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All Journal Cakrawala Pendidikan Jurnal Keolahragaan Mimbar Sekolah Dasar Jurnal Terapan Ilmu Keolahragaan Emerging Science Journal JOURNAL SPORT AREA Journal of Educational Research and Evaluation TEGAR: Journal of Teaching Physical Education in Elementary School ACTIVE: Journal of Physical Education, Sport, Health and Recreation Scientia Psychiatrica Journal of SPORT (Sport, Physical Education, Organization, Recreation, and Training) Sport Science: Jurnal Sain Olahraga dan Pendidikan Jasmani Jorpres (Jurnal Olahraga Prestasi) Jurnal Penelitian Pendidikan, Psikologi Dan Kesehatan (J-P3K) Edu Sportivo: Indonesian Journal of Physical Education ACTIVE: Journal of Physical Education, Sport, Health and Recreation
Mahendra, Agus
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Humanities Education Environmental Science Health Professions Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

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Martial arts and psychosocial development in primary education: A systematic review of social-emotional learning (SEL) Herdiansyah; Subarjah, Herman; Mahendra, Agus; Alif, Muhammad Nur; Baharuddin, Syaipul Hari
Journal Sport Area Vol 10 No 3 (2025): December
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/sportarea.2025.vol10(3).22664

Abstract

Background: Social-emotional learning (SEL) competencies are critical for children’s academic engagement and psychosocial well-being. Martial arts, which integrate structured practice, ethical instruction, and social interaction, are increasingly implemented in primary education; however, their effects on SEL outcomes in primary-school-aged children have not yet been systematically synthesized. Objectives: This systematic review aims to examine the effects of martial arts interventions on emotion regulation, executive function, and empathy among primary school children aged 6–12 years. Methods: This systematic review followed PRISMA 2020 guidelines. Literature searches were conducted in Scopus, PubMed, SAGE Journals, SpringerLink, and Emerald Insight up to August 2025. Eligibility criteria were established using the PICOS framework. Nine empirical studies published between 2015 and 2025 were included. Study selection, data extraction, and risk-of-bias assessment were independently performed by two reviewers using Covidence, with RoB 2 applied to randomized studies and the JBI checklist to non-randomized designs. Owing to methodological heterogeneity, findings were synthesized narratively. Findings/Results: School-based and curriculum-integrated martial arts interventions were associated with improvements in children’s emotion regulation, executive functioning, and empathy. Positive outcomes were most evident in programs incorporating structured practice, reflective or mindfulness-based activities, cooperative learning, and autonomy-supportive pedagogy. Effects varied according to program duration, instructional fidelity, and pedagogical design, with limited or inconsistent findings reported for short-term or extracurricular interventions lacking explicit socioemotional components. Conclusion: Martial arts can be an effective pedagogical approach for enhancing SEL-related psychosocial competencies in primary education when delivered through structured, value-based programs. Future studies should prioritize standardized curricula, robust experimental designs, and longitudinal follow-up to determine the sustainability of intervention effects.
Early childhood educators' beliefs on increasing fundamental motor skills by playing games in a physical education context: The contradictory belief Friskawati, Gita Febria; Ma’mun, Amung; Mahendra, Agus
Edu Sportivo: Indonesian Journal of Physical Education Vol. 4 No. 3 (2023): Edu Sportivo: Indonesian Journal of Physical Education
Publisher : UIR Press Bekerjasama dengan International Association of Physical Education and Sports

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/esijope.2023.vol4(3).14540

Abstract

The development of fundamental motor skills (FMS) is crucial and should begin in early childhood. As of now, several early childhood educators in Indonesia, particularly in West Java, think that incorporating playground games into the classroom curriculum is the best course of action for raising children’s FMS. This study aimed to present statistics on FMS findings for early childhood who have incorporated physical activity into the curriculum and to demonstrate that these results are still in conflict with teachers’ beliefs. Ex post facto research was applied to one of the early childhood education pilot programs in West Java, Indonesia, including a total of 30 kids. This school’s long-standing intervention involves giving children 30 minutes of structured playtime and 30 minutes of unstructured playtime at the start of each learning period. The Test of Gross Motor Development-2 (TGMD-2) was used to measure FMS. The study’s findings showed that both boys’ and girls’ FMS in both locomotor and manipulating components of the movement were very lacking and inversely proportional to teachers’ belief who believe that this activity will improve children’s motor skills. It is recommended that physical education specialists accompany both structured and unstructured play programs conducted on school playgrounds so that the early childhood education curriculum's programs are properly validated to raise children's FMS following Developmentally Appropriate Practice (DAP).
Sports coaching during the pandemic: Predicaments encountered by Filipino physical education teachers and potential strategies Angoy, Raisalam; Ma'mun, Amung; Mahendra, Agus; Abduljabar, Bambang
Edu Sportivo: Indonesian Journal of Physical Education Vol. 5 No. 1 (2024): Edu Sportivo: Indonesian Journal of Physical Education
Publisher : UIR Press Bekerjasama dengan International Association of Physical Education and Sports

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/esijope.2024.vol5(1).16107

Abstract

Background Problems: The educational disruptions and suspension of athletic competitions caused by the COVID-19 pandemic presented sports coaches with unique challenges in maintaining coaching and training activities for the athletes. Research Objectives: This study aimed to gain a comprehensive understanding of the experiences of physical education teachers who are also coaches in sports coaching amidst the COVID-19 pandemic. Methods: The study was qualitative, utilising a descriptive phenomenological design. Five participants willingly took part in an in-depth interview, ensuring the protection of informant data and maintaining anonymity. The instrument used was a semi-structured interview guide recorded via video and transcribed using Microsoft Word. Informed consent was obtained before the interview, and data analysis followed Collaizi's descriptive phenomenology for collecting, reducing, presenting, verifying, and concluding the data. Findings/Results: The findings of the study revealed several sports coaching predicaments: connectivity and communication issues, physical training conflict, administrative concerns, and psychosocial problems. Additionally, potential strategies were also revealed: connectivity and communication strategy, modified training method, administrative outsourcing initiative, and psychosocial initiative. Based on the results of the study, a proposed sports coaching intervention plan is highly recommended for utilisation to address several predicaments that emerged. Conclusion: Research shows that in grappling with pandemic-related challenges, coaches play a crucial role in maximising athletes' potential, necessitating a blend of skills and emotional resilience as they formulate effective coaching strategies for the predicaments encountered. Generally, this can contribute to more effective and well-rounded sports coaching, ultimately benefiting the athletes and the overall success of sports coaching and the school's sport-related programmes. 
Effectiveness of Teaching Games for Understanding (TGfU): Using a modified Kasti game to stimulate elementary school students’ motor skills Gustian, Uray; Gandasari, Fatima Maharani; Mahendra, Agus
Edu Sportivo: Indonesian Journal of Physical Education Vol. 5 No. 1 (2024): Edu Sportivo: Indonesian Journal of Physical Education
Publisher : UIR Press Bekerjasama dengan International Association of Physical Education and Sports

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/esijope.2024.vol5(1).16335

Abstract

Background Problems: Teaching Games for Understanding (TGfU) is still a challenge for Physical Education (PE) teachers. Teachers are still weak in applying the concept of TGfU to learning and lacking in improving motor skills, so it requires a study to apply the model of TGfU based on the characteristics of the school, the abilities of the students, and the ease of application by the teacher. Research Objectives: The study aims to test the use of the TGfU model using Kasti games to stimulate elementary school students' motor skills. Methods: The research design uses pre-expression with one-group pretest and posttest designs involving 24 students. The experiment implemented field games modified according to the TGfU's concepts and steps. The experiment conducted five meetings with a duration of 80 minutes each. Data collection was done using the Test of Gross Motor Development-2 (TGMD-2) and analysed using descriptive, quantitative, and different tests. Findings/Results: Based on the results of the statistical analysis, it shows that there has been a significant increase in students’ motor skills stimulated by applying learning with the TGfU model and using the Kasti game. Conclusion: The implementation of the TGfU model with the Kasti game approach can be used as an approach to stimulate students' motor skills. Further studies are needed to enhance the potential of TGfU in encouraging teachers to organise PE teaching according to the implemented curriculum, with the aim of encouraging students to actively participate in sports and learn motor skills.
Fundamental movement skills in Indonesian elementary school children: a systematic review of assessment, pedagogy, and motor competence Baharuddin, Syaipul Hari; Herdiansyah, Herdiansyah; Mahendra, Agus; Aswar, Muh; Dwiwahyudi, Devtio
Edu Sportivo: Indonesian Journal of Physical Education Vol. 7 No. 2 (2026): Edu Sportivo: Indonesian Journal of Physical Education
Publisher : UIR Press Bekerjasama dengan International Association of Physical Education and Sports

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/esijope.2026.vol7(2).19682

Abstract

Background: Fundamental movement skills (FMS) underpin motor competence, physical activity, and lifelong sport participation, yet evidence among Indonesian elementary school children remains fragmented. Objectives: his systematic review synthesised evidence on FMS assessment domains, pedagogical approaches, and motor competence in Indonesian elementary school children. Methods: Following PRISMA 2020, Scopus was searched for studies published from 2019 to 2024. Of 76 records identified, 16 studies met the eligibility criteria. Methodological quality was assessed using Joanna Briggs Institute tools, and findings were synthesised narratively. Results: Object-control and locomotor skills were assessed in 15 and 14 studies, respectively, whereas stability was examined in only one. Eleven studies evaluated pedagogical interventions, with game-based, traditional game, exergame, and play-based approaches generally associated with improved FMS. However, evidence strength was limited by methodological heterogeneity, including uncontrolled pre–post designs. Reported motor competence was predominantly low to moderate, while environmental context and PE teacher availability were more consistently documented influences than age or sex. Conclusion: Indonesian FMS research shows substantial domain imbalance, methodological heterogeneity, and generally low-to-moderate motor competence. Limited assessment of stability indicates incomplete representation of FMS. Future research should prioritise validated multidimensional FMS assessment, rigorous intervention designs, and standardised reporting to strengthen evidence-informed physical education practice.
Co-Authors Adang Suherman Agus Rusdiana,, Agus Alif, Muhammad Nur Almaqdivikia, Niquita Marsha Aman, Mohd Salleh Andreas J. F. Lumba Angoy, Raisalam Angoy, Raisalam Delos Trico Anira Artdhana, Bayu Artiluhung, Rea Restiuna Asep Suherman Aswar, Muh Baharuddin, Syaipul Hari Bakhri, Rafdlal Saeful Bambang Abduljabar Berliana Berliana Berliana, . Budiana, Dian Cahyadi, Rizky Indra Calunsag, Buena D. Davi Sofyan Desy Rufaidah, Desy Didin Budiman, Didin Die Bhakti Wardoyo Putro Dr. Tite Juliantine,M.Pd Dwiwahyudi, Devtio Firmana, Iif Galendez, Jr., Procopio B Gandasari, Fatima Maharani Gita Febria Friskawati Herdiansyah Herdiansyah Herdiansyah Herman Subarjah Hidayat Hidayat I Made Sri Undy Mahardika Indra Sholehudin Irawan, Irawan - Jusuf Blegur Komaludin, Dudi Layao, Michelle Mordeno Lenggani, Lenggani Lubay, Lukmannul Haqim Lubay, Lukmanul Haqim Lukmanul Hakim Lubay, Lukmanul Hakim Ma'mun, Amung Ma'mun, H. Amung Ma’mun, Amung Merdekawati, Putri Dwi Mesa Rahmi Stephani, Mesa Rahmi Muchamad Rizki Sentani Muhamad Fadli Mulyana Mulyana Mustika Fitri Norma, Chandra Nurlan Kusmaedi Nuryadi Nuryadi Pirdaus, Atep Ramlan Pratama, Muhammad Aldhi Puspita, Dila Putri, Wulandari Rahmawati, Mia Rajagukguk, Christin P. M. Ramadhan, Muhammad Gilang Ricky Wibowo Saputra, Yudha Munajat Sartika, Jenifer Aprilia Senus, Teofano Anglaka Suherman Slamet Sumarno, Gano Suntoda, Andi Tatang Muhtar, Tatang Uray Gustian, Uray widowati widowati Wildan Alfia Nugroho Yulianto, Ari Gana Yusuf Hidayat