Garuda - Garba Rujukan Digital

Coaches' perceptions and practices regarding set pieces in football: A survey study of Bulgarian and international coaches Ivanov, Danail
Tanjungpura Journal of Coaching Research Vol. 4 No. 1 (2026): Tanjungpura Journal of Coaching Research
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/tajor.v4i1.105767

Background. Set pieces represent a significant component of modern football performance, yet their systematic preparation remains inconsistent across coaching levels. Objectives. This study aimed to examine coaches’ perceptions and practices regarding set-piece training among Bulgarian and international football coaches. Methods. This study investigated the perceptions and training practices related to set pieces among 342 Bulgarian football coaches and 49 international coaches (N = 391), using an online descriptive survey with Likert-scale, categorical, and open-ended items. Data were analyzed via descriptive statistics, chi-square tests of independence, Cramér's V, and Spearman rank correlations using IBM SPSS Statistics v.28. Results. Results revealed a significant gap between coaches' high perceived importance of set pieces (M = 4.07 ± 0.98, Bulgarian; M = 4.10, international) and their relatively low ratings of current quality in Bulgarian football (M = 2.43 ± 0.81). Training frequency was predominantly once per week (42.5%), and multimodal communication methods were adopted by only 6.7% of Bulgarian coaches. Significant associations were found between coaching license and training frequency (χ² = 53.34, p < .001, V = .20), competition level and use of structured schemes (χ² = 63.07, p < .001, V = .31), and license level and analytical practices (χ² = 87.60, p < .001, V = .30). Strong Spearman correlations confirmed that higher qualification (rs = .89), elite competition level (rs = .92), and greater perceived goal contribution from set pieces (rs = .85) were all positively associated with deeper preparation investment. Conclusion. Findings indicate a systemic perception–practice gap and underscore the need for structured methodological support, visual communication tools, and specialized coaching roles. This study contributes by providing empirical evidence to support the development of structured methodologies, enhanced analytical integration, and specialized coaching roles in football training systems.

Evaluating concurrent validity using correlation coefficient for selected physical abilities Al-Dhaher, Shihab Ahmed Hasan Al-Dhaher; Korkis, Samer Youkhna
Tanjungpura Journal of Coaching Research Vol. 4 No. 2 (2026): Tanjungpura Journal of Coaching Research
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/tajor.v4i2.104161

Background Validity is a fundamental concept in test development and evaluation, ensuring that a test measures what it is designed to measure. One type of validity is concurrent validity, a subtype of norm-related validity, which assesses how closely a new test relates to an established standard being administered at the same time. Objectives This research aims to explore the standard theory of concurrent validity as one type of criterion-related validity, which relies on the correlation coefficient as a means of evaluating the validity of tests for certain physical abilities (balance, agility, coordination). Methods The descriptive-analytical method was used to achieve the objectives of the research. The study sample consisted of 310 students from the Institute of Sports in Duhok Governorate. Personal interviews and content analysis were employed as tools for data collection. Statistical methods used included the arithmetic mean, standard deviation, skewness coefficient, and simple correlation coefficient to derive the research findings. Results The results show that the AMs for the two explosive strength tests were 1.714 and 24.23, with SDs of 5.259 and 6.123. In contrast, the AMs for the speed tests were 3.128 and 4.965, with SDs of 0.342 and 0.672. The values of the correlation coefficient (concurrent validity) for physical ability tests for the age groups (16–17) and (20–21) in the explosive power tests were 0.774 and 0.067, respectively. Conclusion One of the most important conclusions reached by the researchers is that concurrent validity based on the correlation coefficient, as a statistical method, does not provide a comprehensive picture of test validity in the motor domain. This study contributes to the research field by highlighting the limitations of this statistical method in motor domain tests. It emphasizes the need to expand research and develop a comprehensive, multidimensional, performance-based approach to evaluating concurrent validity.

Haemolacria as an early indicator of central precocious puberty in a physically active child: Implications for sports vision screening Varshney, Ankit Sanjay; Mehta, Sanjay; Mukhopadhyay, Debapriya
Tanjungpura Journal of Coaching Research Vol. 4 No. 2 (2026): Tanjungpura Journal of Coaching Research
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/tajor.v4i2.100168

Background Haemolacria is a rare ocular condition characterized by blood in tears, with causes ranging from local ocular abnormalities to systemic and hormonal factors. In pediatric populations engaged in physical activity and sports, unusual ocular symptoms may be overlooked or misinterpreted as minor or trauma-related conditions. Objectives This study aims to describe a case of haemolacria preceding central precocious puberty (CPP) and to highlight its relevance in sports vision and pediatric screening. Methods This study used a descriptive case report design. A 9-year-old physically active girl presented with intermittent unilateral haemolacria. Comprehensive ophthalmic, otorhinolaryngological, and haematological evaluations were normal. After five months, the patient developed secondary sexual characteristics. Endocrine evaluation confirmed CPP based on a pubertal luteinizing hormone response, advanced bone age, and normal brain imaging. The patient was treated with GnRH agonist therapy. Results Results showed complete resolution of haemolacria following hormonal treatment, with no recurrence during 12 months of follow-up. Visual acuity and intraocular pressures were within normal limits. Slit-lamp examination revealed a quiet conjunctiva with no identifiable bleeding focus. Lid eversion showed no granuloma or vascular lesion. The lacrimal sac was non-tender with no evidence of reflux. These findings suggest a possible hormonal mechanism underlying the ocular manifestation. Conclusion In conclusion, haemolacria may serve as an early indicator of systemic hormonal changes. In the context of sports and physical activity, early recognition of such symptoms is important for ensuring safe participation and optimal development in pediatric populations.

Teaching chess tactics with SWOT and Stephen Covey matrices: Effects on tactical behavior and cognition Najm, Mohammed Suhail
Tanjungpura Journal of Coaching Research Vol. 4 No. 2 (2026): Tanjungpura Journal of Coaching Research
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/tajor.v4i2.105160

Background The growing need to develop students’ strategic thinking, self-management, and decision-making skills has become a top educational priority. This challenge underscores the necessity of implementing innovative educational approaches that integrate cognitive and tactical training. Objectives The research aims to develop two educational programs based on the SWOT matrix and Stephen Covey’s matrix. Also, it aims to reveal the impact of these programs on tactical behavior and the development of certain mental abilities. Methods The experimental method was used due to its suitability and the nature of the research. The research population represents outstanding first-year middle school students in the city of Mosul. The study sample was divided into three divisions. Division A was a control group; Division B was the first experimental group, which was studied using the SWOT matrix; Division C was the second experimental group and was studied according to the Stephen Covey matrix. The data were statistically analyzed using SPSS 26. Results The results show that students taught using the SWOT matrix achieved significantly higher scores than students taught using Stephen Covey’s matrix and conventional methods.The first experimental group outperformed both groups across all spatial ability tests (LSD = 13.80, 9.05, 9.62, and 32.47), compared with the second experimental group (LSD = 11.85, 6.97, 7.27, and 26.08) and the control group (LSD = 9.07, 5.47, 6.55, and 21.08). Furthermore, the first experimental group demonstrated superior performance across all levels of the tactical behavior test. Conclusion Teaching chess tactics through structured strategic frameworks, particularly the SWOT matrix, significantly enhances students’ tactical behavior, attention, and spatial ability compared with both Stephen Covey’s matrix and traditional instruction. This study contributes to the literature by demonstrating the effectiveness of integrating educational planning and decision-making models into chess instruction.

Impact of the constructivist Bybee model on teaching method acquisition, retention, and deductive thinking Bassim, Jamal Shukri
Tanjungpura Journal of Coaching Research Vol. 4 No. 2 (2026): Tanjungpura Journal of Coaching Research
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/tajor.v4i2.106550

Background Effective instructional models are essential for improving students' conceptual understanding, long-term knowledge retention, and higher-order thinking skills in teacher education. The constructivist Bybee model has gained attention for promoting active learning through inquiry-based instructional phases. Objectives This study examined the effects of the constructivist Bybee model on the acquisition and retention of teaching method concepts and the development of deductive thinking among third-year physical education students. Methods A quasi-experimental study with a pretest-posttest equivalent control group design was conducted during the 2022 to 2023 academic year at the University of Mosul. Third-year students from the College of Physical Education and Sports Sciences participated in the study. Participants were assigned to experimental and control groups after establishing equivalence and homogeneity across relevant demographic and academic variables. The experimental group received instruction using the Bybee model, whereas the control group followed conventional teaching methods. Data were analyzed by comparing pretest and posttest outcomes for concept acquisition, retention, and deductive thinking. Results Students instructed through the Bybee model demonstrated significantly greater gains in teaching method concept acquisition and retention than those receiving conventional instruction. The experimental group also achieved significantly higher deductive thinking scores, indicating that the constructivist learning process effectively supported cognitive development and strengthened logical reasoning. Conclusion The constructivist Bybee model is an effective instructional approach for enhancing conceptual learning, knowledge retention, and deductive thinking in physical education teacher education. Integrating this model into teaching methodology courses may improve both cognitive outcomes and instructional competence among future physical education teachers.

Longitudinal assessment of lower-limb speed-strength qualities in elite U17 footballers using dual force-plate jump testing (VALD ForceDecks) Ivanov, Danail
Tanjungpura Journal of Coaching Research Vol. 4 No. 2 (2026): Tanjungpura Journal of Coaching Research
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/tajor.v4i2.106678

Background Lower-limb speed-strength qualities are central to performance and injury prevention in youth football, yet their objective, longitudinal monitoring in elite U17 players remains uncommon in Eastern European academies. Objectives This study aimed to assess the level and longitudinal dynamics of lower-limb speed-strength qualities in elite U17 footballers across a general preparatory period. Methods Twenty-one players from the U17 academy of PFC Septemvri Sofia performed standardized Squat Jump (SJ), Countermovement Jump (CMJ) and Drop Jump (DJ, 30 cm) tests on a dual force-plate system (VALD ForceDecks FD4000, 1000 Hz) at the start (January 2026) and end (April 2026) of the period, spanning roughly 12 weeks; nineteen players formed the paired sample. Outcomes were analysed with descriptive statistics, percentage change, Cohen’s d and the Smallest Worthwhile Change (SWC). Results Practically meaningful improvements were observed in jump height for SJ (+10.1%, d = 0.90, large effect) and CMJ (+6.7%, d = 0.80, large effect), both far exceeding the SWC. The greater gain in SJ than CMJ and a negative augmentation index in April (CMJ – SJ < 0) indicated that the preparatory block emphasised concentric power while stretch-shortening-cycle (SSC) efficiency lagged. Baseline DJ revealed moderate reactive ability (RSI = 1.18 ± 0.21 m/s) with wide individual variability, and 63% of players exceeded a 10% concentric-impulse asymmetry at SJ, flagging an injury-prevention priority. Conclusion Periodized lower-limb strength work produced measurable concentric-power gains in U17 footballers, while identifying SSC efficiency, reactive strength and asymmetry correction as targets for the subsequent cycle. The study contributes a practical, data-driven monitoring framework for youth-football conditioning

Effectiveness of the fishbone strategy on cognitive achievement and attitudes in physical education teaching methods Azez, Ahlam Dara; Salman, Rabih Hazem; Ahmed, Enas Enad
Tanjungpura Journal of Coaching Research Vol. 4 No. 2 (2026): Tanjungpura Journal of Coaching Research
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/tajor.v4i2.107713

Background The educational system is based on preparing an educated generation capable of shouldering the burden of developing scientific disciplines, thereby building society on solid foundations. This requires rapid development across all areas of life and the search for means, methods, and strategies that advance the learning process. Objectives This research aims to identify the impact of the fishbone strategy on the achievement of 3rd-grade students in teaching methods and on their attitudes toward it. Methods The research sample comprised 30 third-year students in the Faculty of Physical Education and Sports Sciences at Mosul University during the second semester of the academic year (2024-2025). The researchers used the experimental design and prepared the experimental group’s curriculum and the control group. The statistical means were used to process the data. Results They found that the students in the experimental group outperformed those in the control group on the achievement test and the trend scale. Also, results show that there is a statistically significant difference in the parts of the achievement test as well as the total score of the test in the subject between the two research groups. Conclusion Using the fishbone strategy with its stages and activities contributed to the improvement of the students of the experimental group over their peers from the control group in achievement. This is evidence that teaching using the fishbone strategy is more likely to foster cognitive achievement in the usual way. The researchers recommended diversifying the use of different and modern teaching methods and identifying the current strategic methods that have proven effective in increasing achievement and trends.

Locomotor and high-speed performance profiles in women’s and men’s FIFA World Cup football Gutev, Grigor Krasimirov; Dimova, Iva
Tanjungpura Journal of Coaching Research Vol. 4 No. 2 (2026): Tanjungpura Journal of Coaching Research
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/tajor.v4i2.111039

Background The only published elite comparison that uses a common measurement system for both genders reports that men cover a total distance of about 3–5% farther and cover significantly more high-speed distance during UEFA Champions League matches. Exposure-normalised comparisons of locomotor performance between the women’s and men’s international games are scarce. Objectives This study compared the 2023 FIFA Women’s World Cup with the 2026 FIFA World Cup. Methods Player-match (1,898 women; 3,288 men) and team-match (128; 208) observations were harmonised and normalised to a per-90-minute basis. Because the datasets used non-identical speed zones, inference was restricted to bin-independent outcomes: total distance, distance below and above 7 km·h⁻¹, and peak speed. Group differences were quantified using effect sizes (Cohen’s d). Results Running distance above 7 km·h⁻¹ did not differ meaningfully between tournaments (6,338 vs 6,255 m·90⁻¹; d = −0.04), and women ran a greater proportion of their distance above walking pace (63.1% vs 60.3%). Men accumulated more low-speed distance (+13.5%; d = 0.87) and reached higher peak speeds (+8.4%; d = 0.83), a difference evident across all outfield positions but not among goalkeepers. Substitutes covered 20–30% more distance per minute than starters in both tournaments, without higher peak speeds. Conclusion Once exposure is controlled, the tournaments are similar in running volume but differ in profile: men are faster at the top end and accumulate more low-speed locomotion, whereas the women’s game is proportionally more running-dominated. Sex and format remain confounded.

Effects of fundamental movement skills–based physical education on gross motor competence among children in Makassar Sufitriyono, Sufitriyono; Fatoni, Fatoni; Yani, Ahmad; Syafruddin, Muhammad Akbar; Andi Sahrul Jahrir; Musa Muhammad Musa Hashlol
Tanjungpura Journal of Coaching Research Vol. 4 No. 2 (2026): Tanjungpura Journal of Coaching Research
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/tajor.v4i2.111251

Background Gross motor competence is essential for children’s physical development and participation in physical activity and sport. However, physical education (PE) in many elementary schools provides limited opportunities for structured and progressive fundamental movement skills (FMS) practice, potentially constraining the development of locomotor and ball skills. Objectives This study examined the effects of an eight-week FMS-based PE program on gross motor competence among elementary school children in Makassar, Indonesia, compared with regular PE. Methods A controlled school-based pretest–posttest study involved 60 children aged 8–11 years, allocated to an intervention group (n = 30) or control group (n = 30). The intervention group completed an FMS-based program integrated into regular PE lessons and delivered by PE teachers twice weekly for eight weeks. The program emphasized progressive locomotor and ball-skill activities, increased practice opportunities, and cue-based feedback. The control group continued its usual PE lessons. Gross motor competence was assessed using the Test of Gross Motor Development–Third Edition (TGMD-3), comprising Locomotor, Ball Skills, and Total scores. Posttest outcomes were compared using analysis of covariance, adjusting for baseline scores. Effect sizes were expressed as partial eta squared (η²p) and Cohen’s d. Results The intervention group demonstrated greater improvement in the TGMD-3 Total score (45.00 ± 5.00 to 51.50 ± 4.80) than the control group (44.60 ± 4.70 to 46.10 ± 4.90). Adjusted analyses indicated a large intervention effect on the Total score (η²p = .35; d = 1.10). Substantial effects were also observed for Locomotor (η²p = .22; d = 0.95) and Ball Skills scores (η²p = .20; d = 0.90). Conclusion Integrating structured and progressive FMS instruction into routine, teacher-delivered PE improved children’s gross motor competence. This approach represents a feasible curriculum-enrichment strategy for elementary schools in urban Indonesian settings.

Peer teaching enhances basketball dribbling skills in an indonesian junior high school extracurricular program Nurliani, Nurliani; Asyhari, Hasbi; Kuswoyo, Dilli Dwi; Roldan, Patrick John B.
Tanjungpura Journal of Coaching Research Vol. 4 No. 2 (2026): Tanjungpura Journal of Coaching Research
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/tajor.v4i2.111280

Background Peer teaching may facilitate active participation and collaborative learning during extracurricular sports instruction. However, evidence concerning its implementation in basketball dribbling instruction among Indonesian junior high school students remains limited. Objectives This study aimed to describe the implementation of peer teaching and changes in cognitive, affective, and psychomotor learning outcomes during basketball dribbling instruction in a junior high school extracurricular program. Methods A two-cycle classroom action research design was conducted with 25 basketball extracurricular participants at UPT SPF SMP Negeri 5 Makassar, Indonesia. Each cycle involved planning, action, observation, and reflection. Students with comparatively stronger basketball competence were assigned as peer tutors to demonstrate dribbling techniques, guide practice, and provide feedback to their classmates. Data were collected using observation sheets, documentation, and assessments covering cognitive, affective, and psychomotor learning outcomes. The available data were analyzed descriptively using mastery frequencies and percentages. Results Observations during Cycle I indicated increased participation, although several students continued to experience difficulty controlling the ball while moving, and some peer tutors required additional teacher guidance. Numerical mastery data for Cycle I were unavailable; therefore, the magnitude of change between cycles could not be calculated. Following instructional refinement in Cycle II, all 25 students achieved mastery in the cognitive domain (100%) and affective domain (100%). In the psychomotor domain, 23 students achieved mastery and two did not, resulting in a mastery rate of 92%. Students also demonstrated greater confidence, collaboration, participation, and technical control during dribbling practice. Conclusion Peer teaching was associated with high cognitive, affective, and psychomotor mastery levels by the end of Cycle II and may support active and collaborative basketball instruction. However, because numerical baseline and Cycle I results, inferential analyses, and a control group were unavailable, these findings are limited to this classroom action research context and should not be interpreted as causal evidence of effectiveness.

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Didi Suryadi

Contact Email
tajorjurnal@fkip.untan.ac.id

Phone
+6289614568413

Journal Mail Official
tajorjurnal@fkip.untan.ac.id

Editorial Address
Jl. Prof. Dr. Hadari Mawawi, Pontianak, Kalimantan Barat

Location
Kota pontianak,

Kalimantan barat

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Didi Suryadi

Contact Email tajorjurnal@fkip.untan.ac.id

Phone +6289614568413

Journal Mail Official tajorjurnal@fkip.untan.ac.id

Editorial Address Jl. Prof. Dr. Hadari Mawawi, Pontianak, Kalimantan Barat

Location Kota pontianak, Kalimantan barat INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Didi Suryadi

Contact Email
tajorjurnal@fkip.untan.ac.id

Phone
+6289614568413

Journal Mail Official
tajorjurnal@fkip.untan.ac.id

Editorial Address
Jl. Prof. Dr. Hadari Mawawi, Pontianak, Kalimantan Barat

Location
Kota pontianak,

Kalimantan barat

INDONESIA