the game of temporal awareness, and includes five aspects of functional development namely, (7) the game of coordination. The specification product from gross movements; fine movement; observation; talk; and this experimental results can be used as a reference for teaching socialization. Limitations in one aspect can affect other material in order to develop preschool children movement or a aspects abilities. manual book. The book was appropriate with the curriculum Preschool is a golden age in the developmental range of and characteristic, and also effective and feasible to be applied an individual’s movement. In this period, children experience as media for developing preschool children movement quality. a remarkable growth in terms of physical motor, emotional,

cognitive and psychosocial abilities. The development takes Keywords—intervention model, perceptual motor, preschool place in a holistic process so, the provision of stimulation children should take place in holistic activity. Here, stimulation is necessary because not all children have normal movement I. INTRODUCTION development. Based on the research done by Rachman and As a human, movement is a distinctive feature of living Anggita [1], it is known that there are approximately 30.19% creature. It shows the human capability to explore their of preschool children who were ranked below good in environment indefinitely and also as a medium to overcome category for their gross motor skills, and 57.55% in case of problems of life. This means that humans live by making fine motor skills were below good in the category, as shown movement. Movement is an integral part of humans. The in the following table 1.

Copyright © 2018, the Authors. Published by Atlantis Press. This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). 61 Advances in Social Science, Education and Humanities Research, volume 278

TABLE I. FREQUENCY DISTRIBUTION OF GROSS MOTOR SKILLS OF foundation for high learning achievement. So, it can be PRESCHOOL CHILDREN assumed that any response that occurs due to interaction with the environment can produce a motor perception response. Frequency Range Category Some responses may be more complex than other responses Absolute % but, essentially, perceptual motor ability is a behavior that is ≤ 63 Very Bad 0 0.00% displayed by involving the ability to interpret all information 64-73 Bad 2 1.89% (visual, kinesthetic, audio and touch) that enter the central nervous system. 74-83 Moderate 30 28.30% Motor perception is the ability produced from interaction 84-93 Good 55 51.89% with the environment involving the process of movement and > 83 Very Good 19 17.92% observation. Motor perception is a term used to associate Total 106 100 between cognitive function and movement skills on children. The concept of motor perception refers to the retrieval of information which is obtained from the environment to produce motor behavior. The movement generated from the TABLE II. FREQUENCY DISTRIBUTION OF FINE MOTOR SKILLS OF perception process depends on the information processing PRESCHOOL CHILDREN system that exists within the human being. The ability of Frequency motor perception can affect other abilities in human life, such Range Category Absolute % as cognitive function, academic competence, social and ≤ 40 Very Bad 2 1.89% emotional development, and self-concept. Motor perception, 41 -51 Bad 6 5.66% formed by the components of movement cover, (1) body 62 - 72 Moderate 53 50.00% understanding, (2) space understanding, (3) movement 73-83 Good 38 35.85% quality, (4) direction understanding (5) time structure > 84 Very Good 7 6.60% understanding, and (6) connection with object beyond the Total 106 100 body. Similarly, in terms of children, motor intelligence is The recommendation of the research results above is a influenced by other aspects of development, especially the further assessment on the development of preschool children connection of physical and intellectual of children. The by providing stimulation to assist them to achieve the question that needs to be answered, i.e to what extent does progress based on the proper development stage. The perceptual motor interventions foster the children’s provided stimulation is in the form of perceptual-motor movement? How is the intervention pattern? How is the interventions given to preschool children in physical activity intervention done to find out the developmental stage of in school to ensure the movement development is suitable children's movement? with the developmental stage of preschool children. The model of interventions for the development of Perceptual motor in the development of children preschool children's movement is based on: (1) the movement encourage the children to explore the knowledge phenomenon of the children movement development which of their environment. It is then formulated into a concept is not in accordance with the proper stage; (2) the curriculum which is expressed in the form of movement skills. A child has not guaranteed the effectiveness of teachers in preschool; who moves easily and shows skillful movement tends to have (3) the teacher’s lack experience, coaching and training on positive self-concept and high self-confidence. Cratty argues how to teach or transfer movement development materials for that children who can not control their movements well preschool children; (4) children feel bored when given usually have low self-concept and often have difficulty to learning activities in the classroom; (5) limited equipment adjust either socially or emotionally [2]. Furthermore, that can be used as learning media; and (6) the model of Edwards6 states that children who show difficulties in movement developmental intervention that integrates motor studying in school in the first grade to third grade also have perceptual activity in preschool children has not been problem in their perceptual motor development and it developed yet. The framework of the game model of fundamentally affects their learning achievement. This claim movement development interventions for preschool children is in line with previous opinions that motor perceptual ability can be seen in the figure below. influences cognitive function, i.e. (1) there is a direct effect and correlation between motor perceptual ability and academic achievement, (2) perceptual motor ability is based on readiness and academic performance. For example, a good synchronization between hands and eyes is a requirement for writing skills [3]. Siedentop, Herkowitz and Rink [4] suggest that motor perceptual development is closely related to the range of basic skills or the crucial abilities in building a strong

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analyzing students and materials; (4) writing performance goals; (5) developing assessment instruments; (6) developing instructional strategies; (7) developing and selecting instructional materials; (8) designing and conducting formative evaluation of learning; (9) revising instructions; and (10) designing and conducting summative evaluation. By through those ten steps, an effective and well-implemented final product can be produced. From the ten steps of research and development above, this study only employed 9 stages, namely: (1) assessing the need to identify objectives; (2) conducting instructional analysis; (3) analyzing learners and Fig. 1. Framework of Intervention Model of Movement Development for materials, (4) writing performance goals, (5) developing Preschools Students. assessment instruments; (6) develop instructional strategies;

(7) developing and selecting instructional materials; (8) Based on the description above, the observation facts, and designing and conducting formative evaluation of learning; the interviews results, this research attempts to provide and (9) revising the instructions. solutions to develop the movement of preschool children The trial was done to improve the game model by through the game activities that have been mentioned above. practicing it directly in the field. Product or game trial was It is expected that through the game model which integrates done twice, in small and large-scale field. Prior to the trials perceptual motor activity the learning becomes more stage, the game draft was assessed and validated by media attractive, communicative, and stimulating the development experts, materials experts and practitioners to ensure its of preschool children's movement. So, all experiences that feasibility for field trial. children during preschool can be useful for their future. The role of the media expert was to direct the point of

view and clarity of game instruction in video making. The II. METHODS role of the material expert was to observe the feasibility of This study can be catagorrized as research and the game draft with the facts and conditions in the field while development (R & D) to produce educational product. R&D the practitioner was also to observe the feasibility of the draft is a process to validate and develop educational products in game prepared by researchers with the fact and circumstances the form of goods, procedures, and learning methods. Based in the field. After large-scale field trials were conducted, the on Gall & Borg [5], this kind of research uses the research output of this development study was to produce a guidebook findings to design new products or procedures that is then and game tool for the development of perceptual-motor skills systematically tested in the field. It is followed by evaluation that was feasible and valid among preschool students. and refinement to meet certain criteria in case of its Data analysis techniques was done uisng descriptive effectiveness and usefulness. The implementation of the qualitative and quantitative analysis. Quantitative descriptive development procedure in this study adapted the educational analysis was done to analyze the following data: (a) observer research and development stages by Gall & Borg [5]. The data / observations of material experts, media experts, and research scheme is presented in Figure 3. practitioners of the game model for the development of

preseptual motor interventions of preschool children; (b)

scale scores data from expert material, media experts, and practitioners for the model validation; (c) observation data of experts and practitioners on the effectiveness of the model (d) the data of the practitioner's observations on the children developmental achievement level including three learning domains (affective, psychomotor, and cognitive) during the learning process, the practitioner's assessment used the star icon (*) which was enclosed in the assessment rubric of appendix 3; and (e) data on practitioners' observation of the children response during the lesson. Qualitative descriptive analysis, meanwhile, was conducted on: (a) field note data and (b) data suggestion to improve the game model for

development of perceptual motor intervention of preschool Fig. 2. The Scheme of the Research Procedure and Development [5] children before or after field trial. The initial draft of the game model was feasible for small- The research and development stages of Gall & Borg [5] scale field trials if the experts of media, material and the cover the following: (1) assessing the need to identify practitioners had validated and stated that all classification objectives; (2) conducting instructional analysis; (3) items on the scores scale are considered "appropriate" by

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ticking (√) on the appropriate / very appropriate box. In this sportsmanship; (11) Picture Guessing is a game that aims to case there were four types of score, i.e. 1 for "not appropriate" stimulate learners' minds about the students’ perception in category; 2 for "moderate"; 3 for “appropriate” and 4 if it is understanding various animals; (12) Fun Obstacle Run aims declared "very appropriate”. If the experts or the practitioner to develop awareness of space and direction as well as the classified the item as "not appropriate", it was followed by children’s competitive attitude; (13) Rope Climbing aims to review for the product revision process. The model was develop coordination, balance, and quality of movement. considered feasible to be tested for small-scale rials and The assessment from media experts, material experts and large-scale field trials if the quantitative scores reached the practitioners showed that, games used to develop preschool minimum feasibility standards. The calculation criteria of children's movement can be catagorized "Good" if the sum of score conversion guidance or normative categorization was score for each game was in the interval of "30 ≤ X". It means presented in the following table. that the game model for the development of preschool children's movement was easily practiced by the teacher, the TABLE III. CALCULATION OF NORMATIVE CATEGORIZATION required equipment easily obtained and are safe and lovable. The game also attracted the children attention which was Formula Limitation Catagory suitable with the characteristics of preschool students, and it Low (Less Appropriate / X < (µ-1,0σ) X < 20 Less Effective) can develop their perceptual motor skills. The assessment from material experts and practitioners Moderate (Quite (µ-1,0σ) ≤ X < showed that the game was effective as a learning medium to 20 ≤ X < 30 Appropriate) (µ+1,0σ) develop preschool children’s movement as in the case of (1) all thirteen game activities can be used as a learning medium High ( Appropriate (µ+1,0σ) ≤ X 30 ≤ X /Effective) to transfer cognitive, affective, and psychomotor domains in accordance with the curriculum and characteristics of preschoolers; and (2) reflection of results from practitioners III. RESULT or Kindergarten teachers on the level of children The model of movement development for preschool development achievement indicated that the children’s children consists of four activities, namely: (1) Balance movement development was good. This positive Games; (2) Agility Game; (3) Flexibility Game and (4) development can be seen from the frequency distribution of Motor-Perceptual Game. Those four components were the children’s development assessment by teachers towards developed into 13 game activities. The game activities 13 movement development activities i.e there was no child or developed in this model are: (1) Fun Snake game that aims to 0% for the undeveloped category in every movement train the students’ agility by passing through the pipe. This development. game was done in groups and could also be contested. This The trail subject and all children subjects responded game can be used to develop cooperation, and competitive positively to the game of emotional social development. The attitude of students; (2) Fun Spider game aims to develop the students of B group kindergarten gave "Smile" to any game students’ concentration; (3) Me and You game that aims to activity they did. Smile responses indicated that the children understand the rules and disciplines matching with the game were happy to follow the teacher's lesson. conditions; (4) Spiderweb game that aims to improve agility, flexibility, foot coordination, speed, balance, and reaction; IV. DISCUSSION (5) Basketball game that aims to develop an attitude of This study resulted in the form of intervention model for appreciating the superiority of others in the game; (6) Balance movement development among preschool students including Bridge game that aims to train the students’ balance. This four parts, namely: (1) Agility Games Activities; (2) Balance game is done in groups and can also be used to train the Game Activities; (3) Flexibility Game Activities (4) Motor sportsmanship, honesty, and students’ thoroughness on Perceptual Game Activities. Based on those four movement learning; (7) Carpet Relay (estafet) game focuses components, it was developed into 13 game activities that to train the students balance. This game is done individually mostly use gross motor activity emphasizing on the but can be in the form of competition and it also be used to development of bone, muscles and the ability to move and train the students concentration in movement learning; (8) manipulate the environment. In accordance with the opinions Wood Dance game emphasizes to train the students’ balance. of Bowlby and Ainsworth9 that movement development also This game is done individually and can be used to train the includes how the muscles of children work well or called students’ concentration in movement learning; (9) Turned muscle balance, children need balanced muscles to develop Balloon and Balloon game aims to train the formation of their muscle system so it can be used easily when standing, waist and back of students. It is done in groups and can be in sitting, rolling, walking, running, swimming, and any other the form of competition. This game can also be used to activities. develop cooperation, and sportsmanship; (10) Clap Cave Movement development activity begins with agility Through aims to train the waistline and back of students, and activity (the ability to change the direction and position of the can be contested. This game can be used also to develop body quickly and precisely while moving without loss of

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balance and awareness of the body position). The direct concentrate and to move according to the game series. benefits of agility activities include (1) coordinating multiple Consecutively, the first post was picture guessing, the next movements (stimulation); (2) facilitating the skills was body and space awareness game, the third was balance, acquisition that require speed of coordination: (3) facilitating fourth was consciousness directions, and the fifth post was the environment orientation. It is supported by Coleman4 that coordination and movement quality. Perceptual motor is the if children want to have successful development in movement ability to interpret the stimulus received by the sense organs. skills, they must receive many physical opportunities to According to Gibson, perceptual motor skill is the person explore their environment. ability in describing the stimulus or psychological objects The next activity is about balance. This aspect is one of such as ideas, events or specific situations caught by the five the required factors for children to perform effective and senses (taste, smell, feel, sight and hearing) separately or efficient movement. Good balance enables a person to simultaneously to get a clear picture or response about the perform effective and efficient activities or moves with received stimuli as the basis of one's behavior. Gallahue5 6 minimal risk of fall. Balance is the ability to maintain the states that the quality of a person's movement development center of gravity, usually when the children are in erect depends on perceptual motor. In this regard, in the giving of position. In this study, the balance game activity is built to examples of the execution of the task of motion, the students’ explore and to develop children balance through encouraging ability to perform the task depends on their ability to obtain activity in accordance to Poppe [6]. He claims that the key to information and interpret the meaning in the form of improving your child's balance, or any other portion of their movement. fitness, is to keep the exercises / games fun. The more they The movement development is strongly influenced by the enjoy themselves, the more they'll want to do. perceptual motor skill that underlies every child’s movement. The more mature development of the brain's nervous system that regulates the muscles to the development of movement competence or children motor abilities. This is in line with the view from Siedentop, Herkowitz and Rink [4] that, the development of perceptual motor is closely related to various basic skills or abilities that are believed to have important role to build a strong foundation of high learning achievement. It can be assumed that any response due to perceptual motor intervention can result in movement development response, in accordance with Magill [7] who suggests that some responses may be more complex than other responses, but essentially, perceptual motor behavior is represented by Fig. 3. Wood Dance Game involving the ability to interpret all information (visual,

kinesthetic, audio and touch) that enters the central nervous Flexibility activity aims to train the formation of the system. students’ waist and back. This game is done in groups and The conclusion of this study is that the intervention can be in the form of competition with the scope of the towards the development of preschool movement is very activity as (1) stretching the joints and (2) relaxing muscles important and can be done through the model of game activity group. This formation is necessary for every child, to make involving perceptual motor skills. This model combines them easy to learn various moves, to improve skills, ro reduce balance, flexibility and coordination that is presented in an the risk of injury, and to optimize strength, speed and interesting, creative, and competitive way. coordination. The game can be used to develop cooperation, and sportsmanship in which the ability of body to perform exercises with large or extensive amplitudes. In accordance REFERENCES with the opinion of Allen and Marotz1 that flexibility refers [1] H.A. Rachman, G. M. Anggita, “The development pattern of early age to the range of motion around a joint it can be explained that children’s motor skills”. Journal of Physical Education, Sport, Health the skeleton is the ability of the wrist or joint to perform the and Recreation, 2018, vol. 7, no. 2, pp. 104-112. [2] L. A. Kurtz, “Understanding motor skills in children with dyspepsia”. movement of all directions with the large and broad ADHAM, Autism, and Other Learning Disabilities, 2007. amplitude of the movement (movement range) based on the [3] M. L. Latash, F. Lestienne, “Motor control and learning”. New York, function of the moved joint. Other terms for flexibility are, Springer, 2006. elasticity and suppleness. Flexibility is one of the crucial [4] D. Sidentop, J. Herkowitz, J. Rink, “Elementary physical education methods”. Englewood Cliffs, NJ, Prentice Hall, 1984. elements of physical condition to improve movement skills, [5] M.D. Gall, J.P. Gall, W. R. Borg, “Educational research: an introduction to prevent injury, to develop strength, speed, endurance, 8th ed.” Boston, Pearson Inc, 2007. agility and coordination. [6] L. Poppe, “Activities and games to increase balance for toddlers”. Perceptual motor activity was arranged in the form of Available at http://parentsavvy.com/authors/Lisa-Poppe?id=32, 2018. [7] A. R. Magil, “Motor learning concepts and applications”. Dubuque: post-game in which each learner must be able to think, to Wm.C.Brown Company Publishers, 2005.

65 Advances in Social Science, Education and Humanities Research, volume 278 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018) Instructional Model of Self-defense Lesson in Physical Education: A systematic Review

Nur Rohmah Muktiani Erlina Listyarini Faculty of Sports Sciences Faculty of Sports Science Universitas Negeri Yogyakarta Universitas Negeri Yogyakarta Yogyakarta, Indonesia Yogyakarta, Indonesia [email protected] [email protected]

Saryono Soni Nopembri Faculty of Sports Sciences Faculty of Sports Sciences Universitas Negeri Yogyakarta Universitas Negeri Yogyakarta Yogyakarta, Indonesia Yogyakarta, Indonesia [email protected] [email protected]

Abstract—martial art (self-defense learning) is a unique has formally been a part of it. However, people’s mixed up discipline in physical education which requires a separate understanding of physical education, sports, recreation, approach and instructional model in order to be beneficial to physical activities, and health makes physical education bias the student and serve the purpose of physical education. Hence, in the eyes of our communities. this study aims to analyze various research results related to the use of approaches and instructional models of self-defense lessons in the physical education program. About 80 articles Learning in physical education was developed from published online from 40 local and 40 international journals Sweden and Germany gymnastics systems. Both systems were analyzed. In this study, the Interactive model (data were extensively incorporated in many physical education collection, display, and conclusion/verification) from Miles and programs across the world. However, since the systems were Huberman (1984) was used to analyze data. The study found more teacher-centered, students were mainly followers of many approaches and instructional models of martial arts their teachers with a goal to master all materials and related to education/pedagogy in physical education in techniques. This existed primarily due to the fact that past Indonesia and many other countries. Internationally, there are physical education focused on gymnastics learning materials. three types of self-defense instructional models in physical education. They include the instructional models that As teaching materials transformed from gymnastics to sport- emphasize culture, sports, and students’ self-development based, new teaching methods began to emerge in the early aspects. Nationally, self-defense learning in physical education 1960s [2-3]. Since then, various new methods for teaching uses Mosston's teaching style, general and special instructional physical education arose and are currently known as teaching models which lay a strong emphasis on character building. The strategies. Some of them include task/station teaching, instructional model of self-defense is expected to meet the reflective teaching, partner teaching, team teaching, and competencies from aspects of knowledge, attitudes, and skills. inquiry-based teaching [4]. Keywords—martial arts, instructional, physical education Martial arts or self-defense learning is a major material in physical and sport education. Martial arts can be found I. INTRODUCTION across several Asian countries. Of all types of martial arts, Over the years, Physical education learning has pencak silat, originating from Indonesia, is one of the most undergone rapid development. Inventions and numerous popular types of sports in Southeast Asia. The Indonesian studies were conducted to develop a more creative and pencak silat has become a worldwide Google trending search attractive physical education learning which still serves the in 18 countries. Additionally, the martial arts topic happens original purpose of physical education [1]. A paradigm shift to be quite a fascinating topic across the world. In survey, the in the education purpose was followed by the change in the Indonesian martial art is the 25th most searched topic across purpose of physical education. This shifting phenomenon has 56 countries. Furthermore, the Pencak silat martial art has apparently affected the development of the learning approach developed through many ways including schools. In schools, to physical education. Hence, the purpose and learning of pencak silat is taught as recommended by the 2013 physical education should be harmonious. Historically and Indonesian national curriculum (K-13). In the curriculum, philosophically, physical education has transformed in the methods of martial arts vary in learning. The 2013 Indonesia and all over the world. Even up till this day, Physical Education, Sport, and Health (PJOK) Curriculum people still argue over the science of physical education has recommended the adoption of various methods, itself. In some countries, physical education has become an strategies, and models in the process learning pencak silat excellent national program which is very beneficial to martial art. Hence, there is a vital need to investigate models people. In Indonesian school curriculum, Physical education

Copyright © 2018, the Authors. Published by Atlantis Press. This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). 66 Advances in Social Science, Education and Humanities Research, volume 278

adopted in teaching martial arts as part of physical and sport of data, this study conducted a credibility test (internal education all across the world. validity), transferability test (external validity), dependability test (reliability), and confirmability test (objectivity) [7]. Findings of studies in Southeast Asia reports that the D. Data Analysis origin of martial arts is characteristically different and that three learning approaches exists namely; traditional, A qualitative data analysis technique using interactive efficiency, and sports [5]. In addition, the data also indicates model proposed by Miles and Huberman [8] was applied in the practice of martial arts as part of physical education in this study. Additionally, Miles and Huberman recommended schools across several European countries [5]. Hence, this several activities for data analysis which includes; data study aims to investigate and analyze the adoption of martial collection, data display, and data conclusion art learning models in physical education which is studied in drawing/verification. In research, data reduction is a process numerous scientific articles published in either national or that involves selecting, focusing, conceptualizing and international journals. converting raw data in the field notes. In qualitative research, data is displayed in form of brief description, charts, relationship between categories, flowcharts, and many more II. METHOD [7]. Meanwhile, the conclusion proposed in a qualitative A. Research Design research is considered temporary and changes when stronger supporting evidences are absent from the subsequent stages. This study was performed applying a Meta-Analysis which simply means an analysis over analyses. As an effective research method, the meta-analysis assesses the III. RESULTS results of previous research studies in a similar topic. The A. Study of Martial Art Learning Model across the World meta-analysis was first adopted in the research on health/medication. With time, the meta-analysis was adopted This research studied 21 journals written by martial arts to study various problems/topics. Meta-analysis is a synthesis researchers across the world. The journal documents in study of topics from multiple research results. Synthesis is the basis originated from several international journals from 1990 to for drawing conclusion on the topic being studied. A meta- 2017. The United States of America began conducting analysis consists of several stages including; determining the numerous researches on martial art learning and was followed problem or topic of the study, defining the research period, by many other countries including Belgium, China, Spain, gathering research reports on the topic/problem being studied, Singapore, Mexico, England, Iran, Poland, Canada, and reading research titles and abstracts, focusing on problems, Latvia. Most researchers studied the practice of all types of methods, data analyses, and results, categorizing research martial arts, specifically Judo, Taekwondo, Wushu, Karate, results, comparing all results based on their categories, and Pencak Silat. Some researchers also studied Mixed studying research methods and data analyses, and drawing Martial Arts. conclusions [6]. The Martial art learning and training in this study is related to various aspects of the participants such as the B. Unit Analysis physical, psychological, and sociological aspects. Some The Analysis unit in this study consists of 80 articles variables were also related to the mastery of the techniques. published in national or international journals which In addition, some researchers also studied violence and risk presented ideas and results of the research on martial art factors for injury in martial arts. In the context of martial art learning models. The samples were selected using a learning practice, most researchers studied physical education purposive sampling technique where the topic or theme of in primary and secondary schools. the articles are related to learning martial arts in physical and Findings from the articles published in several sport education. Under such requirement, 41 articles international journals suggest three types of model/approach comprising of 21 international articles and 20 national to martial art learning. The first model laid emphasis on articles were considered eligible for the study. cultural aspects such as traditional, sociological, social- economical, anthropological, humanist, cultural,

C. Data Collection multicultural, authoethnographical, and academic approaches. The researchers themselves through a self-evaluation The second model emphasizes sport aspects such as process validate the human Instrument as to what extent the competitive, Leadership Education through Athletic researchers understand the qualitative method, theories, and Development (LEAD), N/M/M (Nomometic/ Monitoring/ insights into the field of study, as well as readiness and Multidimensional) approach, and belt color system. provision for the field study [7]. After setting the study Meanwhile, the third model emphasizes on the student focus, simple research instruments were developed in order development aspects such as comfort, control, price, self- to complete and compare data previously gathered. The Data actualization, and problem-based approaches. was collected using the guided documentation technique and according to data source. Primary data is data collected B. Study of Martial Art Learning Model in Indonesia firsthand from the original source. The Primary data in this From the 20 national journals being studied more updated study include opinions, ideas, and research results from findings were found from researches in the 2013-2018 period. journal articles about martial art learning models in physical Furthermore, because pencak silat obviously listed in the and sport education. Data is valid if there is no difference curriculum, researchers in the context of physical and sport between the report and the current study. To test the validity education often study one type of martial arts. Although being

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part of physical education, sport, and a health subject in learning requires a learning model that is able to improve Indonesia, martial arts is taught one or two times in a students’ motoric skill and therefore, the game approach can semester. This phenomenon attracts researchers to implement increase the academic results of students [19]. Furthermore, a various models/approaches to martial art learning on different character-based learning model applied in pencak silat can educational levels. According to the journal articles, be used as an approach to physical education in primary researchers found the adoption of Mosston’s teaching style, schools. The adoption of such model prevents physical general learning models, and special learning model that education from being conventional and orientated toward emphasize the character building in martial art learning as martial arts and sport aspects only [20]. part of physical and sport education. The adopted Mosston’s styles include the Guided Discovery, exercises, inclusion, and V. CONCLUSION reciprocal styles. The general learning models that are often studied include cooperative, direct institution, individual, The international journal findings suggest three types of group, and couple of models. Meanwhile, the special model or approach to self-defense learning used in physical models/methods/approaches include playing, multimedia- and sport education, which include (1) culture-centered self- based method, pencak silat gymnastics, and character defense learning model/approach, (2) sport-centered self- building in pencak silat. defense learning model/approach, and (3) student-centered self-defense learning model/approach. In the meantime, the national journal findings demonstrate the adoption of IV. DISCUSSION Mosston teaching style, general learning models, and special The learning of martial art emphasizing on cultural learning model focusing on character building in self-defense aspects views martial arts as an art of defending oneself from learning as part of physical and sport education. Self-defense threats and dangers. This artwork has been developed into a learning tries to help students to learn martial arts and to function to improve one’s physical condition, social reach competences that cover knowledge, skill, and aspects of connection, trading, partnership, and cultural acculturation. In attitude. These aspects make this topic fascinating for study. today’s education, martial arts emerged to balance the The various aspects to study affect not only the method but dominance of dualism mind/body [9]. Martial art was also the material delivery model, which influences the object originally a type of ancient fighting which was later modified and variation type. into sports [10]. From some of the articles, it was found that martial art ACKNOWLEDGMENT learning focused on its sport-related aspect. For example, This work supported by Research Group Grant 2018 from martial arts have been transformed into sports in form of Faculty of Sport Sciences, Universitas Negeri Yogyakarta. competitions. Martial arts show unique body movements which work harmoniously with the development of mental REFERENCES and spiritual aspects such as characters, feelings, medication, and many more. As the characteristics of competitive martial [1] C.A. Bucher, Foundation of Physical Education. St. Louis: C.V. Mosby Company, 1995 arts demonstrate demands of sport, they require the [2] M. Mosston and S. Ashworth, Teaching Physical education. New development of specific training program [11]. 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[14] A. R. Aziz, B. Tan, and K. C. Teh, “Physiological responses during matches and profile of elite pencak silat exponents,” Journal of Sports Science and Medicine, vol. 1, pp. 147-155, 2002. [15] J. Vertonghen and M. Theeboom, “The social-psychological outcomes of martial arts practise among youth: A review,” Journal of Sports Science and Medicine, vol. 9, pp. 528-537, 2010. [16] W. Cynarski, K. Obodyńsk, H. Z. Zeng, “Martial arts anthropology for sport pedagogy and physical education,” Romanian Journal for Multidimensional Education, vol. IV, no. 2, pp. 129-152, August 2012. [17] K. D. Lakes and W. T. Hoyt, “Promoting self-regulation through school-based martial arts training,” Applied Developmental Psychology, vol. 25, pp. 283-302, 2004. [18] R. Heinich, M. Molenda, J. D. Russell, and S. E. Smaldino, Instruction media and technologies for learning. New Jersey: Englewood Cliffs, 1996. [19] Widiastuti, “Using game approach in improving learning outcomes of pencak silat.” Asian Social Science, vol. 10, no. 5, pp. 168-172, 2014. T. Muhtar, A. Suherman, A. K. Jayadinata, “The development of a character education model through pencak silat teaching in elementary schools. IJCTA, vol. 9, no. 35, pp. 165-172, 2016.

69 Conference Secretariat: Faculty of Sport Sciences Universitas Negeri Yogyakarta

Address : Jl. Colombo No. 1 Yogyakarta, Indonesia Phone : +62274 550826 E-mail : [email protected] | [email protected] Website : yishpess.uny.ac.id | cois.uny.ac.id