Physical Education & Sport Technology

Effect of traditional games on learning interest among english education undergraduates: a one-group pretest– posttest study

Erliz Juwita Novitasari, Adi Rahadian — Tue, 06 Oct 2026 00:00:00 +0700

Background: Traditional games may increase students' engagement in active learning, but evidence among university students is limited. Objective: To evaluate the effect of a traditional game-based intervention on learning interest among English Education undergraduates. Methods: One-group pretest–posttest study with N = 40 undergraduate students. The intervention consisted of 14 sessions of traditional games (fortification, gobak sodor, boy-boyan). Learning interest was measured using a 4-point Likert questionnaire (30 items; source/validated instrument 0.95). Data were analyzed with paired t-test (or Wilcoxon if normality of differences violated); effect size (Cohen's d) and 95% CI were calculated. Ethics approval and informed consent were obtained. Results: Mean learning-interest score increased from 64.43 (SD = 5.18) to 86.95 (SD = 5.73). Paired t-test showed a significant increase (mean diff = 22.52, 95% CI [-23.90, -21.15], t (39) = -33.16, p < 0.001. Conclusion: The traditional-game intervention substantially increased students' learning interest. Recommended: future randomized controlled or quasi-experimental studies, with larger samples and validated instruments, to confirm causality

Effect of freestyle swimming learning using a visualization model on the development of students' basic movements

Muhammad Aditya Ramdhani, Z. Arifin, Ani Kurniawati — Tue, 06 Oct 2026 00:00:00 +0700

This study aims to determine the effectiveness of freestyle swimming learning using a visualization model on the development of students' basic movements at SDN Mekargalih 4. The background of the study stems from the problem of low understanding of freestyle swimming techniques in students, especially related to the coordination of hand, foot, breathing, and body position movements. The visualization model was chosen because it provides concrete examples of movements through videos, images, and visual demonstrations, making it easier for students to understand the techniques more clearly. The study used a pre-experimental method with a one-group pretest–posttest design. The research subjects consisted of 20 students (10 boys and 10 girls). The instrument used was a test of basic freestyle swimming movement abilities which included body position, leg movement, arm movement, breathing, and coordination. The results showed a significant increase in scores. In the boys' group, the average score increased from 11.6 to 12.7 (a difference of 1.1). In the girls' group, the average score increased from 9.7 to 11.2 (a difference of 1.5). The prerequisite test showed that the data were normally distributed, with the Shapiro-Wilk pretest value = 0.170 and posttest = 0.178 (p > 0.05). The data were also homogeneous, with the homogeneity test results of the pretest = 0.716 and posttest = 0.834 (p > 0.05). Analysis using paired sample t-test showed that there was a significant difference between the pretest and posttest scores with a calculated t value = 5.151, df = 19, and Sig. = 0.000 < 0.05. Thus, it can be concluded that learning freestyle swimming with a visualization model has a significant effect on improving students' basic movement abilities. Overall, the visualization model has proven effective in helping students understand freestyle swimming techniques, improving motor coordination, and making the learning process more interesting and easier to understand.

Analysis of sports supplement knowledge and consumption behavior among members of brother fitness

Muhammad Ripaldo, Ali Priyono, Udi Sahudi, Indrayogi Indrayogi — Tue, 06 Oct 2026 00:00:00 +0700

The use of sports supplements among physically active individuals has increased substantially alongside the growing popularity of healthy lifestyles and fitness activities. However, the widespread consumption of sports supplements is often not accompanied by adequate knowledge regarding their benefits, appropriate dosage, safety, and potential risks. This study aimed to assess the level of sports supplement knowledge among members of Brother Fitness Majalengka and examine the relationship between sports supplement knowledge and supplement consumption behavior. A quantitative approach with a cross-sectional survey design was employed. The study involved 30 members of Brother Fitness Majalengka selected through purposive sampling. Data were collected using a validated and reliable questionnaire. Data analysis included descriptive statistics, assumption testing, Pearson product–moment correlation, and simple linear regression using IBM SPSS Statistics version 26. The findings revealed that respondents' level of sports supplement knowledge was moderate, with a mean score of 44.90 (66.03% of the ideal score). Inferential analysis demonstrated a positive and statistically significant relationship between sports supplement knowledge and supplement consumption behavior. The coefficient of determination (R² = 0.599) indicated that sports supplement knowledge explained 59.9% of the variance in supplement consumption behavior, while the remaining 40.1% was attributable to other factors, including exercise motivation, training experience, coaches' recommendations, peer influence, social media exposure, and economic conditions. The study concludes that higher levels of sports supplement knowledge are associated with healthier and more appropriate supplement consumption behavior among fitness community members. These findings highlight the importance of evidence-based educational programs to improve sports supplement literacy and promote safe and responsible supplement use among physically active populations

Effectiveness of the culminating event stage in a Gobak Sodor-Based Sport Education model on elementary students' learning enthusiasm

Jajang Nurjaman, Adang Suherman, Abdul Aziz — Tue, 06 Oct 2026 00:00:00 +0700

This study examined whether a celebration-festival format for the culminating event in a Gobak Sodor-based Sport Education Model produced greater learning enthusiasm than a regular competition format among elementary school students. Design: A quantitative quasi-experimental counterbalanced design was used. Methods: Sixty fifth-grade students from two intact classes at SDN Jatirahayu IV, Bekasi, Indonesia, completed 12 physical education sessions. Each class experienced six regular-competition sessions and six celebration-festival sessions in opposite sequences. Learning enthusiasm was assessed after each session using a 25-item five-point Likert questionnaire covering affective, cognitive, behavioral, and persistence dimensions. Descriptive statistics, paired-samples t-test, Wilcoxon signed-rank test, normalized gain, and Cohen’s d were used. Results: Festival scores were higher than regular-competition scores (108.12 vs. 96.10), with a mean difference of 12.02 points, t(59)=9.07, p<.001, N-Gain=0.394, and d=1.17. The largest effects occurred for behavioral and cognitive enthusiasm. Conclusion: A deliberately designed celebration-festival culminating event can strengthen students’ enthusiasm and create a more participatory and meaningful physical education experience.

Effect of ball-launcher-assisted sport education on table tennis game performance in junior high school students

Tue, 06 Oct 2026 00:00:00 +0700

This study examined the effect of a Sport Education model supported by a ball launcher on table tennis game performance among Grade VII students in Cimahi, Indonesia. A quasi-experimental pretest–posttest control-group design involved 60 students (approximately 12–13 years; boys and girls) selected from an accessible population of 80 students at SMPN 13 Cimahi. Thirty students received a 16-session Sport Education season integrating persistent teams, student roles, formal competition, record keeping, a culminating event, and progressively variable ball-launcher practice; 30 students received conventional teacher-directed instruction of equivalent duration. Game performance was assessed using a table-tennis adaptation of the Game Performance Assessment Instrument, comprising decision making, skill execution, and base/recovery behavior. Posttest performance was analysed by ANCOVA with pretest performance as a covariate; assumptions, 95% confidence intervals, and partial eta squared were reported. In the illustrative simulated dataset, the intervention group achieved a higher adjusted posttest score than the control group (adjusted mean difference = 8.48 points, 95% CI [5.30, 11.66], F(1,57) = 28.52, p < .001, partial eta squared = .333). Secondary component analyses showed the same direction for decision making, skill execution, and base/recovery. The integrated approach may improve game performance by combining meaningful team-based participation with high-frequency, progressively variable practice.