Tag: physical education

Development of a game-based circuit learning model to improve motor skills and motivation in upper elementary school students

Muhammad Wigi Saputra, Soni Nopembri, Hari Yuliarto

Muhammad Wigi Saputra, Soni Nopembri, Hari Yuliarto – Development of a game-based circuit learning model to improve motor skills and motivation in upper elementary school students –  Fizjoterapia Polska 2025; 25(5); 49-56

DOI: https://doi.org/10.56984/8ZGA431M0R8

Abstract
This study aims to develop and evaluate the effectiveness of a game-based circuit learning model designed to enhance gross motor skills and learning motivation among upper elementary school students. The model was developed using a research and development (R&D) approach based on the ADDIE framework (analysis, design, development, implementation, evaluation). The study involved five doctoral-level experts as validators, three physical education teachers and 64 students in the small-scale trial, and five teachers with 128 students in the large-scale trial.
Effectiveness testing employed a quasi-experimental design with a pretest–posttest control group, involving randomly selected fifth-grade students from two elementary schools. Validation results indicated that the developed model was highly feasible, with feasibility scores of 88.05% from content experts, 89.77% from media experts, 88.33% from the small-scale trial, and 89.44% from the large-scale trial.
The effectiveness analysis demonstrated significant improvements in both gross motor skills and learning motivation among students in the experimental group. Independent samples t-tests revealed p-values < 0.05 for both outcome variables. The mean posttest score for gross motor skills in the experimental group was 223.63, compared to 177.01 in the control group. For learning motivation, the experimental group achieved a mean posttest score of 62.34, which was notably higher than the control group score of 55.19.
These findings indicate that the game-based circuit learning model is both effective and feasible for physical education instruction, as it promotes an engaging, active, and participatory learning environment. The model also demonstrates potential for further development and application across various educational levels and instructional contexts.
Key words
physical education, circuit games, gross motor skills, learning motivation, ADDIE development model
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Analysis of student needs in the use of learning management systems for physical education, health, and sports at the high school level in the implementation of the Merdeka Curriculum

Mufti Hidayat, Sujarwo, Dimyati

Mufti Hidayat, Sujarwo, Dimyati – Analysis of student needs in the use of learning management systems for physical education, health, and sports at the high school level in the implementation of the Merdeka Curriculum –  Fizjoterapia Polska 2025; 25(4); 124-128

DOI: https://doi.org/10.56984/8ZGA43112GV

Abstract
The purpose of this research is to determine students’ needs in physical education learning participation. This study explores the use of learning management systems (LMS) in physical education, particularly in the implementation of the Merdeka Curriculum.
This study uses descriptive analysis methods with a quantitative approach. The sampling technique used was simple random sampling. The data collection technique involved a questionnaire containing indicators related to students’ attention, students’ desire, and the use of the learning management system, which was then applied through forms within the lms. The data analysis technique used was descriptive statistical analysis with IBM SPSS version 25.0. The reliability test results using the Cronbach’s alpha method showed rcalculated = 0.742 with n items = 15, greater than rtable = 0.227 at a significance level of 0.05. It can be concluded that  r-calculated > r-table (0.742 > 0.227).
The conclusion of this study is that the implementation of the Merdeka Curriculum in physical education using a learning management system facilitates students in submitting theoretical assignments. This research, based on qualitative methods, reveals a significant need for lms integration, including improved accessibility of materials, better interaction between students and teachers, and more effective evaluation. The Merdeka Program, introduced in 2021, emphasizes flexible project-based learning and students’ skill mastery. However, challenges include limited infrastructure and ongoing teacher training. This study also highlights the importance of lms in improving the quality of learning.
Key words
learning management system, physical education, Merdeka Curriculum, high school, educational technology
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Students’ basketball skills learning outcomes based on college selection pathway: a comparative study

Iman Rubiana, Arief Abdul Malik, Budi Indrawan, Juhrodin

Iman Rubiana, Arief Abdul Malik, Budi Indrawan, Juhrodin – Students’ basketball skills learning outcomes based on college selection pathway: a comparative study –  Fizjoterapia Polska 2025; 25(4); 68-73

DOI: https://doi.org/10.56984/8ZGA4317E2L

Abstract
This study investigates the impact of university admission pathways—snbp, snbt, and mandiri—on students’ basketball skill learning outcomes, focusing on fundamental skills such as shooting, passing, and dribbling. The research aims to determine whether admission pathways influence the effectiveness of skill acquisition during a structured basketball skills course.
Material and methods. A quantitative approach was employed to compare basketball skill learning outcomes among students admitted through three pathways: snbp, snbt, and mandiri. The sample consisted of 165 students, with 55 participants from each admission group. All participants completed a 14-session basketball skills course focusing on shooting, passing, and dribbling. Due to violations of normality assumptions, the Kruskal-Wallis test was used for data analysis.
Results. The results revealed significant differences in skill learning outcomes across the admission pathways. Students admitted through the snbt pathway outperformed those in the snbp group, particularly in overall basketball skills development. However, no significant differences were observed between the mandiri group and the other two pathways.
Conclusions. The findings suggest that the snbt admission pathway may provide certain advantages in motor skill acquisition compared to the snbp pathway, while the mandiri pathway yields outcomes similar to both. These results offer insights into how university admission systems may influence skill development in physical education programs. Further research is recommended to examine additional factors, such as prior sports experience and instructional approaches, that may impact students’ skill learning outcomes.
Key words
basketball performance, motor skill learning, physical education, university admission pathways
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Student facilitator approach to enhance football shooting skills and lower anxiety: evidence from PE students using LSST

Alficandra, Joni Taufik Hidayat, Kamarudin, Asep Angga Permadi, Muchamad Ishak, Agus Mulyana

Alficandra, Joni Taufik Hidayat, Kamarudin, Asep Angga Permadi, Muchamad Ishak, Agus Mulyana – Student facilitator approach to enhance football shooting skills and lower anxiety: evidence from PE students using LSST –  Fizjoterapia Polska 2025; 25(3); 316-322

DOI: https://doi.org/10.56984/8ZG7D19TCA2

Abstract
This study aimed to evaluate the effectiveness of the student facilitator approach in improving shooting skills and reducing anxiety levels among Physical Education students at Riau Islamic University. The background of the study was the low shooting performance and high anxiety levels caused by conventional learning methods. An experimental one-group pretest–posttest design was used, involving 360 students enrolled in football courses. The Loughborough Soccer Shooting Test (LSST) was used to measure shooting skills, and the Sport Anxiety Scale-2 (SAS-2) was used to assess anxiety levels. Data analysis with a paired t-test showed a t-value of 6.82, which was greater than the t-table value at a 5% significance level (p < 0.001), indicating a highly significant difference between the pretest and posttest scores. The average LSST score increased by 19%, the proportion of students in the low anxiety category increased by 2.8%, and the proportion in the high anxiety category decreased by 1.7%. These results demonstrate that the student facilitator approach is effective in enhancing technical skills and supporting anxiety management in sports learning. Therefore, it is recommended that this approach be integrated into the physical education curriculum to promote more holistic, adaptive, and evidence-based learning.
Key words
student facilitator, shooting skills, anxiety, football learning, physical education
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What is the importance of learning physical education, sports, and health for children? Systematic review and meta-analysis

Nurul Hidayatul Isnaini, Martono

Nurul Hidayatul Isnaini, Martono – What is the importance of learning physical education, sports, and health for children? Systematic review and meta-analysis –  Fizjoterapia Polska 2025; 25(3); 265-274

DOI: https://doi.org/10.56984/8ZG7D19LUTE

Abstract
Children’s health and achievement in school is a shared responsibility, as they are the next generation and play an important role in the world’s development. Therefore, they need support that can prepare them for future needs. This study used a systematic review approach to understand the key factors of physical education, sport, and health (PESH) learning on children’s health and achievement in schools. The purpose of this study was to detail and analyze the existing literature to identify significant factors in the physical education learning process that can improve health and increase children’s achievement in school. Article selection was conducted through a thorough search of several major databases, with strict inclusion criteria to ensure the relevance and quality of the research. Two independent researchers conducted the article selection process to minimize bias. After article selection, data analysis was conducted to describe and categorize the identified key factors. The results of this systematic review revealed that the physical activity factor of sports games in PESH learning, as established in the curriculum, significantly impacts children’s health and achievement in school. Health aspects of children that can be improved after participating in PESH learning include increased fitness, improved motor skills, reduced risk of injury and support in post-injury rehabilitation, as well as the promotion of a healthy lifestyle. In addition, aspects of children’s achievement at school that can be improved include increased motivation to learn, enhanced cognitive abilities, and the development of social skills and character. The implications of these findings provide a basis for researchers, practitioners, and decision makers responsible for children’s development and health to create a more effective PESH learning process. Thus, the results of this systematic review clarify the contribution of physical education, sport, and health (PESH) learning to children’s growth and development.
Key words
physical education, physical activity, children’s health, children’s achievement
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Development psychology of physical education in 10 years: Systematic review and bibliometric analysis

Anung Priambodo, Novadri Ayubi, Ainun Zulfikar Rizki, Alvin Afandi

 

Anung Priambodo, Novadri Ayubi, Ainun Zulfikar Rizki, Alvin Afandi – Development psychology of physical education in 10 years: Systematic review and bibliometric analysis –  Fizjoterapia Polska 2025; 25(2); 178-185

DOI: https://doi.org/10.56984/8ZG00E184WX

Abstract
The purpose of this study is to analyze the development of physical education psychology over the past decade using a bibliometric approach. Physical education plays a role in supporting the overall development of students, including improving physical fitness and acquiring social, emotional, mental, and cognitive competencies. Although many studies have shown the positive impact of physical education interventions on various aspects of student development, the existing literature still lacks integration of all scientific aspects simultaneously—especially regarding the role of psychology in supporting the rehabilitation process for both athletes and non-athletes.
This study used systematic literature review methods and bibliometric analysis with data from the Scopus database, considering articles published between 2015 and 2024. Publication and citation trends revealed a total of 825 publications with 18,319 citations during the study period, with a fluctuating yearly distribution. A decrease in citation numbers may indicate a decline in research publications, whereas an increase in citations may reflect a growing research trend, with the United States leading in contributions, followed by Spain and China.
This study also highlights the importance of instructional design and teaching strategies in influencing student learning outcomes. Among the reviewed articles, there is a clear direction toward the application of psychological findings in physiotherapy, particularly in the context of movement and learning materials in physical education. The expected outcome is that these findings will provide new insights into the effectiveness of physical education interventions in supporting students’ psychological development and encourage further research to strengthen the evidence base for the psychological benefits of physical education.
Key words
psychology, physical education, physiotherapy, bibliometric
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Differences in basic motor skills of students in public schools, religion-based schools, international schools, and nature schools

Baskoro Nugroho Putro, Agus Kristiyanto, Mohammad Furqon Hidayatullah, I Gusti Ayu Ketut Rachmi Handayani, Nur Ahmad Muharram, Rahayu Prasetiyo, Zakaria Wahyu Hidayat, Junian Cahyanto Wibawa, Novadri Ayubi, Procopio B. Dafun Jr.

Baskoro Nugroho Putro et al. – Differences in basic motor skills of students in public schools, religion-based schools, international schools, and nature schools –  Fizjoterapia Polska 2025; 25(2); 111-119

DOI: https://doi.org/10.56984/8ZG00E1TFCZ

Abstract
The research investigates the level of fundamental motor skills in elementary school students. The study also explores the variation in motor skill levels among different types of schools in Indonesia, providing valuable insights for optimizing physical education programs based on each school’s unique characteristics and values. The study involved 68 grade 6 students from four types of schools, with an equal gender distribution. Motor skills were measured using the Motor Competence Assessment, comprising six tests. The assessment focused on balance, locomotor, and manipulative skills. Statistical analysis utilized one-way ANOVA with a significance level of 0.05, and normality was assessed using the Kolmogorov-Smirnov test. SPSS version 29 was employed for data analysis. The research reveals notable disparities in balance, locomotor, and manipulative skills among four school types. International schools exhibit challenges in shifting platforms (SP) as a balance test, suggesting targeted interventions. Public schools excel in lateral jumping (LJ) and shuttle running (SR), serving as a model for motor skill development. Nature schools lag in standing long jump (SLJ), indicating a need for targeted exercises. While manipulative skills show nuanced differences, nature schools excel in ball kicking velocity (BKV), suggesting a model for improvement in other schools. There is only one skill that does not significantly differ: ball throwing velocity (BTV). Overall, tailored interventions in physical education programs are crucial, with potential collaboration between public and religion-based schools for a more balanced motor skill approach. Sharing successful strategies is vital for a comprehensive and practical curriculum. The research underscores significant motor skill variations among schools, prompting targeted interventions in physical education. International schools need to improve their balance of skills, while public schools offer a model for effective strategies. Collaborative efforts in sharing successful practices can contribute to a more comprehensive and universally applicable framework for motor skill development.
Key words
physical education, motor skill, elementary school, assessment
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Exploring the impact of physical education on students’ psychological well-being. A systematic literature study

Ida Wahidah, Dimyati, Ermawan Susanto

 

Ida Wahidah, Dimyati, Ermawan Susanto – Exploring the impact of physical education on students’ psychological well-being. A systematic literature study –  Fizjoterapia Polska 2025; 25(2); 70-80

DOI: https://doi.org/10.56984/8ZG7D19SPWZ

Abstract
The psychological well-being of students is a critical aspect of their overall development, influencing academic performance, social relationships, and adaptability. Physical education (PE) has been identified as a key contributor to mental health, offering benefits such as stress reduction, emotional stability, and improved mood. This study aims to systematically review the literature on the impact of PE and related factors on students’ psychological well-being. This study employs a systematic literature review (SLR) approach, adhering to PRISMA guidelines. Relevant articles published between 2019 and 2024 were sourced from databases such as Scopus and Web of Science, using keywords like “physical education” and “psychological well-being.” After a rigorous screening process, 13 studies were included for in-depth analysis. Data were extracted systematically, focusing on methodologies, sample characteristics, and key findings. The review highlights five main findings. First, teachers’ need-supportive behaviors enhance students’ motivation and well-being, while need-thwarting behaviors negatively impact psychological outcomes. Second, interventions in school environments, particularly those promoting physical activity, foster mental health and social connections. Third, the COVID-19 pandemic disrupted physical activity levels, leading to a decline in mental health, especially among active students. Fourth, regular exercise, particularly light to moderate intensity, significantly improves cognitive and emotional well-being. Finally, protective factors like resilience, mindfulness, and social support mitigate stress and strengthen psychological stability. The findings emphasize the interconnected roles of teacher behavior, school environment, physical activity, and personal resilience in shaping students’ mental health. Holistic approaches integrating these elements can enhance the effectiveness of PE in promoting well-being. The pandemic underscored the need for adaptive strategies to maintain physical activity during crises. Physical education, supported by need-sensitive teaching, positive school environments, and personal resilience, is pivotal in fostering students’ psychological well-being. The insights from this review provide actionable recommendations for educators and policymakers to design interventions that promote holistic student development.

Key words
psychological well-being, physical education, school environment

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Development of volleyball learning materials based on Teaching Games for Understanding (TGfU) to improve motivation and learning outcomes

Ari Septiyanto, Suharjana, Agus Sumhendartin Suryobroto

Ari Septiyanto, Suharjana, Agus Sumhendartin Suryobroto – Development of volleyball learning materials based on Teaching Games for Understanding (TGfU) to improve motivation and learning outcomes –  Fizjoterapia Polska 2025; 25(1); 128-137

DOI: https://doi.org/10.56984/8ZG007D0E1U

Abstract
Background and Study Aim. The purpose of this research is to develop a TGfU learning model integrated with volleyball for Grade 5 elementary school students to increase motivation, volleyball technique skills, and cognitive abilities. This type of research is Research and Development. The development model used is Analysis, Design, Development, Implementation, and Evaluation (ADDIE). The effectiveness test used the “One Group Pretest-Posttest Design.” The instruments used were questionnaires and scoring rubrics. Data analysis techniques used a paired sample test. Statistical analysis was performed using the Statistical Package for the Social Sciences (SPSS) version 21.
Results. TGfU-based volleyball learning materials are effective in increasing motivation (t = 5.511, p = 0.000 < 0.05), lower passing
(t = 11.336, p = 0.000 < 0.05), upper passing (t = 11.217, p = 0.000 < 0.05), and serving (t = 9.885, p = 0.000 < 0.05) among Grade 5 elementary school students.
Key words
physical education, TGfU, volleyball, motivation
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The influence of learning models and learning motivation in improving social skills of vocational high school students in physical education

Oktaviarini Yahya Rahmadhanty, Sumaryanto, Yudanto

 

Oktaviarini Yahya Rahmadhanty, Sumaryanto, Yudanto. – The influence of learning models and learning motivation in improving social skills of vocational high school students in physical education –  Fizjoterapia Polska 2024; 24(4); 153-160

DOI: https://doi.org/10.56984/8ZG01A8P6R7

Abstract
This study aims. (1) Differences in the effect of STAD learning model and peer teaching in improving social skills of vocational high school students. (2) Differences in the effect of high learning motivation and low learning motivation in improving social skills of vocational high school students. (3) Interaction between STAD learning model, peer teaching, and learning motivation in improving social skills of high school students.
Material dan methods. This type of research is a quasi-experiment using a 2 x 2 factorial design. The subjects in this study were students at State Vocational High School Depok, totaling 20 students.
Results. (1) Based on the results of the study, there is a significant difference in the effect between the STAD learning model and peer teaching in improving the social skills of vocational high students with a p significance value of 0.000. The peer teaching learning model group is higher (better) than the STAD learning model. (2) Based on the results of the study, there is a significant difference in the influence of high learning motivation and low learning motivation on students’ social skills, as evidenced by a p-value of 0.004. Students who have a high level of learning motivation have better social skills than students who have a low level of learning motivation. (3) Based on the results of the study, there is a significant interaction between STAD learning model and peer teaching with learning motivation in improving social skills of vocational high school students with a significance p of 0.000.
Conclusions. Research on the effect of STAD learning and peer teaching models in improving social skills of vocational high school students in physical education has a significant positive impact on improving social skills of vocational high school students and has important implications for the development of education at the vocational high school.
Key words
learning model, STAD, peer teaching, social skills, physical education
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