Tag: elementary school

The effect of traditional sports on improving the physical fitness of elementary school students

Ari Iswanto, Siswantoyo, Fathan Nurcahyo, Muhammad Wahyu Arga, Susanto

Ari Iswanto, Siswantoyo, Fathan Nurcahyo, Muhammad Wahyu Arga, Susanto – The effect of traditional sports on improving the physical fitness of elementary school students –  Fizjoterapia Polska 2024; 24(1); 235-243

DOI: https://doi.org/10.56984/8ZG2EF80Yj

Abstract
Introduction. Human resources are generally directed at making people who are tough, skilled, capable, enthusiastic and productive, so that they have the ability to carry out various activities in society. Aim. This study aims to: (1) find out how much influence traditional sports have on improving the physical fitness of elementary school students; and (2) knowing the more effective frequency of traditional sports training to improve physical fitness. Methods. This type of research is a quasi-experimental. Data collection techniques with tests. The instrument used is the Indonesian Physical Freshness Test (TKJI) for children aged 10-12 years to find out the increase in physical fitness of early childhood. The population in the study were all fifth grade students at SD Muhammadiyah Condong Catur Yogyakarta, totaling 160 students. The sampling technique was simple random sampling, the sample in this study were 48 students who were divided into 3 groups namely treatment group A, treatment group B and control group. Each group has 16 students consisting of 8 boys and 8 girls. The data analysis technique in this study used the ANOVA test with the initial prerequisite tests being the normality test and homogeneity test, then to see the differences in each treatment group it can be seen from the results of the simultaneous comparison analysis and the results of the average difference with the Scheffe test. Result. The results of the study seen from the results of the average level of physical fitness for the three groups there is a significant difference. Based on the Scheffe test, the results showed that the best level of physical fitness was in the treatment group A or the group that was given the traditional exercise treatment with a frequency of 4 times a week. The treatment group B had a significant increase compared to the control group which did not experience an increase. Conclusion. From this study it can be concluded that traditional sports can effectively improve the physical fitness of elementary school students. The frequency of exercise 4 times a week is more effective for improving physical fitness compared to the frequency of exercise 3 times a week.
Keywords
traditional sport, physical fitness, elementary school
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The effect of a 12-week ‘Brain Jogging’ learning model on gross motor: locomotor skills

Willy Rizkyanto, Wawan Suherman, Hari Yuliarto, Galih Pamungkas

Willy Rizkyanto, Wawan Suherman, Hari Yuliarto, Galih Pamungkas – The effect of a 12-week ‘Brain Jogging’ learning model on gross motor: locomotor skills. Fizjoterapia Polska 2023; 23(3); 182-188

DOI: https://doi.org/10.56984/8ZG143xlA

Abstract
Study Purpose. The primary objective of this study was to test the effects of the ‘brain jogging’ learning model on basic locomotor movement abilities among elementary school students.
Methods. This research is a quasi-experimental study, employing a two-group pretest-posttest design. The ‘brain jogging’ based learning model was compared to traditional learning models, specifically direct instruction. The sample consisted of 30 fourth-grade students, divided into two parallel grades, A and B, both possessing similar characteristics in terms of age, average height/weight, sports learning material, duration, and timing of sports learning sessions. Students receiving the ‘brain jogging’ based learning model treatment attended twice a week and maintained a 90% attendance rate. Each game or activity is aligned with a specific goal related to a ‘brain jogging’ sub-training item. Data were analyzed using SPSS IBM 26. Initial steps included comparing descriptive data to the entire population size, and establishing the distribution of variables, the mean, and the standard deviation (SD). Subsequently, an independent sample t-test was utilized to ascertain the effect of 12 weeks of the ‘brain jogging’ based learning model on the experimental group.
Results. The mean difference in post-test scores between control and experimental groups was determined based on the significance level from the SPSS IBM 26 output (p < 0.05). The independent sample t-test revealed significant results in various categories: run (p = 0.000), gallop (p = 0.000), hop (p = 0.000), leap (p = 0.000), horizontal jump (p = 0.000), and slide (p = 0.009).
Conclusions. Based on the independent sample t-test results, the hypothesis is accepted. This indicates significant differences between the control and experimental groups. Statistically significant improvements were observed in run, gallop, hop, leap, horizontal jump, and slide abilities among elementary school students. The ‘brain jogging’ based learning model presents a promising approach to enhancing locomotor skills.

Keywords
brain jogging, learning model, locomotor skill, elementary school, gross motor

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The effect of the CGFU-PM515 learning method on the motivation and physical activity of elementary school students

Muhammad Wahyu Arga, Siswantoyo, Yudanto, Widha Srianto, Susanto

Muhammad Wahyu Arga, Siswantoyo, Yudanto, Widha Srianto, Susanto – The effect of the CGFU-PM515 learning method on the motivation and physical activity of elementary school students. Fizjoterapia Polska 2023; 23(3); 166-172

DOI: https://doi.org/10.56984/8ZG143XT7

Abstract
Introduction. Increased student motivation correlates directly with active student behavior. Not only does motivation enhance students’ active participation, but it also fosters their physical development in physical education classes.
Purpose. This study aimed to examine the impact of the Coaching Game For Upgrading Performance Model 515 (CGFU-PM515) on students’ motivation during physical education lessons in elementary schools.
Methods. The research employed a Quasi-Experimental One Group Pretest-Posttest Design. Seventy-five elementary school students participated in this study. The research procedure involved having students undergo lessons both without and with the application of the CGFU-PM515 concept. After the lessons, students were given the CMEF Physical Education Basic Education questionnaire to assess their motivation levels before and after the introduction of the CGFU-PM515 concept.
Results. Findings indicate that students’ motivation improved following the integration of the CGFU-PM515 method. The N-Gain Score analysis revealed a value of 0.73, which is interpreted as high. Additionally, a Wilcoxon test was conducted. Results from this test showed a significant increase in motivation among the 75 participating students.
Conclusion. The study concludes that the CGFU-PM515 approach positively impacts student motivation in elementary school physical education lessons.

Keywords
CGFU-PM515, motivation, physical activity, elementary school

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