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Edu Sportivo: Indonesian Journal of Physical Education
Published by Universitas Islam Riau
ISSN : -     EISSN : 2745942X     DOI : 10.25299
Core Subject : Education,
Education Other
Edu Sportivo: Indonesian Journal of Physical Education publishes research journals and critical analysis studies in the areas of Sport Education twice a year, in April, August and December. The theme of the paper covers: Learning Physical Education.
Arjuna Subject : Umum - Umum
Articles 274 Documents
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A content-validated interactive medium for basketball skill learning: development using Lectora Inspire Candra, Oki; Rahmadani, Ahmad; Parulian, Toktong; Fernando, Ricky; Wahyuni, Putri
Edu Sportivo: Indonesian Journal of Physical Education Vol. 7 No. 1 (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(1).15603

Abstract

Background: The rapid digital transformation in education necessitates the development of interactive learning media, particularly in physical education domains such as basketball, which require the integration of motor skills, tactical understanding, and active engagement. However, conventional instructional media often fail to adequately support the visual and practical demands of sports learning. Objectives: This study aimed to develop Lectora Inspire–based interactive media for learning basic basketball techniques and to evaluate its content validity using the Content Validity Index (CVI). Methods: A quantitative descriptive validation design was employed involving four expert validators. Data were collected using a structured questionnaire assessing format, content, and language aspects. Content validity was analysed using item-level (I-CVI) and scale-level (S-CVI) indices. Results: The results indicated a high level of agreement among experts, with an overall mean validity score of 88.24%. The S-CVI/Ave reached 0.95, exceeding the recommended threshold of 0.80. Fifteen out of nineteen items achieved an I-CVI of 1.00, while four items (interactive features, visual display quality, audio-video clarity, and sequential organisation) showed I-CVI values of 0.75, indicating the need for revision. Conclusion: The developed interactive media demonstrates strong content validity and provides a structured approach for integrating digital technology into basketball learning. This study contributes by applying a CVI-based validation framework in motor-skill-based instructional media. Future research should examine its effectiveness through experimental designs.
Field game-based learning as an integrative approach to motor competence in elementary school children: a pre-experimental study Soemardiawan; Primayanti, Intan; Gustian, Uray
Edu Sportivo: Indonesian Journal of Physical Education Vol. 7 No. 1 (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(1).17585

Abstract

Background: Motor competence is a key component of physical education, integrating motor skill proficiency and game understanding. However, instructional approaches often separate technical skill development from its contextual application, limiting students’ holistic competence development. Objectives: This study aimed to examine the preliminary effects of a field game-based learning approach on elementary school students’ motor competence. Methods: A pre-experimental one-group pretest–posttest design was employed with 12 elementary school children. Motor skills were assessed using the Test of Gross Motor Development-2 (TGMD-2), while game understanding was measured using the Game Performance Assessment Instrument (GPAI). Data were analysed using paired-sample t-tests and Cohen’s d effect size. Results: The results indicated a statistically significant improvement in motor competence (t = 2.81, p = 0.017), with a large effect size (d = 0.81). Improvements were observed in both motor skill execution and decision-making aspects of game performance. Conclusion: Field game-based learning demonstrates potential as an integrative approach to enhancing motor competence by combining physical and cognitive learning components. However, given the pre-experimental design and small sample size, the findings should be interpreted as preliminary. Further research using more rigorous experimental designs is recommended.
Ethnic differences in gross motor skills among indigenous Dayak children in Indonesia: a cross-sectional comparative study Syarif, Indera; Habibie, Muhammad; Amalia, Bonita; Kumar, Parveen
Edu Sportivo: Indonesian Journal of Physical Education Vol. 7 No. 1 (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(1).21223

Abstract

Background: Cultural movement exposure has been suggested as a potential factor influencing children’s motor development; however, empirical evidence on ethnic variation in gross motor skills among Indonesian children—particularly within indigenous Dayak sub-ethnic groups—remains limited. Objectives: This study aimed to examine differences in gross motor skills between Dayak Ngaju and Dayak Bakumpai children aged 8-11 years. Methods: A cross-sectional comparative design was employed involving 94 elementary school children (48 boys and 46 girls) from eight schools. Gross motor skills were assessed using the Indonesian-adapted TGMD-3, with established content validity (CVI = 0.91) and inter-rater reliability (ICC = 0.89). Performances were video-recorded and evaluated by trained raters blinded to participant identity. Two-way ANOVA was used to examine the effects of ethnicity and gender, with non-parametric tests applied when assumptions were violated. Results: No significant main effects of ethnicity or gender were found for locomotor, object control, or total TGMD-3 scores (p > 0.05). However, a significant ethnicity × gender interaction was observed for locomotor skills (p < 0.05). At the task level, a significant difference was identified only in boys’ horizontal jump performance, with Dayak Bakumpai boys scoring higher than their Ngaju counterparts. No other significant differences were observed across skill domains. Conclusion: Ethnic differences in gross motor skills among Dayak children appear to be limited and task-specific rather than consistent across domains. Cultural movement exposure may be associated with certain aspects of motor performance; however, causal interpretations cannot be established. These findings highlight the importance of context-sensitive physical education approaches that consider local movement practices without assuming generalised group differences.
A boccia-based adaptive physical education model for supporting gross motor skill development in students with quadriplegia Hakim, Arif Rohman; Muryadi, Agustanico Dwi; Dwijayanti, Karlina; Santoso, Slamet; Hartanto, Sigit Fredi
Edu Sportivo: Indonesian Journal of Physical Education Vol. 7 No. 1 (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(1).23869

Abstract

Background: Students with quadriplegia often encounter significant barriers to participation in physical education due to limited mobility and the lack of structured adaptive learning models. Despite the potential of boccia as an inclusive sport, its use as a pedagogical tool in school-based physical education remains underexplored. Objectives: This study aimed to develop and evaluate a modified boccia-based learning model to support gross motor skill development among students with quadriplegia in special education settings. Methods: A research and development (R&D) approach based on the Borg and Gall model was implemented in six stages. Participants were recruited from a special education school in Surakarta, Indonesia, involving five students in the small-group trial and 20 students in the field trial. The intervention was conducted over eight sessions. Data were collected using expert validation sheets and a modified version of the Test of Gross Motor Development–Second Edition (TGMD-2). Pre–post differences were analysed using paired-samples t-tests, and effect size was calculated using Cohen’s d. Results: The developed model demonstrated acceptable content validity (CVR = 0.50-1.00; mean = 0.60) and satisfactory reliability (r > 0.50; p < 0.05). Gross motor skill scores increased from 48.78 (pretest) to 85.78 (posttest), with a statistically significant difference (p < 0.001) and a very large effect size (d = 3.70). However, these findings should be interpreted cautiously due to the absence of a control group and the small sample size. Conclusion: The modified boccia-based learning model shows potential as a feasible and practical approach for supporting motor skill development in students with quadriplegia. Further research using controlled experimental designs is required to confirm its effectiveness.
Development and content validation of a structured gymnastics programme to enhance gross motor skills in preschool children Pradipta, Galih Dwi; Rachmawati, Umi; Maliki, Osa; Widiyatmoko, Fajar Ari; Hudah, Maftukin
Edu Sportivo: Indonesian Journal of Physical Education Vol. 7 No. 1 (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(1).25702

Abstract

Background: Despite the growing use of gymnastics programmes in early childhood education, most studies emphasise implementation and outcomes rather than the systematic development and rigorous validation of programme content. As a result, many programmes may be applied without sufficient empirical evidence of their appropriateness, limiting their effectiveness in promoting gross motor skill development. Objectives: This study aimed to develop and evaluate the content validity of a structured gymnastics programme designed to enhance gross motor skills in preschool children. Methods: This study employed a research and development (R&D) approach focusing on the content validation stage. The programme was evaluated by five expert validators with backgrounds in early childhood education, physical education, and children’s gymnastics. Content validity was assessed using Aiken’s V index based on expert ratings. Results: The findings indicated that all components of the developed programme achieved Aiken’s V values ranging from 0.80 to 1.00, demonstrating a high level of agreement among experts regarding the relevance, clarity, and appropriateness of the programme content. Conclusion: The results suggest that the developed gymnastics programme has strong content validity and is suitable for supporting gross motor skill development in preschool children. This study contributes by providing a systematically developed and empirically validated programme for early childhood physical education.
Examining associations among physical activity, motivation, attitudes, physical activity behaviour, and perceived fitness Hakim, Luqmanul; Utomo, Gatot Margisal; Suganda, Mikkey Anggara; Ramos-Álvarezoliver , Oliver
Edu Sportivo: Indonesian Journal of Physical Education Vol. 7 No. 1 (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(1).25707

Abstract

Background: Elementary students’ perceived fitness is an important marker of health, yet few studies have examined how school-based physical activity programmes are associated with perceived fitness through motivation, attitudes toward physical activity, and physical activity behaviour. Objectives: This study aimed to examine the structural relationships among school-based physical activity programmes, motivation, attitudes toward physical activity, physical activity behaviour, and perceived fitness, and to test whether motivation, attitudes, and physical activity behaviour statistically mediated these relationships. Methods: A cross-sectional design was employed involving 150 Grade IV-VI students from public primary schools in Indonesia selected via cluster sampling. Variables were measured using five-point Likert-scale self-report instruments. School-based physical activity referred to students’ perceived engagement in existing programmes rather than exposure to an experimental intervention. Data were analysed using PLS-SEM. Results: School-based physical activity programmes were positively associated with students’ motivation (β = 0.575) and attitudes (β = 0.482). Motivation (β = 0.400) and attitudes (β = 0.336) were associated with more frequent physical activity behaviour, which showed a strong association with perceived fitness (β = 0.600). The model explained variance in physical activity behaviour (R² = 0.344) and perceived fitness (R² = 0.360). Conclusion: Physical activity programmes, motivation, attitudes, behaviour, and perceived fitness were interrelated among elementary school students, with physical activity behaviour acting as a key link between psychological factors and perceived fitness. These findings should be interpreted in light of the study’s cross-sectional design, reliance on self-report measures, and school sample, which limit causal inference and generalisability.
Effect of smartphone applications before deep learning: promoting physical activity enjoyment and physical fitness among children with disabilities Dimyati, Akhmad; Dermawan, Dikdik Fauzi; Mahardhika, Dhika Bayu; Gani, Ruslan Abdul; Setiawan, Edi
Edu Sportivo: Indonesian Journal of Physical Education Vol. 7 No. 1 (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(1).25953

Abstract

Background: The use of smartphone applications (SA) before deep learning (DL) is currently showing an increase in popularity in the context of physical education (PE) teaching, but the effects smartphone applications within deep learning (SADL) on physical activity enjoyment (PAE) and physical fitness (PF) are still unclear. Objectives: Our current study aims to analyse the effects of SADL on PAE and PF among students with disabilities. Methods: This study adopted an experimental design with a 10-week pretest-posttest design. We involved 40 participants with disabilities from two schools in Karawang (Indonesia). They were allocated to the SADL (n = 20) and control group (CG, n = 20). PAE and PF assessments were conducted twice, at the pretest and posttest stages. Results: Our main findings prove that there was no difference in PAE and PF scores between the SADL and CG at the pretest stage, but we found different results at the posttest stage, which showed that there was a difference in PAE and PF scores between the SADL and CG. Conclusion: The findings suggest that integrating smartphone applications within a deep learning framework may enhance physical activity enjoyment and selected components of physical fitness among students with disabilities.
Relationship between social support and academic stress of student-athletes in physical education programmes: a cross-sectional study Nopiyanto, Yahya Eko; Kardi, Ipa Sari
Edu Sportivo: Indonesian Journal of Physical Education Vol. 7 No. 1 (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(1).27322

Abstract

Background: Despite extensive research on student-athletes, limited studies have examined the relationship between social support and academic stress within physical education programmes. Objectives: The purpose of this study was to analyse the relationship between social support and academic stress in student-athletes in the physical education study programme. Methods: A cross-sectional correlational design was used with 78 student-athletes. Data was collected using a 17-item Likert-scale questionnaire measuring parental, lecturer, and coach support, as well as academic stress. This instrument consists of several indicators, including parental support (4 items), lecturer support (4 items), coach support (4 items), and academic stress (5 items). The research data were analysed quantitatively. Spearman’s rank correlation was used to analyse the correlation between social support and academic stress. Results: The results of the quantitative analysis showed that student-athletes had very high social support, with a percentage of 46.15%, and moderate academic stress, with a percentage of 32.05%. Spearman’s correlation analysis revealed a significant positive association (ρ = 0.371, p = 0.001), indicating a weak-to-moderate relationship. Conclusion: It was concluded that student-athletes had very high social support and moderate academic stress, with a positive correlation between variables and no differences in terms of gender. These findings provide preliminary insights into the association between social support and academic stress among student-athletes.
Boosting physical education performance: how attitude and motivation instruments impact student success
Edu Sportivo: Indonesian Journal of Physical Education Vol. 6 No. 2 (2025): 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.2025.vol6(2).15897

Abstract

Background: The motivation of students plays a crucial role in their academic success by fostering enthusiasm and willingness to learn. Understanding the relationship between attitude, motivation, and learning outcomes is essential for enhancing educational practices. However, there is a need to investigate this relationship specifically in the context of high school students in Jambi City, where physical education (PE) is a vital component of the curriculum. Research Objectives: This study aims to explore the relationship between attitude, motivation, and learning outcomes among high school students in Jambi City. By employing a quantitative approach, the research seeks to analyze the extent to which attitude and motivation impact students’ PE learning outcomes. Methods: A sample of 120 high school students from Jambi City was selected through saturated sampling. Data collection methods included observation, interviews, questionnaires, and documentation. The research utilised various analytical techniques, including correlation analysis, prerequisite tests (normality and linearity tests), descriptive statistical analysis, and hypothesis testing (simple correlation, multiple correlation, significance tests—F-tests, and coefficients of determination). Findings/Results: The findings reveal a positive and significant relationship between attitude, motivation, and the PE learning outcomes of high school students in Jambi City. Descriptive analysis indicates generally positive attitudes and high motivation levels among the students. Correlation analysis demonstrates that both attitude and motivation contribute significantly to PE learning outcomes, with higher levels of attitude and motivation correlating with better outcomes. Conclusion: The study underscores the importance of attitude and motivation in influencing PE learning outcomes among high school students in Jambi City. These findings highlight the need for educational interventions that focus not only on academic content but also on fostering positive attitudes and motivation to enhance student engagement and performance in PE.
Physical literacy in Indonesian school physical education: a systematic review of concepts, assessment, and implementation
Edu Sportivo: Indonesian Journal of Physical Education Vol. 6 No. 3 (2025): 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.2025.vol6(3).17622

Abstract

Background: Physical literacy (PL) is internationally recognised as a foundational concept in physical education, supporting lifelong engagement in physical activity. However, how PL is conceptualised, assessed, and implemented within Indonesian school contexts remains unclear, and no systematic synthesis of existing national research has been conducted. Objective: This study aimed to systematically review and synthesise empirical research on physical literacy in Indonesia, with particular attention to conceptual frameworks, assessment approaches, and implementation practices in school-aged populations. Methods:  A PRISMA-guided systematic literature review was conducted using Scopus, PubMed, OpenAlex, Semantic Scholar, DOAJ, and Garuda databases. Studies published between 2020 and 2024 were screened, yielding 5,056 records, of which 20 met the inclusion criteria. Data were analysed using narrative synthesis across key thematic domains. Finding/Results: Most studies focused on primary school students and conceptualised physical literacy primarily through fundamental motor skills. Multidimensional PL frameworks encompassing motivation, confidence, knowledge, and lifelong engagement were rarely applied. Assessment methods were highly heterogeneous and lacked standardised, culturally adapted instruments. Although school-based interventions demonstrated short-term improvements in motor competence and physical activity, broader affective and cognitive dimensions of PL were largely neglected. Key challenges included limited teacher understanding of PL and the absence of explicit integration within the national curriculum. Conclusion: Physical literacy research in Indonesia remains fragmented and predominantly skill-oriented, with limited alignment to holistic PL principles. There is a clear need for culturally relevant frameworks, validated assessment tools, and strengthened teacher professional development. Future research should adopt comprehensive PL models and examine long-term, multidimensional interventions to better support children’s physical, cognitive, and affective development.

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