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Sahabuddin
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Sains Global Institut Kompleks Griya Fajar Mas Regency 1 Blok C No. 4, Kota Makassar, Sulawesi Selatan, Indonesia
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Journal Of Sport Education, Coaching, And Health
Published by Sains Global Institut Indonesia
ISSN : 27974197     EISSN : 27973565     DOI : https://doi.org/10.35458/jc
Core Subject : Education,
Other
JOCCA : Journal of Sport Education, Coaching, and Health terbit dalam 4 kali setahun (maret, juni, september dan desember). Jurnal ini mempublikasikan artikel - artikel yang di peer reviewed dari hasil - hasil penelitian yang terkait dengan scope: sports education, sports physical education, sports coaching, sports science, sports management, sports psychology, sports biomechanics, traditional sports, sports nutrition, and health sciences.
Arjuna Subject : Umum - Umum
Articles 152 Documents
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The Effect of Inquiry Learning Model on The Ability of Basic Passing Techniques In Futsal Games Sahabuddin, Sahabuddin; Ishak, Muhammad
Journal of Sport Education, Coaching, and Health (JOCCA) Vol 5 No 4 (2024): December
Publisher : Sains Global Institut, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35458/jc.v5i4.4574

Abstract

This study investigated the effect of the Inquiry Learning Model on the ability of basic passing techniques in futsal among students of State Senior High School 5 Makassar. Using a quasi-experimental design with a nonequivalent control group, two classes were purposively selected: the experimental group received instruction through the Inquiry Learning Model, while the control group was taught using conventional methods. Both groups consisted of 30 students. Data were collected through pretest and posttest skill tests assessing passing accuracy, strength, and speed. The normality and homogeneity tests confirmed data suitability for parametric analysis. The post-test results showed a significant improvement in the experimental group (mean = 85.3, SD = 4.7) compared to the control group (mean = 75.6, SD = 5.2), supported by the independent t-test (t(58) = 6.12, p < 0.001). The gain score analysis further demonstrated that the experimental group’s average gain (20.5 points) was significantly higher than that of the control group (10.3 points), indicating the effectiveness of the Inquiry Learning Model in enhancing futsal passing skills. These findings highlight the benefits of active, student-centred learning models in physical education to improve motor skill acquisition and performance. The study recommends integrating inquiry-based learning strategies in sports education to foster better technical competence and engagement. Further research is encouraged to examine the model’s impact on other sport-specific skills and broader student populations.
Correlation Between Physical Education Achievement, Basic Motor Skills, and Students' Interest in Selected Sports Disciplines Syahruddin, Syahruddin; Saleh, Muhammad Syahrul
Journal of Sport Education, Coaching, and Health (JOCCA) Vol 5 No 4 (2024): December
Publisher : Sains Global Institut, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35458/jc.v5i4.4575

Abstract

This study examined the correlation between Physical Education (PE) achievement, basic motor skills, and students’ interest in selected sports disciplines among students at SMP Negeri 29 Makassar. A quantitative correlational design was employed involving 120 students from grades VII and VIII, selected through stratified random sampling. Data were collected using standardized motor skill tests (TGMD-2), interest questionnaires, and official PE grades from the school’s records. Descriptive statistics showed the mean PE achievement score was 78.5 (SD = 8.3), basic motor skills score averaged 72.4 (SD = 7.5), and sports interest score had a mean of 3.9 on a 5-point Likert scale (SD = 0.6). Normality tests confirmed data distribution was suitable for parametric analysis. Pearson correlation analysis revealed a strong positive correlation between PE achievement and basic motor skills (r = 0.68, p < 0.001), a moderate positive correlation between PE achievement and sports interest (r = 0.52, p = 0.004), and a weak but significant correlation between motor skills and sports interest (r = 0.33, p = 0.023). These findings suggest that motor skill competence and student interest in sports significantly influence PE academic outcomes. The study emphasizes the need for educators to focus on improving motor skills while fostering students’ motivation and engagement in sports activities. Future research should explore longitudinal effects and interventions aimed at enhancing both motor proficiency and sports interest.
A Systematic Review of Football Tactics Learning in Physical Education Curriculum Ridwan, Andi; Adil, Ahmad
Journal of Sport Education, Coaching, and Health (JOCCA) Vol 6 No 1 (2025): March
Publisher : Sains Global Institut, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35458/jc.v6i1.4576

Abstract

This systematic review examines the effectiveness of football tactics learning within physical education (PE) curricula over the past decade. A comprehensive analysis of 30 peer-reviewed studies from national and Scopus-indexed journals reveals that game-centered instructional models, especially the Teaching Games for Understanding (TGfU) and Tactical Games Model (TGM), significantly enhance students’ tactical awareness, decision-making skills, and overall engagement. Across multiple studies, TGfU-based interventions resulted in an average 25% improvement in tactical knowledge and a 30% increase in student motivation compared to traditional teaching methods (García-Ceberino et al., 2020; Barba-Martín et al., 2020). Additionally, tactical learning embedded in real-game scenarios improved technical skills by 18% (Olthof et al., 2020), demonstrating the integrative benefits of these models. The review identifies key factors influencing the successful implementation of these approaches, including teacher training and contextual adaptation to diverse learner backgrounds. Despite positive outcomes, several gaps persist, such as limited longitudinal studies assessing long-term retention of tactical knowledge and the need for standardized assessment tools. This study recommends further research to explore hybrid pedagogical models combining tactical and skill-based instruction, alongside enhanced professional development for educators. The findings underscore the importance of innovative, student-centred teaching methods to promote cognitive, affective, and physical domains in football education. Ultimately, integrating tactical learning in PE supports holistic student development and fosters lifelong engagement in physical activity and sports.
Systematic Review of Game-Based Football Learning for School Students Nawir, Nukhrawi; Bismar, Ahmad Rum
Journal of Sport Education, Coaching, and Health (JOCCA) Vol 6 No 1 (2025): March
Publisher : Sains Global Institut, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35458/jc.v6i1.4577

Abstract

This systematic review explores the impact of game-based learning (GBL) methods on football instruction for school students, drawing on 12 peer-reviewed articles published between 2014 and 2024. The review follows PRISMA guidelines and focuses on five key domains: technical skill development, tactical understanding, motivation, physical fitness, and pedagogical implications. The studies reviewed employed models such as Teaching Games for Understanding (TGfU), Small-Sided Games (SSG), and hybrid approaches in primary and secondary school settings. Quantitative findings revealed that GBL significantly improved technical football skills in 83% of the studies. For instance, in a study by Zhai et al. (2023), students participating in SSG-based training improved their passing accuracy by 19% and dribbling performance by 14% over six weeks. In terms of tactical cognition, 75% of the articles reported increased decision-making ability, with García-Ceberino et al. (2020) noting a 23% gain in tactical awareness among middle school students using the TGfU model. Furthermore, 9 out of 12 studies indicated a notable increase in student motivation and engagement. Gil-Arias et al. (2017) recorded a 22% rise in self-reported motivation scores in GBL classrooms. Physical fitness metrics also improved, with studies documenting gains in aerobic capacity and agility. Overall, GBL fosters a student-centred learning environment that enhances cognitive, physical, and affective outcomes in football education. The review underscores the need for structured implementation and further longitudinal research to ensure sustainability and efficacy in diverse educational contexts.
Volleyball Skills-Oriented Physical Education Learning: A Literature Review Hakim, Hikmad; Sahabuddin, Sahabuddin
Journal of Sport Education, Coaching, and Health (JOCCA) Vol 6 No 1 (2025): March
Publisher : Sains Global Institut, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35458/jc.v6i1.4578

Abstract

This literature review examines recent research on volleyball skills-oriented physical education learning, focusing on methods, outcomes, and pedagogical innovations over the past decade. Analysis of 30 peer-reviewed studies from national and Scopus-indexed journals reveals that play-based learning methods consistently improve volleyball fundamental skills, particularly underhand passing, with skill acquisition gains ranging from 18% to 35% (Iqbal et al., 2025; Agustina et al., 2023). Movement coordination learning models contribute to enhanced motor control and game performance, reporting improvements in reaction time and accuracy by approximately 22% (Risma et al., 2024). Technological interventions such as e-books and visual imagery are validated as practical tools to increase skill proficiency and student engagement, showing up to 28% enhancement in learning outcomes (Endriani et al., 2022; Risma et al., 2024). Furthermore, pedagogical models including the Sport Education Model (SEM) and Teaching Games for Understanding (TGfU) positively impact both technical volleyball skills and socio-emotional learning, with noted increases in student motivation and life skills by 25% (Munar et al., 2025; Nascimento Junior et al., 2024). Feedback mechanisms and cooperative learning approaches also play critical roles in optimizing skill development and retention. However, research gaps remain in long-term effects and comparative efficacy across different age groups and skill levels. This review underscores the importance of diverse, student-centered teaching strategies supported by technology and feedback to enhance volleyball skills in physical education. Recommendations for future research emphasize longitudinal studies and the integration of physical literacy frameworks.
Literature Review on Innovative Volleyball Learning Models in Physical Education Awaluddin, Awaluddin; Hasanuddin, M. Imran
Journal of Sport Education, Coaching, and Health (JOCCA) Vol 6 No 1 (2025): March
Publisher : Sains Global Institut, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35458/jc.v6i1.4579

Abstract

This literature review explores recent developments in innovative volleyball learning models within physical education (PE), emphasizing student-centered strategies designed to improve technical skills, game understanding, motivation, and social interaction. A systematic review of 30 peer-reviewed national and Scopus-indexed journal articles published between 2014 and 2024 was conducted. The literature search utilized databases including Scopus, DOAJ, and Google Scholar, focusing on studies applying or evaluating instructional models such as Teaching Games for Understanding (TGfU), Sport Education Model (SEM), cooperative learning, and digital or multimedia-based methods. Findings reveal that the application of TGfU and SEM in volleyball PE led to significant improvements in students’ tactical knowledge and skill execution. For instance, a study by Munar et al. (2021) showed a 23.7% increase in cognitive decision-making scores after a 6-week SEM intervention. Additionally, Endriani et al. (2022) reported high feasibility in digital-based volleyball modules, with an effectiveness rating of 87.19% and learning practicality of 92.12%. Similarly, play-based and cooperative learning models demonstrated a positive impact on student motivation and participation (Padillah et al., 2020). Despite these advancements, gaps remain in longitudinal data, inclusivity across diverse student populations, and integration with online learning platforms. Therefore, future studies should focus on adaptive, hybrid, and gamified learning environments that promote equitable access and sustainable skill development in PE settings.
Health-Based Physical Education Learning Model: A Literature Review of Global Practices Syahruddin, Syahruddin; Saleh, Muhammad Syahrul
Journal of Sport Education, Coaching, and Health (JOCCA) Vol 6 No 1 (2025): March
Publisher : Sains Global Institut, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35458/jc.v6i1.4580

Abstract

This systematic literature review explores global practices in implementing Health-Based Physical Education (HBPE) models, aiming to identify key strategies, outcomes, and contextual factors influencing success. Using databases such as Scopus, PubMed, ERIC, ScienceDirect, and SINTA, 62 peer-reviewed articles published between 2014 and 2024 were analyzed through thematic synthesis. The review categorizes HBPE models into thematic health-oriented learning, structured physical activity programs (e.g., TPSR, SEPEP), and technology-assisted models (e.g., wearable fitness devices, digital PE platforms). Findings show that HBPE significantly contributes to improving students’ physical health and behavioral outcomes. For example, a controlled study in Canada demonstrated a 23% improvement in cardiorespiratory fitness after a 12-week HBPE intervention (Thomas et al., 2021). In South Korea, schools implementing HBPE integrated with mindfulness training reported reduced stress levels and improved classroom behavior (Lee & Kim, 2020). Across regions, success factors included teacher professional development, supportive national policies, availability of facilities, and cultural alignment of curricula. However, challenges persist, such as inconsistent funding, limited teacher expertise, and socio-cultural barriers in low- and middle-income countries. The review concludes that HBPE is a globally viable model for promoting lifelong health in students, particularly when contextualized to local educational frameworks. Recommendations include investing in teacher training, curriculum innovation, and multi-sector collaboration. This review provides policymakers, educators, and researchers with a comprehensive understanding of global HBPE practices and their relevance to improving the quality and inclusivity of physical education
Integration of Physical Education and Mental Health in Adolescents: An Evidence-Based Literature Review Sahabuddin, Sahabuddin; Syahruddin, Syahruddin
Journal of Sport Education, Coaching, and Health (JOCCA) Vol 6 No 1 (2025): March
Publisher : Sains Global Institut, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35458/jc.v6i1.4581

Abstract

The integration of Physical Education (PE) and mental health promotion in adolescents has become a growing focus in educational and public health discourse. This evidence-based systematic literature review aims to explore the impact of school-based PE programs on adolescent mental health, highlighting effective integration models, mediators, and challenges. Using six databases (Scopus, PubMed, ScienceDirect, Google Scholar, DOAJ, and Garuda), twenty peer-reviewed articles published between 2014 and 2024 were identified and analyzed thematically and narratively. Findings consistently demonstrate that regular participation in structured PE is associated with reduced levels of depression (SMD = -0.64; p < 0.01), anxiety, and stress, and enhanced well-being, self-esteem, and resilience. For instance, a meta-analysis by Lubans et al. (2016) revealed that school-based physical activity significantly improved psychological well-being across 14 controlled studies. The effectiveness of these interventions is moderated by factors such as gender, age, frequency, and duration of activity, and social support. Programs integrating mindfulness, cooperative games, and sport-based counseling were found particularly effective. Despite promising outcomes, several barriers hinder implementation, including a lack of teacher training, weak institutional support, and prevailing stigma toward mental health in schools. Multi-component interventions—merging PE with counseling, mental health education, and teacher capacity building—are crucial for sustainable outcomes. This review emphasizes the importance of embedding mental health promotion within PE curricula to support holistic adolescent development and calls for future policies to prioritize integrative, evidence-based approaches.
The Effectiveness of a Scientific Approach in Discus Throw Learning to Improve Students' Motor Skills Latuheru, Ricardo Valentino
Journal of Sport Education, Coaching, and Health (JOCCA) Vol 6 No 1 (2025): March
Publisher : Sains Global Institut, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35458/jc.v6i1.4582

Abstract

This study investigates the effectiveness of the scientific approach in enhancing students' motor skills in discus throw learning at SMP Negeri 24 Makassar. A quasi-experimental design was employed with two groups: an experimental group taught using the scientific approach and a control group taught using conventional methods. A total of 60 eighth-grade students were selected through purposive sampling. Pretest and posttest were conducted to assess motor skill development. Descriptive data indicated that the experimental group improved from a mean pretest score of 65.40 to a posttest score of 80.73, while the control group increased from 64.80 to 68.63. Normality and homogeneity tests confirmed that the data were suitable for further analysis. The paired sample t-test revealed a significant improvement in the experimental group (p < 0.05), and the independent sample t-test showed a significant difference between the posttest scores of the two groups (t = 6.72, p < 0.05). The calculated Cohen's d of 2.06 indicated a large effect size. The findings suggest that the scientific approach is significantly more effective in improving motor skills in discus throw learning than conventional methods. It is recommended for broader application in physical education to enhance student engagement and performance.
Literature Review on Football Learning Strategies for Student Competency Development Musfira, Nurul; Bismar, Ahmad Rum
Journal of Sport Education, Coaching, and Health (JOCCA) Vol 6 No 1 (2025): March
Publisher : Sains Global Institut, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35458/jc.v6i1.4583

Abstract

This literature review explores contemporary football learning strategies and their effectiveness in enhancing student competencies, including technical skills, tactical understanding, cognitive development, and social behavior. Drawing on 30 peer-reviewed journal articles published within the last ten years, the review categorizes the learning strategies into eight models: Play-Teach-Play (PTP), Reciprocal Learning, Teaching Games for Understanding (TGfU), Problem-Based Learning (PBL), Drill Method, Sport Education Model (SEM), Differentiated Instruction (DI), and Cooperative Learning. The findings reveal that student-centered models generally yield greater competency development than traditional direct instruction. For example, Karisman et al. (2024) demonstrated a significant improvement in technical abilities using the PTP model, with GPAI scores rising from 53.20 to 78.65 among students aged 6–9. Syahruddin (2023) applied the Reciprocal Learning model, resulting in passing technique scores increasing from 7.86 (pre-test) to 27.38 (post-test). Additionally, Zanuarta and Priambodo (2024) found that PBL improved student motivation scores from 3.5 to 4.2 (on a 5-point scale), although cognitive score gains were modest. TGfU was especially effective in developing tactical awareness and decision-making skills. The review concludes that hybrid and student-centered instructional designs—particularly TGfU, SEM, and PBL—are most effective for developing holistic football competencies in educational settings. Recommendations are made for future longitudinal and mixed-methods studies to examine the sustainability and contextual adaptability of these approaches

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