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ACPES Journal of Physical Education, Sport, and Health
Published by Universitas Negeri Semarang
ISSN : -     EISSN : 27970426     DOI : https://doi.org/10.15294/ajpesh
Core Subject : Health,
Health Professions
ACPES Journal of Physical Education, Sport and Health (AJPESH) [ISSN 2797-0426] is published by Universitas Negeri Semarang (UNNES) in cooperation with ACPES (ASEAN Council of Physical Education and Sport). ACPES Journal of Physical Education, Sport and Health (AJPESH) contains articles about physical education, sport, and health. The journal can be used by health practitioners, health caregivers, teachers, students, and people who interested in health issues.
Arjuna Subject : Umum - Umum
Articles 32 Documents
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English Language Proficiency, International Exposure, and Global Career Opportunities among Sport Science Students: Challenges and Pathways toward World-Class University Zahrah Zakiya Ahda; Gustiana Mega Anggita; Mohammad Arif Ali; Radita Asti Prawita; Fanisa Dwi Nanda Sofia
ACPES Journal of Physical Education, Sport, and Health (AJPESH) Vol. 5 No. 2 (2025): December 2025
Publisher : Universitas Negeri Semarang (UNNES) in cooperation with ACPES (ASEAN Council of Physical Education and Sport)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ajpesh.v5i2.57797

Abstract

The internationalization agenda of higher education has become a critical component in achieving World-Class University (WCU) status. Within this context, English language proficiency plays a strategic role in preparing students to participate in international academic and professional environments. This study explores the perceptions, challenges, and expectations of Sport Science students regarding English language competency and its contribution to international exposure and global career opportunities. Using a mix-Methode approach, quantitative data were collected from 81 Sport Science students through open-ended surveys concerning their English language needs, learning experiences, and future career aspirations. while, 4 alumni were interviewed to get deeper context with workplace need. The findings reveal that students perceive English proficiency as essential for accessing international scientific literature, communicating in multicultural environments, participating in international sporting events, and expanding employment opportunities in the global sports industry. Students also recognize English as a crucial tool for obtaining international certifications, scholarships, and overseas professional experiences. However, several barriers remain prominent, including limited vocabulary mastery, difficulties in speaking and pronunciation, listening comprehension challenges, and insufficient confidence in academic writing. Students expect English learning programs to emphasize sport-specific terminology, practical communication skills, international academic literacy, and interactive learning methods aligned with professional sport contexts. This study proposes a conceptual pathway in which English language proficiency functions as a foundational competency that facilitates international exposure, which subsequently enhances global career opportunities for Sport Science students. The findings provide important implications for universities pursuing internationalization and WCU objectives by highlighting the need for discipline-specific English programs that support students’ global competitiveness and professional mobility.
Development of a Problem-Based Learning Module Based on the Game of Bocce to Improve Gross Motor Skills and Social Interaction in Children with Intellectual Disabilities Ibnu Fatkhu Royana; Danang Aji Setyawan; Pandu Kresnapati; Dani Slamet Pratama
ACPES Journal of Physical Education, Sport, and Health (AJPESH) Vol. 6 No. 1 (2026): June 2026
Publisher : Universitas Negeri Semarang (UNNES) in cooperation with ACPES (ASEAN Council of Physical Education and Sport)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ajpesh.v6i1.58278

Abstract

Children with Down syndrome often experience delays in gross motor skills and social interaction that limit their physical participation, independence, and quality of life, while adapted physical education in special schools generally remains teacher-centred and makes minimal use of interactive media. This study aimed to develop a bocce-based Problem-Based Learning (PBL) module for adapted physical education and to conduct a preliminary evaluation of its expert-based feasibility and practicality, of changes in gross motor performance following implementation, and of students’ social interaction observed during the learning activities. A Research and Development study using the ADDIE model was conducted in three phases: (1) product development with expert appraisal by physical-education, special-education, and practitioner reviewers; (2) a small-scale feasibility trial; and (3) field implementation with a one-group pretest–posttest preliminary outcome evaluation involving 17 children with Down syndrome at two special schools in Semarang. Gross motor performance was analysed with descriptive statistics, a paired-samples t-test, Cohen’s d, and N-gain; social interaction was assessed through structured observation during implementation. The products showed acceptable expert-based feasibility (instructional module 81.25%; worksheet 78.30%; module 74.60%) and high practicality (teacher 92.5%; student 90%). Gross motor performance improved significantly following implementation, from 51.10% to 79.96% (t(16) = 8.42, p < 0.001; Cohen’s d = 2.11; moderate N-gain = 0.57). Social interaction was observed at a favourable level (81%) during the activities; as no baseline was collected, this is a descriptive process indicator rather than an improvement outcome. The bocce-based PBL module demonstrated acceptable expert-based feasibility and high practicality and was associated with a significant improvement in gross motor performance, with favourable social interaction observed during implementation. These preliminary findings support the module as an adaptive learning alternative and warrant confirmation through controlled designs.

Page 4 of 4 | Total Record : 32

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