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INTERNATIONAL CONFERENCE
SPORT SCIENCE
Team Editor:

Penanggung Jawab
Dr. Edy Mintarto, M.Kes
Dr Nining Widya. K., M. Appl. Sc.
Choirul Umam, S.Pd.

Editor
Dr. Amrozi Khamidi
Muhammad Fattahilah, S.Pd.
Rosidha A

ISBN 978-602-74679-0-3

Cover Design : Oky Sakti

Sport Education Master Program of Universitas Negeri Surabaya

Alamat ; Jl. Kampus Unesa Ketintang, Kec. Jambangan, Surabaya

@Hak cipta di lindungi oleh Undang-undang

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 Preface

Praise be to Allah the merciful and grateful, we have finished the

Proceeding book of International Conference of Sport Science. This book was a
draft of an international seminar which is the final project of seminar subjects.
This activity is expected to be a learning tool in particular, as well as a
platform to introduce the state university of Surabaya to the academic community.
Thus, the future State University of Surabaya can be more open, and more
advanced in the application of information and technology as well as the latest
sport science.
We are thanks to all of keynote speaker Dr. Greg Eilson ( Australian
Strength and Conditioning Association), Gunter Lange (Germany), Dr. Nining
Widya K., M.Appl.Sc. (Universitas Negeri Surabaya, Indonesia), Serkan Berber
(Anadoulu University, Turkey), Dr. Soumendra Saha (University of Sains
Malaysia) and Dr. Yusuf Fuad, M.Sc. (Universitas Negeri Surabaya, Indonesia).
We are thanks to the lecturer as well chief of department of Postgraduate
Sports Education of Pascasarjana Unesa, Dr. Edy Mintarto,M.Kes. for support
and guidance during we started the process of this conference.
Thanks also to all friends who have worked hard to succeed whole
process of international conference.Hopefully in the future, everything we do
today can be useful and be equipped very useful in sport studies and other
activities of postgraduate of Sport Education of Unesa.
Surabaya, June 1st, 2016
Greetings
Editor,

Fattahilah

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 Table of Content
Keynote Speaker
No Name Materi Page
Dr. Greg Wilson
(Australian Strength
1 The Future of Strength and Conditioning 12
and Conditioning
Association)

Gunter Lange
2 Sport Technology and Training 35
(Germany)

Dr. NiningWidya K.,

M.Appl.Sc.
3 (UniversitasNegeri Model of Talent Identification in Indonesia 67
Surabaya)

Serkan Berber
International Visitors to the 2014 Sochi Winter
4 (Anadoulu University, 85
Paralympic Games
Turkey)

Dr. SoumendraSaha Transforming Higher Education for a Sustainable

5 93
(USM, Malaysia) Tomorrow

Dr. Yusuf Fuad, M.Sc.

Sports Biomechanics:
6 (UniversitasNegeri 127
Is Only Simple Collection Data?
Surabaya Indonesia)

Table of Content
Keynote Speaker
No Name Materi Page
Serkan Berber
A Tale of Two Cities: Legacies of the 2012 UEFA
1 (Anadoulu 146
EURO Cup in Gdansk and Lviv
University, Turkey)

Preparing The Indonesian Olympic Team: Applications

Stephen P Bird
2 Of Sport Science In Fatigue Monitoring And Recovery 150
(Australia)
Management

4
 Table of Content
Sport Education
No Name Article Page
A Study On Sport Development Of Relay Snake
Bustanol Arifin, Frendy
1 And Ladder Game For Elementary School 156
Aru Fantiro (Indonesia )
Students
Dodik Andi Wicaksono
Setyawan, Marki Sandi,
Portrait Of Physical Education And Sports In
2 Satrio Pujo Sasmito, 160
Indonesia
Ary Prabowo
(Indonesia)
Development Games Model Physical Education
Dwi Catur Andy Sport And Health Class Iv Elementary School:
3 164
Saputro (Indonesia) Based Teaching Games For Understanding For
Learning Curriculum 2013

Jusuf Blegur Feedback And Sport Performance: Study At Ppld

4 167
(Indonesia) Athletes Of East Nusa Tenggara Province
Modification Of Learning Model Triple Jump
Puguh Satya
5 Subject In Physical Education, Sports, And 171
(Indonesia)
Health In Class Xi Sman 1 Pacet Mojokerto

The Performance Of Physical Education And

Rendra Wahyu
Sports Teacher After The Application Of
6 Pradana, Wahyu Indra 175
Curriculum 2013 For The Teacher Junior High
Bayu (Indonesia)
Schools In District Jombang

The Effect Of Locomotor Learning Toward Motor

Ruruh Andayani Bekti
7 Skill Of Students Grade I With Mentally Disabled 180
(Indonesia)
(C1) Slb Putera Asih Kota Kediri
The Effect Of Learning-Time Modification Toward
8 Sapto Adi (Indonesia) The Increase Of Physical Fitness, Self-Concept, 183
And Academic Achievement
Improved Time Management Skills And Physical
Silvia Mega Novita,
Education Teacher Learning Arenas And Sport
9 Zakaria Wahyu Hidayat 202
(Studies On Teachers Civil Servants Public
(Indonesia)
Taman District Sidoarjo Regency) 2014
Increased Giving Feedback Skills Teachers Of
Physical Education And Health (Studies In
Sucahyo Mas’An Al-
10 Physical Education Teachers Sports And Health 206
Wahid (Indonesia)
Pns State Elementary School District At Taman
Sidoarjo Regency)
Physical Activity For Early Childhood (Ages 5
11 Wujiati (Indonesia) And6 Years) On Early Childhood Education Units 212
In Indonesia

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 Table of Content
Sport Science and Coaching
No Name Article Page

The Development Of Strength Training Model

Abdul Alim, Hari Setijono, To Improve Tennis Serve Techniques Ability For
1 216
Edy Mintarto (Indonesia) 15-19 Years Male Athlete Which Were Valid,
Practically, And Effectively

Adi Sucipto, M.Kes, Dr., The Development Of Instrument For Evaluating

2 Prof. Toho Cholik Mutohir, Coaching Competency (Iecc) Of Football 220
Ma. Ph.D (Indonesia) Schools

Efforts To Improve The Quality Of Agility

Agus Hariyanto Through Rope Jump Exercise (Plyometric) With
3 226
(Indonesia) Interval Training Method 1 : 2 And Interval
Training Method 1 : 3

The Effects Of One Leg Hop Bunny Jumps,

Ahmad Signle Leg-Hoops Progression, Front Cone
4 230
Hariyanto(Indonesia) Hoops Towards Power, Agility, And Capacity Of
Maximum Aerobics

The Effects Of The Training Method Of Super

Ahmad Nasrulloh, Hari
Set And Compound Set With Resting Intervals
5 Setijono, Edy Mintarto 233
Of 30 And 120 Seconds Between The Sets
(Indonesia)
Towards Health Related Fitness

Albertus Fenanlampir, Leadership And Conflict The Organization Sport

6 M.Pd, Dr. 237
Viewed From Cultural Perspective Maluku
(Indonesia)
Effect Of Combination Therapy With Therapeutic
Ali Satia Graha, M.Kes.
7 Exercise Massage Frirage Interruption Of Rom 249
Aifo., Dr.
(Indonesia) And Pain On Injury Soccer Athletes Ankle

Anak Agung Ngurah The Effect Of Bench Press And Chest Press
8 Budiadnyana, S.Pd. Through The Strength And Power Of Arm 252
(Indonesia) Muscle In Shorinjikempo'S Athlete

The Effect Of Single Turn Of Rope And Double

Angga Indra Kusuma
9 Turn Of Rope Exercise Against Increased Arm 255
(Indonesia)
Muscle Power And Leg Muscle Power

6
 The Effect Of Double-Leg Zig Zag Hop And
Ardiansyah D. Kandupi
10 Barrier Hop With Depth Jump And Rimp Jump 258
(Indonesia)
To The Stregth And Power Of Leg Muscless

The Effect Of Intelligence, Eye-Hand-Leg

Aridhotul Haqiyah
11 Coordination And Balance On The Pencak Silat 264
(Indonesia)
Punch And Kick Coordination

The Comparison Of Learning Make A Match

Arnaz Anggoro Saputro
12 Method And Think Pair Share Model Toward 267
(Indonesia)
The Study Result Of Basketball Dribble

Effectiveness Of Different Sports Massage,

Bambang Priyonoadi Massage Circulo And Massage Frirage
13 273
(Indonesia) Modulation Levels Of Immunoglobulin Enzyme A
(Iga)

Potential And International Level Performance

Deddy Whinata
Achievements Actualization Coach And Athlete
14 Kardiyanto, S.Or., M.Pd 276
Sports Paralympic Indonesia And Development
(Indonesia)
Model System Coaching

The Influence Of Massed Practice And

Distributed Practice Method Toward The
Desak Wiwin Try
15 Increasing Of Forehand And Backhand Skills To 280
Swandewi (Indonesia)
The Male Students Of Satya Bhuwana Tennis
School Gianyar Year 2014

Endang Rini Sukamti, The Development Of The Model For Artistic

16 M.S., Dra. 284
Gymnastics Talent Scouting On Early Childhood
(Indonesia)
Indicator Swimming Skills Test And
Fahrur Rozi, Yanus Anthropometric Measurements Were Used To
17 289
Setyowati (Indonesia) Identify Athletes Seeds Talented Swimming
Sports

Ability Comparison Motor Skills Elementary

Faisol Choirul Sani, Andri
18 School Student In Plateau And Lowland In Sub- 292
Aritianto (Indonesia)
Province Magetan

Faizal Januariansyah Implementation Of Junior Basketball League

19 295
(Indonesia) 2014 Surabaya

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 Effect Of Exercise Crocodilepush Up And T
20 Firmansyah (Indonesia) Push Up To The Arm Muscle Strength And 303
Muscle Power Arm

The Effect Of Strength Training Arm Overhead

Hendro Budi Surahman, Clear Drill To Power Of Arm And Precision
21 307
S.Or. (Indonesia) Punch Of Forehand Clear And Exercise Drive In
Badminton

Himawan Wismanadi,
Plyometric exercises influence over Berrier
22 M.Pd., Dr. hexagon and the Explosive Muscle Power Limbs 310
(power) in the Women's Team Basketball
(Indonesia) Surabaya
I Gede Dharma The Effect Of Hurdle Hops Training On Interval
23 Utamayasa,S.Pd. 1:6 And 1:8 Toward The Improvement Of The 314
(Indonesia) Power And Strength

The Effects Of Interval Ratio – Scaled Circuit

I Ketut Iwan Swadesi Intensity Training Towards The Increase Of
24 319
(Indonesia) Power, Agility, Speed, And Vo2 Max (Maximum
Volume Of Oxygen

The Effect Of Star Drill, Single-Leg Hops And E-

I Komang Muna Palguna,
25 Movement, Zigzag Drill Exercises Towards 322
S.Pd. (Indonesia)
Agility And Leg Muscle Power

I Made Rajat Sanjaya, S.Pd The Influence Of Acceleration Sprints And In-
26 325
(Indonesia) Out Sprint To Speed And Agility

Kunjung Ashadi The Implementation Of Hidration Program In

27 328
(Indonesia) Badminton Athletes Of East Java Pplp

Effect Of High Intensity And Low Intensity

Lalu Moh Yudha Isnaini
28 Plyometric Training Toward Leg Muscle 333
(Indonesia)
Strength And Explosive Power

Mahmud Yunus The Effective Gear Ratio And The High Climbs
29 340
(Indonesia) To A Maximum Speed For Novice Cyclists

The Effect Of Exercise Drill Ladder Single,

Double Punch Drill Ladder, Ladder Speed Run,
Marzuki, M.Si., Dr.
30 Run Ladder Stride, Chest Press, Press 344
(Indonesia)
Shoulder, Leg Press, Leg Extension Of The
Explosive Power Muscle, Strength, And Speed

31 Muh Usba (Indonesia) The Effect Of Wave Squat And Double Leg Hop 347
Progression With A Leg Press And Calf Sitting

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 On Leg Muscle Strength And Power

The Effect Of Z-Pattern Run Drill Exercise And

Muhammad Agusman
32 Barrier Jump With Cut And Sprint Towards Leg 351
(Indonesia)
Mucles’ Agility And Power

Muhammad Fattahillah,
Contribution Of Arm Strength, Back Strength
33 S.Pd. , Dr. Edy Mintarto, 356
And 30M Sprint Towards Javelin
M.Kes. (Indonesia)

The Comparation Between Speech And

Muhammad Imam Fuadi Demonstration Methods Toward The Study
34 358
(Indonesia) Result Of Junior High School In Free Style
Swimming (Crawl)

Identification of Supporting and Obstacle

35 NikmatulAini, Bima Factors of Swim Coaching in Petrokimia Gresik 361
(Indonesia) Club

Nortje Anita Kumaat Influence Of Aerobic Exercise On Aerobic

36 365
(Indonesia) Capacity And Self Well Being

Comparison Of Physical Fitness Junior High

37 Oce Wiriawan (Indonesia) 369
School Based On Highlands And Lowland

The Influence Of Drill And Alley Rally Training

Methods To The Accuracy Of Groundstroke
38 Peby Gunarto (Indonesia) 375
Forehand Topspin And Groundstroke Backhand
Topspin On Tennis

Modification Of Learning Model Triple Jump

39 Puguh Satya (Indonesia) Subject In Physical Education, Sports, And 377
Health In Class Xi Sman 1 Pacet Mojokerto

Rahayu Prasetiyo Differencees Emotional Intelegence Between

40 381
(Indonesia) Combat And Non Combat Athlete

The Effect Of Massage And Stretching On High

41 Rina Nopiana (Indonesia) And Low V02Max In Recovery Of Blood Lactit 385
Acid And Heart Rate After Sport Activities.

Effect Of High-Intensity Interval Training (Hiit)

Risfandi Setyawan, Mecca Versushigh Volume Endurance Training
42 Puspitaningsari Program (Hvet) To The Improvement Of 390
(Indonesia) Vo2Max, Vj And Power For Mens Volleyball
Players

43 Ritoh Pardomuan Analysis Of Supporting Factors For Potential 394

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 (Indonesia) Athletes In Basketball

The Effect Of Training Cable Crossover And

Rizky Aris Munandar, M.Pd
44 Shoulder Press To Increase The Strength Of 398
(Indonesia)
Arm Muscles

Training Model Development Of Dribbling -

45 Rumi Iqbal (Indonesia) 404
Shooting And Dribbling - Passing In Football

Sapto Wibowo, M.Pd, Lucy The Provision Of Suplementasi Extract Paullinia

46 Widya Fathir, M.Pd Cupana And Camellia Sinensis In Pre Elderly Of 408
(Indonesia) The Performance Of Physical When Exercising

A Tale Of Two Cities: Legacies Of The 2012

47 Serkan Berber (Turkey) 411
Uefa Euro Cup In Gdansk And Lviv

Effect Of Circuit Exercise And Trapping Circuit

With Regular And Decreased Rest Interval
48 Sigit Nugroho (Indonesia) 415
Toward The Ability Of Strength, Speed, Agility,
Vo2 Max, Power And Recovery

Effect Of Exercise Ladder Crossover Drill And

Ladder Speed Run Agility And Speed ( Studi
49 Siti Maifah (Indonesia) 420
Students Fkip Jpok Banjarbaru 2012 University
Lambung Mangkurat )

Siti Nurrochmah The Effectiveness Training Load Of Dynamic

50 426
(Indonesia) Increasing Capabilities Physical Condition

Preparing The Indonesian Olympic Team:

51 Stephen P. Bird Applications Of Sport Science In Fatigue 431
Monitoring And Recovery Management

Sulaiman, Radita Dwi Influence Of Training Methods And Motor

52 436
Candra (Indonesia) Educability To Ability Of Playing Football

Contribution To Goal Setting And Concentration

53 Sungkowo (Indonesia) 442
Swimming Athletes Of Achievement

Effect Of Exercise Hexagon Drill And Lateral

Jump Ovr Barrier Against Increase Agility And
54 Suryansyah (Indonesia) 445
Limb Muscle Power On Students Extracurricular
Taekwondo At Sman 7 Mataram

The Effect Of Jump Box Exercise Influence And

Thoriq Rahmad Wakhid
55 Reactive Jump Over Hurdles To Limb Muscle 450
(Indonesia)
Strength And Power

10
 The Development Of Aerobic Gymnastics With
Tiasari Janjang Suminar,
Zumba Combinatoin Through Learning Videos
56 Oktanda Prima Utama 455
For Students Of Class Viii In Smp Negeri 2
(Indonesia)
Malang

The Influence Of Balinese Traditional Game To

Wawan Setiawan The Physical Fitness And Basic Motoric Skill Of
57 458
(Indonesia) The 5Th Graders Male Students In Elementary
School 1 Melaya

"Effect Of Training Ikie Punch, Chimney Jump,

Chest Press Seated On Wellness Ball, And Leg
Yonny Herdyanto Extension Standing Against Agility, Balance,
58 461
(Indonesia) Power Arm And Leg On Student S1 Sport
Coaching Education Department Faculty Of
Sport Science Unesa"

Zakaria Wahyu Hidayat,

Performance Evaluation Referee - Jury East
59 Silvia Mega Novita, Choirul 464
Java Regional Championship 2016
Umam (Indonesia)

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 01
The Future of Strength and Conditioning
by Dr Greg Wilson, PhD
Editor-in-Chief
Journal of Australian Strength and
Conditioning (JASC)

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Sport Technology and Training
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Model of Talent Identification
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INTERNATIONAL VISITORS TO THE
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paralympIc GAMES
Serkan BERBER, Anadolu
University, TURKEY

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Transforming Higher Education for a
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Dr. SoumendraSaha, PhD; PDF; FISCA.
Sr. Lecturer, PPSK, USM

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Sports Biomechanics:
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Article

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 A TALE OF TWO CITIES: LEGACIES OF THE 2012 UEFA EURO CUP IN
GDANSK AND LVIV

PhD. Serkan Berber

Anadolu University- Turkey
Phd. Douglas Michele Turco
U.S.A

Introduction
The UEFA EURO Cup is one of the world‟s most popular sport events. The latest
edition was a 16-nation tournament co-hosted by Poland and Ukraine 8 June to 1 July
2012. The tournament took place in four Ukrainian cities: Kiev, Lviv, Donetsk and
Kharkov and four Polish cities: Warsaw, Gdansk, Wroclaw and Poznan. EURO 2012
represented a significant capital investment for the host countries leading to billions spent
on stadia, transport and infrastructure.
Over 1.4 million spectators attended EURO 2012 matches in Poland and Ukraine,
and 7 million people visited official EURO fan zones. For the final match, 539,300
spectators attended fan zones in Poland and Ukraine– a record for the EURO Cup
(uefa.com).
Legacy is now a primary consideration for major sport event organizers and potential
hostcities/countries. Most governments are loathe to spend billions on an event that
appears attractive but in reality is too expensive and offers little return on investment aka,
“white elephant.” Astute event planners prepare for legacy during the pre-bid stage of the
event lifecycle. For the Olympic Games, FIFA World Cup, or UEFA EURO Cup, this
could be four to nine years before the first contest.
Preuss (2007) defines legacy as “all planned and unplanned, positive and negative,
tangible and intangible structures created for and by a sport event that remain longer than
the event itself.” An unplanned positive intangible legacy was the increased
levels of national pride and solidarity experienced by Germans while hosting the 2006
FIFA World Cup (Maennig & Zimbalist, 2012). Aplanned negative tangible and
intangible legacy occurred during the 1976 Munich Olympic Games when terrorist
captured and killed members of Israel's Olympic team. The attack cast a pall over the
remainderof the Games and forever linked the attack with the Games. Elaborate and
expensive security measures were implemented for subsequent Olympiads, extending this
legacy for decades. A positive tangible legacy is Seoul's Olympic Park, constructed for
the 1988 Summer Games. The park is used daily by thousands of residents and visitors
alike who may exercise and socialize, free of charge. The natatorium is open daily for
public swimming, lessons, and training. A negative tangible legacy would be the
abandoned Olympic venues in Athens following the 2004 Games. Most are dilapidated
and have been vacant for years.

Purpose
This paper examines two host cities - Gdansk and Lviv - since the UEFA EURO
Cup 2012 in terms oftheir legacies.

Methods
Key informant interviews, primary data from spectators during EURO 2012
(Turco et al 2013), literature reviews, and secondary data from government and private
sector sources were analysed to fulfill the study‟s purpose.

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Findings

Tangible Legacies
War broke out in Ukraine following the ouster of President Viktor Yanukovich in
February 2014. To date, the conflict involving Russian forces and separatists from Crimea
is concentrated to the eastern region ofthe country though there are widespread
repercussions. Ukraine's economy has been in free-fall with devalued currency, mounting
debts, and foreign investments halted. If misery loves company, then Ukraine can take
some solace in that Portugal and Greece experienced similar economic hardship following
the EURO 2004 and Athen Olympics, respectively.
The Economist reported that Ukraine spent $US 13 billion, more than half of it
public money, for EURO 2012 stadiums, airports, trains, hotels and other projects, though
Deputy Prime Minister Borys Kolesnikov countered that no more than $55m would be
spent on projects devoted exclusively to the event (economist.com).
Financial debt is a burdensome legacy associated with many mega events. For
Greece, hosting the 2004 Olympic Games cost €9 billion and Greek taxpayers were on the
hook for €7 billion (excluding the cost of a new airport and metro system)
(Bloomberg.com).
Since EURO 2012, Lviv Arena has hosted some concerts, conferences and
recently, the matches ofShakhtar Donets. Previously, Boyko (2013) reported that the
35,000-seater was vacant and loaded with debts, 2m hrivnas (£160,000) for just electricity
and water. In addition the construction company that built the stadium claimed they were
owed 4.3m hrivnas.
Applebaum (2015) reported that Lviv attracts more domestic visitors since EURO
2012, who cannot travel to Crimmea (or obtain visas to go elsewhere) as alternatives
(wsj.com). "Lviv has the ambience ofPrague or Krakow, but without the prices or the
crowds....in Lviv, you can eat a good meal for a few euros, go to the opera or just sit in
the parks and watch people for free."

Intangible Legacies
Survey results by Rasku et al (2014) show that over 80 percent of EURO 2012
fans were male (80.5%, n = 1180) and 19.5% (n = 285) were female; their average age
was 31 years. Approximately 14 percent ofEURO 2012 spectators reported attending the
EURO 2008 hosted by Austria and Switzerland (n = 213). How likely were EURO 2012
fans to return to Lviv? A 2013 study found Lviv was the most probable cityfor re-visit by
fans who attended the EURO Cup (approximately 70%). However the war may have
erased these desires to re-visit Ukraine. Should fans return Lviv, their arrivals and local
spend will further add to the tangible effects of EURO 2012.
EURO in Lviv became a stimulus for young people to learn English.
Knowledge of another language opens opportunities to meet people, work for
international companies, and travel. According to Mariya Chubata, Lviv Volunteer
Project Coordinator, 900 young people in Lviv were EURO volunteers, gaining
experience in European standards of hospitality management. Was it worth it for Lviv to
cohost the EURO Cup? According to Chubata, "Definitely, otherwise we would not have
the Arena, the Airport and close to 100 km of newly renovated roads."

Gdansk
In Poland, infrastructure spending associated with EURO 2012 amounted to €25.6bn, the
lion‟s share ofwhich (€15bn) was connected with infrastructure development, according

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to the Polish Ministry of Sport and Tourism Master Plan (2014). Poland built or
modernized four soccer stadiums for the event. In the hotel sector, 1,300 branded rooms
were added during from 2009-2012. Overall, infrastructure projects added approximately
1.5% to the Polish GDP (Bloomberg.com).
Euro 2012 became a catalyst for changes in Poland, especially with respect to
transport infrastructure. In 2012 alone 953 km of expressways were constructed across the
country. Stadium financial solvency remains an issue. The venues in Gdansk, Warsaw
and Wrocław recorded losses in 2013, with the National Stadium in the Warsaw losing
nearly €5m. Poles‟ enthusiasm for Euro 2012 has waned somewhat but this is typical for
mega events. Once the games leave town however, euphoria fades and the hangover
begins. A 2013 survey found 64% of Poles were satisfied with the way the country
handled the tournament. Gdansk residents were most satisfied with the city's
improvements in sport facilities since 2009, according to the European Commission
Quality of Life in Cities (2013) report.
Gdansk left a positive impression on many EURO 2012 visitors. When asked
during the tournament why they would recommend Gdansk as a tourist destination 635
foreigners replied: `people` (35.3% ofrespondents), followed by `atmosphere` (14.8%),
`friendly` (12.1%), `women` (7.7%) and `scenic beauty` (7.1%) (Rasku, et al 2014).
The volume of passengers using Gdansk airport increased by 14.6 percent between
2013 and 2014, the highest growth rate of all major airports in Poland. Over 3.2 million
arrivals were recorded at Lech Walesa Airport in 2014, up from 2.8 million in 2013. By
comparison, Lviv Danylo Halytsky Airport saw 700,800 passengers in 2013 and 585,200
in 2014, a 16.5 percent decrease.
Statistics from the Ministry of Sport and Tourism in Poland reported 15.8 million
tourists traveling to Poland in 2013, a 6.8% increase from 2012. In 2013 Gdansk city and
region hosted over 7,100 business meetings (compared to 5,098 meetings in 2012)
attracting 630,000 delegates (from 400,000 delegates in 2012). Among the total were 830
international business meetings held in 2013, a figure up from 525 in 2012.
Gdansk ranked 94th among European cities on the 2014 Innovation Cities Index,
ahead of Venice, Athens, and Valencia, among others.
Gdansk has parlayed its role co hosting EURO 2012 to win rights to stage other
events. Gdansk was oneof seven cities to cohost the 2014 FIVB Mens World
Championships. In 2016, it will cohost the European Handball Championships. Further
evidence exists of Gdansk's elevated sport standing since EURO 2012. In
2014, sportcal.com Global Sport Cities Index Project ranked Gdansk 84th worldwide
among the best sport cities, besting such cities as Amsterdam, Boston, and Singapore.

Conclusions
Post-EURO 2012, Gdansk has benefitted from a robust Poland economy. The country
was set to double its pace of growth, according to the European Commission, which
predicted GDP will rise 3.2 percent in 2014 and 3.4 percent in 2015 after last year‟s 1.6
percent expansion (Bloomberg.com). A strong national economic environment aids
consumer confidence and spending in sport and entertainment in Gdansk.
Ukraine's economy lagged behind Poland's prior to EURO 2012 but it could
hardly be worse since. In 2014 the economy contracted by a tenth, and the hryvnia lost
half its value. Inflation has approached 25 percent. EURO 2012 seems a long-ago dream
for Ukrainians. A brutal combination of war and currency devaluation has pushed the
country to the brink of insolvency. Its debts are nearly 100 percent of GDP. Corruption
continues to plagued Ukraine, further minimizing its prospects for a turn around. In 2014,
Ukraine was ranked 142 out of 175 countries in Transparency International's Corruption

148
Perceptions Index (transparency.org). By comparison, Poland ranked 35th. Located in
western Ukraine, Lviv may be partially insulated from the brunt forces of the war's
economic, political, and social fallout, but it has not fared as well as Gdansk, post-EURO
2012.

References

Applebaum, A. (2015). Ukraine's most hopeful city: Lviv. The Wall Street Journal.
Available on-line:wsj.com.
Boyko, I. (2013). Euro 2012 one year on. Was it worth it for Ukraine? The Guardian.
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Economist. Available online: economist.com.

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 PREPARING THE INDONESIAN OLYMPIC TEAM: APPLICATIONSOF SPORT
SCIENCE IN FATIGUE MONITORING AND RECOVERY MANAGEMENT

Stephen P. Bird1,2
1
Associate Professor, Sport and Exercise Science, James Cook University, Cairns,
AUSTRALIA.2Head, Physical Performance and Sport Science, Indonesian High Performance
Sport Program Program Indonesia Emas (PRIMA), Jakarta INDONESIA.
1,2
stephen.bird@jcu.edu.au

Abstract
The importance of sport science in the physical preparation of Olympic athletes‟ is
unquestionable; with sport science often highlighted by athletes as one of the most
important factors in fatigue monitoring and recovery management. Coaches, athletes, sport
scientists, medical staff must center on the fundamental principle of the „training response‟,
of which, the stress/fatigue state is a key component. That is to say – the ability to monitor
and manage the stress/fatigue state ultimately determines the athlete‟s training response.
Therefore, if an athlete is not closely monitored imbalance in the stress/fatigue state will
often lead to diminished performance. As such, development of an elite athletes‟
performance potential requires a systematic approach to training, with the use of sport
science methods an integral component of the overall training plan. This paper shall (1)
overview current concepts in sport science aimed at monitoring athletes training response
and stress/fatigue state; and (2) describe the physical preparation strategies utilized by the
Indonesian High Performance Program for the Games of the XXXI Olympiad, Rio de
Janeiro, Brazil.
Keywords: Sport science; Fatigue monitoring; Recovery management.
INTRODUCTION
Development of an elite athletes’ performance potential requires a systematic approach to
training, and this includes addressing physical, psychological, technical, and tactical preparation
(Bangsbo et al. 2006). Specifically, physical preparation strategies have centerd on the use of
strength and conditioning methods to improve athletic performance (Newton et al. 2002;
Bangsbo et al. 2006; Kraemer, Duncan, and Volek 1998), and this is an integral component of the
overall training plan (Kearney 1996). The importance of sport science in the physical preparation
of Olympic athletes is best highlighted by Greenleaf, Gould and Dieffenbach(2001), who report
several physical preparation factors that influence elite performance. Sport science was
identified as a significant performance factor contributing to Olympic success due to its potential
role in fatigue monitoring and recovery management. A former gold medalist said,“thetiming of
my preparation [and ofthe races] was very poor and that contributed to overtraining and my
performance was probably 80% at the Games due to fatigue and lack of recovery.”Therefore, the
purpose of this paper is to (1) overview current concepts in strength and conditioning aimed at
monitoring athletes training response and stress/fatigue state; and (2) describe the physical
preparation strategies utilised by the Indonesian High Performance Program for the Games of
the XXIX Olympiad, Beijing, China.

DEVELOPING ANELITE SPORTS SYSTEM

Meetings were conducted between October and December 2015 with delegates from James Cook
University (JCU) and Ministry of Youth and Sports Republic of Indonesia, Program Indonesia
Emas(PRIMA) regarding the collaborative establishment of sport science and strength and
conditioning programs for PRIMA as per our previous works from 2006-2008(Bird 2007). It was
determined that Indonesian sporting success was not a short-term vision but rather a long-term
goal that would be best achieved by planned investment in an elite sport system. An overview of
elite sport systems presented by Green and Oakley (2001) outlines four key areas which are

150
pertinent to the achievement of international sporting success, these include; (1) Sport
organisation efficiency; (2) Identification of human resources; (3) Methods of coaching and
training; and (4) Knowledge and application of sportscience and sport medicine. The authors
highlight that many nations have embraced elements of this systematic approach in the
development of anelite sport system. Ultimately, international sporting success requires planned
investment (Hogan and Norton 2000). As such, JCU was contracted by PRIMA as the
international industry partner responsible for the development, coordination, and implementation
of sport science and strength and conditioning for the Indonesia High Performance Sport Program
in preparation for the with three main competitions being 2016 Olympic Games, 2017 South East
Asian Games, and 2018 Asian Games, which would be hosted by Indonesia.The first priority was
gaining a current perspective of the elite sport system structure employed by the key sport
stakeholders, as previous work in this area by the Australia-Indonesia Sport Program (Williams
2002)emphasises the importance of such an approach. PRIMA and KomiteOlimpiade Indonesia
(KOI -Indonesia Olympic Committee) highlighted 12 primary focus sports for periodization and
Olympic Qualification (January-June 2016). The 12 Sports are: Badminton, Weight Lifting,
Archery, Athletics, Swimming, Taekwondo, Judo, Cycling (BMX), Beach Volley, Rowing,
Equestrian and Canoeing

Preparation Strategies for the Rio Olympic Games XXXI/2016

Athletic Performance Model

Due to the relative short preparation period (36 weeks), the preparation strategies employed
focused on the Athletic Performance Model present by Smith (2003). This model outlines several
factors that influence peak athletic performance and provides a practical representation of five
key components critical in optimizing athletic performance, these being; (1) physiology; (2)
biomechanics; (3) psychology; (4) tactics; and (5) heath/lifestyle. Therefore, peak athletic
performance can be defined as an integrated performance outcome, which requires a delicate
balance between optional loading (training and non-training stress) and the recovery process.
However, in order to achieve a positive performance outcome one must consider the role of the
stress-fatigue state to identify signs and symptoms of overtraining syndrome and under-
performance (Budgett 1998). Kentta and Hassmen(1998) describe the stress/fatigue state as a
psychosociophysiological phenomenon (Figure 1), with psychological, social, and physiological
factors recognized to have the greatest impact on this state. Collectively, when these factors are
considered in relation to their potential effects on the stress/fatigue state and achievement of a
positive performance outcome, the focus of our physical preparation was selectively targeting
three key components from the athletic performance model (Figure 1). As previously
reported(Bird 2011) the training philosophy employed by the national coaches was that of high-
volume, and this was consistent across the 12 sports preparing for Rio. This was further
compounded by a lack of athlete recovery practices which resulted in a significant number of
athletes presenting with high stress-fatigue states(Bird 2015). Therefore, a primary goal was to
develop a central ‘fatigue monitoring and recovery managing’ theme which was addressed as
one of five priority strength and conditioning areas and provided the theoretical basis for the
physical preparation strategies employed.

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Fatigue Monitoring and Recovery Management

The first step in the developing a fatigue monitoring and recovery management focus is gaining
athlete wellnessand recovery data. In high performance sporting environments, self-report
questionnaires identifying perceived changes in muscle soreness, feelings of fatigue and
wellness, sleep quality and quantity and a variety of other psychosocial factors are relied upon
for ‘flagging’ athletes in a state of fatigue (Taylor et al. 2012; Corcoran and Bird 2012). This is
further support by the recent works of Shaw (2015a; 2015b), highlighting the importance of
subjective well-being measuresfor athlete monitoring. Given that subjectivemeasures reflect
changes in athlete well-being and provide apractical method for athlete monitoring, coaches can
employ self-report measures with confidence(Saw, Main, and Gastin 2015a). As such, PRIMA
employed an online wellnessand recovery program consisting of daily questionnaires
(AccelerWare, Sports Performance,SystemsBrisbane, Australia). Wellnessand recovery questions
examined fatigue, sleep, soreness, stress, recovery, sickness and injury status, along with
training load quantification via session RPE method (Foster 1998). Results of the data are
compiled with daily reports sent to the head coach when an athlete is flagged ‘at risk’.

Figure 1. The Athletic Performance Model as related to the stress/fatigue state. Three priority areas are
circled, each with one targeted component (boxed) that was the focus of program design. Modified from
Smith (2003).

Recovery Management

It has long been recognized that without adequate recovery an athlete will not achieve their full
performance potential (Kentta and Hassmen 1998) due to the accumulation of progressive
fatigue, often termed ‘overtraining syndrome’(Budgett 1998). Therefore, optimizing recovery is
an essential component of the overall training plan. The 100point weekly recovery checklist (Bird

152
2011) provides a useful tool for athletes to implement self-initiated, proactive recovery
strategies thereby educating athletes on the importance of post-training and post-competition
recovery. The numerical value of each recovery strategy has been determined by the evidence-
based effectiveness of the strategy and the level of athlete proactive engagement required,
please see Bird (2011), for complete description of the 100-point recovery checklist. Two
primary considerations were (1) the effectiveness of the recovery modality (research evidence
supporting use of the modality); and (2) the level of athlete engagement (self-initiated, proactive
recovery). Therefore, the numerical recovery point value was to represent a combination of
effectiveness and engagement. Experience tells us that athletes who score less than 65 weekly
recovery points are ‘at risk’, and this significant impact both training and performance.

CONCLUSION AND SUGGESTION

The purpose of the fatigue monitoring and recovery management is to gather athlete wellness
data and provide feedback with a primary goal of encouraging active athlete engagement in the
recovery management of their stress/fatigue state(McFarland and Bird 2014). The system
outlined above employscommonly used subjective self-reported measures delivered in a format
considered to be easily adhered to by the athlete. Additionally, such subjective self-reported
measures are suggested to trump commonly used objective measuresin providing (Saw, Main,
and Gastin 2015a). A key feature of the fatigue monitoring and recovery management process is
complete ‘buy in’ from all involved in the training process (coaches, athletes, sport scientists,
medical staff). This will allow appropriate allocation of resources in the event that an athlete is
flagged ‘at risk’. Finally, it is important that all data is analyzed with appropriate statistical
methods in order to identify potential problems, providing confidence in the process being
undertaken.

153
REFERENCES
Bangsbo, J., Magni Mohr, Allan Poulsen, Jorge Perez-Gomez, and Peter Krustrup. 2006.
“Training and testing the elite athlete”. Journal of Exercise Science and Fitness.
Vol.4.p.1-14. 2006.
Bird, Stephen P. 2007. "Strength and Conditioning Department Executive Summary Report and
Proposal: National Olympic Committee of Indonesia." In. Bathurst, NSW: Charles Sturt
University.
Bird, Stephen P. 2011. “Implementation of recovery strategies: 100-point weekly recovery
checklist”. International Journal of Athletic Therapy and Training. Vol.16.p.16-19. 2011.
Bird, Stephen P. 2015. "Applications of sport science in monitoring fatigue and managing
recovery. ." In High Performance Operation Plan (HIPOP) Seminar - Road to the 18th
Asian Games. Bandung, Indonesia.
Budgett, R. 1998. “Fatigue and underperformance in athletes: the overtraining syndrome”. British
Journal of Sports Medicine. Vol.32.p.107-10. 1998.
Corcoran, G., and Stephen P. Bird. 2012. “Monitoring overtraining in athletes: A brief review and
practical applications for strength and conditioning coaches”. Journal of Australian
Strength and Conditioning. Vol.20.p.45-57. 2012.
Foster, C. 1998. “Monitoring training in athletes with reference to overtraining syndrome”.
Medicine and Science in Sports and Exercise. Vol.30.p.1164-8. 1998.
Green, Mick, and Ben Oakley. 2001. “Elite sport development systems and playing to win:
uniformity and diversity in international approaches”. Leisure Studies. Vol.20.p.247 - 67.
2001.
Greenleaf, Christy, Daniel Gould, and Kristen Dieffenbach. 2001. “Factors influencing Olympic
performance: Interviews with Atlanta and Negano US Olympians”. Journal of Applied
Sport Psychology. Vol.13.p.154 - 84. 2001.
Hogan, Kieran, and Kevin Norton. 2000. “The price of Olympic gold”. Journal of Science and
Medicine in Sport. Vol.3.p.203-18. 2000.
Kearney, J. T. 1996. “Training the Olympic athlete”. Scientific American. Vol.274.p.52-7, 60-3.
1996.
Kentta, G., and P. Hassmen. 1998. “Overtraining and recovery. A conceptual model”. Sports
Medicine. Vol.26.p.1-16. 1998.
Kraemer, W. J., N. D. Duncan, and J. S. Volek. 1998. “Resistance training and elite athletes:
adaptations and program considerations”. Journal of Orthopaedic and Sports Physical
Therapy. Vol.28.p.110-9. 1998.
McFarland, Megan, and Stephen P. Bird. 2014. “A wellness monitoring tool for youth athletes”.
Journal of Australian Strength and Conditioning. Vol.22.p.22-26. 2014.
Newton, Robert U., Julian Jones, William J. Kraemer, and Harry Wardle. 2002. “Strength and
power training of Australian Olympic swimmers”. Strength and Conditioning Journal.
Vol.24.p.7-15. 2002.
Saw, Anna E, Luana C Main, and Paul B Gastin. 2015a. “Monitoring the athlete training
response: subjective self-reported measures trump commonly used objective measures: a
systematic review”. British Journal of Sports Medicine. 2015a.
Saw, Anna E., Luana C. Main, and Paul B. Gastin. 2015b. “Role of a self-report measure in
athlete preparation”. Journal of Strength and Conditioning Research. Vol.29.p.685-91.
2015b.
Smith, D. J. 2003. “A framework for understanding the training process leading to elite
performance”. Sports Medicine. Vol.33.p.1103-26. 2003.
Taylor, Kristie-Lee , Dale W. Chapman, John B. Cronin, Michael J. Newton, and Nicholas Gill.
2012. “Fatigue monitoring in high performance sport: A survey of current trends”.
Journal of Australian Strength and Conditioning. Vol.20.p.12-23. 2012.
Williams, H. 2002. "Submission No 40: Inquiry into Australia's relations with Indonesia." In,
edited by Information Technology and the Arts Department of Communications.
Canberra: Department of Communications, Information Technology and the Arts.

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Sport Education

155
 A STUDY ON SPORT DEVELOPMENT OF RELAY SNAKE AND LADDER
GAME FOR ELEMENTARY SCHOOL STUDENTS

BUSTANOL ARIFIN
FRENDY ARU FANTIRO
Elementary School Teacher Education, Faculty of Teacher Training and Education
University of Muhammadiyah Malang
bustanol_arifin@yahoo.co.id
frendy_umm@yahoo.com

Abstract
This study aimed to develop a sport model of snake and ladder game for Elementary
School Students. In addition, this study employedresearch & development (R&D)
method from Borg & Gall. The subjects were 70 students of Muhammadiyah
Elementary Schools in Malang. The instruments used were questioners and physical
exercises test to know the level of physical health of Elementary School students. The
stages of this study were: (1) needs analysis for physical education teachers,(2) experts‟
evaluation (first product evaluation), (3)small group testing, and (4) field testing. The
test analysis result revealed that 88,09 % for physical education learning expert, 77,75%
for medium expert, 87, 88% for learning expert, 90,90% for small group testing, and
91,19% for big group testing. Afterwards, model effectiveness model used to test
physical health. In order to investigate that physical education sportgame increased
students‟ health, a treatment of physical education sport game was needed in the form of
snake and leader relay. The result showed that students‟ health increased after having
the treatment. In conclusion, sport development of relay snake and leader game for
elementary school students was effective to increase physical health for Elementary
School students.

Keyword: development, sport, game, snake and ladderrelay.

INTRODUCTION
Education is a human constructing process in a lifetime. Education is a conscious
effort and systematic to create learning atmosphere and process for learners actively to
improve self – potential in order to get religious spiritual power, self control, personality,
intelligence, good morals, and skills needed in society and nation. People should be more
creative and innovative in learning so that it stimulates students to learn as well.
Sport game activities, especially for elementary school students provide
opportunities for students to find, study, change, and apply moral values. Through playing
the game such as fair play and competition that can be applied in everyday life.
Educational path (school) regulation of National Education System (Sikdiknas)
2003 article 26 clause (3) explains that life skills is education that provides personal
skills, social skills, intellectual skills, and vocational skills, to work or have its own
business. The problem on this is that can physical education help students to expand these
skills. The four domains that can be achieved in physical education are physical shutter,
motoric, cognitive, and affective/social.
The goal of physical education (based on the standard contents) are (a)
Developing self-management skills in the development and maintenance of physical
health and lifestyle through variety of physical activities and sport chosen, (b) Improving
a better physical growth and development, (c) Increasing the ability and skills of basic
motion, (d) Laying a good moral character foundations through the norms internalization
embodied in physical education, sport, and health, (e) Developing sportiveness, honesty,
discipline, responsible, cooperative, confidence, and democratic, (f) Develop skills to
maintain self safety, others, and society, (g) Understanding the concept of physical

156
activities and sport in a sportive environment as an information to achieve ideal physical
growth, healthy lifestyles and fitness, and skills as well as having a positive attitude.
Game is an easy subject to be taught, but it needs innovation and intervention
from the teacher. Teaching using game can create some variety of learning opportunities
including the way to develop children skills so that it can contribute to the children
development.
Learning process conducted in an Elementary School or Islamic Boarding School
particularly in physical education is mostly package in the form of game. Students are not
directed to master some specific sport game braches, but it is more about the process of
motoric development (editorial team of curriculum competency-based 2003: 8). Hence, it
is necessary for a physical education teacher in innovating and developing game for
children to build up personal skills, social skills, intellectual skills, and vocational skills to
work or have their own business.
What is meant by development is the development of sportgame which the model
developed is game that are packaged in the form of a game namely Relay Snakes and
Ladders to provide specific movement capabilities based on the characteristics of
movement in everyday life and contribute to students in growing and creating mutual
atmosphere, supporting and motivating the group. In addition, in developing the creativity
and appreciation or respect for the differences in a group, it also contributes to foster a
leadership, independence, courage, confidence, responsibility, and empathy that are a
basic value should be owned for every person.
In general, the result of research and development is a product aims to facilitate
teachers and learners in the learning activities and easily achieve the expected learning
outcomes. The stage used in this study is research developed by Borg & Gall, (1983).
This research conducted in Muhammadiyah Elementary Schools in Malang, that
were Dau Muhammadiyah Elementary School, Tumpang Muhammadiyah Elementary
School, and Wajak Muhammadiyah Elementary School. Further, the research was
conducted on Even Semester in Academic Year 2012-2013.
The methods of relay snakes and ladders sport game for Elementary School
students are as follows: (a) Research and data collecting in the early research or needs
analysis needs assessment) by distributing questionnaires and observation (interview) to
the class teacher fifth grade Muhammadiyah Elementary Schools in Malang district, (b)
Planning (the definition of the learning stages determination skills), (c) Drafting products
development in the form of product designing, (d) doing expert evaluation (conducted by
some experts), (e) Early field testing (randomized on 12 students of Muhammadiyah
Elementary Schools in Malang), (f) Revising the test results (based on the advising results
of the early field testing), (g) Primary field testing (randomized on 70 students of
Muhammadiyah Elementary School in Malang), (h) Completing the results of primary
field test (product revision based on the suggestions of the results of the primary field
testing), (i) Effectiveness testing model (randomized on 70 Muhammadiyah Elementary
School in Malang).

RESULTS AND DISCUSSION

Data Analysis of Physical Education Learning Expert
The results of expert analysis evaluation of learning revealed: the total score of
respondents (ΣX) was 74 and the total score of overall respondents (ΣX1) was 84.
Therefore, the percentage was 88, 09%. Based on the results of analysis done to the
responses or learning experts evaluation was 88, 09% from the criteria specified and can
be said that the model of snakes and ladders relay sportgame development Elementary

157
School students was valid (80% -100%). Thus, it can be used and applied to a big group
of field testing.

Data analysis from the Learning Expert

The results of the expert evaluation analysis of the learning revealed: the total
score of respondents (ΣX) was 116 and the total score of overall respondents (ΣX1) was
132. Therefore, the percentage was 87.88%. The results of analysis done to the responses
or learning experts evaluation was 87.88% from the criteria specified and can be said that
the model of snakes and ladders relay sportgame development Elementary School
students was valid (80% - 100%). Thus, it can be used and applied to the learning process.

Data Analysis from the Media Expert

The results of the expert evaluation analysis of the media revealed: the total score
of respondents (ΣX) was 100 and the total score of overall respondents (ΣX1) was 132.
Therefore, the percentage was 75.75%. The results of analysis done to the responses or
evaluation from physical education experts was 75.75% from the criteria specified and
can be said that the model of snakes and ladders relay sportgame development
Elementary School students was valid enough (60% -79%). Thus, it can be used and
applied to the learning process.

Small Groups Testing Analysis

The results of small group analysis testing revealed: the total score of
respondents (ΣX) was 80 and the total score of overall respondents (ΣX1) was 88.
Therefore, the percentage was 90.90%. The results of analysis done to the responses or
evaluation from the students was 90.90% from the criteria specified and can be said that
the model of snakes and ladders relay sportgame development Elementary School
students was valid (80% -100%). Thus, it can be used and applied to the big group field
testing.

Big Group Testing Analysis

The results of big group analysis testing revealed: the total score of respondents
(ΣX) was 321 and the total score of overall respondents (ΣX1) was 352. Therefore, the
percentage was 91.19%. Based on the results of analysis done to the feedback or
evaluation from the students was 91.19% % from the criteria specified and can be said
that the model of snakes and ladders relay sportgame development Elementary School
students was valid (80% -100%). Thus, it can be used and applied to the learning process.

Physical Health Data Effectiveness Testing

T-test technique observations replicates analysis used to calculate the difference
between two mean for samples related or non-independent samples (sample dependent).
While this study tested experimental physical education sportgame treatment imposed on
a group of research objects that were 70 randomized students from Muhammadiyah
Elementary Schools. Before and after the treatment conducted, t-test technique was used
to measure between the two data. The results showed that there was a difference between
the two mean initial test and final test. On other words, it can be seen that there was an
effectiveness of experimental treatments.
The results of effectiveness testing, it can be concluded that the result of
significance test t = 33.953> t table 5% 2,045 with 70-1 = 69 degrees of freedom.

158
Because test t is greater than t table, then the null hypothesis was rejected. In short, there
was significant difference between the pre test and post test. In other words, snake and
ladders relay sport game has a good effectiveness to improve physical health of
Muhammadiyah Elementary School students in Malang districts.
After reviewing the product, it found some weaknesses and needed to improve.
So, it could be said there were some of the advantages of this product, as follows: (1)
Improving students‟ physical health; (2) Students became more active in physical
education learning; (3) as a reference of teaching materials; (4) students are required to
think fast, precise, and optimally time consuming.
The data collected by expert validating, small group testing, large group testing,
and data effectiveness testing, there were some products needed to revise in order to get
an optimal and ideal product.
Here were a summary of the revisions based on the experts‟ advices, as follows:
1. The time management of the game should be set in a good allocation, so that students
did not get tired/bored in doing game.
2. The images used should be more attractive.
3. The presentation of the images should be clearer in order to have a good understanding
about the images both for teacher and students.
4. The presentation of the game should be constructed from the easy to complex.

CONCLUSION
It can be concluded that the data collected from the results of field testing and
discussion of the experts‟ review was about sport development of relay snake and ladder
game for elementary school students. This research has been pursued maximally based on
researcher competence. However, there were some limitations should be realized and
explored forward as a consideration. The limitations included; (1) The field testing of this
study did not cover a wide scale; (2) The products used were rudimental; (3) The facilities
and infrastructures used were limited. ; (4) The explanation of rules in the game was not
perfect.

REFERCES
Sudjana, Mengajar Penilaian Hasil Proses Belajar. Bandung : PT Remaja
Rosdakarya,1990.
Borg, W. R & Gall, M. D, Educational Research An Introduction.New York : Longman,
1983.
Setyo Budiwanto, Teknik Analisis Statistika . Malang : Jurusan Ilmu Keolahragaan
Fakultas Ilmu Pendidikan Universitas Negeri Malang, 2004.
Asim, “Langkah-langkah Penelitian Pengembangan” disajikan dalam Lokakarya Nasinal
angkatan II, Metodolodi Penelitian Pengembangan bidang Pendidikan dan
Pembelajaran. Malang : Universitas Negeri Malang, 2002.
Sadiman, Arif. S. Media Pendidikan Pengertian, Pengembangan, dan Pemanfaatannya.
Jakarta: Pustekom Dikbud, 2003.
Ibrahim. Media Pembelajaran. Malang: Lab. Teknologi Pendidikan Fakultas Ilmu
Pendidikan Uneversitas Negeri Malang, 2005.
Arikunto, Suharsimi. Prosedur Penelitian Suatu Pendekatan dan Praktek, Jakarta: PT
Asdi Maharaya. 2002.

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 PORTRAIT OF PHYSICAL EDUCATION AND SPORTS IN INDONESIA

Dodik Andi Wicaksono Setyawan1, Ary Prabowo2,

Satrio Pujo Sasmito3, Marki Sandi4
Universitas Negeri Malang
e-mail: dodo_um_14@yahoo.co.id1, aryprabowo92@gmail.com2,
satriosasmito93@gmail.com3, markysandy22@gmail.com4

Abstract
Going wrong understanding of concept of physical education in indonesia, where the teacher
had forgotten the concept of physical education teaching style and forget about the relationship
between teachers and pupils who so closely. As the teacher should choose the right teaching
strategy is one of the essential elements in the teaching of physical education. Accuracy in
selecting teaching strategies will affect the degree of success in the achievement of the
purposes of teaching. Therefore the physical education needs the legitimacy or the clarity of
identity that is clearly what the objective of physical education so that there is no longer a
concept of teachers while teaching physical education in all schools.
Keywords: teaching style, the concept of legitimacy, physical education

INTRODUCTION
The sense of physical education is education through physical activity to produce
a comprehensive progress, the quality of the individual either physically, mentally, and
emotionally. Where physical education colleagues specializing gerkan relationships
between the human body with the mind and the soul, like the influence of physical
training towards growth and development (bucher, 1995:118). Physical education
teachers are educators who which is the professional in charge of plotting and carrying
out the process of learning of physical education. The existence of a physical education
teacher in every school is very useful where task is to shape the physical teachers their
students not only clever in physical education but also form their students become
responsible and respect between individual teachers also on the other. However at this
time especially in indonesia, many teachers who had forgotten the concept of learning and
forgetting the learning styles in teaching physical education.
Teachers often only give orders to their students while teaching to play games or
work out own deng an encyclopedia as you wish of his disciples. Without having to give a
briefing or pengawsan to sisawa. Here the role of the teacher is extremely physical counts
because of concerns his protégé kid motor when the motor's son early on (SD) has been
trained incorrectly it will be damaged for ever since at an early age where the child's
motor can be formed properly.
DISCUSSION
Teaching Styles and teaching of physical education
Choosing the right teaching strategy is one of the essential elements in the
teaching of physical education. Accuracy in selecting teaching strategies will affect the
degree of success in the achievement of the purposes of teaching. Success in achieving
the goal of enhancing the motivation of students taught in following lessons.
Implementation of physical education learning is essentially a decision-making. Decisions
made by the teacher referred to as behavioral teaching, while the decisions made by the
students is called the learning behavior so that the learning process once we know as the
teaching and learning process is interaction between teacher behavior and student
behavior. Patterns of decision referred to the style of teaching (teaching style), whereas
the framework underpinning teaching styles called the spectrum of styles of teaching.

160
Spectrum Style Of Teaching
The goal of the spectrum style of teaching is to provide concrete knowledge about
the alternatives in teaching activities for teachers and invite them to fuck it up melaksana
together with students in order to achieve a particular goal. Outline of the fundamental
teaching style spectrum is that teaching is arranged with the unification process of
decision making. Each activity is good teaching of the earlier decision. Create teaching
examples: how to organize the students, subject matter, students, choosing a verbal
behavior, creating a social arrangement of the affective or cognitive relations organized
by students.
Learning style Moston
Learning styles and Moston Asworth (2008:76-290) posited 11 (eleven) teaching
styles ranging from Command style (A) up to their own Teaching styles (K). the teaching
styles are as follows:
The Style Of The Command (A) (Command Style); (B) Exercise Style (Practice Style);
Resipirokal (C) (Reciprocal Style); Style Check Yourself (D) (The Self Check Style); (E)
The Inclusion Of Style (The Inclusion Of The Style); Style Diskaveri Social Interactions
(F) (The Discovery Style); Diskaveri Convergent Style (G) (The Discovery Of
Convergent Style;) Divergent Production Style (H) (The Divergent Production Style);
Individual Program style Design Students (I) (The Learner's Program's Individual Design
Style); The Style Of The Students Initiative (J) (The Learner From Style); Own Teaching
Styles (K) (The Self Teaching Style).
The Teacher-Student Relationship Goals
The interaction between the teacher always reflect the behavior of students with
teaching, learning, and behavior of a set of goals to be achieved. The bond between the
behavior of the teacher (G), learning behavior (S) and destination (T) is not possible is
separated the S-T-G is always there in one unity as unity pedogogis. There are two sets of
goals to be achieved in the teacher-student interaction, i.e. the goal of subject matter
(Subject matter objectives) and the purpose of behavior (Behaviour objectives).

The Implementation And Application Of Teaching Style

The implementation and application of styles of teaching physical education need
to be adapted to the situation and conditions of learning. There are numerous
developments in the application of teaching styles (Dougherly and Bonanno, 1979) as
follows:
There is no teaching style that is best for all. Every style of teaching has advantages and
disadvantages in particular, with regard to certain goals. There is a period which led to the
cessation of which must be observed, if teaching style switch toward more emphasize to
students at the end of the series of unity of style of teaching.
Before you run the selected teaching styles, we recommend you be cautious in
assessing all variable or factor in the teaching situation if the lesson was not successful. A
few things that need to be reviewed in the event of failure the lesson is: (a) Whether
students are preparing to make decisions that match the expectations? (b) Whether the
teacher is delivering sufficient preparation information to students? (c) Whether the
teacher is teaching style right? (d) Whether the teacher gives feedback (feed back) right?
(e) whether the selection of the appropriate teaching styles with lessons?In teaching
physical education and memodifikas possible to combine style teaching style to fit the
needs . Teaching style is said to be good if the culprit good , well done with careful
preparation and meticulous . Teachers should work seriously and pay attention to their
students.

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The ability to Have Professional Teacher
The ability to be possessed to support palaksanaan profession of physical
education teachers in order to be accepted by society, according Kartadiata among other
things: 1) Background Education to have the intellectual ability, teacher education
physical successful background of a solid education is more than just having a good
preparation in practice generally. Teacher education background and intellect is closely
linked to the quality further. (2) Health and Physical Skill successful physical education
teacher should be healthy to be able to teach good. In the field of physical education
(physical skills). In physical education, a physical education teacher must have a
combined well in coordination, flexibility, strength, and speed. (3) A teacher of Physical
education must be skilled in the activity being taught; (A) The teacher must demonstrate
his skills pd various cases, and (b) teachers have a better understanding of the elements of
skill and problems that may be found by students in learning skills.
In explanation (Kartadinata, 2004: 12) described one of the things that support the
professionalism of teachers must demonstrate physical activity taught that teachers have
to demonstrate or give examples of when learning physical so physical education teachers
do not merely teach without memdemon trasikan or give examples physical skills taught
to students.
DISCUSSION RESULTS
Physical Education and Needs New Legitimacy
In physical education teacher motivation needed to commit to help students learn
in studying physical education. But many teachers are not very committed physical and
compelled to "Teach" as an essential of educational endeavor jamani. This is due to
misconceptions about physical education. One of these concepts will lead to inaccuracy of
development policy, program and practice of physical education school level.
There are at least two wrong concepts in physical education. First, physical
education conceived by biologistik (training-of-body). The worldview of biological
concepts is that physical education is the training of the body. Second, the perspective of
physical education is derived from the concept pedagogistik (education-through-motion).
Physical education according to this concept is the lesson which serves to educate or
establish individual (mobile learning). Objectives to be achieved by the efforts of physical
education within the framework of this concept is formulated in terms of general
pedagogy abstract, vague and unclear. The learning contents are traditional activities such
as games, gymnastics, and gymnastics. While the main methodical principle is the idea of
"the formation of functional". That is, providing the opportunity to indulge in the order /
good harmony. How to evaluate learning in this concept does not use the evaluation as
"Product" as the concept bioloistik but use the evaluation process. Physical education
teachers will focus on the evaluation of the atmosphere, order and orientation of the child
in learning.
At first frequent in teachers teachers who do not know much about the learning
process in which the object of teaching is only intended to level the physical Do not
Kepen upbringing bodily therefore, described in the second concept in which the second
concept is derived from the concept pedagogistik (education-through-motion).
The second concept has the concept of the body where the body as "entry"
towards the notion, character, and personality. According to this concept of physical
education is a subject that serves to educate or establish individual (mobile learning).
Therefore, physical education requires legitimacy or the clarity of a clear identity of what

162
is the purpose of physical education so that there is no longer any concept of teachers
while teaching physical education at school.
CONCLUSION
In physical education teacher or teachers not only teach only but a teacher must
understand the concept of teaching and learning styles should know what to use when
become clear the material to be delivered. Here also the teacher must be able to
demonstrate by example the movement of the material to be disampai the motion so that
no error occurs or until there is one thing that is not good for students or injury. However
the field keyataan many teachers who do not understand the concept of teaching and
teaching styles, while teaching the teacher just told students to learn on their own without
guidance or examples given movement that can train the child's motor.
Bibliography
Bucher, Charles A. Foundation of Physical Education and Sport. St. Lous: Mosaby Year
Book Inc, 1995. Administration of Physical Educationnand Athletics Program St.
Louis: Theb C.V. Mosby Company, 1979
Dougherty, Neil J. & Bonanno, Diane. (1979). Contemporary Approaches to Teaching of
Physical Education. Minnesota: Burgess Publishing CompanyPriyo, N.2010. Strategi
Pembelajaran Pendidikan Jasmani. Jurnal Ilmiah SPIRIT. ISSN: 14411-8319. VOL.
10.NO. 2. Tahun 2010
Jonathan Doherty, 2008, Teaching Styles in Physical Education and Mosston Spectrum
Kartadinata, Sunaryo.(2004), Pendidikan untuk Pengembangan Sumber DayA Manusia
Bermutu Memasuki Abad XXXI: Implikasi Bimbingannya, Psikopedagogia, Jurnal
Psikologi Pendidikan dan Bimbingan, Volume 1 Nomor 1 Tahun 2000
Sara A, & Mosston M. 2008. Teaching Phisycal Education. Outside of the U.S.
Setiawan, C. 2004. Krisis Identitas Dan Legitimasi Dalam Pendidikan Jasmani. Jurnal
Pendidikan Jas- mani Indonesia. Volume 1, No1, 2004

163
 DEVELOPMENT GAMES MODEL PHYSICAL EDUCATION SPORT AND
HEALTH CLASS IV ELEMENTARY SCHOOL: BASED TEACHING GAMES
FOR UNDERSTANDING FOR LEARNING CURRICULUM 2013

Dwi Catur Andy Saputro

Lecture and Postgraduate Sport Science
Surabaya of University
dwicatur58@yahoo.co.id

ABSTRACT
The research objective of this development is to produce products that are game model
of Physical Education and Health Curriculum for learning 2013. In a more specific purpose,
this research is expected to increase instructional student participation in physical activity in
Physical Education and Health in learning the theme "Caring against Living beings ".
This study is a research and development. Product development game model that
adopts the approach Teaching Games for Understanding (TGfU), carried out through several
stages: needs analysis, product manufacture, contents, validity, and construct validity, trials
phase I, the revised product, phase II trial, product revision phase 2 (last revision).
Subjects were students of fourth grade. There were 104 students for research subjects.
validation experts conducted by three experts. Phase I trial conducted for 44 students with two
teachers of Physical Education and Health and Phase II trials conducted 104 students with five
teachers of Physical Education and Health.
Data were collected using a questionnaire. This data consists of the evaluation of the
quality of products, suggestions for product improvement and student responses to the model.
Test the validity of the instrument conformity aspects demonstrated by 0,687, the ease shown
by 0.661, the benefits shown by 0,559 and attractiveness shown by 0.552. Correlated indicate
that the totality instrument applies. Results from this study is the product of a game models of
Physical Education and Health.
Based on the phase II trial (a large group) the percentage of each model is a Golf Game
and Mathematic game is 85.41% with both categories, models games Bouncing Ball games is
85.13% with both categories, models games Fly Paper Game is 83, 3% in both categories, a
model Paper Ball games game is 84.44% with both categories and models of game Baiting
Game is 84.45% with both categories.
The conclusion of this study is the product of a game models of Physical Education and
Health can be used to increase student participation and aspects of other subjects such as
Mathematic, SBK and Indonesian to fourth grade elementary school.

Keywords: Model, TGfU, Physical Education Sport and Health Curriculum 2013

INTRODACTION
Toward the learning of Physical Education Sport and Health are both in the
implementation of Curriculum 2013. The reason researchers conducted a study of fourth
grade due to the implementation of Curriculum 2013 was in class I, IV and VII. Of the
three grade levels that researchers take a class IV due to the characteristics of the category
of Teaching Games for Understanding can be understood and performed by students of
class IV. In accordance revelation as follows "games for grades 3 and 4 are usually
children are physically ready to make the game group (group games) and the individual
games that have been organized a bit high (Furqan, 2006: 7)."
Researchers conducted a needs analysis with questionnaires to teachers and
students of class IV. Found a needs analysis for students, and 83 students (76.1%) of
material that is often taught by teachers sometimes easy to learn, as many as 85 students
(78%) of material that is often taught by teachers sometimes unpleasant, as many as 66
students (60.6 %) of material that is often taught by teachers sometimes not active in
learning, as many as 65 students (59.6%) teachers sometimes incorporate other subject
matter, as many as 60 students (55%) of teachers sometimes teach other subject matter, as

164
many as 98 students (89.9%) of teachers have never applied the game to the theme
"Caring Against Living Beings", as many as 47 students (47.1%) strongly agreed and 59
students (54.1) agreed to develop a model game for the theme " Caring Against Living
Beings ". developed a model game for the subjects of Physical Education and Health.
Starting from these problems the author doing research and development of the
game to the Curriculum 2013 at the elementary level. Because interestingly these
problems, this research focused on "Development Games Model Physical Education
Sport and Health For Class IV Elementary School: Based Teaching Games for
Understanding for Learning Curriculum 2013)".

LITERATURE REVIEW
Teaching Games for Understanding is one of the models to approach the game in
the learning of Physical Education and Health. The model was developed by by Bunker &
Thorpe. (1982) at first. This model was then further developed by many researchers, like
Webb, P. I. & Pearson, P. J. (2006), (2008) and (2012). Webb Research, PI & Pearson, PJ
most recently in 2012, when viewed from the researcher, can be used for learning
Curriculum 2013. Presented by Webb and Pearson (2012) "Creative Lesson Planning Unit
and Through A Thematic / Integrated Approach To Teaching Games For Understanding (
TGfU) "expressed" by focusing on an integrated approach to the teachers have the ability
to create a unit in the entire sport and games category.
In the study conducted Ajay (2011) "Importance of Physical Education, Games
& Sports activitie" states that “Physical Education including games and sports plays a
tremendous role in the development of our youth. It enables an individual to live a healthy
life in an ever-changing world. Physical Education makes the children psychologically,
physically and physiologically active. It helps in the development of character
building,reduction of rowdiness, and serves on the basis of group unity and
solidarity………….It is clear from the literaturethat the development of an acceptable
level of physical fitness helps to attain healthy personality and physiopsychological
characteristics”.
Manurut Catur (2012) in previous research to study the implementation of
physical education in order to achieve the desired goals, teachers must design effective
learning process. The more effective teachers in the teaching, the conditions in the class
will better achieve the learning objectives. However, they are not separated from the role
of teachers as educators to improve student motivation and interest in learning more
attractive, so that students are able to foster a passion to learn actively.

METHOD
In this study using research design models of procedural development. The
model is a model that is both quantitative and qualitative descriptive outlines the steps
that must be followed to produce the product. In this study, researchers used a model of
development (research and development).
Subjects were students of IV grade of elementary school. There were 104
students to research subjects and 5 teachers of physical education and sport. With contruk
validation (construct validity) of the instrument to be used for the conduct of research
with content validation (contents validity) with consideration and assessment experts in
the appropriate field of expertise.

165
DISCUSSION OF RESEARCH
Data were collected using a questionnaire. This data consists of the evaluation of
the quality of products, suggestions for product improvement and student responses to the
model. Test the validity of the instrument conformity aspects demonstrated by 0,687, the
ease shown by 0.661, the benefits shown by 0,559 and attractiveness shown by 0.552.
Correlated indicate that the totality instrument applies. Results from this study is the
product of a game models of Physical Education and Health.
Based on product trials can be obtained the following results: the percentage of
each model is a Golf game and mathematic game is 85.41% with both categories, models
games Bouncing ball games is 85.13% with both categories, models games Fly paper
game is 83.3% in both categories, a model game Paper ball game is 84.44% with both
categories and models of game Baiting game is 84.45% with both categories. This study
is the product of a game models of Physical Education and Health can be used to increase
student participation and aspects of other subjects such as Mathematics, SBK and
Indonesian to fourth grade elementary school.
Malathi Balakrishnan, et al. (2011) on "Effect of Teaching Games for
Understanding Approach on Students' Cognitive Learning Outcome". This research
approach Understanding the Effects of Teaching Game, better known Teaching Games
for Understanding (Bunker, 1982) in cognitive learning outcomes of students. The
research findings suggest the importance TGfU approach to improve elementary school
students tactical understanding and decision-making.

CONCLUSION
The advantages of the product development game model subjects of Physical
Education and Sport for students Kela IV primary school, among others: (1) the
development of game model is prepared and packaged in the form of books and equipped
models games videotaped, (2) model of the game is not leaving the elements of the
objectives of physical Education and Sports and can not be separated from the curriculum
in 2013 with a thematic approach, (3) models developed game is better balance between
cognitive activity, attitudes, skills and physical.

REFERENCE
Balakrishnan, Malathi,dkk. 2011. Effect of Teaching Games for Understanding Approach
on Students‟ Cognitive Learning Outcome. Vol:53 2011-05-20.
Furqon, M. 2006. Mendidik Anak Dengan Bermain. Surakarta: USM.
Kr. Ajay. 2011. Importance of Physical Education, Games & Sports Activities.Vol. 2 (11),
2011, 570-573.
Saputro, D.C.A. 2012. Meningkatkan Efektivitas Pembelajaran Tolak Peluru Gaya
Membelakangi Dengan Menggunakan Pendekatan Bermain dan Berlomba Siswa
Kelas VIII C SMP Negeri I Wlingi Kabupaten Blitar”. Laboratorium FIK UM.
Malang
Webb, dkk. 2006. Teaching Games for Understanding (TGf U). New Zealand Physical
Educator. Faculty of Education - Papers (Archive). University of Wollongong
Webb, dkk. 2012. Creative unit and lesson planning through a thematic/integrated
approach to Teaching Games for Understanding (TGf U). New Zealand
Physical Educator, 45 (3), 17-22

166
 FEEDBACK AND SPORT PERFORMANCE: STUDY AT PPLD ATHLETES OF
EAST NUSA TENGGARA PROVINCE

Jusuf Blegur
Artha Wacana Christian University, Kupang
e-mail: blegur04@yahoo.co.id

ABSTRACT
This study reports the implementation feedback on sport performance of athlete at the PPLD East
NusaTenggara (ENT) Province. This study used a qualitative approach with type of phenomenology. The
research subjects were two athletes who had have international achievements which determined by using
purpose sampling technique. The data was collected by participation observation, interview, and
documentation. The result of the study found that the extrinsic feedback is still dominates in improving
sport performance of PPLD athletes. Coaches and athletes used verbal and non-verbal feedback which are
positive, affirmative, and constructive this enhancing self-esteem, self-confidence, and self-efficacy of the
athletes. Moreover, with the feedback make the athlete more eager and diligent in practice to improve their
sport performance.
Keywords: Feedback, sport, performance, athlete.

INTRODUCTION
Feedback is a generic term that describes a person receives sensory information
about motor skills performance during or after performing a task (Magill, 2001:236;
Perez, et al., 2009:30). When giving feedback, the information must bein accordance with
authentic data on athletes performance to motivate athletes to practice diligently. Landin
convey that give feedback in the form of verbal cues show the important characteristics
that facilitate the performance of the task (Tzetzis, et al., 2008:371). Junior, et al.
(2012:456) added during practice, feedback that inconsistent and incorrect gradually
reduced by negative feedback so that athletes can achieve functional stabilization.
Furthermore, Orbach and colleagues found people who receive feedback controlled and
unstable about the performance experienced more positive emotions (full of hope and
more motivated) than those who received feedback is not controlled and stable (Foll, et
al., 2008:77).
The idea Feltz and colleagues that is adopted by Short & Ross-Stewart (2009:227),
explaining although feedback is considered the best, communications strategy based to
build more self-confidence associated with the source of verbal persuasion. When the
process of training, the trainer can implementate verbal and non-verbal feedback to
improve the sport performance of athletes. This can be done simultaneously with the
process of training and an end. According to Bandura, feedback given to the athlete can
damage self-efficacy, or vice versa (Short & Ross-Stewart, 2009:248), even for beginners
athletes, providing feedback in the form of error correction, praise, or criticism implicated
to self-confidence him (Smith, et al. in Tzetzis, et al., 2008:372), forming a self
adjustment and the ability of the athlete (Boen, et al., 2008:621). Athletes begin to form
an impression about himself basis on the its experience and the nature of the feedback
obtained on performance (Tzetzis, et al., 2008:371), Hal and Kerr found the feedback and
commitments associated with goal setting and sport performance (Kingston & Wilson,
2009:114), as well as playing an important role in the study of motion (Markland
&Martinek, 1988: 290; Weng, 2014:130).
The advantage of focusing on the results of the individual movements is not only
important with regard to the instructions provided, but the implications for the feedback
given to athletes (Wulf, et al., 2002:172). During exercise, the athlete always pay
attention to listen to and follow the coaches instructions. The attention is used by coaches
to foster self-esteem, self-confidence, and self-efficacy athletes. During the passage of the
167
training process, coaches are paying attention and special notes on the skills that have not
been up to expectations and aims of the exercise, so that a feedback on the constraints that
are still being felt athletes during training or competition. Thereby, when giving feedback,
coaches need to consider the right time to keep the emotional stability of the athletes for
the sport performance.

METHOD
This study used a qualitative approach as a method to show feedback phenomenon
and sport performance of athletes. The subject is determined by three criteria, including:
1) Athlete athletics in the rarely run; 2) Athletes who are members of the ENT provincial
regional training center; and 3) Athletes who have had international achievement.
Referring to the three criteria, it was determined Oliva Sadi and AfrianaPaijo as a
research subject. In addition to these two subjects, researchers also explore and enrich the
information from different sources, for example, coaches together during practice and
everyday life. Data collected by participation observation, interview, and documentation.
Analysis of data includes, data presentation, data reduction, set up a theme, and
conclusion or meaning.

RESULT AND DISCUSSION

Time Record as Effective Feedback
Record the time used athletes as effective feedback for sport performance during the
competition. For example, senior championships April 2014, number followed by 1,500
meters he a record time 4:45:20, while in 2015 the same number, he was only able to
record time of 5:02:33, with the time of automatic performance declined. These results
were used as evaluation materials for coaches and athletes to do repairs during exercise
process to improve performance further ahead of the competition. When compete, athletes
record time to limit the energy used in each track so that the effective and efficient and
the wait time is right to explore the largest capacity. Time and steps that have been set up
during exercise, such as, at 1,500 meters in the first 300 meters athlete had to be in 53
seconds. Looking at the results of the study, the more dominant athlete using extrinsic
feedback to sport performance. It is marked with this feedback comes from a time during
or after the act or process so that matching with the idea Fischman&Oxendine (2001:22)
and Weng (2014:131).

Feedback Verbal and Non-Verbal Improve the Spirit Athletes

The presence of coaches during the competition give a positive impact on the mood
of the athlete. Standing next to the field, while looking at the stopwatch, the expression of
bodily gestures “edgy” and symbol to the rhythm of athlete‟s foot is able to improve the
expectations of success, and passion of the athlete‟s performance. Verbal feedback used
by coaches in encourage athletes was:“Remember to stay focused and keep the steps you
must champion” there are also: “Prove that we (ENT province) can also get
achievements”. This (verbal feedback) according to the athlete is very affects the
psychological, he felt happy, excited, and motivated to win the competition by attempting
to outperform other competitors. The results of this study support the study of Foll, et al.
(2008:77) that the feedback can increase expectations of success, mental reactions, and
persistence of behavior and result Fishbach (2010:528); Minoo, et al. (2014:532) that
positive feedback of trainers encourage attribution of mood improve the motivation of
athletes.

168
Self Introspection with Feedback from Coach and Colleague
Outside the arena of competition, coaches and colleagues also always give
attention, passion, and motivation to athletes thus enhancing self-esteem, self-confidence,
and self-efficacy. This method motivates athletes to improve concentration and improve
themselves to sport performance. For example, a colleague who always gives feedback by
saying: “My sister arm must be swung total (while providing an example of the
movement)”. With such feedback, the athletes are always open, happy, and feel cared so
he was always correct weaknesses and improve strengths for sport performance. The
results of this study support investigation of Kamal and colleagues that feedback is
important to prove a self-esteem athletes (Kamal, et al., 1992:955), increasing the self-
confidence of athletes (McCarty, 1986:840), forming the adjustment yourself and the
ability of the athlete (Boen, et al., 2008:621). Moreover, it also supports research Karl, et
al. (1993:379); Escarti& Guzman (1999:83); Mahoney, et al. (2008:39) that the feedback
can improve self efficacy athletes.

CONCLUSION
Giving feedback to the athlete should pay attention to the characteristics of the
sport, mood, time, and place of the implementation. If these aspects are not addressed,
then giving feedback will only damage the self-esteem, self-confidence, and self-efficacy
athletes to leads to the poor sport performance. Extrinsic feedback is still dominate the
sport performance. Verbal and non-verbal feedback equally give effect to the spirit and
passion of sport performance. Athletes‟ openness to feedback from coaches and
colleagues must be used to improve sport performance athletes, but it need be noted that
the athletes have been more pleased with the feedback that is positive, affirmative, and
constructive.

REFERENCE
Boen, F., Hoye, K.V., Auweele, Y.V., Feys, J., & Smits, T. (2008). Open Feedback in
Gymnastics Judging Causes Conformity Bias Based on Informational Influencing.
Journal of Sport Sciences, 26(6), 621-628.
Escarti A. & Guzmán J.F. (1999) Effects of Feedback on Self-Efficacy, Performance, and
Choice in an Athletic Task. Journal of Applied Sport Psychology, 11, 83-96
Fishbach, A., Eyal, T., & Finkelstein, S.R. (2010). How Positive and Negative Feedback
Motivate Goal Pursuit. Social Personality Psychology Compass, 4(8), 517-530.
Foll, D.L., Rascle, O., & Higgins, N.C. (2008). Attributional Feedback Changes in
Functional and Dysfunctional Attributions, Expectations of Succes, Hopefulness,
and Short-Term Persistence in a Novel Sport. Psychology of Sport and Exercise, 9,
77-101.
Junior, C.M.M., Maia, J.A.R., & Tani, G. (2012). Frequency and Precision of Feedback
and the Adaptive Process of Learning a Dual Motor Task. Rev. Bras. Educ. Fis.
Esporte, Sao Paulo, 26(3), 455-462.
Kamal, A.F., Blais, C., McCarrey, M., Laramee, D., & Esktrand, K. (1992). Informational
Feedback and Self-Esteem among Male and Female Athletes. Psychological
Reports, 70, 955-960.
Karl, K.A., O‟Learly-Kelly, A., & Martocchio, J.J. (1993). The Impact of Feedback and
Self-Efficacy on Performance in Training. Journal of Organization Behavior, 14(4),
379-394.
Kingston, K.M. & Wilson, K.M. (2009). The Application of Goal Setting in Sport. In
S.D. Mellalieu & S. Hanton (Ed.). Advances in Applied Sport Psychology: AReview
(pp. 75-123). 1st Edition. Madison Avenue, New York: Routledge.

169
Magill, R.A. (2001). MotorLearning: ConcpetsandApplications. 6th Edition. New York:
McGraw-Hill Companies, Inc.
Mahoney, A.J., Devonport, T., & Lane, A.M. (2008). The Effects of Interval Feedback on
the Self-Efficacy of Netball Umpires. Journal of Sport Science and Medicine, 7, 39-
46.
Markland, R. & Martinek, T.J. (1988). Descriptive Analysis of Coach Augmented
Feedback Given to High School Varsity Female Volleyball Players. Journal of
Teaching in Physical Education, 7, 289-301.
McCarty, P. A.. (1986). Effects of Feedback on the Self-Confidence of Men and Women.
The Academy of Management Journal, 29(4), 840–847.
Minoo, D., Nasser, B., & Misagh, H. (2014). The Effect Coach‟s Feedback Behaviors on
Intrinsic and Satisfaction in Elite Athletes of Golestan Province.
EuropeanJournalofExperimentalBiology, 4(1), 523-526.
Perez, P., Llana, S., Brizuela, G., & Encarnacion, A. (2009). Effect of Three Feedback
Conditions on Aerobic Swim Speeds. Journal of Sport Science and Medicine, 8, 30-
36.
Short, A. & Stewart-Roos, L. (2009). A Review of Self-Efficacy Based Interventions. In
S.D. Mellalieu & S. Hanton (Ed.). Advances in Applied Sport Psychology: AReview
(pp. 221-280). 1st Edition. Madison Avenue, New York: Routledge.
Tzetzis, G., Votsis, E., & Kourtessis, T. (2008). The Effect of Different Corrective
Feedback Methods on the Outcome and Self Confidence of Young Athletes.
JournalofSportScienceMedicine, 7, 371-378.
Weng, C.Y. (2014). The Effect of Different Feedback Methods Impact the Leaning of
Novice Badminton Forehand Serve in Fifth Grade Students. US-China Educational
Review, 4(2), 130-138.
Wulf, G., Nathan, Mc., Gartner, M., & Schwarz, A. (2002). Enhancing the Learning of
Sport Skills through External-Focus Feedback. Journal of Motor Behavior, 34(2),
171-182.

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 MODIFICATION OF LEARNING MODEL TRIPLE JUMP SUBJECT IN
PHYSICAL EDUCATION, SPORTS, AND HEALTH IN CLASS XI SMAN
1PACET MOJOKERTO

Puguh Satya Hasmara 1

Moh. Fatchur Rozaq 2
Lecturer at Physical Education and Health‟s Program STKIP PGRI Jombang1,2
puguhsatyahasmara.stkipjb@gmail.com

ABSTRACT
This study aimed to describe the response or response modification and learning of students
after participating in the material's triple jump. Modifications learning triple jump is a
modification that leads to the play activities in learning approach that uses a scientific
approach to the material's triple jump. The concept of basic movements in each model games
for play activity refers to the basic motion in the triple jump. Thus, playing the game model of
learning in the triple jump this modification will indirectly play and learning process occurs
while playing it. Model modification and learning the game in triple jump with every model
has a function or role playing different. This research is a quantitative descriptive study, using
questionnaires and observation to observe and record what happens on the ground. In this
method uses subject IPA 2 class XI student of SMAN 1 Pacet Mojokerto selected as the
sample using simple random sampling technique from nine classes in class XI. In the
questionnaires, indicators were developed to obtain data in studies related to the modification
of the model of learning in the game's triple jump. From the research results obtained through
the analysis of questionnaires completed by the students, as follows: for the first game model
results obtained 79.85, the model results obtained 78.97 II game, game model results obtained
82.35 III, IV game model obtained results 75.88, gaming model results obtained 75.15 V, VI
game model results obtained 78.24. Based on the analysis of data on the questionnaire can be
concluded that the modification and learning triple jump that leads to activity playing in every
game model in learning approaches scientifically concluded that it can help students in
learning motor skills triple jump, but this result is the result declared by the average of data
obtained through the questionnaire, which means that there are some students who feel that
the play can not help these students to learn the skills of triple jump.

Keywords : Modifications, Triple Jump Learning, Physical Education,

Sports and Health

INTRODUCTION
The importance of doing modifications for a Physical Education‟s Teacher
manage learning, can not be separated from for instance the level of difficulty of the
material (the concept of motion) were studied by learners, one material that has a high
degree of difficulty in learning programs physical education ie triple jump which is one of
the numbers jump horizontal in athletics. This is because a learner is required to
coordinate physical ability (physical) with a series of triple jump motion, so that learners
can carry out a series of triple jump motion in accordance with the maximum physical
abilities that still refer to the basic concepts of motion triple jump. Therefore, in the
modification of the learning triple jump first step that must be done is to analyze the
concept of motion-motion along with the level of difficulty, and then make modifications
learning new triple jump.
In a modification of learning is also related to how teachers motivate students
(intrinsically motivated) in the creative to mengetrapkan model or style of teaching that is
oriented to the needs of students. It is important to understand the needs of students of
what they want in the learning process. So that students in participating in learning can
achieve the learning objectives. It is like the opinion Hein, et al. (2011), that the intrinsic
motivation of teachers will affect the seriousness of teachers in teaching so that teachers
will give the best to his students in teaching and learning-oriented what the student needs.
171
 A modified form of learning to be done in this study is shaped play activities, play
activities with the concept of motion patterns using basic motion concepts triple jump.
Thus, indirectly, other than the learners in a state of active play on the model of games
designed by the researchers are also in a state of motion train hopscotch, jump in and
jump into a basic motion concepts triple jump. Play activities in learning physical
education relating to the material being taught will assist in providing a variety or color
on learning that indirectly create interest, the satisfaction felt by students, or can dispel
the concern or doubt yourself every learner to the inability (less confident) in conducting
a series of sports motion (triple jump).
Based on the background of the problems mentioned above, that the researchers
intend to conduct a study on the modification of the learning triple jump in Mojokerto.
The purpose of this study is to determine the response of students of class XI IPA
2SMAN 1 Pacet Mojokerto through filling a questionnaire about learning a modified
triple jump

METHOD
Research on modification and learning in the triple jump this study uses
descriptive study using a quantitative approach. For the determination of the subject of
the study, researchers used a simple random sampling by means of a lottery. So, from the
lottery to get a class XI investigators MIA 4 as the study sample. This study in obtaining
the data held 2 meetings in the learning process triple jump in the first week and the
second month of June 2014. At the gathering techniques in this study was conducted
using nonparticipant observation and Charging Questionnaire. In this research, data
analysis technique used is quantitative descriptive analysis techniques percentage. This
technique is used to analyze the quantitative data obtained from the questionnaire on a
sample of students in the study. The formula for calculating the percentage of data
according to Sudijono (2008: 40), as follows:

Explanation :
P : Percentage of the results of the evaluation of the trial
X : The number of questions test scores by subject
Xi : Number of maximum response in the aspects of the assessment by the subject
of the trial
100% : Constants
To determine the conclusions that have been reached, according to the criteria set Sudjana
(1990: 131) as in the following table:

Table Analysis Percentage Evaluation by Subject Tests

PERCENTAGE EXPALANATION MEAN
80% - 100% VALID USED
60% - 79% ENOUGH USED
50% - 59% VALIDLESS CHANGED
< 50% UNVALID CHANGED

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RESEARCH RESULT
Table Accumulated Value Entire Indicators In Every Game
Indicator Value Value Acumulated Expalanation
Indicator 1 81,62
Game Model I Indicator 2 86,76
Indicator 3 78,68 79,85 Enough
Indicator 4 75,00
Indicator 5 77,21
Indicator Value Value Acumulated Expalanation
Indicator 1 80,88
Game Model 2 Indicator 2 77,21
Indicator 3 80,15 78,97 Enough
Indicator 4 77,21
Indicator 5 79,41
Indicator Value Value Acumulated Expalanation
Indicator 1 84,56
Game Model 3 Indicator 2 93,38
Indicator 3 82,35 82,35 Valid
Indicator 4 77,21
Indicator 5 74,26
Indicator Value Value Acumulated Expalanation
Indicator 1 74,26
Game Model 4 Indicator 2 76,47
Indicator 3 76,47 75,88 Enough
Indicator 4 75,00
Indicator 6 77,21
Indicator Value Value Acumulated Expalanation
Indicator 1 72,79
Game Model 5 Indicator 2 77,21
Indicator 3 75,74 75,15 Enough
Indicator 4 74,26
Indicator 6 75,74
Indicator Value Value Acumulated Expalanation
Indicator 1 79,41
Game Model 6 Indicator 2 80,15
Indicator 3 77,21 78,24 Enough
Indicator 4 76,47
Indicator 6 77,94
Referring to Table analyzes the percentage of evaluation results in chapter III, based on
the description of each model of the game on the table the accumulated value of the
above, it can be concluded that for the result of the accumulation value gaming model III
categorized as invalid, so the game model III can be used in learning the triple jump ,
While the description of the results of the accumulated gaming model I, II, IV, V, and VI
in the category is quite valid, so the game model I, II, IV, V, and VI can be used in
learning the triple jump.

173
CONCLUSION
1. Based on the calculation results of the student questionnaire that modifications triple
jump learning to play the game model approach which is designed to effectively help
students can learn the movement's triple jump.
2. In achieving the learning objectives that can be achieved not only with good learning
approaches or the most good, professional teachers and advice and infrastructure is
complete and good, but the role of self-motivation on the students themselves also
have a role to mtercapainya learning objectives.

REFFERENCE
Annarino, Anthony A. 1980. Curriculum theory and design in physical education. ST.
Louis: The C.V. Mosby Company.
Arikunto, Suharsimi. 2006. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta :
Rineka Cipta.
Coulter, M. Dan Woods, C. 2007. It‟s All About Out of the Classroom: Classroom
Teachers‟ Perspectives on Teaching Physical education.Proceedings of Second
Physical education, Physical Activity and Youth Sport Forum. University of
Limerick.
Derri, V. Dan Pachta, M. 2007. Motor skills and concepts acquisition and retention: a
comparison between two styles of teaching. International Journal of Sport Science.
Volumen III. Año III
Gao, Z., Lee, A.L., Xiang, P., dan Kosma, M. ___ . Effect of Learning Activity on
Students' Motivation, Physical Activity Levels and Effort/Persistence. Journal of
Research. volume 6, issue 1.
Hein, Vello., dkk. 2011. The Relationship Between Teaching Styles And Motivation To
Teach Among Physical education Teachers. Journal of Sports Science and
Medicine. 11, 123-130.
Lyons, D., Duffy, P.J., dan Moran, A.P. 2007. How We Got Here: Perceived Influences
on the Development and Success of Irish Athletes. Proceedings of Second Physical
education, Physical Activity and Youth Sport Forum. University of Limerick.
Pantanowitz, Lidor, Nemet, Eliakim. ____ . The Use of Homework Assignments in
Physical education among High School Students. Journal of Research. Vol. 6
issue 1.
Rikard, G. Linda dan Banville, Dominique. 2006. High School Student Attitudes about
Physical education. Journal Sport, Education and Society. Vol. 11, No. 4, pp. 385-
400.
Rink, Judith E. 1992. The Influence of Content Development on the Effectiveness of
Instruction. Journal of Teaching in Physical education, Volume 11, Issue 2, 1992,
pages 139-149.
Sinelnikov, O. A., Hastie, P. A., and Prusak, K. A. . Situational Motivation
during Seasons of Sport Education. Journal of Research. volume 2, issue 1
Trant, I. 2007. Learning Style Accommodation in the Classroom: A Study of the Learning
Style Preferences of a Cohort of First Year Students within Institute of Technology
Tralee. Proceedings of Second Physical education, Physical Activity and Youth
Sport Forum. University of Limerick.
Wallhead, Tristan L. dan Ntoumanis, Nikos. 2014. Effects of a Sport Education
Intervention on Students‟ Motivational Responses in Physical education. Journal
of Teaching in Physical education, 23, 4-18.

174
THE PERFORMANCE OF PHYSICAL EDUCATION AND SPORTS TEACHER AFTER
THE APPLICATION OF CURRICULUM 2013 FOR THE TEACHER JUNIOR HIGH
SCHOOLS IN DISTRICT JOMBANG

Rendra Wahyu Pradana1

Wahyu Indra Bayu2
1,2
Lecture in Physical Education and Health Departement, STKIP PGRI Jombang
1
rendrawahyupradana.stkipjb@gmail.com;2wib.stkipjb@gmail.com

ABSTRACT
Teacher of physical education and sport have significant roles on the establishment of
character-building and growing the students. In his emphasis teacher sports and health
education have to productive creative aspect, innovative and characterless. This study aims to
see how performance of teacher physical education and sport after the application of
curriculum 2013 in planning, discharge, and evaluate learning in the state junior high school
in district Jombang. This research is quantitative research by using descriptive methods. Data
sources of the study are teacher of physical education and sport on the state junior high school
in district Jombang. The average percentage of the score at every competence was converted
into 100 scale value. Criteria or value was obtained from 0-25 (less), 26-50 (fair), 51-75
(good), and 76-100 (very good). The average findings of 14 comparative competencies are
already given proficiency level, and that teachers of physical education and sport have better
performance after implementing Curriculum 2013 than before the implementation of
curriculum 2013. They can gain the score value of two on each Competence. An increase of
22,48% on curriculum 2013. The teacher‟s performance on their work after the
implementation of curriculum 2013 is increase than before the implementation of previous
KTSP (Local Institution Curriculum).
Keywords: Performance, Curriculum 2013, the Teacher of Physical Education and Sports.

INTRODUCTION
National education aims to expand their students are men believe and fear one
god, pleaseth noble, healthy, learned, ably, creative, and responsible in order to educate
the nation. According to the Act no. 20 year 2003 on the national education system,
article 1 paragraph 1 about general provisions state education is conscious effort planned
manner to realize the learning and learning that students actively expand their himself to
have the power of religious spiritual, restraint, personality, intelligence, noble, moral and
skills needed himself, the people and nation.
Every curriculum that has passed in Indonesia from the period before 1945 to
curriculum 2006 having the differences in the implementation.The difference system
which happened was positive and deficiency curriculum itself.Want and excess the could
have come from the runway components, evaluation, principle method, and model of
development curriculum.To correct the deficiency, so disusunlah the curriculum new
expected would be in line with needs of the society the demands of the times.Hence, the
curriculum in indonesia will constantly stand develops in accordance with the
development and tututan that had to be met by the public.
The act of number 32 of 2004 on regional government demand a change the
management education from centralized to decentralistic.This means that the decision-
making process before centralized now move to institutional units education decrease the
local government up to the levels school community. This shift has means the decision-
making education expected to be more open, dynamic, and democratic. Implications is
that role of teachers, parents, student and the community is very important in decision
making.
Performance activity can run by every individual in relation to achieve objectives
have been planned.In this regard there are several definition regarding of the
performance. Smith states that performance is output drive from processes, human or

175
otherwise. Performance is the result of or output of the process. Performance can be
defined as work performance, the implementation of the work, the achievement of work,
the work or were work (Mulyasa, 2013). Readiness competence of teachers seriously
impact related to understanding and the implementation of curriculum 2013 because
competence of teachers related to competence: pedagogical, personal, social, and
professional. Teacher‟s competences are required to have an indicator of the
competencies specified. According to the data, the average value of teacher‟s competency
test in Indonesia of 4.2 while the national test criteria scores should reach 5.5. Based on
these data means that many of the teachers have not completed to achieve the competency
of teachers. Such data should be a reference for the government to evaluate the material
so that it can determine the development of teacher performance.
Curriculum is a plan that gives guidance to the process of teaching and learning
activities (Sukmadinata, 2010). Curriculum implementation, 2013 in Jombang has been
implemented in several schools. Data from Jombang district education offices, 16 schools
of Junior High School in Jombang are already implementing the curriculum in 2013.
While the teacher performance appraisal is also not yet implemented see the
implementation of the curriculum implemented in 2013 while curriculum 2013 has
already started on June 2013. The importance of the evaluation of teacher performance
appraisal here is as a reference for the government for the development of curriculum that
use as educational evaluation in Indonesia.
Suroto (2005) states that the effective physical education and sport teachers will
be able to manage student activities so as to ensure their students have adequate
movement and learning. The results showed that quality teachers greatly affect the
effectiveness of learning (Suherman, 2007; Rink, 2002) and in turn affect student
achievement (Siedentop & Tannehill, 2000). The quality of teaching includes two aspects
of the process and the results, a process that involves factor quality teachers, learners,
environment and teaching duties while the results with respect to the degree of
achievement of objectives. Factors believed teachers hold a strategic role in improving the
quality of education. In order to achieve more effective learning process, teachers can
select and use a variety of techniques and skills to teach effectively. Decisions about the
techniques and skills taught how to be selected to display the teaching function depends
on what they know, what they believe, interests, skills, and teacher personality.

METHOD
This study uses a quantitative research with descriptive comparative method.
Subjects in this study were teachers of Physical Education, Sport and Health of Senior
High School in Jombang which has already implementing the curriculum 2013, as many
as 32 teachers from 16 schools.
The type of data in this study is the nominal data or data of the numbers in the
questionnaire (the research instrument to be used) that the numbers will be narrated in the
form of words or sentences. Teacher‟s performance assessment data collected through
observation according to teacher performance appraisal guidelines already published by
the Ministry of National Education and the Directorate General of Quality Improvement
of Teachers and Education Personnel in 2010 (PKG, 2010: 43). In this research using
descriptive analysis techniques, which describes all the data obtained in the form of a
narrative or words. However, while it also uses simple arithmetic operations like addition
and average search. Researchers use this technique to assess the performance of teachers
of Physical Education and Health post-application of the curriculum 2013 in junior high
school in Jombang.

176
RESULT AND DISCUSSION
From the results of 14 competencies that have been given to teachers after the
implementation of the curriculum in 2013 and prior to the acquisition of the curriculum in
2013 the average percentage score for each competency then converted into a scale score
of 100. Criteria value obtained 0-25 (less), 26-50 (fair), 51-75 (good), and 76-100
(excellent). The average results of the comparison 14 competencies that have been given
proficiency level, the obtained results that teachers gain after post implementation of the
curriculum 2013 who have a better performance compared to the teacher before the
implementation of the curriculum 2013. It can be seen from the cores obtianed of 2 (two)
on each competency. An increase of 22:48% of the curriculum KTSP (local institution
curriculum) to curriculum 2013.
From the results of research on teacher work performance after the
implementation of the curriculum 2013 in Jombang district, an increase of 22:48%. It
weas taken to the established procedure, valid and neutral assessment carried out without
any interference from any party. Improved performance of teachers in Jombang increased
after an assessment. Many factors that affect the increasing performance of teacher of
physical education and sport.
The strategic implications that should be improved for the teachers of Physical
Education and Health in Jombang based on research results was the performance of
teachers. A qualified teacher is the teacher who has the ability to teach in accordance with
the discipline of science. Based on national minister of education act number 16 of 2007
concerning the standard of academic qualifications and competence of teachers.

Pedagogic competency
A teacher must possess the characteristics of learners from the physical aspects,
moral, spiritual, social, cultural, emotional and intellectual, mastering learning theory and
principles of learning that educate, develop curriculum relevant to the subject of teaching,
organizing learning that educate, utilizing information and communication technology for
the sake of learning, facilitate the development of student potentials to actualize potential,
communicate effectively, empathetic and polite with learners, conduct assessment and
evaluation of processes and learning outcomes, utilizing the results of the assessment and
evaluation for the sake of learning and doing reflective action to improve the quality of
learning.

Personal Competence
A teacher must act in accordance with religious norms, legal, social, and national
culture of Indonesia, present yourself as a person who is honest, noble character and role
models for students and the community, present yourself as a person who is steady,
stable, mature, wise and dignified, shows the work ethic, high responsibility, a sense of
pride to be a teacher and self-confidence and uphold the code of ethics of the teaching
profession.

Social Competence
A teacher must be inclusive, to act objectively, and not discriminatory for
consideration gender, religion, race, physical condition, family background and economic
status, communicate effectively, empathetic and polite with fellow educators, staff,
parents and the community, adapt in a charge across Indonesia that have social and
cultural diversity, communicating with the community's own profession and other
professions orally and in writing or other forms

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Professional Competence
A teacher must master the material, structure, concept and mindset of science that
supports the subjects of teaching, mastering the standards of competence and basic
competences subjects of teaching, develop learning materials of teaching creatively,
develop professionalism in a sustainable manner by taking action reflective and utilize
technology information and communication to develop themselves.Therefore to improve
the work performance of the teacher, it should improve the four competencies. To
improve these four competencies, of course, has a way or a different effort.

CONCLUSION
The research on teacher work performance of physical educationand sports after
the implemenatioan of curriculum 2013 showed that teachers who are implementing the
curriculum in 2013 in the category of better performance compared to the performance of
teachers before implementation of the curriculum of 2013. It is showed by the results of
the amount of the value of two or met all of them and at least a value of 0 (zero) or not
met on 14 competences. Of the 14 the competences that result can be obtained difference
to the teacher after the application of curriculum in 2013 as much as 80.37% and prior to
the curriculum in 2013 as much as 57.89%. An increasing of teacher work performance as
much as 22,48% after the implementation of the curriculum in 2013.
Factors affecting the performance of teachers not only on changes in the
curriculum, but the curriculum implementation process is also important. Teacher
assistant has an important role in the process of implementing the curriculum in 2013,
with the assistance curriculum of classroom teachers can consult if not yet understand the
curriculum in 2013 so that the problems that occur can be overcome with good. In the
implementation process, there are a lot of problems from some of the teachers in
implementation of curriculum 2013. Mostly, they complained about the assessment
process which is more complicated. It is marked with survey results in the assessment
process indicator values tend category partially fulfilled. It means that need a change in
the assessment process. There are also teachers who modify the assessment by theirself
which make the assessment of teaching and learning process become easier.

REFERENCE
Hasbullah, 2006. Otonomi Pendidikan. Jakarta: PT Raja Grafindo.
Kementerian Pendidikan Nasional. 2007. Permendiknas No. 16 Tentang Standar
Kualifikasi Akademik Dan Kompetensi Guru. Jakarta.
Kementerian Pendidikan Nasional. 2010. Pedoman Pelaksanaan Penilaian Kinerja Guru.
Jakarta: Kemdiknas.
Maksum, A. 2012. Metodologi Penelitian dalam Olahraga. Surabaya: Unesa University
Press.
Mosston, M. & Ashworth, S. 1994. Teaching Physical Education. 4th. Ed.Machmillan:
College Publishing Company.
Mulyasa, E. 2013. Pengembangan dan Implementasi Kurikulum 2013. Bandung. PT
Remaja Rosdakarya.
Rink, J. E. 2002. Teaching Physical Education for Learning (4th edition). New York:
McGraw Hill.
Sidentop, D. & Tannehill, D. 2000. Developing Teaching Skills in Physical Education (4th
Edition). Mountain View, CA: Mayfield.
Suherman, A. 2007. Teacher‟s Curricullum Value Orientations dan Implikasinya Pada
Pengembangan Kurikulum dan Pembelajaran Pendidikan Jasmani. Disertasi.
Bandung: Universitas Pendidikan Indonesia.

178
Sukmadinata, N.S. 2010. Pengembangan Kurikulum Teori dan Praktek. Bandung: PT
remaja Rosdakarya.
Suroto. 2005. Examining the relationship among students‟ physical activity level,
students‟ learning behaviors, and students‟ formative class evaluation during
elementary school physical education classes. (Unpublish Doctoral Disertation).
University of Tsukuba. Japan.
Suryosubroto, 2010. Manajemen Pendidikan Di Sekolah. Jakarta: PT Rineka Cipta.
Undang-Undang Nomor 32 Tahun 2004 tentang Pemerintahan Daerah.
Undang-undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem
Pendidikan Nasional. 2010. Bandung: Citra Umbara.

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THE EFFECT OF LOCOMOTOR LEARNINGTOWARD MOTOR SKILLOFSTUDENTS
GRADE I WITH MENTALLY DISABLED (C1) SLB PUTERA ASIH KOTA KEDIRI

Ruruh Andayani Bekti. Universitas Nusantara PGRI Kediri.

Email:ruruh.andbe@gmail.com

ABSTRACT
Physical Education which is given to children with mentally disabled still needs much special
concern remembering that they have limited disorder and motor deficiencies, below-average intelligence,
emotional disturbances, less ability in social adaptation and less physical fitness so the movement is also not
too good, they should be given motion learning. Basic motions that should be given such as locomotor
movements, nonlocomotor, and manipulative, in this research is first grade students who still need helps to
move. Thus the researcher chose locomotor movements which can be defined as walking, running, and
jumping. Research questions in this research are: 1) how does the dynamic development of motor
movement in children with middle motor deficiencies (C1) class I SLB Putera Asih Kota Kediri during
given locomotor treatment?; 2) How does the effect of locomotor learning toward the motor of mentally
disabled students class I (C1) SLB Putera Asih Kota Kediri? The research site is in SLB Putera Asih Kota
Kediri and using purposivesampling. The research method is qualitative and quantitative method using
mixed method. Based on the research result dan discussion that has been described, it can be concluded that
in the dynamic development of students basic movement grade I/C1 SLB Putra Asih Kota Kediri viewed
that during the learning process, the ability of absorbing information is low. In communication, they have
much difficulty and are easily influenced by their surrounding. In this case, intelligence factor, physical
condition, students‟ social adaption, environment, and emotion disorder are really affected. It is not easy to
give motor skills if the teacher is not come from physical education. The research of THE EFFECT OF
LOCOMOTOR LEARNING TOWARD MOTOR SKILL OF STUDENTS GRADE I WITH MENTALLY
DISABLED (C1) SLB PUTERA ASIH KOTA KEDIRI gave effect to the motor development of students
with disabled mentally. This is proven with the improvement of motor skill mentally disabled students
during learning basic movements.
Key words: Locomotor learning, mentally disabled students, motor movements

INTRODUCTION
Physical education which is taught in school has an important role for growth and
physical development and establishe lifelong healthy lifestyles but not everyone has these three
aspects to perfect, there are still many who have limited to those who have keterbataan physical,
mental, and emotional that occur in Anak Berkebutuhan Khusus (ABK). Most of them have
barriers in response to stimuli given environment to perform motion, imitating, and even there are
indeed physically impaired that could not make a move that is oriented correctly, unconsciously
will impact on the development and improvement of physical abilities and skills of motion. In
connection with the above the physical education program as one of the subjects in Sekolah Luar
Biasa (SLB) has significance in developing the potential that still exists on children with special
needs. In this case the physical education program for children with special needs are known by a
special physical education or adaptive physical education.Adaptive physical education planned
properly and packaged in accordance with the needs of children, especially children with mentally
disable are expected to be able to form the basic motor skills of children. The formation of the
basic motor skills in children with intellectual challenges each individual has particular
significance as it is known the basic locomotor movement capabilities.
Goal of this research is retarded children (moderate mental retardation) first grade of
primary school, since children with intellectual challenges are in the classification is capable
mentally disabled training (trainable mentally disable) can still be mimicked directed. In contrast
to the mild mental retardation that physically they are not impaired. Similarly, severe and very
severe mental retardation who require total care assistance (Somantri, 1986: 86). On the basis of
the above, then the question arises: 1). How does the dynamic development of motor movement
of the student with medium mentally disable (C1) class I SLB Kediri Kota Putera Asih for granted
locomotor learning; 2). How does the influence of the locomotor learning toward motor skills of
Students Tunagrahita class I (C1) SLB Putera Asih Kediri.

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RESEARCH METHOD
This research used quantitative and qualitative (mixed method). In this model researcher
use both methods in an integration (Creswell, 2003 in Maksum, 2009: 14). Quantitative research
with the aim to determine the effect of the motion of the locomotor learning to the development of
the child's motor-moderate mental retardation (C1) class I, with a design using "Repeated-
Treatment Design" (Infallible, 2012: 101). For qualitative research aims to find, understand,
explain, and get a picture of the locomotor motor development for children with intellectual
challenges SLB class I Putera Asih Kediri. Through this approach, researchers can tell how the
influence of the locomotor movement learning toward the child middle mentally disable.

RESEARCH RESULT
The test results show that each child has a different pattern of development in accordance with the
potential of each child. The development of the long jump without prefix in general, they are
pretty good. Note the information below: Below is the long jump test results without a prefix as a
whole. To make it clearer, the following are also included charts to make the reader understand
test results. The data obtained are shown in the following table:
Long Jump Test results without Prefix
PRE-TEST POST-TEST
NAMA
1ST CHILD 42 cm 47 cm
2nd CHILD 12 cm 15 cm
3RD CHILD 47 cm 51 cm
4TH CHILD 15 cm 15 cm
5TH CHILD 25 cm 28 cm
6TH CHILD 27 cm 29 cm

From the above picture can be seen dynamic development of the long jump without a prefix as a
whole. In general, they look out for improvements. Note the following explanation
a. 1ST CHILD. In the beginning before treatment, the first child 1 still need help researchers to
simply stand behind a line that has been determined. Results leap Child 1 is still far away.
Researchers repeatedly gives examples Child 1 movement but can not catch the orders given
by the researcher. After receiving treatment, Child 1 began to get results even further leap. At
the time of the jump, his hand had swung backward to increase thrust. And easily children 1 to
do so. In fact, Child 1 increased from pretest to posttest.
b. 2nd child. In early tests, Children 2 still need guidance. Researchers gave instructions to swing
both hands in order to get the results of a far leap. Children 2 still can not concentrate and can
make landing well, need to approach and landing more for children 2 tend to be dreamy and
unfocused, with attention to the patient at the end of the test Children 2 gets results slightly
increased.
c. 3rd children. Children In early tests difficult to put the foot behind the line, so that researchers
need to justify the placement of his feet. Patiently researchers provide guidance and direction
to him. No trouble children 3showed a better development for children 3 can tend to be
invited communications and directed so that the results obtained at the end of the test showed
an increase.
d. Child 4. At the beginning of the test, Children 4still need guidance in foot placement prior to
the jump performed. He tends to shy and difficult to be directed, to make the leap he had to be
helped parents and even homeroom, to make the leap behind the line he must be helped
repeatedly, looking at the facts of final test results jumps 4 children still no improvement.
e. 5th children. At the time of the jump test without prefix experiencing difficulties because of the
limitations doubles but with the direction of the repeated he could make the leap in berulag
again, at the end of the test segitu also need guidance extra patient with increased output.
f. 6th children. At the beginning of leap Kids children 6 cebderung not concentrate, to put his foot
behind the line just can not focus, sometimes also ran first and then want to jump, but slowly

181
 he could do, for the final test children 6 already started focus and melaukan leap movement
with increased output which is not much.

CONCLUSION
Based on the results of research and discussion that has been described in previous
chapters, it can be concluded that the dynamic development of basic movement graders I / C1
SLB Kediro Kota Putra Asik envisaged that during the learning process, the ability to slow the
absorption of information. In communicating them less smoothly and easily influenced by the
surrounding circumstances. In this case the factor of intelligence, physical condition, social
adaptation of children, emotional disturbances and the environment is very influential. Not easy to
give motor skills if the teacher is not a background of physical education. Research Effects of
Learning Effect Against Locomotor Capabilities of Motor Learning in Children Class I
Tunagraita (C1) SLB Kediri Kota Putera Asih influence on motor development of children with
intellectual challenges. This is evidenced by the increase in the child's motor ability Tunagrahita
for implementing learning basic motion.

REFFERENCE
Arikunto, Suharsimi. 2002. Prosedur Penelitian. Jakarta: Rineka Cipta.
Bogdan, R.C. & Biklen. 1998. Qualitative Research for Education an Introduction to theory and
Methods. Boston: Allyn and Bacon, Inc.
Bucher, C.A. 1983. Administration of Physical Education and Athletic Programs. St Louis: The
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 The Effect of Learning-Time Modification toward the Increase of Physical Fitness,
Self-Concept, and Academic Achievement

Sapto Adi

Abstract
This study generally aims to assess the effect of learning time modification in physical education toward the
increase of physical fitness, self-concept, and academic achievement. The design of this study was non-
Equivalent Control Group Design and the sampling technique used in this research belongs to purposive
sampling. The research was carried out in primary schools with total sample of 4 Elementary schools. The
instrument to test the data was by Multivariate Analysis of Varians (MANOVA). The results of the study
was shortly inferred that "learning-time modification in physical education affect to the incraese of physical
fitness, self-concept, and academic achievement." It was proven by F value at 6.667 and significance at
0.00. This value was less (<) than degree of significance that was 0.05; it means that there are differences in
the effect.
Keywords: modification, physical fitness, self-concept, and academic achievement

Introduction
In teaching-learning activity, we have ever encountered sport class is used for another
activity or another subject. Not to mention the condition when the school holds academic
activity such as formative or summative test, sport class is ever dismissed and taken over
by another teacher to teach another subject.
The result of research conducted by Mutohir and Maksum (2007) about Sport Development
Index in 2006 under dimension of physical health, in which the sample used consist of children,
adolescents, and adults was classified into some categories. They were very poor with the
percentage at 37.40%, poor at 43.90%, fair with the percentage at 13.55%, and good to very
good which was only at 5.15%. This research was conducted over Indonesia which involved 31
provinces and 92 cities/regencies. Another research was conducted by Sallis and Patrick (1994).
It was entitled The International Consensus Conference on Physical Activity Guidelines
for Adolescents. This research highlighted two principal points; first, every adolescent has
to be physically active everyday or closely everyday as a part of life style. Second, every
adolescent has to actively get themselves involved in three or more sessions per week in
activity which take more or less 20 minutes and require physical power level from
medium to hard.
Some countries also experienced the problem with physical education. As stated by
Hardman and Marshall (2012), teachers in Taiwan said after educational reformation,
physical and medical subjects were bound together. This condition led to the time
reduction on training physical activity. As the result, time to teach another subject like
English got increased, even a new subject such as computer was put into curriculum.
According to Wee (2013) the weakness on physical subject in Malaysia lied on the
implementation and monitoring of teaching-learning activity. Some schools have even put
physical subject aside regarding to some aspects. In line with Wee, Mara et al (2004)
stated that in term of background of education, most of sport teachers occupied non-
physical education. Besides, minimum facilities and teaching materials as well as
inappropriate implementation for some schools in Malaysia may lead to the failure to
meet the curriculum (Hoe, 2013). In addition, Fry & McNeill (2011) explained that
currently sport at school has obtained an important profile nationally and politically in
Singapore, while physical education has not obtained yet. The improvement on
infrastructure in physical education currently has not affected more on the quality of
pedagogy in physical field.
Physical education has some psychological benefits, such as reducing stress, raising
concentration, and specifically raising children competence on learning, attendance in
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class, and achievement (United Nations, 2005). As cited in School Nutrition Programs (in
Quendler, 2002) argued that children physically inactive tend to be susceptible to illness,
undergo the least level of absence and delays, and get low score in Maths. Educators do
agree that inactive physical training affected on academic achievements. According to
Grissom (2005), the relation between achivement and physical health shows significant
result for women compared to men; this condition also works well on students with
higher socio-economic status compared to the ones with lower socio-economic status.
Based on the problems mentioned previously in terms of the low level of physical
health and the implementation of physical education in Indonesia and other countries, the
researcher is willing to conduct a research about learning-time modification in physical
education toward the increase of physical health, self-concept, and academic achievement
as the main concern of this study.
Referring to the background of the study, the researcher formulates some problems of
the study, in which generally it is dealing with the effect of learning-time modification in
physical education toward the increase of physical health, self-concept, and academic
achievement. Besides, the researcher also focuses on some specific problems to discuss in
detail, they are: (1) how is the effect resulted on three times learning-time per week in
physical education toward the increase of physical health, self-concept, and academic
achievement?, (2) how is the effect resulted on twice learning-time per week in physical
education toward the increase of physical health, self-concept, and academic
achievement?, (3) how is the effect resulted on once learning-time per week with daily
physical activity in physical education toward the increase of physical health, self-
concept, and academic achievement?, (4) how is the effect resulted on once learning-time
per week in physical education toward the increase of physical health, self-concept, and
academic achievement?
To respond the problems of the study, the researcher also formulates the objectives of
the study, in which in general this study aims to review the difference in effect of
learning-time modification in physical education toward the increase of physical health,
self-concept, and academic achievement. Not to mention, the specific objectives are also
set to answer the formulated problems. They are: (1) to identify the effect resulted on
three times learning-time per week in physical education toward the increase of physical
health, self-concept, and academic achievement?, (2) to identify the effect resulted on
twice learning-time per week in physical education toward the increase of physical health,
self-concept, and academic achievement?, (3) to identify the effect resulted on once
learning-time per week with daily physical activity in physical education toward the
increase of physical health, self-concept, and academic achievement?, (4) to identify the
effect resulted on once learning-time per week in physical education toward the increase
of physical health, self-concept, and academic achievement?

REVIEW OF RELATED LITERATURE

Definition of Physical Education
Physical education is defined as process by which oneself acquires physical, mental,
social ability as well as optimal fitness by physical activity (Lumpkin, 2008). According
to Buck et al (2004), physical education refers to process dealing with physical activity to
train oneself physical, cognitive, social, and emotional ability to improve physical health.
Besides, Pangrazi (2010) stated that physical education is closely related to physical
condition in life.

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Meaning of Physical Education at School
The highest reference of human resource quality is about physically healthy, WHO
(2013) defines it as a state of being complete physically, mentally, socially, and it is not
merely about the state in which oneself does not suffer from any disease or infirmity.
Teachers have a responsibility to make the students interested in physical activity, thus
they can develop their skill / ability and establish an appreciation as well as basic
movement which can last within their whole life (Wall and Murray, 1994). In addition,
Hastie and Martin (2006) said that physical teachers will help students to be more skilled
in certain activity.

Goals of Physical Education

According to Pestolesi and Baker (1990), there are three aspects as general goals of
physical education, they are (a) physical growth, (b) knowledge and understanding of
movement, (c) attitude and appreciation to movement. Meanwhile Buck et al (2004)
perceived that goals of physical education are classified into three points, including
psychomotor, cognitive, and affective. On the other hand, Pangrazi and Beighle (2009)
claim that some people might pursue meaningfulness, while the rest state that they
experienced unpleasant moment during physical education.

Benefits of Physical Education

According to Martin (2010), participation in sport and physical activity is generally
promoted to get positive impact on children‟s physical and mental health. On the other
hand, National Association for Sport and Physical Education (2001) reported that
prevention to disease, safety, avoidance to injury, reducing pain and decreasing number of
the early mortality as well as improving mental health are some benefits obtained by
physical activity. Another point of view from WHO (2011) implied that physical activity
is associated with adolescent psychological benefits by increasing control over the signs
of anxiety, depression, and supporting social development by providing opportunity to
express themselves, build up confidence, self-interaction, and integration.

Branch of Physical Education

Physical Fitness
Hoeger and Hoeger (2006) define physical fitness as an ability to meet the demand of
normal and unusual safety in everyday life without getting physical too tired and still
have energy to enjoy leisure time and recreational activity. Meanwhile, Corbin et al
(2001) claimed physical fitness as body capacity which functions efficiently and
effectively both in active activity and leisure time to keep body healthy and meet the
urgent state.

Main Concepts of Physical Fitness

It is important for teachers to assist students in understanding main concepts of
physical fitness. The main concepts in this case are classified into 4, they are: (1) physical
fitness can be improved by regularly doing physical activity and sports, (2) body size is
not the parameter to determine fitness, (3) Getting body fitness can not just happen, it

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needs regular training, instead, (4) developing specific components of fitness, such as
muscle strength (Graham et al, 2007)

Components of Skill and Health in Relation to Physical Fitness

According to Corbin et al (2009) components of skill dealing with physical fitness
consist of agility, balance, coordination, power, reaction-time, and speed. Power is called
as combined fitness component as it requires power (component dealing with health) and
speed (component related to skill). Furthermore, Fall (cited in Stone, 1987) classified four
components of physical fitness, they are: (1) capacity of cardiorespiratory, (2)
components of body, (3) power, (4) flexibility (joint stretch movement). Hence, it can be
inferred that physical fitness has two components, (1) component of fitness dealing with
body health, (2) component of fitness dealing with motorist skill.

FITT (frequency, intensity, time and type) Formula

FITT stands for frequency, intensity, time and type. Each of them is defined as
follows: Frequency refers to the total session of doing exercise per week, for instance
three up to five times per week. Intencity is defined as level of exertion or energy
produced by oneself during the exercise. Time refers to duration or the length of doing
exercise. Type is training / exercise model done during activity (Wuest and Bucher,
2009). In addition, for the aim of gaining body health, children at 5-11 should complete at
least 60 minutes in doing daily physical activity under intencity from medium to hard.
This activity should cover (1) activity with hard intencity done at least 3 days a week, (2)
activity strengthening muscle and bone done at least 3 days a week (Canadian Society fo
Exercise Physiology, 2011). Based on this explanation, it is concluded that there are 4
principal of doing exercise: (1) the total exercise done in a week, (2) level of exertion
done during the exercise, (3) the length of doing exercise, (4) type of exercise.

Exercise Principal to Improve Physical Fitness

Zaryski and Smith (2005) stated exercise principals are about these following points:
(1) total development, (2) overload, (3) specification, (4) individualism, (5) regular
exercise and structural tolerance. In addition, Lambert et al (2008) divided exercise
principals into 5 points; (1) overload, (2) frequency, (3) duration, (4) intensity, (5) rest
and recovery. Based on the experts‟ view previously, it is inferred that exercise principals
basically consist of (1) overload principal, (2) development principal, (3) specific
principal, (4) rest and recovery.

Exercise Benefits
Stone (1987) said physiology of exercise concerns on the exercise effect, including (1)
response, (2) adaptation. Response refers to direct reaction of body over the force of
exercise, while adaptation refers to long-term effect over the exercise.

Definition of Self-Concept
Hadley et al (2008) claimed that self-concept refers to self-evaluation or self-
perception in which this point is about individual belief on its characteristics as traits. In
line with Hadley, Roustorp (2005) defined self-concept as perception about the individual
him/herself. Furthermore, McLeod (2008) stated self-concept is about the way on how

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individual thinks of and evaluates themselves. In addition Shavelton (1982) defined self-
concept more broadly as individual perception about themselves. According to Shavelton,
when talking about self-concept, there are three points that should be discussed in detail,
they are about (a) multidimentional self-concept, (b) self-concept upgrade, (c) model
hierarchy of self-concept. Each poin will be discussed in detail as follows.

Multidimentional Self-Concept
Coopersmith (cited in Gill, 2000) pointed out self-concept as one dimension space
which measures the use of the total space by combining the content, in this case the
content refers to the result of self-evaluation which will be found and fill the space.
Moreover, Maning (2007) defined self-concept does refer to perception of students‟
competence or self-fulfilment over academic and non-academic domains (for instance:
social, behavior, and sports) and the best result would be obtained by the representation of
profile over self perception in a whole domain.

Self-Concept Improvement
To be good at games, sports, and physical exercise will bring a significant
contribution to the improvement of stable and positive self-concepton students. Teachers
hold an important role to affective development of students by positive encouragement,
assisting with realistic clear goals and self-assessment, and using moral dilemma as
positive teaching media (Gallahue, 1996). Based on the research conducted by Folkins
and Sime (1981), the result showed exercise on physical fitness refers to the increase of
mood, self-concept, and work behavior.

Model Hierarchy of Self-Concept

Shavelson et al (in Marsh, 1992) reviewed the existing research and develop pattern
of Self-concept model hierarchy. General aspect is placed on the top position of self-
concept hierarchy within the proposed model; general aspect is then divided into two,
they are component of academic self-concept and component of non-academic one.
Additionally, Bracken (cited in Waugh, 2000) applies multidimentional self-concept
which is comprised of 150 points of self assessment described in a form of Likert format.

Academic Achievement
Scottk (2010) said academic achievement or academic performance is the result of
evaluation in whole during teaching-learning activity which measures the success of
teachers, students, or organization in achieving their education performance/goals.
Mewanwhile, Francis et al (2004) perceived academic achievement is considered as
students‟ performance in achieving mark and test standard. According to Snyder (2000),
Taksonomy of Academic Performance Indicator (TAPI) identified concepts adhered to
three basic knowledge in academic: language arts, mathematics, and science. TAPI can be
applied in: (1) curriculum development, (2) analysis of comparative curriculum, (3)
compatibility of curriculum, (4) dialogue among the experts of subjects, policy maker,
businessman, industry, and parents. In short, academic achievement is the result of
measurement upon students‟ performance during teaching-learing activity which is

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presented in a form of symbol, letters, even statement describing the result obatained by
students in particular period.

Concept of Academic Learning Time-Physical Education (ALT-PE)

Parker (in Yildirim, 2003) defined academic learning-time as total of time spent
by students when they actively get themselves involved in the appropriate material /
activity which meets their competence, hence they maximize the achievement and
minimize the mistakes. Meanwhile (Everhart and Turner, 1995) implied that ALT-PE
refers to the time the students spent on involving themselves in doing movement
successfully. Meanwhile, Beauchamp et al (in Downing, 1996) stated ALT-PE as the
parameter of students‟ success toward their behavior and reaction on doing motorist
exercise. Furthermore, Siedentop (2000) classified two criteria of process variable, the
former is active learning time, the later is opportunity time respon, in which these two
criteria belong to response based variable.

Related Previous Studies

Kanan and Gzagzah (2007) reported their research which result showed there was a
lot of time in vain during teaching-learning activity of physical education, such as
teachers spent 31.9% for the subject explanation, 18.2% for class management, and
11.9% focusing on organizing activity. Hence there was only 9.5% remains that the
teachers used to do physical exercise.
In addition, Siedentop (in Kahri, 2012) found that ALT PE as the time-reference of
students‟ success in following the teaching-learning activity of physical subject was used
only 80% of the total effective time. The rest was wasted as there was a change on doing
movement exercise. Furthermore, Tousignant (in Tinning, 1987) said that 28% of the total
time was used vainly just to wait the turn of getting the equipment, 20% was used to
focus on managerial task, another 20% was for listening to teachers‟ explanation, and
32% was the remaining provided time used to do skills/exercise.

The Relation of Learning-Time with Physical Fitness, Self-Concept, and Academic

Achievement
The research indicated students who actively engage in daily physical exercise are
best at fitness movement, academic performance, and attitude to school compared to the
ones who do not. (NASPE, 2001). In addition, Strong (2005) reported intervention of
particular physical activity is required for positive changes in bone, aerobic fitness,
muscle strength, and endurance as well as obesity for youth. The activity should be done
from moderate/medium to hard exercise within 30 to 45 minutes for 3 to 5 days a week
According to Trudeau (2008), longitudinal study found an evidence of positive relation
between physical activity and components of mental health, including self-esteem,
emotional security, spiritual, and future expectation. In addition, Taras (2005) claimed
that there was an evidence suggesting that in short-term, benefit of physical activity on
cognitive during school time was quite compensate the time spent on the other subjects.
Furthermore, Coles (2005) stated that there is a close correlation between academic
achievement and score of physical fitness activity. In contrast, Somerset (2007) proposed
another evidence in which number of participation during physical education classes does

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not have any relation to academic achievement, however students who engage in vigorous
activity outside the school at least 20 minutes a day done in three times a week are found
to have a higher score.
On the other hand, Taylor (1985) reported that the effect of physical activity in improving
self-concept and intelligence or any activity dealing with intelligence test on people with
mental retardation showed positive result.

Research Framework
The research framework is explained as follows: Learning-time modification in
physical activity is expected to have a direct effect to fitness and self-concept variable. It
is also expected that having a good fitness will effect on students‟ cognitive and their
behavior in teaching-learning process, such as having tenacity in learning and a better
concentration. Not to mention, by the effect of positive self-concept, the students are
expected to be able to achieve the goal of education by gaining a good score.

RESEARCH METHOD
Type of Research
This research belongs to Non Equivalent Control Group Design. It is often applied
within real situation in which a group can not be formed randomly. This kind of design is
recognized as pretest-posttest with no randomization (Thomas et al, 2011). An
experimental group and a control group were not chosen randomly, but they were chosen
by considering the closest characteristics they own. The type of this research was quasi-
experiment which consist of three groups of experiment (1, 2, 3) and one group of control
(4). Previously, the four groups were given a pretest in the first week. Then after the
pretest, treatment was given to the experimental groups for 6 weeks and they were given a
posttest in the 8th week.
Independent-controlled variable refers to variable which causes the a change to dependent
variable. In this research, the independent-controlled variable is research guideline which the
researcher designed and later on to be used as guidance on giving treatment to the
experimental groups (1, 2, 3) and the control one. However, there was also independent-
uncontrolled variable which enables to affect the final result of the test, such as intelligent
question (IQ), learning style, competence, learning motivation, and learning interest which can
not be controlled by the researcher on conducting research and became the limitation of the
study.
Population and Research Sample
The population of this research covered all elementary schools in Kedungkandang
Sub-district, Malang consisting of 12 wards. There were 54 state elementary schools and
this research took 4 schools as the sample. The chosen sample was based on purposive
sampling technique. Purposive sampling is defined as sampling technique which
characteristic of the chosen sampling has been recognized based on the trait or
characteristic of the population (Maksum, 2012)
Research Instrument
The researcher used three instruments in conducting the research. They were: (1)
Indonesia Physical Fitness Test for students at elementary level at 10-12 years old. (2)
Self Description Questionnaire (SDQ I) as the questionnaire used to measure self-
concept. (3) test on subjects knowledge to measure academic achievement. For tesr on
subjects knowledge, there were 4 subjects used on test, such as Maths, Indonesian,
science, and history (social).
Techique of Data Analysis

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 In analyzing the data, the researcher used Multivariate Analysis of Varians
(MANOVA). MANOVA belongs to statistic technique which can be used simultaneously
to identify or explore the relation among some categories of independent variables
(mostly in a form of treatment) and two or more dependent variables (Hair, 2010).
Besides using MANOVA, the researcher also used SPSS 19 software in analyzing.

RESEARCH FINDING
Data of Learning-Time Modification
Based on the different average poin among the four groups in treatment, the
researcher described the results as follows. Variable of physical fitness in the experiment
3 had the highest different average point compared to the experiment 1, 2, and control.
However, experiment 3 obtained treatment within the realatively longest time, that was
290 minutes each week, while others were only in 140 minutes. In the second position,
there was experiment 1 which obtain the biggest two of different average poin, and it was
followed by experiment 2, and control group in series. Based on the result, experiment 3
was the most effective one to improve fitness, yet the most applicable one during
teaching-learning process was experiment 1 and 2.
In addition, based on the different average point in self-concept variable and academic
achievement variable, experiment 1 derived the highest result followed by experiment 3,
2, and the last with the lowest result was control group. During the research, experiment 1
obtained treatment which lasted in 140 minutes and met the standard of KTSP
curriculum. However, the treatment used learning-time modification for 3 times meeting
per week in which each meeting lasted for 47 minutes. The difference between
experiment 1 and 3 was about the existence of class association whose members were
students‟ parents. This association played a significant role that was to assist students‟
activity both in academic and non-academic fields. Meanwhile, experiment 3 did not have
this kind of association, they only had what so called as school committee.
Data of Physical Fitness, Self-Concept, and Academic Achievement in Experiment
and Control
Table 4.1 The Result of Different Average Point in Pre-test and Post-test for All Variables
Variable Experiment 1 Experiment 2 Experiment 3 Control
1. Physical Fitness 2.167 1.528 3.00 0.583
2. Self-Concept 13.278 2.833 4.861 1.500
3. Academic
Achievement 34.157 11.381 22.782 2.130

Based on table 4.1, the researchercould explain: (1) the highest result of different
average point in physical fitness was gained by experiment 3 with 3.00, (2) the highest
result of different average point in self-concept was obtained by experiment 1 at 13.278,
and (3) the highest result of different average point in academic achievement was derived
by experiment 1 with 34.157.

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Data of the Total Point in Physical Fitness and Each Component in Each Group
Table 4.2 Average, Deviation Standard, and Different Average Point of Pre-test and Post-
test of Physical Fitness in Each Group
Dev. Dev. Different
Pretest Posttest
Variable Group standard standard. average
𝑋 SD 𝑋 SD point
Experiment 1 11.42 1.93 13.58 2.20 2.167
Physical Experiment 2 11.22 1.50 12.88 1.99 1.258
Fitness Experiment 3 12.31 2.01 15.31 1.94 3.00
Control 12.19 1.83 12.75 1.52 0.538

Based on table 4.2, the analysis of the highest result of different average point for
physical fitness variable was derived by the experimental group 3 with 3.00, while the
lowest one with 0.538 was derived by the control group.
The result of physical fitness for each experimental group of each component was
based on the guideline of Indonesia Physical Fitness Test by using scale from 1 to 5. The
result was presented as follows. (a) in 40 metres sprint, the highest different average point
on pre-test and post-test was gained by the experiment 3 with 0.47. (b) angle-hanging; the
highest different average point on pre-test and post-test was obtained by the experiment 3
with 0.47. (c) in sit up, the highest different average point on pre-test and post-test was
gained by the experiment 1 with 0.69. (d) vertical jump; the highest different average
point on pre-test and post-test was derived by the experiment 3 with 0.92. (e) in 600
metres sprint, the highest different average point on pre-test and post-test was obtained by
the experiment 3 with 0.31

Data of the Average Point in Self-Concept, Deviation Standard, and the Different
Average Point in Self-Concept for Each Group
Table 4.3 Average, Deviation Standard, Different Average Point of Pre-test and Post-test
in Self-Concept
Pretest SD Posttest SD Different
Variable Group Average
𝑋 𝑋 Point
Experiment 1 177.5 . 190.8 17.8 13.2
Self- Experiment 2 169.0 15.9 171.8 18.1 2.8
Concept Experiment 3 162.1 19.2 167.0 23.5 4.8
Control 166.3 16.3 167.8 16.7 1.5

Based on table 4.3, the analysis of the highest result of different average point for
self-concept variable was derived by the experimental group 1 with 13.27, while the
lowest one with 1.50 was derived by the control group.
Average and Different Average Point of Pre-test and Post-test in Self-Concept for
Each Component
The descriptive discussion below presented the result of average and different
average point of pre-test and post-test in each component of each group. (1) The
experiment 3 got the highest result of different average point in self-concept in term of
physical performance. (2) The experiment 1 derived the highest result of different average
point in self-concept under physical skill component. (3) The experiment 3 had the
highest result of different average point in self-concept in term of social relation. (4) The
experiment 1 gained the highest result of different average point in self-concept in term of
friendship. (5) The experiment 1 got the highest result of different average point in self-
191
concept in relation to subjects competence. (6) The experiment 1 had the highest result of
different average point in self-concept in term of language use. (7) The experiment 3
derived the highest result of different average point in relation to Maths. (8) The
experiment 1 obtained the highest result of different average point in self-concept under
component of emotional condition.

Data of Average Point in Academic Achievement, Deviataion Standard, and

Different Average Point in Academic Achievement for Each Group
Table 4.4 Average, Deviation Standard and Different Average Point of Pre-test and Post-
test in Academic Achievement
Pretest SD Posttest SD Different
Variable Group Average
𝑋 𝑋
Point
Eksperimen
271.4 35.3 305.6 35.8 34.1
1
Academic Eksperimen
312.1 35.6 323.5 43.3 11.3
Achieveme 2
nt Eksperimen
265.7 44.9 288.5 44.7 22.7
3
Kontrol 290.5 52.9 292.6 51.8 2.1

The experiment 1 got the highest result of different average point in academic
achievement variable with 34.1, while the control group derived the lowest one with 2.1
Average and Different Average Point in Academic Achievement for Each Subject in
Each Group
The analysis result of each subject implied: (1) the experiment 1 had the highest
different average point at Maths. (2) The experiment 1 got the highest different average
point at Indonesian. (3) The experiment 1 gained the highest different average point at
Science, and (4) the experiment 1 derived the highest different average point at Social
subject.

Data Normality and Result of Homogeneity Test

Based on the analysis of the whole data by using One-Sample Kolmogorov-Smirnov Test,
there were obtained some results including significance value of pre-test in physical
fitness with 0.02, and the post-test one was at 0.03. Then for pre-test and post-test in self-
concept were 0.97 and 0.99. Pre-test in academic achievement raised 0.88, and the post-
test was 0.13. These results were stated normal as the numbers were greater (>) than
significance point that is 0.01.
Meanwhile, based on the homogeneity result of Box‟s test, the value of F was 1.283
and its siginificance one was 0.187. the significance value within category was greater (>)
0.05. Hence, it could be inferred that the whole data was homogeneous. However, in
homogeneity test based on Lavena‟s test on every variable, F value of different average
point in physical fitness was 2,018 with significance one at 0.114. Then, F value of
different average point in self-concept was 1.209 with significance one at 0.309. The last,
F value of different average point in academic achievement was 1.726 with significance
one at 0.164. the result in Box‟s test implied that all significance values were greater (>)
than 0.05. In short, all data were homogeny.

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Result of Multivariat Test
table below presented the result of multivariate test analysis, Tests of Between-
Subjects Effects, and Estimated Marginal Means.
Table 4.5 Result of Multivariat Test in Physical Fitness, Self-Concept, and Academic
Achievement
Valu Hypothesis Noncent. Observed
Effect e F df Error df Sig. Parameter Powerb
Group Hotelling's .439 6.67 9.0 410.0 .00 60.006 1.000
Trace

Based on table 4.5, the result of multivariat test in Hotelling‟s Trace test showed F value
at 6.67 with significance value 0.00. This number was less (<) than degree of significance
that was 0.05. This means generally the research hypotheses which stated “learning-time
modification in physical education affected to the increase of physical fitness, self-
concept, and academic achievement” was acceptable.

Tests of Between-Subjects Effects in Physical Fitness, Self-Concept, and Academic

Achievement
Table 4.6 Tests of Between-Subjects Effects Physical Fitness, Self-Concept, and Academic
Achievement
Noncent.
Type III Sum Mean Observe
Source Dependent Variable df F Sig. Paramete
of Squares Square d Powerb
r
Different point in
112.58 3 37.52 7.56 .000 22.69 .985
fitness
Different point in self-
Group 3022.46 3 1007.48 5.31 .002 15.94 .926
concept
Different point in
20842.8 3 6947.62 7.15 .000 21.47 .980
academic achievement

Based on table 4.6, F value of different average point in physical fitness was 7.56
with significance one at 0.00. Then, F value of different average point in self-concept was
5.31with significance one at 0.002. The last, F value of different average point in
academic achievement was 7.16 with significance one at 0.00. These results mean that
every variable had significance point less (<) than 0.05. In conclusion, learning-time
modification affected on the increase of every variable in physical fitness, self-concept,
and academic achievement.

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Estimated Marginal Means inPhysical Concept, Self-Concept, and Academic
Achievement
Table 4.7 Estimated Confidence IntervalinPhysical Concept, Self-Concept, and Academic
Achievement
95% Confidence Interval
Dependent Variable Group Mean Std. Error
Lower Bound Upper Bound
Experiment 1 2.167 .371 1.433 2.901
Different point in fitness Experiment 2 1.528 .371 .794 2.262
Experiment 3 3.000 .371 2.266 3.734
Control .583 .371 -.151 1.317
Experiment 1 13.278 2.295 8.740 17.815
Different point in self-
Experiment 2 2.833 2.295 -1.704 7.371
concept
Experiment 3 4.861 2.295 .324 9.399
Control 1.500 2.295 -3.037 6.037
Experiment 1 34.157 5.193 23.891 44.423
Different point in Experiment 2 11.381 5.193 1.115 21.647
academic achievement Experiment 3 22.782 5.193 12.516 33.048
Control 2.130 5.193 -8.136 12.396

Based on the analysis in table 4.7, firstly, in physical fitness variable, an estimated
result in 95% Confidence Interval within lower bound of the experiment1, there was
minimum increase for 1.433. In line with the experiment 1, the experiment 2 and 3 also
got the increase each for 0.794 and 2.266. These minimum increases denoted learning-
time modification affected positively on the increase of physical fitness to the three
experimental groups. In contrast, the control group derived -0.151 which means that there
was no positive effect of learning-time modification on this group.
Secondly, in self-concept variable, an estimated result in 95% Confidence Interval
within lower bound of the experiment1, there was minimum increase for 8.740. Not to
mention, the experiment 3 also got the increase for 2.266. These minimum increases
clearly showed that learning-time modification affected positively on the increase of self-
concept to the two experimental groups. On the other hand, the experiment 2 gained the
number at -1.704 and the control group derived -3.037 which mean that there was no
positive effect of learning-time modification on these two groups.
At last, in academic achievement variable, an estimated result in 95% Confidence
Interval within lower bound of the experiment1, there was minimum increase for 23.891.
Additionally, the experiment 2 also increased for 1.115. In line with the previous two
groups, the experiment 3 got the increase as well for 12.516. These minimum increases
clearly showed that learning-time modification affected positively on the increase of
academic achievement to the three experimental groups. Conversely, the control group
derived -3.037 which mean that there was no positive effect of learning-time modification
on this group.

Result on Hyphotheses Test in the Experimental Group 1

Data Normality and Homogeneity
Based on the analysis of data normality by using Kolmogorov-smirnov test, each variable
of experimental group in a whole had significance value on average was greater (>) than
0.01. Shortly, all data were stated normal.
In this analysis,there were obtained some results including significance value of pre-
test in physical fitness with 0.267, and the post-test one was at 0.303. Then for pre-test
and post-test in self-concept were 0.017 and 0.065 for each. Additionally, pre-test in
194
academic achievement derived 0.223, and the post-test was 0.209. The test using statistic
based on mean resulted that all significance values were greater (>) than 0.01. Hence, null
hypothesis (H0) stated variant in each homogeneous data of each group was acceptable.
According to the data analysis, the average point of pre-test was stated into (1) physical
fitness for 11.412, (2) self-concept for 177.58, (3) academic achievement for 271.40.
Furthermore, the post-test was presented into (1) physical fitness for 13.28, (2) self-
concept for 190.86, (3) academic achievement for 305.56.
Table 4.8 Result of Multivariat Test
Hypothesis
Value F Error df Sig. Partial Eta Squared
df
Hotelling's trace 28.3 729.1 4.000 206.0 .000 .934

Table 4.8 indicated that the result of multivariate test referring to Hotelling's Trace
showed F value for 729.124 with significance 0.00. The result was less (<) than
significance level 0.05. It means research hypothesis which implied “learning-time
modification applied three times in a week in physical education affected to the increase
of physical fitness, self-concept, and academic achievement” in the experiment 1 was
acceptable.
Result on Hyphotheses Test in the Experimental Group 2
Based on the data analysis, the average point of pre-test in (1) physical fitness was at
11.25, (2) self-concept was at 169.00, and (3) academic achievement was at 312.09. In
addition, the post-test showed (1) physical fitness got 12.78, (2) self-concept derived
171.83, (3) academic achievement was 323.47.

Table 4.9 Result of Multivariat Test

Hypothesis
Effect Value F Error df Sig. Partial Eta Squared
df
Experiment Hotelling's 32.5 839.3 4.0 206.0 .00 .942
2 Trace

Table 4.9 denoted that the result of multivariate test referring to Hotelling's Trace
presented F value for 839.335 with significance 0.00. The result was less (<) than
significance level 0.05. It means research hypothesis which said “learning-time
modification applied twice in a week in physical education affected to the increase of
physical fitness, self-concept, and academic achievement” in the experiment 2 was
acceptable.

Result on Hyphotheses Test in the Experimental Group 3

Based on the data analysis, the average point of pre-test in (1) physical fitness gained
12.31, (2) self-concept raised 162.17, and (3) academic achievement obtained 265.74. In
addition, the post-test resulted that (1) physical fitness got 15.31, (2) self-concept derived
167.03, (3) academic achievement got 288.52.

Table 4.10 Result of Multivariate Test

Partial Eta
Effect Value F Hypothesis df Error df Sig.
Squared
Experiment Hotelling's Trace 17.1 439.8 4.0 206.0 .00 .89
3
Table 4.10 showed the result of multivariate test referring
to Hotelling's Trace presented F
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value for 439.789 with significance 0.00. The result was less (<) than significance level
0.05. It means research hypothesis which said “learning-time modification applied once in
a week followed by daily physical activity for 30 minutes in physical education affected
to the increase of physical fitness, self-concept, and academic achievement” in the
experiment 3 was acceptable.
Result on Hyphotheses Test in the Control Group
Referring to the data analysis, the average point of pre-test in the control group was stated
into (1) physical fitness obtained 12.1667, (2) self-concept raised 166.3611, (3) academic
achievement gained 290.4711. Furthermore, the post-test was presented into (1) physical
fitness with 12.7222, (2) self-concept with 167.8611, (3) academic achievement with
292.6014.
Table 4.11 Result of Multivariate Test
Partial Eta
Effect Value F Hypothesis df Error df Sig.
Squared
Experimen Hotelling's 14.757 379.,9 4.000 206.000 .000 .881
t4 Trace

Table 4.11 described the result of multivariate test referring to Hotelling's Trace
presented F value for 379.988 with significance 0.00. The result was less (<) than
significance level 0.05. It means research hypothesis which said “learning-time
modification applied once in a week in physical education affected to the increase of
physical fitness, self-concept, and academic achievement” in the control group was
acceptable.

DISCUSSION
This chapter discusses generally and specifically the finding which is related to
hypotheses test.
Result of Multivariate Test Analysis
Based on the test of multivariate analysis to all variables by using Hotelling's Trace,
F value points out 6.67 with significance 0.00. The result was less (<) than significance
level 0.05. It means research hypothesis which implies “learning-time modification in
physical education affected to the increase of physical fitness, self-concept, and academic
achievement” is acceptable.
According to Carlson (2008) there is a few benefits, but it significantly works on
supporting academic achievement in Maths and reading habit for girls who spend much
time in physical education (from 70 to 300 minutes per week) (reference: from 0-35
minutes per week). Meanwhile, Emmanuel et al (1992) claimed that covariant
multivariate analysis refers to „joint‟ method which is very effective on improving
students‟ skill at movement. In contrast, „indirect method‟ and „games-oriented‟
contribute to the increase of self-concept and social attitude. Another view is proposed by
Sung (2005) who said that children in obesity has much fat compared to the ones with
normal weight. Children in obesity perform unattractively including their physical
competence, endurance, coordination, flexibility; when talking about concept of physical
condition and self-esteem, children in obesity are poor and they have a low self-
perception.
Kobal & Musek (2001) stated that result on variant analysis over two factors and
determinant analysis show significant correlation between academic achievement and
self-concept. On the other hand, Tavakolizadeh et al (2012) perceived that based on the
research finding, swimming brings significant effect on self-physical concept and social
and moral dimension in a whole.
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Discussion on the Hypothesis Test Result in the Experimental Group 1
The result of multivariate analysis referring to Hotteling;s Trace showed F value for
729.124 with significance value 0.00. The result is less (<) than significance level 0.05. It
indicates that research hypothesis which implies “learning-time modification applied
three times in a week in physical education affected to the increase of physical fitness,
self-concept, and academic achievement” in the experiment 1 is acceptable.
Power et al (2011) said that 30 minutes per session of exercise (done 3 times or mor
per week) is the total minimum time required to increase physical fitness significantly. On
the other hand, Wittberg et all (2012) indicated that students living at healthy fitness zone
have academic scores higher than those living at needs improvement zone. Not to
mention, Morgan and Hansen (2008) highlighted that teachers believe that physical
education impacts positively to the teaching-learning activity and students‟ behavior at
class.
Different point is brought by Burgess et al (2006) who stated that 6 weeks
participation in aerobic lessen the unsatisfaction of body shape and increase self-
perception physically, eventhough the increase does not last continuously. Another point
from Mayorga et al (2012) reported that the use of questionnaire of battery test and self-
concept description EUROFIT applied to identify variables of physical self-concept and
fitness denotes positive relation between both variables
Marsh et al (2006) agreed with mutual effect between academic self-concept and
achievement in traditional academic system. Meanwhile, Nicolasi (2010) believed that
physical fitness brings social feedback and acknowledgement of peer. It is also able to
improve oneself‟s self-image. In addition, Calfas & Taylor (1994) stated that physical
activity consistenly is related to the increae in self-esteem, self-concept, depression
symptom, and anxiety/stress. They added that adolescents have to get themselves
involved in medium or hard aerobic activity for three times per week to meet the total
time for 60 minutes per week. Furthermore, Donnelly & Lambourne (2011) indicated that
physical activity based-class (more than 75 minutes) under medium intencity will
contribute to academic achievement for 6% compared to the control group which gain
reduction for 1% (less than 75 minutes).
The experimental group 1 in relation to working background of parents shows that
students living at housing whose parents mostly work as civil servant gain as much as
60% and those with entrepreneur obtain 40%, meanwhile students living at village /
native inhabitants, most of their parents work as an entrepreneur and merchant. In
contrast, in the experimental group 3, 85% of the total result shows that students‟ parents
work as entrepreneur and merchant, and the rest 15% as civil servant.
Based on the result in family socio-economic status, the experiment 1 gains a better
living than the experiment 3. It is supported by the result in the experiment 1 that 80% is
on economically-settled and the rest 20% is under economically-settled. Meanwhile, in
the experiment 3, 15% is economically-setteled and the other 85% is not. This result is
also proven by the existence of parents‟ association in the experiment 1 who always
support the academic and non-academic activity. Thus, the researcher concludes that
different livelihood and socio-economic status brings a different way on the aspect of
discipline and parental attention.
Discussion on the Hypothesis Test Result in the Experimental Group 2
The result of multivariate analysis referring to Hotteling;s Trace showed F value for
839,335 with significance value 0.00. The result is less (<) than significance level 0.05. It
means that research hypothesis which implies “learning-time modification applied twice
in a week in physical education affected to the increase of physical fitness, self-concept,
and academic achievement” in the experiment 2 is acceptable

197
 A primary school-based intervention to physical fitness significantly increases fitness
which is related to health-state quality and physical activity level of students (Eather et
al, 2013). The finding of research by Trautwein et al (2008) presented there is a positive
feedback resulted by physical self-concept and physical activity. In line with the previous
view, Jiang et al (2003) reported their finding that there is positive correlation between
quality of physical education at school and level of students’ self-concept.
In addition, Castelli (2007) found that positive result on physical fitness test correlates to
academic achievement (in Maths and reading competence). Not to mention Van Dusen
(2011) and Tomporowski et al (2008) stated their own view. Van Dusen (2011) said
fitness is closely related and meaningful to academic performance. Tomporowski et al
(2008) reported their finding in which systematic exercise program can increase particular
mental process which is recognized beneficial to use to complete the challenge, either in
terms of academic field or in a whole life.
Discussion on the Hypothesis Test Result in the Experimental Group 3
The result of multivariate analysis referring to Hotteling;s Trace showed F value for
439,789 with significance value 0.00. The result is less (<) than significance level 0.05.
Hence, it means that research hypothesis which implies “learning-time modification
applied once in a week followed by daily physical activity for 30 minutes in physical
education affected to the increase of physical fitness, self-concept, and academic
achievement” in the experiment 3 was acceptable.
According to Schneider et al (2008) students‟ intervention in participating in physical
activity under supervision four times per week, accepting educative instruction a day per
week, and promoting activity outside school is influential. Intervention brings positive
impact on cardiovascular fitness. There is an increase on self-concept among students‟
intervention whose cardiovascular is in good state. Meanwhile Boyd and Hrycaiko (1997)
said that the result of pra-adolescent self-concept on physical performance is significant.
Score obtained in physical performance shows a significant result. Another result is
brought by Daley &Buchanan (1999), a study analyzing pasrticipation in aerobic
extracurricular showed fourty-three girls are recruited in aerobic plus physical education,
the rest (n=70) stays in physical education group. The result shows significant change on
physical self-perception of girls due to their participation in five weeks aerobic exercise.
The experimental group 3 geographically located next to football field of the district.
Based on the information obtained from the teacher of physical education, the teaching-
learning activity in physical education is sometimes done in that place. This geographical
location might differ with the other three schools, in which the three schools holds the
teaching-learning activity inside their school and occasionally (in doing warming up
activity), they use the road outside school to do jogging. Moreover, the information the
researcher got during research reported that students in the experimental group 3 had a
good interest in physical and sport education.

Discussion on the Hypothesis Test Result in the Control Group

The result of multivariate analysis referring to Hotteling;s Trace showed F value for
379,988 with significance value 0.00. The result is less (<) than significance level 0.05. It
means specifically the research hypothesis which implies “learning-time modification
applied once in a week in physical education affected to the increase of physical fitness,
self-concept, and academic achievement” in the experiment 1 is acceptable.
According to Labourne et al (2013) the given physical activity affects in Maths score
achievement by aerobic fitness effect, but it does not correlate to reading score or spelling
competence. While London & Castrechini (2011) stated that physical fitness in a whole is
a better predictor on academic achievement compared to the measurement of obesity
198
using index of body mass. In addition, Roberts (2009) found significant statistical relation
between physical fitness and two out of three the use measurement to test academic
achievements, like Maths and GPA (Grade Point Averages).
Lopes (2012) found that children with minimum motorist coordination or motorist
coordination disorder have a lower academic achievement compared to those in normal or
in a good motorist coordination associated with cardio-respiratory fitness, index of body
mass, and socio-economic status. Kwak (2009) said that in girls, academic achievement is
associated with physical activity and it is not mediated by fitness, while in boys, academic
achievement is closely correlated to fitness. On the other hand, McInman & Berger
(1993) stated the result of analysis showed significant positive change of the aerobic
participants toward the dimension of mood, while the control group indicated a little
change.
Based on the statistical analysis on the control group, there is a different effect arisen
before and after the treatment, however if we take a look on the different average point of
the three variables, the result of the control group is relatively poor.

CONCLUSION
Based on the hypotheses test by usingMultivariate Analysis of Varians (MANOVA), the
general result is “learning-time modification in physical fitness affected to the increase of
physical fitness, self-concept, and academic achievement” with F value as much as 6.667
and significance 0.00. this value is less (<) than the level of significance. Specific analysis
can be inferred by each experimental group and control one.
1. Learning-time modification three times in a week in physical fitness affected to the
increase of physical fitness, self-concept, and academic achievement. The plus point
of this group is it has a higher different average poin on self-concept and academic
achievement. Moreover, in terms of fitness aspect, it belongs to fair..
2. Learning-time modification twice in a week in physical fitness affected to the increase
of physical fitness, self-concept, and academic achievement. This group has a
consistent different average poin on physical fitness, self-concept, and academic
achievement. Moreover, the three aspects are in fair category..
3. Learning-time modification once in a week followed by daily physical activity in
physical fitness affected to the increase of physical fitness, self-concept, and academic
achievement. The plus point of this group is it has a higher different average poin on
physical fitness. Moreover, in terms of self-concept and academic achievement, they
belong to fair.
4. Learning-time modification once in a week in physical fitness affected to the increase
of physical fitness, self-concept, and academic achievement. Although statistically
this group shows different effects, the different average point in physical fitness, self-
concept, and academic achievement is relatively poor.

SUGGESTION
Based on the research analysis and its limitation, the researcher proposes some
suggestion:
1. Education department in province should create a new policy in line with the national
curriculum. It means authoriry of the policy making should be given to each education
department or school. If the policy is oriented on the increase of physical fitness,
learning-time modification in the experimental group 3 is applicable, conversely, if
the policy is focused on the increase of self-concept and academic achievement,
experiment 1 or 2 are applicable.

199
2. The head of school should take a policy referring to the result of this study, such as
conducting three times or once in a week followed by daily physical activity for 30
minutes. Another alternative which can be applied is the teaching-learning process
within twice in week exercise.
3. Teachers of physical education should have their own creativity. They can modify the
teaching-learningactivity by modifying learning-time in a week, as the finding in the
experimental group 1, 3, or 2.
4. Parents‟ role is required since they give moral support in a form of parental attention
and affection and material support in a form of academic and non-academic activity.
5. Students are the target, hence the teachers should give a better understanding on the
importance of joining physical education especially to increase fitness, self-concept,
and academic achievement.
6. The next researchers are expected to conduct the similar research to make the current
one more reliable. Besides, the next researchers can also use other variables which
still have similarity to the current research

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 Improved Time Management Skills and Physical Education Teacher Learning
Arenas and Sport (Studies on Teachers Civil Servants Public Taman District
Sidoarjo Regency) 2014

Silvia Mega Novita1

rivia_senya@yahoo.com
Zakaria Wahyu Hidayat2
zakariahidayat11@gmail.com

Abstract
This study aims to improve the skills of teachers of physical education and sport in managing time
and problem based learning arena SDN civil servant teachers in the Taman district of Sidoarjo Regency.
There are five aspects to manage time and learning arena, namely, deliver time available for learning,
deliver time available for learning the task, delivering the boundaries of the learning arena, making the
signs of an increase in the level of the task, making distinguishing mark of a different motion tasks. This
research is action research. Measures in this study is workshop, mentoring and giving video show about
that. The research subjects were 5 teachers who have agreed to a statement of willingness investigated.
Assistance implemented in two stages workshop and mentoring learning places when recording. Recording
took place learning first recording was given 2x mentoring taken while recording the second post-test. The
data were obtained by the value of time management skills and learning arena primally 0 increased to 1, 2,
and 3 with an average of 2.4. While there was an increase in FCE end of the original value of 2.63 to 2.65
with a value of 4 and both categories. Based on statistical calculations it is known that th = 6 > t1% = 3,747,
which very significant. It can be concluded that there is difference pre-test and post-test, where have pre-
test score lower than post-test score. Based on workshop, mentoring and providing instructional video
shows the skills of teachers in physical education and sports arenas to manage time and learning can be said
to be increased, based on FCE filled by students learning is effective with either category.
Keywords: time management skills and learning arenas, physical education teacher.
Background
Based on employment data of physical education teachers and sports elementary
school in the district of Sidoarjo Regency Park there are 37 teachers and 5 teachers civil
servants who have not civil servants. With the majority of teachers who have become
civil servants expected physical education teacher and sports arena are able to manage
time and learning well. Based on the experience of researchers as a surveyor in research
Suroto and Khory (2013), it is contrary to the fact that there are seven teachers physical
education and sport in the District Taman Sidoarjo been able to manage time and learning
arena as evidenced by obtaining a value of 0. So that learning can not be dikatan
effective. From the above description, the researcher is interested in conducting research
titled "Improved Time Management Skills and Learning Arena Master of Physical
Education and Sports" (Study on Teacher Civil Service State Primary School in the
district of Sidoarjo Regency) 2014 ".
Problem Formulation
Based on the description of the background issues, there is a difference between
facts and skills expected condition, so that the problem can be formulated as follows.
1. How to improve the skills of physical education teachers and sports in managing time
and learning arena?
2. What measures can improve the mentoring skills of physical education teachers and
sports in managing time and learning arena?

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Objective
In accordance with the background and the formulation of the problems mentioned
above, the purpose of this research is to improve the skills of physical education teachers
and sports in managing time and learning arena.

Method
The method in this study using a quantitative research, using a lot of numbers,
ranging data collection, interpretation of these data, as well as the appearance of the
results. this study also used qualitative research data analysis qualitative research results
further emphasize the significance of generalization. That can be called attempts to
discuss mixed method.

Types of Research
The qualitative research This type of research is action research or action research.
According Maksum, (2012: 88) action research is a cyclical process of research that aims
to improve the quality of learning in the classroom in a sustainable manner. In the study
researchers act as team supervision physical education and sport, in order to identify
learning problems that arise, develop a plan of group supervision, and conducting
reflection by assessing the influence and revise action groups to develop action plans and
group supervision.

Sources of Data
Sources of data in research is the subject where the data can be obtained (Arikunto,
2010: 172). Source data from this study is the learning process of physical education
teachers and sports PNS SDN in the district of Sidoarjo Regency Park.

Research Instrument
The research instrument is a tool used in the study to mengumpumpulkan research
data (Maksum, 2009: 56). In this study, using instruments that measure teaching skills.
Meanwhile, according to Arikunto, (2010: 192) instrument is a tool at the time of the
study using a method. The questionnaire used was a questionnaire teaching skills and
observation sheet FCE. Questionnaire teaching skills related to time management skills
and learning arena physical education teacher and sports filled by a team of surveyors.
This questionnaire is filled when learning takes place, or can be seen from the video
recordings. and questionnaires FCE Class Formative Evaluation (FCE) is a questionnaire
given to the students to know the learning process physical education and sport in terms
of student opinion. The questionnaire was given to the students after the learning process.

Data Collection Techniques

Data collection techniquefrom this study through observation, interviews,
documentation, field notes. Researchers observation process can not be recorded or
checking teachers' skills in managing time and learning arena if it did not observe the
video. Further interviews were carried out after after learning takes place, can be seen the
level of understanding of teachers to the teacher's task in managing time and learning
arena. Documentation is made by recording the start phase of preparation to the
implementation of learning. In the recording process should not be discontinued before
the study ended. Researchers recorded all the activities performed when data collection is
done.

203
Results
Graph Time Management Skills and Learning Arena
Based on the graphic skills of managing time and
Pembelajaran
4
learning arena physical education teacher and sports in
2 Seb addition to the original value of 0 to 1.2, and 3 while th
0 elu = 6> t1% = 3.747, then there is a significant difference
m between pre-test and post-test. pre-test value is lower
than the post-test.
Based on the chart next to no difference in the
Graph FCE effectiveness of the learning value of the pre-test and
post-test, but there are differences according to the final
5 44 33 33 44 44 value of the FCE instrument was 2.63 pre-test and
0 2.65post-test.

Pre-test Post-test

Conclusion
The conclusions of this study are as follows.
1. Mentoring, workshops, discussion and examples of instructional video is the ideal way
to improve the skills of physical education teachers and sports in managing time and
learning arena.
2. Mentoring, workshops, discussions, and giving examples of ideal learning videos that
can improve the skills of physical education teachers and sports arena in managing
time and learning, with a very significant increase.
Refference
Arikunto, S. 2010. Research Procedure A Practical Approach. Jakarta: Rineka Cipta.
Capel, S. and Whitehead, M. 2010. Learningto Teach Physical Education in The
Secondary School. New York: Routledge.
Centinkol, G. And Ozbas, S. (2012). “A Review of Physical Education Teacher‟s
Efficacy in Teaching-Learning Process”. The Online Journal of New Horizons in
Education. Vol. 4 Issue 1, pp.25-27.
Kulinna, P.H., McCaughtry, N., Martin, J., Cothran, D., Faust, R. (2008). “The Influence
of Professional Development on Teacher‟s Psychosocial Perceptions of Teaching a
Health-Related Physical Education Curriculum”. Journal of Teaching in Physical
Education. Vol 27 No. 3, pp.292-307.
Maksum, A. 2007. Statistics in Sports. Surabaya: Surabaya State University.
Maksum, A. 2012. Research methodology. Surabaya: Surabaya State University.
Norton, L.S. 2009. Action Reseach in Teaching and Learning. USA: Routledge.
Rink. J. And Hall, T. (2008). “Research on Effective Teaching in ElementarySchool
Physical Education”.Elementary School Journal. Vol 108 Issue 3, pp.207-218.
Siedentop, D. 1983. Developing Teaching Skills in Physical Education. USA: Mayfield
Publishing Company.
204
Suroto, 2005. “Examining The Relationship Among Students' Physical Activity Level,
Students' Learning Behaviors, and Students' Formative Class Evaluation During
Elementary School Physical Education Classes”. Doctoral Dissertation, University
of Tsukuba.
Suroto dan Khory, F. D. 2013. Skills Improvement Managing Active Learning through
Lesson Study Approach (Studies in Teacher Penjasorkes SDN in District Taman
Sidoarjo). (final report) Surabaya: LPPM Unesa.
Sutcliffe, G.E. 1988. Effective Learning For Effective Management. USA: Prentice Hall
Inc.
Vasiliadou, O., Derri, V., Galanis, N., Emmanouilidou, K. 2009. “Training In-Service
Physical Educators to Improve Class Time Management”. International Journal of
Sport Science. Vol 5 No. 17, pp.33-43.
Westwood, P. (1996). “Effective Teaching”.Australian Journal of Teacher Education.
Vol 21 Issue 1, pp.66-84.
Wijaya, M.A. dan Astono. 2006. Research Grants Assistant Deputy Sports Education
Deputy civilizing Sports Ministry of Youth and Sports of the Republic of Indonesia.
Surabaya: Sport Postgraduate Studies Program State University of Surabaya.

205
 INCREASED GIVING FEEDBACK SKILLS TEACHERS OF PHYSICAL
EDUCATION AND HEALTH (STUDIES IN PHYSICAL EDUCATION
TEACHERS SPORTS AND HEALTH PNS STATE ELEMENTARY
SCHOOL DISTRICT AT TAMAN SIDOARJO REGENCY)

Sucahyo Mas’an Al-wahid

Email : cahyowahid@gmail.com

ABSTRACT
This study aims to determine the teachers treatment that can improve teaching skills, especially in
the aspect of giving feedback physical education teachers and sports health State Elementary School in
District at Taman Sidoarjo regency after being given treatment. This type of research is an action research.
Measures in this research, 1.Giving the video skills to give feedback on primary data, 2.Treatment recording
and discussion of the results in the field, 3.Reflection. Subjects of this study there are 4. Teachers of
Physical Education and Health Elementary School in the district at Sidoarjo Regency. Data from the
research results obtained from the value of the skills to give feedback on the four teachers of physical
education and health sports, namely: (1) SDN long before I get a value of 2 to 5, (2) SDN previous Ketegan
I get a value of 2 to 5, (3 ) SDN previous Trosobo I get a value of 0 to 2, (4) SDN Kramat Jegu II before
getting a value of 0 to 2. The mean pre-test 1 and the average post-test 3.5. Based on statistical calculations
in mind that the value T_count 8.70 > 2.35 T_table so it can concluded that there is a significant difference
between pre-test and post-test, in which the pre-test value is lower than the value of the post-test.
The conclusion of this study after the act of assistance through the provision of primary data
display instructional videos, discussions questionnaire assessment skills of teachers, especially in the aspect
of giving feedback to teach physical education teachers and sports health and do the recording and
reflection. Can improve the skills of teachers to teach physical education and health sports.
Keywords: Feedback Giving Skills, Teachers of Physical Education and Health, Teachers
Treatment.

INTRODUCTION
Each teacher would want effective teaching and easily understood by learners, as well as
parents would want their children as learners get a decent education and competence in
terms of both intellectual and attitude. So in the world of education the government always
planning, designing and implementing the curriculum to facilitate educators in teaching
skills so that the nation's children get the maximum teaching and no differences of each
region with different teaching competence.
By the time students have been able to carry out the task of motion and have an
understanding of what he had done, then at that time the teacher does not have to provide
a challenge, because the students have learned something consistent with the objectives
and expectations of teachers. Instead, at that time teachers can provide feedback that is
one of the efforts to observe learners with regard to how teachers are doing the activity
and what should be done to improve the ability of teachers learners (Suherman, 1998:
124). Pada Suroto competitive research grants held in September-October 2013 in the
district of Taman Sidoarjo Regency to 37 teachers PNS data found that physical
education and sports teachers in the learning process in the field of health is still quite
significant, although not look good. In its application the teacher is still lacking in terms
of 12 teaching skills especially on the aspect of giving feedback there are some
indicators that do not appear as being immediate, short in delivering the sentence,
specific / special suitable material, to all learners, and varied. This is also strengthened
by the results of the primary data analysis skills taught in the aspect of giving feedback
value of 0 = 3 teachers, grades 1 = 0 teacher, grades 2 = 4 teachers, grades 3 = 17
teachers, grades 4 = 6 teachers, grades 5 = 2 teacher (Suroto and Khory, 2013). Of the
five indicators, many teachers who perform well, but there are some teachers who do not

206
 have a value of achievement so well that the researchers wanted to study and know the
methods to improve the teaching skills of teachers.

RESEARCH METHODS
This research is a study using a quantitative approach, while the research method
which is the action / action research. According infallible, (2012: 88) is the process of
action research cycle research that aims to improve the quality of learning on an ongoing
basis.

1.Study Design
This study sought assistance action plan pattern of previous research problem by
Suroto and Khory, implement actions, implementing reflection, assessment, and
revise the learning outcomes to be developed in the next action plan based on the
theories that support. If the first reflecting increased analysis and then only use one
cycle, but if there is no improvement then proceed to the next cycle to increase.

2. Implementation
The implementation phase begins to see physically education be subject to the
requested availability pennelitian related less to achieve the majority of teachers in
early balik.Data feed is secondary data is data collected not only for the purposes of
research (Amirullah, 2013: 116). Value skills give feedback PNS teachers of
physical education and sports based health research data Suroto and Khory, (2013)
as follows: score 0 = 3 teachers, grades 1 = 0 teacher, a value of 2 = 4 teachers,
grades 3 = 17 teachers, grades 4 = 6 teachers, grades 5 = 2 teachers. In this study
will prioritize teacher who still derive a value of 0 and 2 for enhanced skills of
giving feedback. The stages of research actions planned are:
a) 7 meet phisically education teacher whose grades 0 and 2 in giving feedback
to the results of previous studies by Suroto and Khory to inquire willing to be
the subject of research and improved skills to give feedback.
b) Providing action-face interaction in teaching skills by learning where the
location of the recording shortcomings in feed balikyang views along the
recording learning researchers and research subjects.
c) Perform a pattern of government assistance (IN-1, ON-1, IN-2, ON-2, IN-3)
starting from the preparation to the implementation of physical education
teacher learning sports and health.

RESEARCH SUBJECT
The subject of research in this study is the subject from which the data can be obtained
(Arikunto, 2010: 172) .In this study subjects used is Master PNS SDN District of Taman
Sidoarjo Regency is still lacking in terms of teaching skills to provide feedback 7
Physical Education Teacher Sports and Health.

RESEARCH INSTRUMENTS
Instruments in this study was a questionnaire, video and documentation consisting of:
1. Questionnaire Skills Teaching Master of Physical Education and Health.
2. Questionnaire class formative evaluation (FCE).

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DATA ANALYSIS TECHNIQUE
Data analysis is the effort to select, sort, discard, classify and arrange into categories,
classifying the data to answer the central question (Supardi, 2006: 132). Data analysis
techniques used in this study using techniques of qualitative and quantitative data analysis
as pendukung.Untuk compare the two techniques used t test (t-test) samples homogen.
The formula used is as follows.
∑𝐷
t= 2 2 𝑁 ∑ 𝐷 −(∑ 𝐷 )
𝑁− 1
(Maksum, 2012:177)
Where :
AND: The difference in each pair scores (pretest-posttest
N: Number of Samples To find out how much improvement can be seen in the following
ways:
improvements = MD x 100 %

Mpre
(Maksum, 2012:178)
Where :
MD: Median differences in each pair of scores (pretest-posttest)
More: Median for pretest.

RESEARCH RESULT
Below is a graph of the results increase the overall learning teaching skills and teaching skills of
teachers teaching teachers to provide feedback aspect is as follows:
improvements

6
4
2
0
AR K D PR
Pre-test 2.5 2.9 2.1 1.9
Post-test 4.5 4.5 2.7 3

Graph 4.1. Results Improved Overall Skills Teachers Teaching Physical Education
Sports and Health

6
improvements

5
4
3
2
1
0
AR K D PR
Pre-test 2 2 0 0
Post-test 5 5 2 2
.

Graph 4.2. Results Give Feedback Skills Improvement Learning Teacher of Physical
Education Sports and Health.

208
Based on the above chart we can see that all the teachers in teaching and learning skills
has increased, especially in giving feedback can also be said to be a significant learning.

improvements
6
4
2
0
AR K D PR

Pre-test 4 5 4 5
Post-test 5 5 5 5

Chart 4.3. Learning Effectiveness Based on FCE

Description: Rated 4 = Good, 5 = Very Good Value
Based on the chart above we can conclude that there is no difference in the
effectiveness of the learning value of the pre-test and post-test.Akan but there are
differences according to the instrument FCE final value is 4, 5, 4, 5 pretest and 5, 5, 5, 5
post- test. Results recap the above study is the whole series of processes Learning of
Physical Education and Health Elementary School in the district of Taman Sidoarjo
Regency. All teachers from the four schools has been guided by the concept of the
purpose of physical education in accordance with Suranto (2004) defines physical
education benefit in the adjustment of learning movement, neuro-muscular, social,
cultural, both emotionally and ethics as a result incurred through the choice is either
through physical activity that uses most of the muscles of the body. Moreover, it can
develop affective or attitude by Popham (1995), the affective domain determines the
success of one's learning.

DISCUSSION
In the discussion of the results of this study, researchers will describe the teaching skills
of teachers districts taman in accordance with action research field, the process and the
results of the teaching skills of teachers of physical education and sports health, especially
in the aspect of giving feedback learning and the Indonesian Government Regulation
Number 14 of 2005 on Teachers and lecturer in article 1, paragraph 1. this discussion
aims to quotes about teaching preparation of infrastructure and teaching devices,
adjustment of the provision of material and indicators of learning, mastery of the teacher
to the students during their teaching and providing feedback for reinforcement of learning
outcomes. Researcher discusses AR father teaching skills in teaching their students at
SDN During the preparation phase I of the infrastructure and the learning device has been
prepared by Mr. AR before the learning begins meaning father AR was ready to carry out
the teaching and learning process. Giving an indicator of learning the material athletics
high jump by Mr. AR getting positive participation because it provides an example in
accordance with the ability of learners and repeated explanation if not understood, Tohirin
(2005: 152) states, the demands of society, especially students of teachers in the aspects
of ethical, intellectual and social higher than that required of other adults. K father
teaching skills in teaching students to accept the initiative learners delivered through
questions, topics, or suggestions (Surya, 1997: 144-145). In the process of learning the
father of K exactly on SDN Ketegan I always prevent the behavior of learners wrong not
berketerusan and directing an action to discipline appropriately, thus Mr. K observe the
entire learners to carry out the study with indicators that can all do with attitude wise (by
way of non-verbal, through gestures, messages, proximity, eye contact and give a special
time in the conduct of the motion given). After that, researchers get a special note to
mothers D is the preparation of learning in the learning device that is priceless less well as
the grounds for implementing the learning process is not adequate at SDN Trosobo I
209
according to the statement Setyorini (2009), facilities in school buildings damaged affect
the quality of education learners because psychologically the child is not comfortable
learning on the building almost collapsed. Teaching and learning process by mothers D
only give brief verbal feedback repeatedly, ranging from opening to closing the learning.
That's because the mothers D just want learners more on affective attitude compared with
psychomotor and cognitive. And the latest research discusses the teaching skills of
researchers found mothers homework on school authorities SDN Kramat Jegu II, the
learning device or readiness of the teaching plan yet researchers get in physical form or
because it is still in the form of a file, under the rules of Ministerial Regulation Number
41 Year 2007 regarding the standards process learning for primary and secondary
education units may include planning the learning process, the implementation of
learning, assessment of learning outcomes and learning process control (monitoring,
supervision, evaluation). Indicators PR done by the mother because the mother of
learning shut PR provides LKS work tasks but the purpose of psychomotor or physical
activity for ratings less while still fulfilling their affective division of the group to perform
a different movement.

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Affecting teachers‟ Use of Information and Communication Technology. January 2009.
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Bumi Aksara, 2003.
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March 2007, Vol. 77, No. 1, pp. 81–112.
Handler, Beth.(2010). Teacher as Curriculum Leader.University of Wisconsin-Madison,
Wisconsin, U.S.A. Volume 3, Number 3, Winter 2010.
Kementerian Pendidikan dan Kebudayaan. (2014). Panduan Teknis Implementasi
Kurikulum 2013 di Sekolah Dasar. Direktorat Pembinaan Sekolah Dasar 2013-Jakarta.
Khatri, R. (2013). “Feedback, Student Collaboration, and Teacher.”Support ESL
Instructur at the University of Regina, Canada Volume 2, Nomer 2, Februari 2013.
Kilic Abdurrahman. (2010). Learner-Centered Micro Teaching in Teacher Education.
Assoc. Prof., Duzce University, Education Science,Turkey. International Journal of
Insturction. Vol, 3.No.1, January 2010.
Kimm and Swanwick.(2009). Clinical Teaching Made Easy.British Journal of
HospitalMedicine, March 2009, Vol 70, No 3.
Kiser, K. (2002). Is Blended Best? E-Learning, 3(6), 10. Journal Of Information
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Kristiyandaru, A. (2010). Manajemen Pendidikan Jasmani dan Olahraga. Surabaya:
Unesa University Press.
Mahardika, I. Made. S. (2010). Pengantar Evaluasi Pengajaran. Penerbit: Unesa
University Press- 2010 ix, 301 hal., Illus, 28.
Maksum, Ali. (2012). Metodelogi Penelitian dalam Olahraga.Penerbit: Unesa University
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Marold, K., & Haga, W. (2003).The Emerging Profile of the on-line Learner: Relating
Course. Performance with Presents, GPA, and other Measures of Achievement.
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211
 PHYSICAL ACTIVITY FOR EARLY CHILDHOOD (AGES 5 AND6 YEARS)
ON EARLY CHILDHOOD EDUCATION UNITS
IN INDONESIA

Wujiati
Surabaya State University

Abstract
This research aims to determine the extent to which the organization of physical activity for children aged 5
and 6 years old in daily activities of early childhood education institutions in Indonesia. The qualitative data
show that the adequacy of the compliance of physical activity for young children in early childhood
education units in Indonesia is very low. This is because the understanding of parents and teachers on the
importance of physical activity for young children is still inadequate. In addition, it is also caused by there
are so many activities favoured by children do not build physical activities such as watching TV or playing
games. The findings of this research show that in early childhood education the teachers‟ role in making the
daily activity schedule and daily lesson plan is very important because it can determine the density and
intensity of physical activity in early childhood units. Therefore, teachers are expected to understand the
needs of the children in accordance with their development stages.
Keywords:physical activity, early childhood, early childhood education, density, intensity, movement,
basic movement, exercise, physical education, motor skills, basic identification, spatial awareness.

Introduction
Movement is the basic human needs of various age levels. Less movement will affect
people‟s quality of life, especially physical fitness and spiritual health. Movement is
needed based on age levels. The needs of movement differ between early childhood (pre-
school) children of school age (primary school, secondary school), adolescents and the
elderly. The main characteristics of pre-school age children are moving. Each child uses
all their time to move, the coarse movement that uses most of their body such as running,
jumping and throwing. They also do a body motion which is limited skills, such as cut,
paste and push toy car. The development of basic movement and its perfection is
important in childhood. All normal children are able to develop and learn a wide range of
motion that is easier and more complicated.
To meet the needs of early childhood movement, it can be done through daily physical
activity in their lives. As NAEYC, (the National Association for Sport and Physical
Education, and the Department of Health and Human Services) they recommend that
preschool programs should offer physical education. It has a reason that children need to
build healthy habits early in their life.

Method
This mini research uses a qualitative approach with the method of observation, interviews
and documentation. Participants were taken from six units of early childhood education,
the three institutions from East Java province and three institutions from the province of
Jambi.
In this study, the object of observation is a physical activity in early childhood education
for ages 5 and 6 years old. In addition to directly observe the physical activity of children
aged 5 and 6 years old, the researcher also conducted interviews with participants
(teachers and education staff) from each educational unit is selected, and collecting
documents to describe physical activity in units of the institution in the form of Daily
Activity Schedule, Daily Lesson Plan, existing indicators in early childhood education
curriculum in Indonesia and some other countriesfor comparison.

Result
Physical activity for children aged 5 and 6 years of age which were observed in the
212
education units were used as participants conducted in the morning with a time of
approximately 15 to 45 minutes in one day. Arranged in the form of physical activity both
structured and unstructured. This is reinforced by the results of the interview participants
stated that physical activity is always done every day although sometimes not optimal
because of several reasons for examples; teachers who are not proactive, inadequate APE,
and the availability of time in an institution that is only between 2-3 hours.
From the documents daily activity schedule and Daily Lesson Plan is collected, it appears
that physical activity is carried out in the institution is not so prominent or become an
important priority for the daily activities of children.
From the research that has been done, it can be seen that the implementation of learning is
in accordance with the early childhood education curriculum based on Permendikbud
(Minister of National Education and Culture Regulation) No. 137 of 2014 on national
standards of early childhood education and Permendikbud No. 146 of 2014 on the 2013
early childhood curriculum. However, in the implementation in the field, especially in
early childhood unit has not been optimal. Especially when viewed with the indicators
used by some popular countries that are very consistent with early childhood
development, especially in the organization of physical activity. From the results of this
study, it indicates that the curriculum to develop physical activity in early childhood in
Indonesia still needs strengthening.

Discussion
Preschoolers are very happy to move their body. Through movement, children can
explore, find and use everything they see, touch, and feel at home or in units of early
childhood, and when children learn. They will acquire physical skills when they involve
the introduction of new concepts and skills through exploration involving physical skills
while doing simple movements for a variety of games and activities with coordinated
movements. At the time of early childhood in the care, they get a lesson about the
importance of physical activity, the children will be able to implement healthy behavior
for a lifetime.
A director of a preschool was proud to tell a group of parents that physical education is
part of the curriculum in schools. One mother said, "I remember having to climb a rope
and run around the track in gym class.” Plato said," The right to education must be
balanced between body and mind to spiritual harmony is perfect. "Educator / early
childhood teachers can help balance these through planning physical activity every day
(NAEYC, 2011)
There are many reasons to promote a structured physical activity in children because their
lives will benefit all time. These reasons are much more important than physical
development, social development, emotional, and mental. Children are naturally active
and will move up by walking, running, kicking, throwing, and played themselves
wherever they are.
There are many benefits for children who have increased movement and physical activity
at an early age. In addition to creating healthy habits and encourage a lifelong
commitment to physical activity, children at an early age in early childhood education
with movement-based have an advantage in the rest of their lives, including: social
development, better physical skills, increase readiness for schools, build development of
muscles, bones, and joints more quickly, reducing fat, lower blood pressure, reduce
depression and anxiety, increased ability to learn, develop an attitude of social, cognitive,
emotional skills, strength build confidence, concentration, and coordination at an early
age. Furthermore, children who are active have fewer chronic health problems, rarely
sick, rarely skipping school, and have significant risks to reduce the number of diseases of

213
children and adults, including heart disease, diabetes, obesity, depression, and mental
illness.In the early childhood curriculum in Indonesia, in the implementation of the
developmental aspects of learning to integrate into alignment that includes religious
values and moral, physical, motor, cognitive, language, social, emotional and art. Aspects
of these developments can be measured through the Achievement Level of Child
Development and the indicator is the ability of children by age groups (0-2, 2-4, 4-6
years). But there is no special emphasis governing the organization of physical activity
undertaken by USA, Denmark and Canada which have particular regard to early
childhood physical activity.

Conclusion
From the research that has been done, it can be seen that the implementation of learning is
already in accordance with the curriculum for early childhood education in Indonesia, but
the implementation especially in early childhood unit has not been optimal. Especially
when viewed with a standard that is used by the USA, Denmark and Canada. It can be
concluded that the curriculum to develop physical activity in early childhood in Indonesia
still needs strengthening.

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214
Sport Coaching and Science

215
 THE DEVELOPMENT OF STRENGTH TRAINING MODEL TO IMPROVE
TENNIS SERVE TECHNIQUES ABILITY FOR 15-19 YEARS MALE ATHLETE
WHICH WERE VALID, PRACTICALLY, AND EFFECTIVELY

Abdul Alim1, Hari Setijono2 and Edy Mintarto2

1
Faculty of Sport Science, Yogyakarta State University
2
Sport Sience study program, Postgraduate Program, Surabaya State University

Abstract
The purpose of this research is to produce a strength training model to improve tennis serve
techniques ability for 15-19 Years Male Athlete which were Valid, Practically, and Effective.
The research method was used research and development. These research subjects used expert,
tennis coaches, and athletes. The research instrument used a questionnaire to know the validation and
training models practicality, as well as Hewitt test to measure the effectiveness of training model. Data
analysis technique in the expert validation and test of practicality used percentages, and the effectiveness
test used paired t-test.
The research result showed that strength training model to improve tennis serve techniques ability
for 15-19 years male athlete effectively improve tennis serve accuracy on the significance 0,021 and with an
average increase of 9,75 points; effectively improve tennis serve performance on the significance 0, 002
with an average increase of 11, 25 point. While the speed of serve was proven increased by an average of 0,
285 km/h, but not significant with a significance 0, 152.
Conclusion of the research, strength training model was proven effective improve tennis serve
technique capability of 15-19 years athletes in Special Region of Yogyakarta (DIY).
Keyword: Tennis, Strength Training, Research and Development.

Introduction
Serve technique is one of the important, as well as the opening stroke in a game or
match, the serve is regarded as the first attack on the opponent's. According Subijana &
Navaro (2010) serve a fundamental stroke during the game and can be a key factor. This
is reinforced by opinion of Brown (2007, p.53) an effective and efficiently serve the key
to success. Based on observations made during the game Armada Cup which was held on
5 to 11 January 2015 Magelang turns in doing serve success rate of only 52.62% of the
total participants. The data indicates that the success rate of the serve in tennis athletes of
the overall success of the serve.
Fail in serve an important problem to be remedied because the serve can be used as
the main player in the match, so we need a treatment to correct the failure to serve.
According to Kovac & Ellenbecker (2011, p.22) serve can potentially cause injury if the
serve is not done with inappropriate techniques and physical aspects (strength, speed,
power, flexibility, endurance, and muscle balance) players are not trained properly.
Dominant biomotor component in tennis include strength, power, speed, coordination,
agility, flexibility, and endurance (Reid, Quinn, & Crespo, 2003, p. 59). Strength is an
important factor in tennis. According to Fernandez, Ellenbecker, Rivas, Ulbricht &
Ferrauti (2013, p.232) muscle strength plays a major role in the appearance of tennis.
Strength training is one form of exercise that can improve the ability serve.
According Roetert, Paul, Ellenbecker, Todd, Reid, & Machar (2009, p.35) strength
training can help optimize the performance of a stroke. Strength training can improve the
mechanics of the movement. This is reinforced by the results of research conducted by
Fernandez, Ellenbecker, Rivas, Ulbricht, and Ferrauti (2013) which showed that the
implementation of a six-week strength training can improve tennis performance and
reduce the risk of injury to the junior athletes tennis court. The results of the Paraskevi,
Dimitris, Vasiliki, Anastasia, Georgios, Christos, Roka, & Ioannis (2011) also showed
that a significant increase in techniques serve only occur in samples that were given
strength training, whereas in the sample (tennis athletes) do not get strength training

216
treatment techniques serve no increase significantly. Results of research Shakya (2014)
showed that the application of specific strength training program can improve the
performance capabilities volleyball player skills.
Based on this background, the author sees necessary to have a model of strength
training to improve tennis serve technique is valid, practical, and effective for athletes to
coaches can easily apply the strength training. Therefore, the authors have a basic idea to
develop a model of strength training to improve tennis serve technique is valid, practical,
and effective for athletes.

Method
Design
This study was used research and development. Data analysis tecniques in the
expert validation and test of practicality using percentages, and the effectiveness test
using paired t-test.
Participants
These research subjects was used expert, tennis coaches, and athletes. The athletes
were all males and range in age from 15-19 years.

Results and Discussion

Results
Strength Training Models Effectively Improve Serve Accuracy
t-test revealed statistically significant difference (p= 0,021) in serve speed 14,25
and 24 in pretest and posttest, it means strength training models effectively
improve tennis serve accuracy.
Strength Training Models Effectively Improve Serve Performance
t-test revealed statistically significant difference (p= 0,002) in serve performance
74,75 and 86 in pretest and posttest, it means strength training models effectively
improve tennis serve performance.
Strength Training Models Effectively Improve Serve Speed
No statistically significant difference (p= 0,152) in serve speed 14, 25 and 24 in
pretest and posttest, it mean strength training models not effectively improve tennis serve
speed.

Discussion
Strength Training Models Effectively Improve Serve Accuracy
Serve is complex so that the movement needed a good physical ability to perform a
successfuly movements serve. Accuracy serve in tennis is right before the ball dropped on
the target or targets. Good control will be done if a tennis player has a good strength.
Strength is one of the basic components required in each sport. Strength training
goals to increase muscle strength in overcoming the burden during sporting activities take
place. Application of strength training that is tailored on the needs of motion techniques
serve will give the load on muscles that are active at the time of motion serve. It will
provide stimulation on the muscles are trained to adapt and improve its functioning so as
to increase strength in the muscles are active while performing movements serve.
Increased muscle strength will be able to affect the ability of controlling the ball so that it
can improve the accuracy of serve. It is in accordance with the results of the research of
Shakya (2014) that indicates that the application of the specific strength training program
can improve the performance abilities of volleyball player skills.
T-test results indicate that there is an increase in the effectiveness of serve tennis
ability after getting a specific strength training models. The level of significance of 0.021
217
shows that strength training models to improve tennis serve ability in 15-19 years male
tennis athlete effectively increases serve accuracy. The average (means) increase in the
capability of tennis serve on the research 9.75 points. The implementation of this model
of strength training in accordance with the principles of strength training, so that the
strength training model can be really effective at enhancing serve tennis techniques.

Strength Training Models Effectively Improve Serve Performance

Test results revealed that there is an increase in the effectiveness of tennis serve
performance after getting a training model of specific strength training. The level of
significance of 0.002 model showed that strength training models significantly improve
serve performance. Strength training model focused to enhance the tennis serve
technique ability as the foundation of strength through exercise in order to improve the
technique of movement. strength training models is to train the necessary muscles while
doing the movements serve so as to increase muscles and serve movement mechanics.
This is in accordance with the results of this study which shows that the model of strength
training to improve techniques for tennis athletes serve son aged 15-19 years effectively
improve the appearance of the serve.
Roetert (2009, p.35) strength training can help optimize the performance of punch.
Strength training can improve the mechanics of the movement. In addition, the results of
this study also same with research results from Paraskevi et.al (2011) indicating that a
significant improvement on the serve techniques only occur in samples that are strength
training, while in the sample (tennis athlete) who didn't get the treatment strength training
did not increase the serve technique significantly. Research results Shakya (2014) showed
that the application of the specific strength training program can improve the performance
abilities of volleyball player skills.

Strength Training Models Effectively Improve Serve Speed

Data of serve speed showed an increase in the mean of serve speed 0.285 km/h.
Strength training models at adaptation anatomy phase aim to form the foundation for the
preparation of the next training heavier.
The increase was not significant can happen at a speed of serve because at this
adaptasi anatomy phase target exercise on improvements or repair techniques serve so
have yet to include strength training to increase the speed or power. Power has not been
drilled in this phase because it can cause less maximum technic improvements as the
purpose of the exercise. This resulted in no significance increased speed serve on this
research. The specific form of strength training model to improve speed held on next
phase of maximum strength phase and phase specific power konfersion.

Conclusion
Strength training model was proven effective improve tennis serve
technique capability of 15-19 years athletes in Special Region of Yogyakarta (DIY)

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6 week junior tennis conditioning program on service velocity. Journal of Sports
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Kovacs, M. & Ellenbecker T. (2011a). An 8 stage model for evaluating the tennis serve
implications for performance enhancement and injury prevention. Journal of Sport
Helth, 3 (6), 504-513.
Kovacs, M. & Ellenbecker T. (2011b). A performance evaluation of the tennis serve:
implications for strength, speed, power, and flexibility training. Strength and
Conditioning Journal, 33 (4), 22-30.
Paraskevi, M, et.al. (2011). The effect of Strength training on tennis service performane
of junior tennis players. Journal of Exercise and Quality of Live,3 (1), 31-40.
Reid, M., Quinn, A., & Crespo, M. (2003). Strength and Conditioning for Tennis.
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Roetert, P., Ellenbecker, T., & Reid, M. (2009). Biomechanics of the tennis serve:
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40.
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219
 THE DEVELOPMENT OF INSTRUMENT FOR EVALUATING
COACHING COMPETENCY (IECC) OF FOOTBALL SCHOOLS

Dr. Adi Sucipto, M.Kes

Physical Education Program, Post Graduate Program- Institute of Teacher Training and
Education “Budi Utomo” of Malang. Email: adis123.com@gmail.com
Prof. Toho Cholik Mutohir, MA. Ph.D
Sport Science Program, Post Graduate Program of State University of Surabaya
Email: toho.ditjora@gmail.com
ABSTRACT
The purpose of the study is to (1) develop the instrument for evaluating coaching competency of football
school coaches (FS) (2) identify the main factors that characterise the coaching competency; and (3)
evaluate the competencies of football school coaches in Malang Raya by implementing the IECC.
Method of research was Research and Development (R&D). The subject of trial was football
school coaches in Malang City (n=50). Evaluation instrument was also disseminated and
implemented/applied to football school coaches in Malang City, Malang Regency, and Batu City,
covering many more subjects such as coaches (n = 80), managing boards (n = 30), and athlete -
students (n = 400). Result of IECC development had obtained 33 instrument items which
composed five dimensions of competence, such as communication, leadership, coaching, sport
specific, and character with validity ranging from 0.296 -0.575, and reliability 0.919. Result of
dissemination and implementation of evaluation instrument to of football school coaches
throughout Malang Region had indicated that in term of competence profile, 71 % coaches were
competent whereas 29 % of them were less competent.It was concluded that (1) IECC of football
school coaches was logically and empirically designed and developed to measur e the
competence of football school coaches in valid and reliable ways; (2) Factors underlining the
competence of football school coaches were five competence dimensions such as communication,
leadership, coaching, branching, and character; and (3) Compe tence profile of football school
coaches throughout Malang Region could be ordered such following: very competent and
competent reached 71 %, less competent attained 29%, and not competent achieved zero (0%).
Keywords: Development, Instrument, Competence Evaluation, Coach, Football School
(FS), Malang Region

INTRODUCTION
Despite the wide development of football schools in Indonesia, there was
assumption asserting the poor quality of graduates from these football schools
(FS). Not only facilities were dilapidated, but also football schools coaches were
not qualified. Preliminary studies have found that coaching qualification was
below standard and almost all football schools coaches were not licensed, thus
putting their competence on the hesitance. The competence of football school
coaches could then be understood through a measurement or an evaluation. Based
on the facts on the field, not many instruments were available to measure the
competence of football schools coaches. To solve this problem, it was th en
developed the instrument to evaluate the competence of football school coaches.
Specific objectives of this research were (1) to develop the competence
evaluation instrument for football school coaches (2) to identify the factors
underlining the competence of football school coaches; and (3) to develop the
mapping of competence profile of football school coaches.

METHOD OF RESEARCH
Method of research was Research and Development (R&D). The activities
behind R&D included product designing, expert validation, product revision, and
product trial to the comprehensive group. Trial subject was football schools
coaches in Malang City (n=50). The subject of product dissemination was all

220
football schools coaches in Malang Region (n = 80), managing boards of foo tball
schools (n=30), and athlete-students in football schools (n = 400).

DEVELOPMENTAL PRODUCT
Instrument development was begun by collecting instrument items (pool
items) through empirical and theoretical reviews, thus resulting 95 instrument
items. The selection of instrument items (screening of pool items) was done by
Q-sort which resulted in 71 instrument items. The product was then trialed to
football schools coaches (n = 50) and the final result was subjected to factor
analysis, which then setting aside 33 instrument items.

RESULT OF RESEARCH
Result of IECC - football schools development indicated that 33 instrument
items were obtained and these made up five dimensions of competence, involving
communication, leadership, coaching, branching, and character with validity
ranging from 0.296-0.575, and reliability 0.919. The implementation of product
IECC – football schools to in Malang Region had produced the profiles of
competence among football schools coaches. There were 71 % football schools
coaches in category of very competent and competent, 20 % of them in category
of less competent, and zero (0%) in category of not competent.
Table 1
The Result of Development of Instrument for Evaluating Coaching Competency
(IECC) for football schools
No Dimensions Indicators Instrument Items
1. Communication Coaches could 6 items of
communicate and motivate competence
students to improve their
knowledge and skill of
football.
2. Leadership Coaches might act as 8 items of
leader with responsibility competence
to the development of
student achievement.
3. Coaching Coaches used proper 8 items of
methods and principles of competence
football exercise.
4. Sport specific Coaches utilized skills, 5 items of
techniques and tactics of competence
football play and
understood the growth and
development of early age.
5. Character Coaches had good 6 items of
character and were able to competence
inspire the athletes.
Total 33 items

DISCUSSION
IECC - football schools was developed based on empirical facts and
relevant theoretical reviews. Empirical facts derived from the coaching
experience of football schools coaches in Malang Region. Theoretical reviews
221
involved theories of sport coach competence and relevant journals of research.
The development of instrument based on empirical facts and theoretical reviews
had fulfilled internal and external validities. It aligned with Sugiyono (2013) who
stated that instrument was considered as having external validity if the criteria of
instrument were arranged based on empirical facts, and presumed as having
internal validity if the criteria were built with relevant theories.
After processing empirical facts and theoretical reviews, there were 95
competence items obtained for measuring coach competence. The product was
consulted and validated by expert, made into trial, and subjected to factor
analysis. The resultant was 33 items of competence instrument for football
schools coaches, called IECC - football schools. Indeed, IECC- football schools
comprised of 33 items/questions with moderate validity because the interval of
Corrected Item-Total Correlation ranged between 0.296- 00.575. Result of
reliability test was shown by Cronbach‟ Alpha score of 0.919, it could be said
that items in questionnaire had high internal consistency. S uch criteria were
consistent to Litwin (1995) who asserted that if coefficient of reliability was 0.70
or more, then product was considered as having good reliability. By passing over
validity and reliability tests, then IECC- football schools could be used as the
instrument to evaluate the competence of football schools coaches in valid and
reliable ways.
Items in IECC- football schools must be filled by the coaches as the form
of recognition for their coaching. Questionnaire contained quality and quantit y
scores. These scores were anchored into statements: Always (Score 5), Often
(Score 4), Sometime (Score 3), Seldom (Score 2), and Never (Score 1). If IECC -
football schools was filled by coaches, it was self-evaluation instrument. If it is
answered by head coach and also football schools students, it would be external
evaluation instrument. To understand the competence of football schools
coaches, they were evaluated from three (3) perspectives, including that from
head coach, football schools students and other football schools coaches. The
evaluation with three perspectives was a form of cross-over test which the scores
were totaled to obtain the average, and presented into competence category table.
Such operation was conducted to ensure that the result of competence evaluation
of football schools coaches was truly objective.

CONCLUSION
Some conclusions were then made. (1) IECC- football schools was
logically and empirically designed and developed to measure the competence of
football schools coaches in valid and reliable ways. (2) Factors underlining the
competence of SSB coaches were five competence dimensions such as
communication, leadership, coaching, branching, and character. Finally, (3)
Competence profile of football schools coaches throughout M alang Region could
be ordered such following: 71 % in category of very competent and competent,
20 % in category of less competent, and zero (0%) in category of not competent.

222
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 EFFORTS TO IMPROVE THE QUALITY OF AGILITY THROUGH ROPE
JUMP EXERCISE (PLYOMETRIC) WITH INTERVAL TRAINING METHOD 1 :
2 AND INTERVAL TRAINING METHOD 1 : 3

Agus Hariyanto

Abstract
The purpose of this study was to analyze whether the agility can be enhanced through the rope
jump exercises a form of plyometric exercises with interval training method 1 : 2 and interval training
method 1 : 3. Agility is the dominant component of the physical conditions in some sports. This research
method is quasi experimental and design using Randomize Group Pre-Test Post-Test Design. Sample in this
study were young or athlete that has the characteristics of male gender, age 18 s/ d 20 years old, able-bodied
and as many as 24 people.
The results of data analysis using t-test showed that in group 1(one) were treated the rope jump
with interval training method 1 : 2 between the data pre-test and post-test shows that the value of (t =
14.745) and a probability value (p = 0.000 < 0.05). In group 2 (two) were treated the rope jump with
interval training method 1 : 3 between the data pre-test and post-test shows that the value of (t = 15.501)
and a probability value (p = 0.000 <0.05).While the between group 1 and group 2 shows that the value of (t
= 0.338) and a probability value (p = 0.742 > 0.05). Conclution: Rope jump exercises with interval training
method 1 : 2 and 1 : 3 both provide significant improvements in agility. But statistically show that the rope
jump exercises with interval training method 1 : 2 and 1 : 3 gives effect did not differ significantly on
agility.
Keywords: Rope Jump, Agility, Interval Training.

Introduction
some sports movement for example dribble the ball while running and moving directions
as quick as in the game of basketball, football, hockey is performed at high speed and many times,
or the movement of taking the shuttle cock in a game of badminton, the physical elements like
agility, reaction speed, and endurance especially anaerobic endurance must be completely owned
by the athlete.
Agility is one component of physical condition that must be maintained quality in some
sports. So far attempts to define the agility in the aspect or scope exercise less scrupulous. The
term agility is often synonymous with the ability to coordinate movements of the skills, abilities
feinting or dexterity. Agility is a very modest quality of the relationship that involves physical
components such as reaction time, speed, strength, flexibility, motor skills, and others who move
in together.
To improve the agility needed to be made a special exercise program which is expected to
accelerate mastery of the techniques of sports. So it is necessary to find a suitable form of exercise
to improve agility, one of which is a plyometric exercise. plyometric can be considered as one
important tool for those who want to add a dimension to its training program (Ebben W.P 2007).
Maximizing the plyometric training program effectively and prevent the occurrence of injury
depends on the intensity of workout progress logically. This is done to prevent injuries from
exercise. Vossen J.F. et al (2000 ) stated that the athletes and coaches should be careful when
entering plyometric exercises into their training programs. If not careful, the high potential for
injury.
Many training methods used in efforts to improve the physical condition, but the
physiological training method leads to improvements in aerobic and anaerobic capacity is the
method of interval training. Within 12 weeks, interval training long and short physiologically can
improve endurance capacity, but the workout with short intervals is more effective to increase
anaerobic capacity, so the exercise short intervals of high intensity may be recommended for the
physical preparation of the players field hockey and several sports teams another considers that
both aerobic and anaerobic capacity is important (Stagno KM, et al 2004) .
Bompa (1994) says that the dominant energy system used in the game of basketball is the
anaerobic energy system. This is in accordance with the dominant element of the physical
conditions in basketball such as power, agility and anaerobic endurance. To get the special
abilities of the physical condition, a form of exercise that matches one of which is a plyometrics
226
workout. Form of plyometric exercises a lot of variety among others depth jump, jump cone, box
jump, rope jump, and much more.

Objectives
This study aimed to analyze the rope jump exercises with interval training method 1 : 2
and 1 : 3 in order to increase agilityof youth or athletes who has the characteristics of male
gender, aged 18-20 years old and able-bodied

Methods
This type of research quantitatively using quasi-experimental and research design
randomize group pre-test post-test design (Nasir, 2003). Using a quasi-experimental method
because the researcher can not control all the outside studied fariabel that can affect the results of
the research, such as: food intake of each subject every day, other activities outside the research is
conducted activities, and so on.

Subject
sample in this study were young or athlete that has the characteristics of male gender, age
18 s / d 20 years old, able-bodied and as many as 24 people. The subjects were divided into two
groups by random. Each group consisted of 12 people. Group 1 was treated rope jump with
interval training method 1:2 while the group 2 was treated rope jump with interval training
method 1:3.

Instrument
The instrument used for data collection in this study both the data pre-test and post
test is TKK 1272 Beam Type Repetitive Side Step Test

Results
Description of Data
The results of measurements and descriptive analysis of data pre-test variable
agility in the group given exercise rope jump with interval training method 1:2 is the
number of subjects (n = 12), the minimum value (27.00), maximum value (38.00),
average value (32.83), and the standard deviation (3.27). The results of measurements and
descriptive analysis of data pre-test variable agility in the group given exercise rope jump
with interval training method 1:3 is the number of subjects (n = 12), the minimum value
(29.00), maximum value (37.00), average value (32.33), and the standard deviation
(2.50).The results of measurements and descriptive analysis of data post-test variable
agility in the group given exercise rope jump with interval training method 1:2 is the
number of subjects (n = 12), the minimum value (38.00), maximum value (43.00), the
value average (40.42), and the standard deviation (2.07). The results of measurements and
descriptive analysis of data post-test variable agility in the group given exercise rope
jump with interval training method 1:3 is the number of subjects (n = 12), the minimum
value (37.00), maximum value (44.00), the value average (40.75), and the standard
deviation (2.60).
T- test
From the calculation of the t-test statistics (paired sample t-test) in group 1 (one)
were treated the rope jump with interval training method 1:2 between the data pre-test and
post-test shows that the value of (t = 14.745) and a probability value (p = 0.000 < 0.05).
This indicates that there is a significant effect of training rope jump with interval training
method 1:2 to increase agility. In group 2 (two) were treated the rope jump with interval
training method 1:3 between the data pre-test and post-test shows that the value of (t =
15.501) and a probability value (p = 0.000 <0.05). This indicates that there is a significant
227
effect of training rope jump with interval training method 1:3 to increase agility. While
the between group 1 and group 2 shows that the value of (t = 0.338) and a probability
value (p = 0.742 > 0.05). This suggests that there are not differences of significantly in
the effect between group 1 (one) and group 2 (two) to increase of agility.

Discussion
Rope jump is one type of plyometric exercises. In this study using a different
method of interval training. Group 1 ( one ) using interval training 1:2 and group 2 ( two )
interval training 1:3. its implementation was preceded by a sample stand beside the rope
that extends to a height of 40 cm from the ground, then jumped in with two feet together
the right and left laterally. The leap is done with both feet together continuously for 15
seconds (one repetition) and the number of replications between 28-30 times. The
exercise program carried out for 8 weeks with a frequency of 3 times/week. Whenever the
samples do as much exercise 4-5 times repetitions and 3-5 sets. Break between reps
accordance with predetermined intervals, and the break between sets for 5 minutes.
Increased load exercise performed every 2 ( two ) weeks
Rope jump is one form of plyometric exercises. Plyometric exercises allow the muscles to
reach maximum strength in a short time (Chu, 1998; Diallo, 2001). This occurs because the type
of plyometric exercise is an exercise that combines isometric and isotonic exercises (eccentric-
concentric) that use dynamic loading, the strain that occurs suddenly before happens to muscles
contraction.Statistically based on the results of analysis using t-test, rope jump exercises with
interval training method 1:2 and interval training method 1:3 showed no significant difference.
However, if seen an increase in average rope jump exercises with interval training method 1:3
provide greater improvement than the rope jump exercises with interval training method 1:2.
Rope jump exercises with interval training method 1:3 increase agility average of 8.42 times,
while the rope jump exercises with interval training method 1:2 increases agility average of 7.58
times.Rope jump is a form of plyometric exercises that can be used to improve the physical
condition, especially power. Bompa (1999 ) says that the power and agility have a relationship are
interrelated and influence each other positively. Thus plyometric exercise is a type of exercise that
can be used to improve agility. In accordance with the opinion of Ebben (2007 ) if the purpose of
the exercise is to improve the physical conditions such as speed, jumping ability, power, and
agility, then plyometric is a type of exercise that is suitable for use.
When viewed from the movement, agility is an element of physical condition using
anaerobic energy systems. Bompa (1999) says that the method is a good exercise in accordance
with the required energy system. Thus the exercise must be adjusted to the intensity of work, long
a phase of work in progress or the distance covered in a working phase. Method of interval
training had to decide between working time and rest regularly. The timing of a relatively
insufficient rest can lead to increased blood lactate. Method of interval training increases the
ability of the runner to adapt to blood lactate, helping to increase your lactate threshold, especially
in anaerobic activity. A form of exercise should be adjusted to the intensity of work, long a phase
of work in progress or the distance covered in a working phase.
So when applied plyometric exercises with interval training method 1:2 and 1:3
can improve the physical condition of the elements, one of which is agility. Based on the
analysis of data, although the difference was not significant statistically, but it is
recommended to use interval training method 1:3 to increase agility. Conclution: Rope
jump exercises with interval training method 1 : 2 and 1 : 3 both provide significant
improvements in agility. But statistically show that the rope jump exercises with interval
training method 1 : 2 and 1 : 3 gives effect did not differ significantly on agility.

REFERENCES
Bompa TO, 1994. Theory and Methodology of Training: The Key Athletic Performance. Kendal
Hunt Publisting and Co., Dubuque, Iowa
Bompa T.O, 1999. Periodization Training For Sports. Champaign, IL : Human Kinetics.
228
Chu, D.A. 1998. Jumping Into Plyometrics. Illionis : Leisure Press, pp. 1,3,37.
Diallo O, dote E, Duche P, Praagh EV, 2001. Effect of Plyometric Training Followed by a Reduce
Training Programme on Physical Performance in Prepubescent Soccer Players.
Journal of. sport Medicine and Physical Fitness, :41(3) pp : 342-8 (diunduh tanggal 11
Juli 2005).
Ebben W. P. 2007. Practical Guidelines for Plyometric Intensity. Journal NSCA‟S Performance
Training. Oktober 2007. Vol. 6, No. 5, pp 12-14.
Nasir M, 2003. Metode Penelitian. Gramedia. Jakarta.
Stagno K.M, R. Thatcher and K.A. van Someren. 2004. The Efficacy of Two Interval Training
Regimens on Physiological Parameter in Field-hockey Players.Journal of Sport
Sciences 22.3 (March 2004): p290 (1).
Vossen J. F., Kramer J. F., Burke D. G., and Vossen D. P. 2000. Comparison of Dynamic
Push-Up Training and Plyometric Push-Up Training on Upper-Body Power and
Strength. Journal of Strength and Conditioning Research, 2000, 14(3), 248–253

229
 THE EFFECTS OF ONE LEG HOP BUNNY JUMPS, SIGNLE LEG-
HOOPS PROGRESSION, FRONT CONE HOOPS TOWARDS POWER,
AGILITY, AND CAPACITY OF MAXIMUM AEROBICS

Ahmad Hariyanto

ABSTRACT
The efficiency of stretch- shortening cycle (SSC) can result in energy conservation and power
output increase which eventually affect performance incline. Despite the understanding to its benefit, as
knowledge progresses and the current need of sport shifts, this type of training is often used for not only to
maximise power but also endurance by shortening the break-time variable. The purpose of this study was to
analyse the increase and result differences of power, agility, and maximum aerobic capacity after the
training with one leg hop and single leg-hoop progression, one leg hop and front cone hoops, bunny jumps
and single leg-hoop progression, at last bunny jumps and front cone hoops were given. This study was a
quasi –experiment with factorial design.
The result of the study showed that 1) there was a significant effect of one leg hop using single
leg-hoop progression on power, agility, and maximum aerobic capacity, 2) remarkable impact was noted
about the training of one leg hop using front cone hoops towards power, agility, and maximum aerobic
capacity 3) there is noticeable effect of bunny jumps training with single leg- hoop progression on power
and agility, 4) there was a significant effect of bunny jumps training with front cone hoops on the increase
of power and agility, 5) the most effective training to improve power, agility, and maximum aerobic
capacity was through bunny jump with front cone hop, one leg hop with front cone hop, and one leg hop
with Single leg-hoop progression respectively, 6) in general, there were differences and interaction between
the result of giving training with the use of cones and ladders.

Key words : Maximum Aerobic Capacity, Agility, Power, Plyometric

OVERVIEW
Plyometric is defined as a body movement which optimises speed and power by
exerting muscles to their maximum forces and followed by stretching the same muscles at
short time intervals. This movement is regarded as Stretch-Shortening Cycle (SSC). The
efficiency of SSC is related with the production of energy conservation and the increase
of power output which finally resulted in the elevated performance (Turner, AN and
Jeffreys, 2010., Zatsiorsky, VM and Kraemer, WJ, 2006).
Plyometric training included in combination of anaerobic energy system and
maximum aerobic capacity in aerobic energy system is designed in order to elevate power
and agility.
The combination of analysis to the plyometric training conducted in this study
was one leg hop, bunny jumps, single leg-hoops progression, and front cone hoops.

METHODOLOGY
The study used a factorial designed experiment and analysed with inferential
statistical test of MANOVA (Multivariate Analysis of Variance).

RESULT AND DISCUSSION

One Leg Hop with Single Leg Hoop Progression Training
The increased result of Maximum Aerobic Capacity was illustrated by the VO2
max scores of the samples during post tests and pre-tests. VO2 max reflected the
workability of body parts such as the capacity of lungs,, heart, and circulatory system in
the body to send oxygen to the network of body stem cells called Mitochondria
Organelle which acted as the agent to utilise the oxygen as well as to support another
physiological condition such as of power and agility (Acta,2012).

230
One Leg Hoop with Front Cone Hoop Training
Behm (2005) did a research on the use of one foot and two feet in training using
electromyography and obtained one significant result that training with one foot gave
more dominant effect on muscles activities than with two feet. This also indicated that the
training with one foot could improve body balance as it benefited from more strength
continuously required from muscles to support the balance. Training with one foot
strengthened the statement that squat with one foot could gave effects to moving muscles
at lower part such as biceps femoris and gluteus medius significantly bigger than training
with two feet which only affected the supporting muscles such as Rectus Femoris
(McCurdy, 2010)

Bunny Jump and Single Leg-Hop Progression

The training of bunny jumps and front cone hoops had a tendency to form a
hopping movement. The movement in plyometric according to the data gathered during
the research showed that there was 1.1 times bigger result of ground reaction force and
1.9 times faster in ground contact time (Wong,2012)

Bunny Jumps Training with Front Cone Hop

Despite the statements which emphasised the benefits of one foot training
compared to two feet (Stephens, 2007), some previous researches done in 1997 indicated
that training with one foot outweighed two feet, even if tested with movement perimeter
which used two feet such as agility speed, and power (Stannard, 2003).There were also
some literatures which supported the opinion that training with two feet was not more
effective than using one foot in increasing power (Hubert, 2011)

Differences between Training Using Cones (Single Leg Hoop Progression with Front
Cone Hop) and Training with ladder (One Leg Hop with Bunny Jump) as
Independent Variables in Improving Dependent Variables
There were significant differences between Single Leg Hoop Progression using
Front Cone Hop and One Leg Hop in Bunny Jump training in relation with the increase of
dependent variables. This finding was useful for getting a foundation in designing or
creating training models or forms to improve components of physical condition. The
nature and characteristic of Single Leg Hoop Progression with Front Cone Hop and One
Leg Hop with Bunny Jump should be taken into consideration.

Interaction among Independent Variables (Ladder: One Leg Hop with Bunny Jump
using Cones: Single Leg Hoop Progression and Front Cone Hop) towards Dependent
Variables
There was a significant interaction between the independent variables including
ladders in One Leg Hop with Bunny Jump and cones in Single leg hoop Progression and
Front cone hop in improving the dependent variables. Based on the statistical analysis
with MANOVA test, it was identified that the p- value of the three dependent variables
such as power, agility and Maximum Aerobic Capacity showed was smaller than α = 0.05
(p-value 0,000 < 0.05).

CONCLUSION
In this study, some conclusions were drawn as follows: 1) there was a significant
effect of each training on the increase of power, agility, and Maximum Aerobic Capacity,
2) The most effective training to increase power was that of bunny jumps with front
cone hop, while agility and Maximum Aerobic Capacity could be inclined through one

231
leg hop with front cone hop and one leg hop with single leg-hoop progression
respectively, 3) In general, there was a different result of each training given, particularly
related with the effectiveness of single leg-hoop progression in increasing power and
MAC while front cone hoops to increase agility, 4) Bunny jumps gave more significant
effects in enhancing power and agility while one leg hops gave benefits to MAC, 5) there
was interaction between training which used cones and ladders in building up power,
agility, and MAC.

BIBLIOGRAPHY
Zatsiorsky, VM and Kraemer, WJ., (2006).Science and Practice of Strength Training.
Champaign, IL: Human Kinetics.

Behm, D. G., Leonard, A. M., Young, W. B., Bonsey, A. C. & MacKinnon, S. N. (2005).
“Trunk muscle electromyographic activity with unstable and unilateral
exercises”. Journal of Strength and Conditioning Research, vol. 19 (1), 193-
201.

McCurdy, K., O´Kelley, E., Kutz, M., Langford, G., Earnest, J. & Torres, M. (2010).
“Comparison of lower extremity EMG between the 2-leg squat and modified
single-leg squat in female athletes”. Journal of Sport Rehabilitation, vol. 19
(1), 57-70

Wong. D.P, A. Chaouachi, and A. Dellal. (2012). “Comparison of Ground Reaction Force
and Contact Times Between 2 lateral Plyometric Exercises in Professional
Soccer Player”. International Journal of Sports Medicine. 33:647 – 653.

232
 THE EFFECTS OF THE TRAINING METHOD OF SUPER SET AND
COMPOUND SET WITH RESTING INTERVALS OF 30 AND 120
SECONDS BETWEEN THE SETS TOWARDS HEALTH RELATED
FITNESS

Ahmad Nasrulloh, HariSetijono, EdyMintarto

ahmadnasrulloh@yahoo.co.id

Abstract
The present research studies and tests the effects of the training methods of super set and
compound set with resting intervals of 30 and 120 seconds between the sets towards health related fitness
involving cardiorespiratory endurance (VO2 Max), flexibility, muscle strength (leg, back), muscular
endurance (upper body, abdomen), and body composition (% fat).
This is a quasi-experimentalwith the 22 factorial experimental design. The population of this study
was males S1 students of Sports Science department (IKOR) of FIK UNY year 2014. The samples were
aken using the purposive sampling method. The instruments used in this study were the Multistage Fitness
Test (MFT) Field Tests, sit and reach tests, sit up, push up, leg and back dynamometer, and Omron Karada
Scan Body Composition Monitor.Data analysis techniques in this research are the normality test,
homogeneity and box tests as the prerequisite tests. Multivariate analysis (MANOVA) using the 2 2 factorial
was used to test the hypothesis.
The result of Multivariate tests shows a significant influence proven by the Sig. value of <.05
(P<.05). The Sig. values of the training methods was .001, of the resting intervals between the sets was
.000, and interactive methods with resting intervals between the sets was .002. The result implies that there
were significant differences in the four treatment groups towards the dependent variables involving
cardiorespiratory endurance (VO2 Max), flexibility, muscle strength (leg, back), muscular endurance (upper
body, abdomen), and body composition (% fat). The most effective training method which improves
cardiorespiratory endurance (VO2 Max) and flexibility as well as decreasing % fat was the super set method
with 30 seconds resting intervals between the sets. The most effective training method which improves
muscular strength (leg and back) was the compound set method with 120 seconds resting intervals between
the sets. The most effective training method which improves the muscular endurance (upper body and
abdomen) was the compound set method with 30 seconds resting intervals between the sets.

Keywords: weight training, super sets, compound sets, intervals between sets, VO 2 Max, flexibility,
muscular strength, muscular endurance, body composition

INTRODUCTION
Effective training is a way to achieve physical fitness, though there are some
training basic principles that should be fulfilled to achieve more optimal physical
performance. In addition, there are also some training components and the capability to
carry out the training programme in accordance with the training principles, components,
and proper dosages.
Weight training is one of the physical exercises performed with the aid of a weight
both from within and from outside the body, which is composed programmatically to
increase the muscle ability and work productivity. The current phenomena related to
weight training is that people do weight training to increase the muscle mass as
bodybuilding. Yet, the most important criteria of physical fitness are cardiorespiratory
endurance (VO2 Max), muscle strength, muscular endurance, flexibility, and body
composition, not merely on the muscle mass and the athletic-looked body. It is in
accordance to Werner (2010: 15) who states that health related fitness consists of several
components, i.e. cardiorespiratory endurance, muscle strength, muscular endurance,
flexibility, and body composition.
Holviala, et al. (2012: 1342) argues in their research that relative changes in
maximal oxygen intake on a bicycle ergometer test (VO2 Max) after 21 weeks of strength
and endurance training periods both on the training group and the control one with the
233
increases of VO2 Max of 12.5% in the endurance training and 9.8% on the combination of
endurance and strength trainings with P<.001.Avila (2010: 523) states that the
combination of medium intensity resistance training on weight loss exercise programmes
can significantly reduce body fat mass and composition of the mid-thigh, strength, and
muscle quality in adults who are over-weight and obesity than in older people.
Sekenendiz‟s (2010:3038) core strength training with swiss-ball can improve strength,
endurance, flexibility and balance in women. Baechle (2014:1) affirms that weight
training will be able to increase muscular strength, muscular endurance, neuromuscular
coordination, and bone density (preventing osteoporosis).
From the above opinions, it can be said that weight training can increase health
related physical fitness. The proper weight-training programmeshould be drawn upby
regarding the basic principles and components of the training. The selection of proper
training methods can also affect the success rate of training programme. In addition, the
resting intervals between sets need to be considered because it is associated with the
energy use during the weight training. In short, the researcher aims to analyze the
influence of the training methods of super sets and compound sets with the resting
intervals between sets of 30 and 120 seconds towards the health related fitness involving
cardiorespiratory endurance (VO2 max), flexibility, muscular strength (legs, back),
muscular endurance (upper body, abdomen), and body composition (% fat).

METHODS
The super sets training method is a weight training conducted to train the opposing
agonic-antagonistic muscles with the training dose of frequency: 3 times per week,
intensity: 50-70% 1RM, the number of sets: 2-4 sets, reps: 15-25 repetitions, resting
intervals between sets of 30 and 120 seconds. It is performed using Chest press-Pull
down, Butterfly-Rowing, Leg extension-Seated leg curl, Leg press-Lying leg curl, Arm
curl-Triceps pushdown , Low pulley curl-Triceps extension, Abdominal – Lower Back,
High Pulley Crunches-Deadlifts.The compound set weight training is undertaken to train
a group of specific muscles with the dose of frequency: 3 times/week, intensity: 50-70%
1RM, the number of sets: 2-4 sets, reps: 15-25 repetitions, resting intervals between sets
of 30 and 120 seconds and is done using different tools such as a Chest press-Butterfly,
Pull down-Rowing, Leg extension-Seated Leg press, leg curl-Lying leg curl, Arm curl
curl-Low pulley , Triceps pushdown-Triceps extension, Abdominal-High Pulley
Crunches, Lower Back-Deadlifts.

FINDINGS AND DISCUSSION

Multivariate Tests showed significant effects with the Sig. value of < 0.05 (p <
0.05). The Sig. values of the training methods was .001, of the resting intervals between
the sets was .000, and interactive methods with resting intervals between the sets was
.002. The result implies that there were significant differences in the four treatment
groups towards the dependent variables involving cardiorespiratory endurance (VO2
Max), flexibility, muscle strength (leg, back), muscular endurance (upper body,
abdomen), and body composition (% fat).
The super set combination method with the resting intervals of 30 seconds
between sets effectively improves cardiorespiratory endurance (VO2 max) because
physiologically the resting intervals of 30 seconds between sets can only recover 70% of
ATP, enabling the body to use the energy in aerobic as energy to do the training properly.
Weight training using the Chest press, retractors, arm extension, quadriceps, abdominal
curl-ups, elbow flexion and extension, lower abdominals for 4 sets and imposition of 10
RM for 6 weeks caused a significant increase in VO2 max (t = 7.978, 𝑝< 0.01), (Shelvam,

234
2014:695). In addition, this method is also effective to increase the flexibility because
during the training, the muscle group extensions are the movement of opposing agonist
and antagonistic muscles resulting in the increase in flexibility of the muscles. It is in line
with Santos, et.al. (2010:314) stating that alternative weight training and
agonist/antagonist training performed every day for 8 weeks, 3 sets, 10-12 reps per set,
except for abdominal exercises performed 3 sets of 15-20 reps, can increase strength and
flexibility with 𝑝< 0.05.Other results showed that the method of the super sets
combinations with the resting intervals of 30 seconds is also effective for decreasing %
fat since there are quite short intervals and the total treatment time is about 60 minutes
allowing the body to use energy from existing fat metabolism in the body.Yavari,
et.al.(2012: 137) suggests that the weight training of bench press, seated row, shoulder
press, chest press, lateral pull down, abdominal crunches, leg press, leg extension, triceps
pushdown, seated curls and bicep exercises performed 2-3 times per week with an
intensity of 60%-80 1 RM, carried as many as 3 sets and 8-10 reps with resting intervals
of 90-120 seconds between the sets can give significant influence towards the decrease of
% fat with the 𝑝 values of < 0.01.
The compound set method with the resting intervals between sets of 30 seconds
effectively improves muscle endurance (the upper body and abdomen). Physiological,
when performing weight training with the compound set method, the movement occurred
repeatedly on a group of the same muscles by using different tools. The number of
repetitions and the short resting intervals between the sets causes the muscle work
maximal and repetitively, so that the ability of a muscle to work repeatedly without being
fatigued can be trained properly. Besides, the energy used is as much as 70% of the ATP-
PC recovery, allowing the body to use the energy in aerobic. Weight training with 6-12
reps and weights of 40-60% 1 RM can increase muscle endurance on the significance
level of 𝑝< 0.05 (Arazi, 2011:114-115). It is similar to Manikandan‟s (2014:10-11)
opinions stating that weight training with medium intensity (65-85%) performed 3 times
per week for 12 weeks can give significant effects towards the muscular endurance with
the significance level of 𝑝< 0.05.
The compound set method with the resting intervals between sets of 120 seconds
effectively improves muscle strength because the resting intervals of 120 seconds will
recover 84% of ATP and PCr, allowing the muscle to be able to use the energy of ATP
and PCr as much as 84% at the time of the next movement. In fact, the ATP and PCr
recovery will be 100% after 3-5 minutes resting, so that the best resting interval to train
your maximum strength should be of more than 3 minutes. In addition to the long resting
intervals, training the muscle strength should also consider the intensity of the exercise
because maximum increasing muscle strength should be performed with the intensity of
70%-80% of 1 RM for the medium level, 80%-90% of the 1 RM for the level of weight,
90%-100% of the maximum load for the RM 1 and above 105% of 1 RM for super-
maximal (Bompa, 2015:128).Allegretti, et.al. (2014:102) suggest that weight training
periodization linear with the intensity of 65%-95% 1 RM applied to weight lifters can
increase muscle strength significantly during the bench press by 30%, squat by 33%, and
deadlift by 76.9%.

CONCLUSION
The training methods of super set and compound set with resting intervals of 30
and 120 seconds between the sets have the significant effects towards health related
fitness involving cardiorespiratory endurance (VO2 Max), flexibility, muscle strength
(leg, back), muscular endurance (upper body, abdomen), and body composition (% fat).
The most effective training method which improves cardiorespiratory endurance (VO2
235
Max) and flexibility as well as decreasing % fat was the super set method with 30 seconds
resting intervals between the sets. The most effective training method which improves
muscular strength (leg and back) was the compound set method with 120 seconds resting
intervals between the sets. The most effective training method which improves the
muscular endurance (upper body and abdomen) was the compound set method with 30
seconds resting intervals between the sets.

Refference
Allegretti, G.J. et.al. (2014). Effect of 16 Weeks of Periodized Resistance Training on
Strength Gains of Powerlifting Atlhetes. Official Research Journal of the
American Society of Exercise Physiologysts. June 2014, Volume 17, Number 3
Arazi, H. and Asadi, A. (2011). Effects of 8 Weeks Equal-Volume Resistance Training
with Different Workout Frequency on Maximal Strength, Endurance and Body
Composition.International Journal of Sport Science and Engineering. Vol.05
(2011) No.02, pp. 112-118.
Avila, J. J. et.al.(2010). Effect to Moderate Intensity Resistance Training During Weight
Loss on Body Composition and Phisical Performance in Overweight Older
Adults.Eur J ApplPhysiol. (2010) 109: 517-525.
Baechle, T. R. and Earle, R. W. (2014).Weight Training Steps to Success.United States:
Human Kinetics.
Bompa, T.O. and Buzzichelli, C. (2015). Periodization Training for Sport.United States:
Human Kinetics.
Holviala, J.et.al.(2012). Effects of Strength, Endurance and Combined Training on
Muscle Strength, Walking Speed and Dynamic Balance In Aging Men. Eur J
ApplPhysiol (2012) 112:1335–1347.
Manikandan. S. (2014). Effect of Different Intensities of Resistance Training on Selected
Strength Parameters among Men Handball Players. International Journal of
Physical Edication, Sports and Health 2014; 1(2): 09-11.
Moraes, E. et.al. (2013). Effects on Strength, Power, and Flexibility in Adolescents of
Nonperiodized Vs. Daily Nonlinear Periodized Weight Training. Journal of
Strength and Conditionong Research. 27 (12)/3310-3321.
Santos, E. et.al. (2010). Influence Of Moderately Intense StrengthTraining On Flexibility
In SedentaryYoung Women. Journal Of Strength And Conditioning Research2010
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 LEADERSHIP AND CONFLICT THE ORGANIZATION Sport VIEWED
FROM CULTURAL PERSPECTIVE MALUKU

Dr. Albertus Fenanlampir, M.Pd

Physical Education Studies Program
Faculty of Teacher Training and Education Pattimura University Ambon
Albertus.fenanlampir@yahoo.com

Abstract
Basically, conflict always occurs in every organization, including in KomiteOlahraga Nasional Indonesia
(KONI/Indonesia National Sport Committee) in Maluku Province. Conflict may affect negatively as well as
positively upon organization. To overcome various organizational problems including conflict, appropriate
pattern of leadership are needed to be applied in sport organization in Maluku in order that functional
effects will result in the increase of sport achievement in Maluku. After the development of sport
organization in Maluku and the contributions of achievement of Malukunese athletes in national events so
far has been reviewed, the social situation setting determined as the research setting is KONI of Maluku
Province focusing on Patterns of Leadership and Models of Conflict Management in Sport Organization in
Maluku. Based on the review of the issues above, the research questions are formulated as follow: (1) Why
does conflict occur in sport organization KONI in Maluku Province? (2) How should the models of Conflict
Management be applied in the sport organization in Maluku in order that they will be functional in the strife
for the increase of sport achievement in Maluku? The purposes of the research are: (1) To identify the
characteristics of Malukunese culture in the context of sport organization so that they will provide
contributions to the increase of sport achievement in Maluku (2) To seek for theories of leadership based on
the characteristics of Malukunese culture (3) To find out models of conflict management based on the
characteristics of Malukunese culture. The research method employed is naturalistic qualitative one. The
data are collected by means of documentation study and interviews in depth to the informants consisting of
the head/ex head of daily head of KONI in Maluku Province, the staff of KONI of Maluku Province, the
province ones of sport division, the staff of Regency KONI, culturalists, tradition and society prominent
figures, coaches as well as athletes. The research result in the facts that: (1) The conflicts occurring in the
sport organization KONI in Maluku Province is caused by the egoistic attitude of the leaders employing
authoritative style of leadership, assuming better knowledge and capabilities than others, by the lack of
coordination and communication with the members or staff, possessing no team work, being very
subjective, and applying monopoly in organizational tasks. The conflicts are created on purpose directed to
the efforts of producing tense and incredulity among leaders, staff and members, so that the leaders will feel
free in managing finance and organization (2) The appropriate patterns of leadership for sport organization
in Maluku can be classified into two types: they are coaching axis and management axis. In the coaching
axis concerning coaches and athletes, the appropriate pattern is “open autocracy”, whereas in the
management axis dealing with staff and members, the suitable pattern is “closed autocracy”, with the
following approaches. Towards the staff and member possessing low maturity and high emotional state, the
approach of „Inviting‟ should be applied. The approach of “Commanding” must be applied to the staff and
members having low maturity and emotional state. “Involving” is the right approach for the staff and
members having high maturity but high emotional characteristic. The staff and members with high maturity
but low emotional characteristic can be approached by “Delegating (3) The appropriate model of conflict
management for the sport organization in Maluku is motivating the emotional sense of the staff and
members including the athletes and coaches to the optimal level by manipulating the staff and members of
the organization as the objects of conflict.
Keyword: leadership, conflict, sport organization (KONI) of Maluku, Malukunese cultural
characteristics.

INTRODUCTION
Basically, conflicts occur in all organizations, both small organizations and large
organizations, the conflict can be positive but also negative impact on the performance of
the organization, depending on the nature of the conflict and its management. Thus, there
is no reason to eliminate all forms of conflict, except that hinder the achievement of
organizational goals.
The old view that considers the conflict within the organization as something
negative and lead to a split of the organization, had to be abandoned because it inhibits

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optimal performance. Furthermore, the dispute is sometimes regarded as the existence of
something wrong with the organization. And it means the rules of the organization is not
functioning properly. The old view was always concerned about the existence of a
conflict, it is the task of leadership is avoided and if necessary eliminate the conflict
altogether. Yet according to Gibson, Ivancevich, Donnelly (1996): Conflict between
individuals and between groups within the organization can not be circumvented, optimal
organizational performance requires a moderate level of conflict, and they assume that no
conflict means no change in the organization.
To overcome these problems an accurate pattern of leadership is one of the important
solutions in organizational life. Organizational life is meant, not only for organizations
like politics, religion, and other nonprofit organizations, but also include sports
organizations like KONI.
When the conflict hit the Moluccas, the opposite is the athlete's performance has
increased significantly. This condition attracted the attention of writers, because it is
considered as an unusual happening in organizational life. In an author's note, PON
achievement for Maluku obtained at the time of PON X, XI PON, PON XV, and PON
XVII.
Of 4 times the acquisition of accomplishment PON, PON XV 2000 and 2008 was
PON PON XVII in which the Moluccas are in conflict extraordinary atmosphere.
However Maluku achieved spectacular achievements, and boost Maluku ranking of
position 25 of the 30 provinces of South Sumatra PON participants, into the position 20
of the 33 provinces of participants PON.Based on empirical findings presented, the
authors suspect that there are close linkages between patterns of leadership, conflict
management models associated with the cultural characteristics of the people of Maluku
in improving performance in sports in Maluku.
After observing the development of the organization and contribute prtestasi Maluku
in national events then setting social situation is defined as a place to study KONI Maluku
province, with a focus on Patterns of Leadership and Conflict Management Model.
Further research raised some questions as follows: (1) Why conflicts in Maluku province
KONI sports organizations? (2) What is the pattern of leadership that should be applied to
the organization of sport in Maluku that functional impact on the improvement of sports
performance Maluku? (3) How Conflict Management Model that should be applied to the
organization of sport in the Moluccas in order to be functional to the improvement of
sports performance Maluku?
The purpose of this study was to: (1) Identify the cultural characteristics of the people
of Maluku in the context of the organization of sport so as to contribute to the
improvement of sports performance Maluku. (2) Finding leadership theory Moluccan
community-based cultural characteristics. (3) Menemukankan conflict management
model of community-based cultural characteristics of Maluku.

BASIC THEORY
Nature of Leadership
In the face of a changing environment, organizations need leaders who are
responsive, critical and dare to take the strategic decision to achieve a competitive
organization. A leader has a strategy to direct and motivate subordinates to consciously
engage in cooperation to achieve the goal. Leadership behavior that is displayed in the
managerial process is consistently referred to as a style (style) leadership.Leadership style
was intended as a way of behaving that are typical of a leader of the group members.
Style authoritarian or autocratic style of leadership is built on the basis of power.
Followers often motivated by fear. With this style, the leader commanding his followers

238
to do the job and is expected to finish without having to wonder. This style only know
very little delegation of authority and leaders do not provide an explanation of what to do.
Authoritarian leaders are usually very much to do with his followers and style of
leadership was often create hatred against the leader. In practice, things that happen are:
(1) All events are determined by the leader (2) All activities are dictated by the leader and
this will make followers feel do not know about the next steps and even the loss of
confidence, (3) Followers directed at each stage in terms of what to do, how to do it, and
with whom he will do it, and (4) Although the leaders tend to give personal criticism in
any tasks assigned to each of his followers, he is still far from the participation of the
group, unless he's right -Right to work in the group.
In general, there are three approaches or styles of leadership, namely: (1) leadership
approach according to the nature (traits model), (2) leadership approach is based on a
theory of behavior (behavioral model), (3) leadership contingency theory (contingency
model). The approach is based on assessing the nature of temperament and abilities that
mark the characteristics of a successful leader and unsuccessful. Behavior-based approach
focusing on actions taken in implementing the leader in managerial jobs. Furthermore, the
contingency approach to assess the fit between the behavior of leaders with situational
characteristics, especially the level of maturity of subordinates.
Each style of leadership shown by the level of maturity takes into account all the
employees. according to Hersey, Blanchard (1986) is divided into four categories and
each level is denoted with the letter M (maturity). Employees who have the ability and
maturity is low and not sure would succeed denoted by M1, employees who have the
ability to moderate and low willingness denoted by M2, employees who have high ability
but a low willingness denoted by M3, while employees have the ability and willingness of
high and sure success in performing the task denoted by M4.
Leadership style based on the maturity level of employees represented by a curve that
moves through four squares leadership. The bell-shaped curve is called "Swing
perspective" mentioned sebaai variety of leadership styles based on the level of maturity
of the employees. Employees maturity levels can be identified into four categories
namely; low level, medium level, middle level, and high.
Instructive style (telling) is applied to the subordinate low maturity level (M1).
Instructive style applied to a subordinate who can not afford and do not dare to take
responsibility, when duty requires clarification, the setting / direction and supervision in
particular. Leadership style is instructive (G1) the right to apply to subordinates who are
unable and unwilling to accept responsibility. Leaders carry out strict supervision, thus
the degree of human relationship in the low category but high attention to the
organization.
Consultative style ( consultative ) subordinates who have applied for low-medium
maturity . Bottoms this type is not able to carry out tasks independently but want to take
responsibility . They still need the guidance of behavior because it has not been able to
accept full responsibility . Leaders still need to conduct a briefing via two-way
communication and explanations that focus on the tasks that need to be implemented .
Leaders continually provide supporting that subordinates used to do the work properly
and train subordinates to give suggestions to the discretion of the organization.
Consultative leadership style ( G2 ) the right to apply to such a situation . Leaders show a
high task behavior and relationship behavior is high.
Participative style (participating) suitable to be applied to a subordinate who has the
maturity high medium, because it has the ability to perform the duties that will be
imposed but the implementation is still happening doubt. The subordinates on the level of
development like this has the ability but does not have the will to carry out the task (M3).

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In carrying out the style of participation, leadership must open itself to the
implementation of constructive dialogue and active attention to efforts that support the
ability of subordinates. G3 called the participative style as a leader and subordinates have
contributed to the decision making process. Key to the success of leadership is actively
listen and provide motivation to the subordinates.
Delegative style (delegating) is applied to the subordinates who have a high maturity.
At the high maturity level, the subordinate has the ability and willingness (M4). Few
leaders have given direction, because the employees can describe programs and
institutions perform well. Decide the best solution for the sake of success in achieving
organizational goals. Participative style include low task behavior and relationship
behavior Low (G4).
From the foregoing, it can be said that, the application of leadership style variations
need to be adjusted to the level of ability and willingness of subordinates in carrying out
the duties and responsibilities given. The description of the leadership contingency theory
that gave birth to the situational leadership style can be used as consideration for the
leaders of the organization in directing and influencing subordinates in the achievement
of organizational goals.

Nature of Conflict
One of the problems that often arise during the course of the changes in the
organization is a conflict between members or between groups. Conflict does not only
have to be accepted and managed properly, but also to be encouraged, because of the
conflict is the power to bring about change and progress within the organization
(Hardjana, 1994). Conflicts between individuals within the organization was inevitable,
but can be used towards productive if managed well (Cummings, 1980). Similarly,
Edelman in Wahyudi (2006) asserted that, if the conflict can be managed systematically
positive impact namely, strengthening cooperative relations, increase confidence and self-
esteem, enhances creativity and productivity, and improve job satisfaction. But on the
contrary, ineffective conflict management is to apply heavy sanctions for opponents, and
trying to suppress subordinates who oppose the policy that organizational climate is
getting worse and increase the properties want to ruin (Owens, 1991).
Conflicts between individuals or between groups can be beneficial or detrimental to
the survival of the organization. Therefore, the leadership of the organization are required
to have the capability of conflict management in order to take advantage of the conflict to
improve the performance and productivity of the organization.
Similarly, Winardi (1994) found, conflict management includes activities; (1)
Stimulating the conflict, (2) reduce or suppress the conflict, and (3) Resolve conflicts.
Stimulation of conflict is required when the work unit decreased productivity or there are
groups that do not meet the specified standard work.
The method is performed in stimulating the conflict, namely; (A) include members
who have the attitude, the behavior of different views fibers with prevailing norms, (b
restructure the organization, especially rotation of office and a new division of tasks, (c)
communicate information that is contrary to the habits of experienced, (d) increase
competition by offering incentives, promotions or other awards, (e) elect new leadership
more democratic. Measures to reduce conflict conducted if high levels of conflict and
lead to destructive acts with decreased work productivity in each unit / section. Methods
to reduce conflict by way of substitute objectives that can be accepted by groups in
conflict, posing new challenges to both sides in order to be dealt with together, and giving
work to do together so that the resulting attitude of friendship between members of the

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group. While the resolution of conflicts (conflict resolution) is an action taken leadership
of the organization in the face of the parties in conflict.
Each different organizational leadership in responding / response conflict. Theories
about the conduct of the conflict (conflict behavior) concluded by Tosi, et al., (1990)
there are five different ways that people respond to conflict; avoidance, accommodation,
competition, compromise, and cooperation.
Evade is a reaction to the conflict, namely one or both sides tried not to get involved
with issues that may cause a difference or conflict. Most people like to shy away from
conflict, painful experience I've ever experienced by individuals and groups to make them
want to withdraw from the conflict. The tendency to avoid conflict can also be based on a
view that conflicts can be detrimental and is considered disrespectful. Avoiding conflict is
a wise move when the issue of conflict is not critical and negative impacts outweigh the
benefits / advantages. To change the attitudes of other people is not easy, then from
conflict avoidance techniques can give the other party an opportunity to think / refresh
memories and seek more information about the disputed issues.
Accommodate means succumbing to a variety will / wishes of others.
Accommodation may mean melihara a relationship with another party, or an effort to
combine those separate. Leaving the decision to the other party felt better than taking the
risk of alienating others. Values are believed by akomodator that conflict significantly
negative and harmful. Techniques accommodation is a good gesture if one party feels
wrong and allow others to carry out his wishes. Accommodation used as an alternative to
respond to conflict if it wants to maintain good relations.
Competition or rivalry is a form of peaceful struggle that occurred when the two
parties competing or fighting to achieve a common goal. Competition can be detrimental
if the struggle of individuals or groups in pursuit of various desires at the expense of
others. Conflict is seen as a game to be won. Victory, success, and fulfillment of the
objectives of competition, if it fails means a weakness, and loss of status. Each party felt
that there should be winners and defeated in a conflict. Competing parties use a variety of
strategies to win the competition in the form of threats, arguments, or persuasion.
Competition can be run regularly and honestly if both parties recognize the norms to
conduct a fair competition. Without clear rules, the competition easily evolve into a
conflict that is not controlled.
Collaboration is the willingness to accept the other side's needs. In collaboration there
is an opportunity to meet the interests of both sides in the conflict. Cooperation /
collaboration is very useful if each party to the conflict have different objectives and
compromise is not possible. Way collaboration enables both parties to the conflict to
work together and find solutions to problems completely and satisfactorily. The purpose
of the collaboration is to get the desire of each group, so that both sides win and nothing
is defeated. Because it can strengthen relationships and creates a feeling of mutual respect
on both sides.
Methods of cooperation (coorperation) can be used when the parties involved in the
conflict wants to satisfy all the parties involved in the conflict and the search for mutually
beneficial results. Method of cooperation applied if each party interdependence in the
work, and the goal can not be achieved individually or group. In addition, technical co-
operation to achieve the commitments by inserting various interests into a consensus.
With different explanations, Leavitt (1986) noted that to resolve the conflict can be
approached as follows; (1) confrontation, (2) negotiating and bargaining (bargaining), (3)
the absorption (absorption).
Confrontation techniques are troubleshooting to reduce tensions through face to face
meetings between groups in conflict. The purpose of the meeting is to identify problems

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and solve them. Groups in conflict are given the opportunity to argue openly about
various topics and discuss all relevant issues until a decision is reached. Techniques of
negotiation and bargaining is negotiations bring together two parties with different
interests to reach an agreement. Each party brings a series of proposals which are then
discussed and implemented. Each member is then discussed and implemented. Each
member is aware of the importance of bargaining to settle the debate, each lowered
demand so as to achieve optimal meeting point. In the negotiations, nothing is defeated,
all parties to avoid the feeling of winning demands. Optimally so as to achieve common
ground. In the negotiations, there is nothing that reached the point of course. Mechanical
absorption (absorption), namely how to manage organizational conflict between large
groups with small groups.The small group that wants to get the majority, but as a
consequence have to take responsibility for its implementation.
The use of any method of controlling conflict would pose a risk and impact for the
survival of the organization. Hardjana in Wahyudi (2006) states, is the ideal management
objectives can be achieved and the relationship between the parties to the conflict remain
good. Each approach has the uniqueness of each and the ability to recognize the various
methods of conflict resolution could provide an important basis to deal with any conflicts
that arise.
Good conflict management is preceded by the identification of sources konlfik and
other types of conflict, knowing the conflict, the classification of the conflict based on the
advantages and disadvantages for the survival of the organization, choose the appropriate
approach to the problem and the objectives to be achieved.

Nature of Culture and Sports Maluku

Tylor in 1871 once gave the definition of culture as follows: "Culture is a whole
which includes knowledge, belief, art, morals, science, law, customs and other
capabilities and habits acquired by man as a member of society". While Selosoemardjan,
Soelaeman, Soemardi in Setiadi, Hakam, Efendi (2007) defines culture as all the work, a
sense of community and creativity.
Culture as described above, is owned by each community; the difference is that the
culture of the society which is more advanced than the cultures of other people, in its
development to meet all the needs of society. Kluckohn in Soekanto (1987) in a work
entitled Universal Categories of Culture, outlines scholars review the seven elements of
culture, among others: social systems (kinship system, political organizations, the legal
system, marriage system) and Religion (belief system)
Related to the above universal culture, which attracted the attention of the author for
further investigation is the social and religious systems. The second element of this
culture enough to contribute to the community characteristics, physical activity and sports
organizations in the Moluccas. The activity takes place in a social interaction which
according to experts are generally divided into three types of interaction, namely;
cooperation, competition and conflict. If the explanation used in the description of the
Moluccan community in general, the Cooley (1987), said that the cooperation and
pertentanganlah most prominent, while the relatively weak competition. There are some
phrases in Ambon Malay language to describe the symptoms of the conflict, among
others; "Raw slices (fights with machetes)" fisticuffs "(fight / fist fights) and others.
In the case of religious groups sometimes happens that a group or a "sect" appeared
in the village as resistance to a particular congregation. Conflicts can occur, sometimes it
can be controlled but not infrequently is open, causing damage and casualties. Discord
and strife that is the concern of the church and the village as a communion of life.
Sometimes leaders are forced to act hard to stop these things. Herein lies one of the points

242
of weakness or danger in Maluku society. The breadth of the range and seriousness of
proving that the Maluku conflict characterized by strong patrilineal family. The whole
will be involved on the basis of the assumption that the good name and honor fam (family
name) has been spotted.
So, in addition to strong centripetal tendencies manifested in the same pattern of the
Moluccas, seemed equally strong trifugal tendency that manifested itself in a pattern of
conflict found in the region. This situation can be called a state of the forked (bifurcation)
or "dualism".
Competition as a third function of social interaction, existed only in the form of
relatively weak. Some forms of social interaction that is said often leading to splits, can
be classed as a competition and not a contradiction. Here are some characteristics of
people Maluku adopted from some of the literature are as follows:
Feature Globalita (Nature universality) and lokalita (Image Human Culture)
Maluku human beings are a species with such characteristics (sweet black and curly hair
broken Mayang) distinctive and different from our fellow human beings from other tribes.
Nonetheless, empirical distinctiveness in evidensialhave the same validity and equal with
fellow human beings on this earth. The fact is telling the people of Maluku a truly
fundamental feature of globality and rooted in the history of world sports stage. Maluku
child always considers himself as a typical human (specifically) with the characteristics of
human lokalitanya as cultured and dignified in a social context kemasyarakatannya
typical.Some characteristics lokalita Moluccan example; religious, live in an attitude of
togetherness, love unity (collectiveness) fair and open, deliberation and consensus, jovial,
aggressive, good at singing but also brave in upholding truth and channeled through sport
fist fights (boxing) and the like, have self-esteem and pro life stance (pro-life and pro-
existence).
Maluku people who Adatis
Maluku customary form a kind of outlook on life (way of live) in the joint educate
and establish themselves. Indigenous Moluccan not only binds the individual but the
totality of social life in a social order that adatis. Maluku people's behavior that deviates
from the basic orientation of the customs value would be condemned as: "the child does
not know the customary" Tanamal in Watloly (1985).
Further said Moluccan not the kind of man who likes to play the skewer from behind.
Had he challenged then he always deal with it openly, face to face. Maluku child is brave
man, he dared to fight (Raw pm) but soon also want to live in harmony, carefree feeling,
resentment, or betrayal when it has been solved by custom. They quickly heat and
emotion (jumawa), but quickly cold and emotional feelings will soon disappear. They are
emotional but sincere and honest so that when approached then immediately willing to
negotiate. In fact he wants direct settlement of the rights and sense of justice.
Consequently, if there are problems of life are not ignored so he can be reckless and
fighting. They also have a high loyalty and can even be handed over body and soul when
they are given full trust. There is a sort of mix between the character of the brave and the
battering ram with a high sense of human sympathy.
Maluku people who live together and Honest Love
Since long the Moluccas had many bitter taste bitter struggle for survival with the
traditional order and distinctive kinship. It requires them to always live in togetherness.
Feature like to live with them in addition to the real in relation to religious life and living
together (kinship) which adatis, is also evident in the disclosure to build a life together, so
that when faced with the sports event, they always start and end with the tradition of
customary title.

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Maluku people who love Unity and Integrity
Religious characteristics and togetherness logical correlation indicates very clearly
that the people of Maluku has a great soul and a strong tolerance. The attitude and
character of life can thus awakened by human Maluku will love the unity of life. Maluku
people in this case is always open and spontaneous without hypocrisy or duplicity in
expressing the sake of keeping and maintaining the unity and integrity of life. They also
will be steadfast and sturdy defending and maintaining the unity and oneness.
Maluku people who open and Mau deliberation
Basically the attitude of deliberation and consensus is one essential element of the
democratic people of Maluku. Feature Maluku people are open and willing to discuss to
reach a consensus turned out to bequeath local wisdom (local wisdom) in managing the
diversity of life that is shared. Characteristics of people Maluku open to deliberation is
also a "vital legacy" which has shown in building social consensus that are methodical
hypotheses to handle distorted reality of conflict.
Ale Rasa Rasa Beta
According Ruhulesin (2007), Ale (you) taste beta (i) the taste is a cultural
sociological concept implies that in the Moluccas. More than a concept "beta ale flavor
taste" has become a notion that gives inspiration to people of Maluku on a model of life, a
model of social relations between people in society, relations across individuals, across
groups, village cross-country, cross subetnis even interfaith.
As a cultural understanding ale flavor beta sense is a system of meaning that gives
motivation and understanding why a person or group of people to do something. Meaning
(Sinn) is everything that exists in every person, who is understood by the person
concerned as that gives a point of departure, content and direction for the whole life. Beta
ale flavor taste as a cultural sense as well give shape and meaning to the behavior of
human relationships in society. The man who conceived through his behavior, and what it
does. Behavior that seemed just beyond the disclosure of something deeper, that is called
"system of meaning".
As a system of meaning "ale flavor beta flavor" gives motivation , contents of both
forms to human behavior and relationships across indvidu , across groups , cross the
village , cross subetnis , interfaith which is based on a sense and awareness of kinship ,
sepenanggungan , solidarity , solidarity , mutual help , Masohi / mutual cooperation .
Local culture is further inspired into sports that are identical to the characteristics of
team sports and individual sports . Look at the dominant culture of antagonism or conflict
rather than cooperation and competition result in munculah interest in individual sports
branches competitive as the top-seeded five sports KONI Maluku Province namely ;
Athletics , Boxing , Taekwondo , Fencing and Paddle . While on the branches of team
sports such as football , volleyball , basketball and other positions II and III sports
featured in KONI body Maluku Province

METHODS
Approach and Types of Research
Approaches and types of research used in this research is qualitative Naturalistic. To
obtain data about why there is a conflict, leadership and conflict management model that
should be applied to the organization of sport in the Moluccas, in order to be functional,
data source is the chairman and former chairman of KONI daily Maluku, chairman and
former executive director / general KONI district / city , KONI Maluku, and KONI
district / city, cultural, traditional leaders, community leaders, coaches and athletes. Data
collection techniques used is to study the documentation, and in-depth interviews. Data

244
collection is done in natural conditions (natural setting). That the collection technique can
be done by observation (observation), interview (intervieu), and documentation.

Data Analysis Techniques

Data analysis techniques used in this study is qualitative data analysis followed the
concept of Lacey, Luff (2001) form; data reduction, a data display, and conclusion
drawing /verification.

Validity of Data
In order for the process and the results can be accepted or believed that some
qualitative criteria in assessing the need to do that; long study, detailed observation,
triangulation, per debriefing, negative case analysis, comparing with the results of other
studies, and member check.

RESEARCH FINDINGS
Pattern Maluku Culture-Based Leadership
the general pattern of leadership in the organization of sport in Maluku need to be
classified into two parts, namely at the level of management and coaching level. at the
level of coaching that is made up of coaches and athletes, leadership style that is applied
is the "autocratic open". While at the level of the board of management comprising the
organization, leadership style applied is "autocratic closed".
When referring to the level of maturity and emotional characteristics of followers or
members, Maluku KONI sports organizations have administrators and members of the
level of maturity and emotional characteristics varied so that a pattern of leadership that
will be applied should refer to the level of maturity and emotional Characteristics.
According to the results of the research identifying the level of maturity and emotional
characteristics of the board and members, there are four (4) level of maturity and
emotional characteristics, namely: Type one (T1), type two (T2), type three (T3), and
Type four (T4) , T1 is the management and members of the lower maturity levels but high
emotional characteristics, suitable approaches used is "Inviting". T2 is the management
and members of the lower level of maturity and emotional characteristics are also low, a
suitable approach used is "command". T3 is the management and members who have a
high level of maturity but also high emotional characteristics, suitable approaches used is
"Engage". While T4 is the management and members who have a high level of maturity
and low emotional characteristics,

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 POLA KEPEMIMPINAN BERBASIS BUDAYA MALUKU

PENGIKUT LINGKUNGAN

PEMIMPIN

OTOKRATIS OTOKRATIS
TERBUKA TERTUTUP

POLA PENDEKATAN
KEPELATIHAN MANAJEMEN
T4 T3 T2 T1
ATLET & PENGURUS
PELATIH

PERILAKU TERMOTIVASI

PRODUKTIFITAS ORGANISASI
REKOMENDASI BALIKAN
PENINGKATAN PRESTASI

Gambar 3. Hubungan Pola Kepemimpinan berbasis Budaya Maluku dengan kontribusi

Prestasi olahraga Maluku.

Conflict Management Model based Maluku Culture

Maluku known as thousand island has a background of different cultures from other
regions in the country. These differences by some regions it as something that is not
normally, because certainly different from the habits experienced in family and
community life.
The impact of the conflict in Maluku province KONI sports organizations can be
both functional and dysfunctional. Functional nature of the conflict resulted in an attitude
of competition, creative work, group dynamics, and motivation. While the impact of
dysfunctional conflict produces low work motivation, just running errands, the result was
not optimal, and the target is not reached. The impact of functional and dysfunctional
conflict is further through the appropriate approach to the problems encountered, it will
have an impact on the organization's productivity and increase the athlete's performance
as a whole. Learning from the experience of participation contingent on PON-PON
Maluku previously, which when struck Maluku conflict but achievement increases, it can
be said that when the conflict does not arise in the activities of the organization, then the
conflict is at a very low level and the organization is not ready to compete.
Intensity conflict at a low level is usually characterized by low motivation also,
emerged apathy, the result was not optimal, and the activities carried out was merely
carrying out the task, the target is not reached, does not mean it and even each member
mutually intolerant of errors that happened. Responding to like this then the leader should
take action to raise the initiative and creativity of members. Selection of appropriate
conflict management approach is a model of organizational conflict stimulation. Conflict
stimulation approach taken should be directed to stimulate emotional and behavioral
members in accordance with the target of improving the emotional at the optimum level
so that in the end will improve individual performance and productivity of the
organization.
If the condition of high intensity conflicts and tend to harm the organization, then the
right choice is to perform actions that could defuse the conflict. Degradation method is an
act appropriately. Efforts to rebuild the performance to be optimized in ways that

246
minimize adverse effects and exploit the conflict is at a favorable level is at an optimal
level.
Some degradation of the conflict over strategy is expected to guide the behavior of
members in accordance with the objectives of the organization so that the athletes be
motivated and will ultimately improve the productivity of organizations such as the
achievement of maximum performance of athletes. Achievement achievements as a result
of conflict management in the form of stimulation of conflict, conflict resolution and
conflict resulted in a recommendation degradation and revert to the leaders to re-evaluate
the performance of the organization toward the achievement of the following objectives.
While the recommendation is given to leaders to be held on the next time.
Model-based conflict management culture of Maluku findings of this study is the
result of interpretation and reconstruction of theoretical studies by observing the
phenomena that occur in the organization of sport in Maluku, Maluku community
characteristics and contemporary theories. Efforts to design a culturally based conflict
management model based on the idea that the people of Maluku conflict is unavoidable
events in the life of society or any organization that needs to be managed in Maluku. The
existence of a conflict as an indication of the growth dynamics of individual or groups
competing for achievement.

Model-based management culture of Maluku conflict that should be applied to the

organization of sport in Maluku is as shown in the following figure:
MODEL MANAJEMEN KONFLIK
BERBASIS KARAKTERISTIK BUDAYA MALUKU

REKOMENDASI

SUMBER KONFLIK RESOLUSI

KONFLIK
PEMIMPIN INTERNAL
FUNGSIONAL

PROSES SOSIAL KONFLIK MANAJEMEN STIMULASI PERILAKU PNINGKATAN

BUDAYA
KONFLIK KONFLIK TERMOTIVASI PRESTASI

PENGIKUT DISFUNGSIONAL
EKSTERNAL PENURUNAN
KONFLIK

BALIKAN

Gambar 4.Model ManajemenKonflikBerbasisBudaya Maluku danPeningkatanPrestasi

Olahraga Maluku
Conclusion
1. That the conflict in Maluku province KONI sports organizations is due to the attitude
of selfish leaders with authoritarian leadership style, consider themselves smarter and
know better than anyone else, the lack of coordination and communication with
members, do not have a building of cooperation, it is very subjective, and a monopoly
on organizational tasks. The conflict was deliberately created with the aim to create
tension and mutual distrust antarpimpinan, administrators, and members, so that the
leaders more flexibility in financial management and organization.
2. Leadership pattern matching to apply to the organization of sport in Maluku are
classified into two parts, namely at the level of coaching and management Aras. At the
level of coaching that is made up of coaches and athletes pattern suitable to be applied

247
 is "Autocratic Open", while at the level of management that consists of officers and
members, the pattern matching to be applied is "Autocratic Closed", with the following
approach. Officers and members of the maturity level is low but high emotional
characteristics, suitable approach was "Invite". Officers and members of the lower
level of maturity and emotional characteristics are also low. Suitable approach used is
"command". Officers and members of the high level of maturity but also high
emotional characteristics. Suitable approach used is "Engage". And Officers and
members of the high level of maturity and low emotional characteristics. Suitable
approach used is "Delegate".
3. Conflict management model that is suitable to be applied to the organization of sport in
Maluku is to stimulate the emotional instinct officers and members including athletes
and coaches to the optimal level by utilizing the management and members of the
organization as an object of conflict.

REFERENCES
Cooley L. Frank., (1987). Mimbar dan Takhta, Hubungan lembaga-lembaga keagamaan
dan Pemerintahan di Maluku Tengah. Jakarta. Pustaka Sinar Harapan
Cummings, P W.,(1980). Open Management: Guide to Successful Practice. New York:
Hersey, P., Blanchard, K. (1986). Management of Organizational Behavior. Utilizing
Human Resource (4th Edition), Englewood Cliffs, N. J. Prentice-Hall, Inc.
Hodge, B. J., Anthony, W. P. (1988). Organization Theory. (third Edition), Boston: Allyn
and Bacon, INC.
Huliselan, Mus. (2005). Maluku Menyambut Masa Depan. Lembaga Kebudayaan Daerah
Maluku.
Lacey, Anna., Donna Luff. (2001), Trent Focus for Research And Developmant in
Primary Heald Care: Qualitative Data Analysis. Sheffield: Trent Focus
Lawang, R.M.Z., (2005), Kapital Sosial dalam Perspektif Sosialogik Suatu Pengantar,
FISIP UI Press, Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Indonesia.
Leavitt, H. J., (1986). Applied Organizational Change in Industry: Structure, Techno-
logical, and Humanistic. New York: Rand McNally And Co.
Miles Matthew B., Huberman Michael A. (1984). Qualitative Data Analysis; A
Sourccebook of New Methods; London: Sage Publications, Beverly Hills.
Owens, R. G., (1991). Organization Behavior In Education. Boston: Allyn and Bacon.
RuhulesinJhon., (2007). Pluralisme Berwajah Humanis. Lembaga Studi Media dan
Multikultur Maluku. Jogjakarta: Penerbit Galang press.
Setiadi M. Elly, Hakam H. Kama, Effendy Ridwan., (2007). Ilmu Sosial dan Budaya
Dasar. Edisi kedua; Bandung: Penerbit, Prenada Media Group
Sugiyono., (2008), Memahami Penelitian Kualitatif. (Cetakanke 4), Bandung: Penerbit
CV. Alfabeta
Thomas, A., (1976), The Productive School: A System Analysis Approach to Educat-ional
Adnibistration. Canada: John Wiley & Sons., Inc.
Tosi, H. I., Rizzo, J. R. & Carrol, S. J., (1990). Managing Organizational Behavior. (2nd
Edition), New York: Harper Collins Publishers.
Wahyudi., (2006). Manajemen Konflik Dalam Organisasi. Pedoman Praktisbagi
Pemimpin Visioner, (Edisikedua) Bandung: Penerbit Alvabeta.
Watloly Aholiab., (2005). Maluku Baru. Bangkitnya Mesin Eksistensi Anak Negeri.
Dipersembahkan secara khusus untuk ulang tahun Provinsi Maluku.
Yogyakarta: Percetakan Kanisius

248
 EFFECT OF COMBINATION THERAPYWITH THERAPEUTIC
EXERCISEMASSAGEFRIRAGEINTERRUPTION OF ROM AND PAINON
INJURY SOCCER ATHLETES ANKLE
Dr.AliSatia Graha,M.Kes AIFO
Sport Science, Graduate Program, State University of Surabaya, Surabaya State University
aligraha_75@yahoo.com

Abstract
Sports injuries, especially an ankle injury case is pretty much experienced by football athletes, but
to overcome limited and relatively long healing. Sought proper treatment in order to cure quickly recover.
Injuries that occur in soccer athletes on the limbs such as bone, muscle, tendon or ligament. Injuries that
occur will interfere comprehensive joint motion range of motion and pain arise. The purpose of this study to
analyze the influence the result of a combination of massage therapy frirage with exercise therapy on the
ankle injury that footballers are marked changes in ROM and a decrease in the degree of pain.
The research method used Quasy experimental research, design and pretestposttest. Samples taken
from a population of patients who went for treatment to the Physical Therapy Clinic of the Faculty of Sport
Science, Yogyakarta State University (UNY), r uari month February - March, 2015 amounted to 120
patients. Engineering samples using purposive sampling and obtained a sample of 15 patients in accordance
with the criteria. The results showed the effect of massage therapy combined with exercise therapy frirage
there is an increasing range of motion improvements and reduction in pain intensity ankle injury.
Conclusion of research, massage therapy frirage combination with exercise therapy can improve
the degree of ROM and reduce the degree of pain in ankle-degree-1 soccer athletes ages 9-21 years.

INTRODUCTION
Science and technology in the field of sports as a benchmark for improvement of
the athlete's ability to achieve high performance. The sports science and technology
should be implemented at an early age in terprogra m, effective and sustainable.
Results of the study revealed Nunley Saluta and in North America (2010: 1) relating
to the treatment to the injured athlete Sports multispecialty clinic are from 19 different
sports. Athletes who suffered the injury as much as 12 681 injured leg and ankle. The
athlete's injury led to the opportunity to participate in the championship lost some 20% -
35%. Also according to the study Postle et al (2012: 1) in the United Kingdom, the
number of athletes ankle injury most often encountered by a therapist. The sports that are
frequently injured athletes sports basketball, volleyball and football.
There are various types of massage, namely: frirage massage therapy, thai massage,
and others. But until now unknown to efectivity frirage massage therapy to treatment-first
degree sprain and strain degree-1 in athletes, especially those who suffered an injury to
the ankle. Injuries that occur in the ankle joint will cause interference range of motion
(ROM) in the joints and the resulting pain.
This study is the subject of research is that footballers aged 9-21 years who suffered
an injury degrees-one in the ankle by a combination of massage therapy frirage with
exercise therapy. As an indicator of injury healing using the parameter ROM
improvement and a decrease in the degree of pain, with the aim to find out whether there
is an increase in the degree of rom and a decrease in the degree of pain.
Based on the description of the background and perma mistakes and the objectives
of this study, conducted research on: "effect of combination therapywith therapeutic
exercisemassagefrirageinterruption of rom and painon injurysoccer athletes ankle "

249
METHOD
1. Research design
This research was Quasy Experimental design the initial test and final test
(Pretest-Posttest Design).
K1 X1 K2
Pretest Treatment Posttest
Figure 3.1. Design Research
Information:
K1 : Initial test or pretest in the treatment group were given a combination of massage
therapy with exercise therapy frirage
K2 : The final test or posttest in the experimental group who were given combination
therapy with exercise therapy massage frirage
X1 : Frirage massage therapy combination treatment with exercise therapy

2. Population and Sample

Sample by purposive sampling and got as many as 16 people (Hasan, 2008). The
research sample numbering 15 tel ah meet the criteria for inclusion. Further samples are
grouped using ordinal pairing. (Sugiyono, 2007: 90)

3. Research Instruments
The research instrument was a tool or facility used by researchers to collect data
(Arikunto S., 2005: 101). The instrument used was a goniometer for measure ROM and
Scala Rating to determine the degree of pain.

4. Data collection technique

Measurements were performed before and after treatment by a combination of
massage therapy frirage with exercise therapy. Data found in the tabulation, shown
descriptively and subsequent analysis.

5. Data analysis technique

Analysis research iproses with SPSS v.20 .0. with the following steps:
a. Test normality by the Shapiro-Wilk
The data found do test Shapiro-Wilk normality (p> 0.05)
b. Test Homogenity
The data found do u ji homogeneity with Levene test (p> 0.05).
c. The t-test (Paired Sample t Test)
A nova test (p <0.05) to determine whether there is difference in effectiveness
massage therapy treatment frirage combination therapy with exercise therapy to
changing circumstances ROM dorsiflexion and plantar ankle and knee as well as
the degree of pain.

RESULTS AND DISCUSSION

The results showed there are differences in effectiveness in the handling of the
ankle injury which is characterized by an increase in ROM and a decrease in the degree of
pain after being given a massage therapy combined with exercise therapy frirage on
football athletes ages 9-21 years.

250
 Table1.1.Paired Samples Correlations
N correlation Sig.
pair 1 pre_dorsifleksi & post_dorsifleksi 15 .895 .000
pair 2 pre_plantarfleksi & post_plantarfleksi 15 .818 .000
pair 3 nyeri_pre_dorsifleksi & nyeri_post_dorsifleksi 15 .866 .000
pair 4 nyeri_pre_plantarfleksi & nyeri_post_plantarfleksi 15 .726 .002
Can be seen in Table 1.1 obtained both variables showed correlation values> 0.05, it
can be said that both these variables have a real relationship.

Table1.2. Test Paired Sample t Test

paired Differences t df Sig.
mean Std. Std. 95% Confidence (2-
deviation error Interval of the taile
Mean Difference d)
Lower Upper
pre_dorsifleksi - -25 -24 -98
pair 1 .990 .256 -25 682 14 .000
post_dorsifleksi 133 585 281
pre_plantarfleksi - -12 -11 -43
pair 2 1,121 .289 -13 221 14 .000
post_plantarfleksi 600 979 524
nyeri_pre_dorsifleksi -
pair 3 5467 .516 .133 5,181 5753 41,000 14 .000
nyeri_post_dorsifleksi
nyeri_pre_plantarfleksi -
pair 4 5000 .655 .169 4637 5363 29 580 14 .000
nyeri_post_plantarfleksi
H0: there is no increase in ROM and pain relief
H1: there is an increased ROM and decrease pain.
Seen that t is .. with a value of p = 0.000 by as p <0.05, then H0 is rejected, which means
pre and post test frirage massage therapy combined with exercise therapy is not the same
or significantly different,which means that there is an influence on the increase in degrees
ROM and decrease pain.

Conclusions.
a. Frirage massage therapy combination with exercise therapy can improve the degree
of dorsiflexion ROM on an ankle injury degree-1 football athlete.
b. Frirage massage therapy combination with exercise therapy can improve the degree
of plantar ROM on an ankle injury degree-1 football athlete.
c. Frirage massage therapy combination with exercise therapy can reduce the degree of
pain in the ankle plantar degree-1 football athlete.
d. Frirage massage therapy combination with exercise therapy can reduce the degree of
pain in the ankle plantar degree-1 football athlete.
REFFERENCE
Arikunto, Suharsimi. 2002. Procedure Research: A Practice Approach. Jakarta: PT.
Rineka
Create
Postle. (2012). Effectiveness of proprioceptive exercises for the ankle ligament injury in
adults: A systematic literature and meta-analysis. East Anglia: Universityof East
Anglia
Sugiyono. 2011. Statistics for research, Prints Twelfth, Alfabeta, Bandung.
Saluta, J. (2010). Managing of foot and ankle injuries in athlets. Jo urnal musculoskeletal
medicine. North America
251
 THE EFFECT OF BENCH PRESS AND CHEST PRESS THROUGH THE
STRENGTH AND POWER OF ARM MUSCLE IN SHORINJIKEMPO'S
ATHLETE

AnakAgungNgurahBudiadnyana, S.Pd.
State University of Surabaya
ABSTRACT
The background of this study is based on the existing problems in the development of
dojoShorinjiKempoSingaraja, which lack of coaching and physical training specifically at Shorinjikempo's
athlete , especially on the component of physical condition, strength and the power of arm muscle. As
Specifically, the component which lack in ShorinjiKempo athlete is in their base technique of hit.The aim
of this study is to analyze about: (1) the effects of exercise bench presss through the strength and power of
arm muscle, (2) the effects of exercise on the chest press through the strength and power of arm muscle ,
and (3) and a huge differences between using bench press and chest press exercises to improve the strenght
and power of arm muscle. The targets of this research are some male atlhete of ShorinjiKempoSingaraja
Bali with a total sample are 30 people. The type of research used in this research is quantitative with a
quasi-experimental methods. THIS RESEARCH USE 'matching only design' as its research design and the
data analysis done by using ANOVAThe process of data collection is done by doing the test of arm muscle
strength (expanding dynamometer) and arm muscle power tests (medicine ball) during the pretest and
posttest. Furthermore, the data were analyzed using SPSS 21.0 series.
The results of the study as follows: (1) giving the bench press exercise is significant in increasing the arm
muscle strength and power, and showing a significant raising in arm muscle power . (2) using chest press
exercise give a significant influence in improving the strength of arm muscle. (3) There are differences
between the effects of bench press and chest press exercises for strength of arm muscle , but between
bench press and chest press exercise there's no differences on the influency of muscle arm 'power'. Post
hoc calculation states that bench press exercises provide better results (effective) against the arm muscle
strength and power. Based on the analysis of these data it can be conclude that the bench press and chest
press exercises are have a significant influence in improving the strenght and power of arm muscle
Keywords: Bench Press, Chest Press, Arm Muscle Strength, Power

INTRODUCTION
Weight training is an emphasis on the physical form of the load using external load
machines and free weights (such as dumbbells and dumbbells) are dominant to improve
corporate performance and sports performance (Bompa&Haff, 2009).
Weight training, if implemented correctly, can improve overall physical health, it can
also develop strength (strength), speed, power, and durability.(sukadianto,2011). increase
muscle strength training program is most effective exercises using weights or "weight
training program". Maximum power is strongly influenced by the following factors,
namely: (1) The number of motor units involved (reqruitment). (2) The number of motor
units are stimulated (rate coding). (3) The number of motor units synchronization. (4)
Cycle shortening of the muscle stretch. (5) The degree of inhibition of muscle nerves. (6)
type of fiber muscle. (Lubis, Johansyah., 2013).A program of giving bench press and
chest press exercises has not been trained before to athlete Shorinjikemposingaraja..Based
on the problem above the writer interested and motivated to conduct this research which
focused on improving the strenght and power of arm muscle by using bench press and
chest press exercises. The researcher wanted to examine and analyze wether the bench
press and chest press exercises can improve the strenght and power of arm muscle. In
addition the researcher want to prove that this training program can improve the strenght
and power in male athlete of shorinjikempobulelengproblems which examine in this study
is the effect of bench press and chest press through the strenght and power of arm muscle
in shorinjikempo's athlete. while the aims or the goal of this research is to analyzing the
influence of bench press and chest press exercises in strenght and power of arm muscle in
shorinjikempo 's male athlete in their base technique of hit.

252
RESEARCHMETHODS
Type and Research Design
this research use a quantitative experimental method The approach used in this study is
quasi-experimental (quasi experiment) with a research design using a matching-only
design.

Population and Sample of Research

The population in this study are all male athletes ShorinjiKempoSingaraja Bali numbered
30 people. Samples were grouped ordinal pairing. Group I (experiment) 10 using an
exercise Bench Press, Group II (experiment) 10 using an exercise Chest Press and group
III (experiment) conventional exercise.

Research Instruments
1. Muscle strength Arm with Expanding Dynamometer
2. Power Arm muscles is use a Medicine Ball
Data analysis technique
in analyzing the data , the researcher used descriptive statisticsl technique and then
analyzed with the aid of a. computer program SPSS (Statistical Program For Social
Science) 20.0.

RESEARCH RESULT
Based on the results of testing hypothesis, bench press and chest press exercises have a
significant effect in improving the strength of arm muscle and bench press exercise have a
greater influence than the chest press exercise in improving the power of arm muscle.
Bench press exercise have a greater improvement than the chest press exercise. This is
due to the presence of characteristic differences between Bench press and chest press
exercises in which the Bench press exercises load burden is lifted directly so that when
performing the movement up and down the complexity of the involved muscles more,
compared with chest pressexercises Based on the results of testing hypothesis it can be
explained that the effects of Bench press and chest pressexercises have a significant
effects in improving the power of arm muscle. As explained earlier that the Bench press
and chest press exercises is a type of strength training.

CONCLUSION
Based on the results of this research that has been conducted by researchers, the
conclusions that can be described by the researchers on the study were as follows:
1) Bench press exercises can improve the strength and power of arm muscle.
Bench press exercise results in improving the strength of arm muscle is more
significant than in improving the power of arm muscle 2) chest press exercise can
improve the strength and power of arm muscle. Chest press exercise have a
significant result in improving the strength more than improving the power of arm
muscle .3) There is a difference between the effects of Bench press and chest
press exercises against the arm muscle strength, but between Bench press and
chest press exercises there is no difference in giving effect on the power of arm
muscle.
And based on the results of testing hypothesis can be explained that the effects of
Bench press and chest press exercises have a significant effect in improving the
power of arm muscle . As explained earlier that the Bench press and chest press
exercises are type of strength training. Chest press exercise have a significant
result in improving the power of arm muscle than the bench press exercise.. This

253
 is because the chest press exercise movement method is more in tune with the
movement of the arm when making the appointments load, in a sitting position
and aided by pulleys, chest press very enable that load quickly and then maximize
the force while doing so.
REFERENCE
Bompa, T.O. and Haff, G.G. 2009. Periodezation Theory and Methodology of
Training. United States. Human Kinetics.
Sukadiyanto. 2011. Pengantar Teori dan Metodologi Melatih Fisik. Yogyakarta: CV.
Lubuk Agung.
Lubis, Johansyah., 2013. Panduan Praktis Penyusunan Program latihan. Jakarta:
Rajawali Press

254
 THE EFFECT OF SINGLE TURN OF ROPE AND DOUBLE TURN OF
ROPE EXERCISE AGAINST INCREASED ARM MUSCLE POWER AND
LEG MUSCLE POWER

Angga Indra Kusuma

Sport Education Department, University of Surabaya
anggaindrakusuma@yahoo.co.id
Abstract
The purpose of this research was to assess: (1) the effect of a single turn of the rope exercises to
increase arm muscle power and leg muscle power; (2) the effect of the double turn of the rope exercises to
increase muscle power arm and leg muscle power; (3) the difference between the effect of exercise single
turn of rope and double turn of the rope to the arm muscle power; (4) the difference between the effect of
exercise single turn of rope and double turn of the rope to the leg muscle power. The target of this research
was that male basketball player in ASABA club in Malang City with a total sample of 36 athletes.
The type of the research was quantitative with quasi-experimental method. The design of this study
used the matching-only design, and data analysis used t-test and MANOVA.
The results showed: (1) There was a significant effect of the training program single turn of rope to
increase arm muscle power and leg muscle power; (2) There was a significant effect of the training program
double turn of rope to increase arm muscle power and leg muscle power; (3) There was a significant
difference between the training program a single turn of rope and double turn of rope to increase arm
muscle power; (4) There was a significant difference between the training program a single turn of rope and
double turn of rope to increase leg muscle power, as well as training programs double turn of rope was
more effective in improving the arm muscle power and leg muscle power.
Based on the analysis above, there was an increase of the arm muscle power and leg muscle power
for each experimental group and the control group after training were given a single turn of rope and double
turn of rope seen from the results of t-test. In addition, there were differences in the effect through
MANOVA testing, and training programs double turn of rope was more effective than a single turn of rope
training and control groups in improving the arm muscle power and leg muscle power.
Keywords: Training Program, Jump Rope Training, Arm Muscle Power, Leg Muscle Power.

Introduction
Sport is a physical activity that makes many advantage to our body. Actually there
are many kind of sport. The most important one in sport is the use of power, such as
jumping smash in badminton. In the aspect making smash in badminton, the arm and leg
muscle power is having very important role. The leg power muscle is important in making
a jump for smash and in different way the arm muscle ordered to hit the shuttlecock as
strong as possible. Jump rope is one kind of exercise that train the arm and leg muscle
power at the same time.Althought the jump rope exercise can train the arm muscle and
leg muscle power, actually this kind of training is not well referenced and not well
developed. There is lack of reference in researching the jump rope exercise, makes this
exercise is not having a good way in practice. Based on the above problems, author feel
compelled to examine the effectiveneness of the single and double turn of rope in
increasing the arm and leg muscle power.
1.Is there any effect on single turn of rope in increasing the arm and leg muscle power?
2.Is there any effect on double turn of rope in increasing the arm and leg muscle power?
3.Is there any difference in effect of those exercise to increase the arm muscle power?
4.Is there any difference in effect of those exercise to increase the leg muscle power?
Goal of Research
1.To examine the effect of single turn of tope exercise in increasing the arm and leg
muscle power.
2.To examine the effect of double turn of rope exercise in increasing the arm and leg
muscle power.
3.To examine the difference in effect of those exercise in increasing the arm muscle
power.
255
 4.To examine the difference in effect of those exercise in increasing the leg muscle
power.

Method of Research
This research is classified in quantitative research. The methodss which used in
this research is quasy experiment. This study is designed in “Matching only design”. Its
based on the criteria of subjects that have different ability, thus the distribution will not be
a random distribution but using ordinal pairing technique.

Discussion
In this part will be discussed about the discovered content after data accumulating
and analysing. First, the single and double turn of rope exercise have significant effect in
increasing the arm and leg muscle power, because the arm will contract continously and
makes impact to the body. Single and double turn of rope exercises use light tools, but
actually the weight of the tools can be proposed freely. So, in advance, there is a
significant effect in single and double turn of rope exercise in increasing the arm muscle
power.
Second, the single and double turn of rope have significant effect in increasing the
leg muscle power, because the leg muscle will be trained and contract continously.
Specially concentric anf eccentric contraction, when the leg is landed after a jump, leg in
that way is doing what called eccentric contraction. Streching (Lengthening)
subsequently, if the feet spring up, the feet is doing a concentric contraction.
Third, there are differences in the effect of an increase in muscle power arm and
leg muscle training,where double turn of rope better than the single turn of rope. This can
occured because of the double training turn of rope swing arm or arm contraction faster
than the swing arm on a single turn of rope training.
Fourth, in this research examined that the single turn of rope and double turn of
rope is having different effect to the leg muscle. The double turn of rope give more effect
to the leg muscle, because the amount of contraction that made by. In single turn of rope
training, the leg is not necessarily forced to conduct a very high jumping because the rope
just go throught once. In contrast to the single turn of rope, the double turn of rope forced
the leg muscle to conduct a higher jump to let the rope passed for a twice in a round.

Conclusion
Based on this research, author conclude that:
1. There is a significant effect in single turn of rope training in increasing the arm and
leg muscle power.
2. There is a significant effect in double turn of rope training in increasing the arm and
leg muscle power.
3. There is a different significant effect between single and double turn of rope in
increasing the arm muscle power.
4. There is a different significant effect between single and double turn of rope in
increasing the leg muscle power.

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Sampaio, Jane. Short-Term Effect of Complex and Contrast Training in Soccer.
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Chen, Chao-Chien Lin, and Yi-Chun. (2012). Jumping Rope Intervention on Health-
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Munoz, Jose Luis Mate, Anton, Antonio J. Monroy, Jimenez Pablo Jorda, and Garnacho-
Castano, Manuel V. (2014). Effects of Instability Vsersus Traditional Resistance
Training on Strength, Power and Velocity in Untrained Men. Journal of sports
science. Vol 13, pp 460-468.
Orhan, Serdar. (2013). Effect of Weighted Jump Rope Jumping Training Performed by
Repetition Method on the Heart Rate, Anaerobic Power, Agility and Reaction
Time of Basketball Players. Advances in environmental Biology, Vol 7 No. 5, pp
945-951.
Ozer, D., Duzun, Baltaci, G. Karacan S., and Colakoglu. F. (2011). The effects of rope or
weighted jump rope training on strength, coordination and proprioception in
adolescent female volleyball players. Journal Sports Medicine Physical Fitness.
Vol 51 No. 2, pp 211-219.
Pittenger, Vicky M. Mc. Caw, Steven T., Thomas, David Q. (2002). Vertical ground
reaction forces of children during one and two leg jump ropeing. Research
quarterly for exercise and sport. Vol 73 No. 4, pp 445.
Shiner, Jay., Bishop, Tim., and Cosgarea, Andrew J. (2005). Integrating Low-Intensity
Plyometrics into Strength and Conditioning Programs. National Strength and
Conditioning Association. Vol 27 No 6, pp 10-20.

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 THE EFFECT OF DOUBLE-LEG ZIG ZAG HOP AND BARRIER HOP
WITH DEPTH JUMP AND RIMP JUMP TO THE STREGTH AND
POWER OF LEG MUSCLESS

Ardiansyah D. Kandupi
PhysicalEducation,Post Graduate Program, State University of Tadulako,

ABSTRACT
This study aimed to analyse: (1) the effect of double-leg zigzag hop and barrier hop lateral exercise
to the strength of leg muscles; (2) the effect of double-leg zigzag hop and barrier hop exercise to the power
leg muscles; (3) the effect of squat depth jump and rim jump to the strength of leg muscles; (4) the effect of
squat depth jump and rim jump to the power of leg muscles; (5) the different effect of double-leg zigzag
hop combined with barrier hop and squat depth jump combined with rim jump to the strength of leg
muscles; (6) the different effect ofdouble-leg zigzag hop combined with barrier hop and squat depth jump
combined with rim jump to the power of leg muscles. The subjects of this study were 45 male students in
Physical Education class of 2014, Faculty of Educational Science, Tadulako University.
This study uses quasi-experimental quantitative research method which uses Non-Randomize
Control Group Pretest-Posttest Design, ANOVA is used to analyse the data. The data collection is done by
testing the strength of leg muscles by using back and leg dynamometer and the power of leg muscles by
using jump DF during pre-test and post-test. Next, the data collected are analysed using SPSS 17.0.
The result of this study showed that: (1) there was a significant effect of double-leg zigzag hop and
barrier hop to the strength of leg muscles; (2) there was a significant effect of double-leg zigzag hop and
barrier hop tothe power of leg muscles; (3) there was a significant effect ofsquat depth jump and rim jump
to the strength of leg muscles; (4) there was a significant effect of squat depth jump and rim jump program
to the power of leg muscles; (5) there was a significant effect of double-leg zigzag hop combined with
barrier hop and squat depth jump combined with rim jump to the strength of leg muscles; (6) there was a
significant effect ofdouble-leg zigzag hop combined with barrier hop and squat depth jump combined with
rim jump to the power of leg muscles.
Based on the analysis above, it could be concluded that there were significant improvements on the
strength of leg muscles in every group after the exercises were given. On the other hand, there were
different effects among three groups in terms of the improvementon the strength and power of leg muscle
from ANOVA test where double-leg zigzag hop and barrier hop gave better effect compared to squat depth
jump and rim jump; the control group to the strength and power of leg muscles.
Keywords :excercise, Double-Leg Zigzag Hop, Barrier Hop, Squat Depth Jump and Rim Jump,
the strength of Leg muscles, Powerof leg muscles

INTRODUCTION
The physical condition is a very important thing to be considered and preferred in
every sport, because the physical condition is one of the most important elements for
maximum performance achievement. The main objective of physical preparation in
training is to improve the functional potential of athletes and develop the ability of
biomotorik to the highest standards. Development of physical exercise on any exercise
program conducted through the stages of the general physical, special physical
preparation and build a high level of proficiency of biomotorik (Bompa 2009: 61).
Plyometric is a form of eccentric contraction followed immediately by concentric
contraction (Kusnanik, et al, 2011: 9). Acceleration will make the muscles through a
phase of concentric or shortening, the physical components such as power greatly
contribute to increasing the acceleration phase, elements in power like the power to make
the muscles contract strong enough to resist force and also fast. Then deselarasi will make
eccentric muscle to contract until at zero speed. Muscles will contract in isometric and
accelerated again after changing direction, so did so. If seen then the phase of the cycle as
the stretch shortening cycle plays an important role. The state of the muscles when a
person commits a sudden movement towards the sharing on concentric, isometric and
eccentric and kept turning as one cycle.

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 Plyometric exercise is a form of exercise that is plenty and diverse, will remain
researcher using only four forms of exercise that is double-leg zig zag hop, hop barrier,
depth squat jump and jump rim. The reason the researchers chose four forms of exercise
because the exercise was based more dominant formation leg muscle strength and leg
muscle power. Based on the results of the study (Milic, et al, 2008) states that plyometric
training can make an impact on leg muscle strength. Chelly (2010) states "Plyometric
training program improved the explosive power og leg muscles and performance level"
here is clearly said that this plyometric exercise program can improve explosive power
(explosive power).
Seeing the reality of the problems that occured in the Physical Education Program
FKIP TadulakoPaluare the lack of coaching and physical training specifically to students
because students are still doing exercises the conventional heating of and directly to the
game. In particular the more dominant students like sports that require leg muscle
strength and leg muscle power such as soccer, futsal, volleyball, basketball, badminton
and sepaktakraw.
Based on the description of the background above the researchers want to provide
an alternative exercise to improve physical conditions in particular in increasing leg
muscle strength and leg muscle power to male students of Sports Education at
TadulakoPalu2014 intake. So researchers interested in conducting research on the impact
of exercise zigzag double-leg hop and barrier hop with depth squat jump and jump to the
rim leg muscle strength and leg muscle power.

RESEARCH
Type and Design Research
This research uses a quantitative approach. The method used in this research is
quasi-experimental research methods (quasi experiment). Research design in studies used
non-Randomize Control group pretest-posttest design
Population and Sample Research
The population in this study were male student‟s sports education FKIP
TadulakoPalu totaling 150 people.
This study uses a sampling technique is simple random sampling. In this study, the
researchers randomized technique do the lottery, that the population is taken 45 to sample
by writing names of 150 students were fed into a point to then shaken. After the shake is
then taken one by one to obtain a sample of 45 students.
Samples were grouped ordinal pairing. Ordinal pairing is one event grouping samples
with the ranking system. Group 1 (experiment): 15 (exercise double leg-zig zag hop and
barrier hop), group 2 (experiment): 15 (squats depth jump and rim jump), group 3
(control): 15 (conventional exercise).
Research Instruments
The strength of leg muscles vertically with back and leg dynamometer. Power
limb muscles is to use a jump DF.
Data Analysis Technique
. Data analysis using descriptive statistical techniques and analyzed with the aid of
a computer program SPSS (Statistical Program for Social Science) 17.0.

RESEARCH RESULT
Hypothesis testing
To determine the effect of exercise zig zag double-leg hops and hop the barrier
dept squat jump and jump rim, then step testing using the t-test in SPSS called a paired t-
test.

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 1. Test Results Mean Inter-group difference (Anova)
To determine differences in dependent variables between groups used analysis of
variance. As was explained earlier that to test the hypothesis can be done after the data
were normally distributed and homogeneous. Therefore, these criteria have been met,
then the next step could be used analysis of variance. For the purposes of analysis of
variance, the data control groups were tested together with the data in the two
experimental groups. The results of the ANOVA test was to examine differences in
outcome differences of the dependent variable is the difference in explosive power and
leg muscle vertical leap away without prefix in the group based on the independent
variables can be done by Anova. The test results can be seen in the table below.
From the results table above calculation results of different test between groups
using One Way Anova possible to conclude that the results mean different between
groups, because the calculation results show the value of Sig. 0.00 <value α = 0.05 and
0.00 Sig value <value of α = 0.05, so it can be said that H0 rejected and Ha accepted. In
other words, that there are significant differences between the results of the exercise
group I (double-leg barrier zig zag hops and hop) group II (squat jump and rim depth
jump) and the control group to increase leg muscle strength and leg muscle power.
Calculation Results of Post Hoc Test Limb Muscle Strength can be seen in the following
table.
Mean
Group Significance (p)
difference
Double_Leg Zigzag Squat Depth Jump and Rim Jump 0.00000 1.000
Hop and Barrier Control * .000
0.2.46667
Hop
Squat Depth Jump Double_Leg Zigzag Hop and Barrier .00000 1.000
and Rim Jump Hop
Control 2.46667* .000
Control Double_Leg Zigzag Hop and Barrier -0.2.46667* .000
Hop
Squat Depth Jump and Rim Jump -0.2.46667* .000

The table above shows that there are significant differences among the three
groups. The difference can be seen from Mean difference. So from the Mean difference
give a significance difference in effect on the increase in leg muscle strength among
research groups. It can be known from the value Mean difference that group double leg
zig zag hops and hop more optimal barrier in increasing leg muscle strength compared
with depth squat jump and jump and control rim. The following table test results Post Hoc
Test Power limb muscles.

Calculation Results Table Post Hoc Test Limb Muscle Power

Mean
Group Significance (p)
difference
Double_Leg Zigzag Squat Depth Jump and Rim Jump 5.02333 .231
Hop and Barrier Hop
Control 21.72267* .000
Squat Depth Jump and Double_Leg Zigzag Hop and Barrier Hop -5.02333 .231
Rim Jump
Control 16.69933* .000
Control Double_Leg Zigzag Hop and Barrier Hop -21.72267* .000

Squat Depth Jump and Rim Jump -16.69933* .000

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 The table above shows that no significant changes among the three groups. The
difference can be seen in Mean difference, resulting from the difference in giving a
meaning to the increasing influence of differences in limb muscle power between groups
I, II and control. It can be known from the value Mean difference, that group double leg
zig zag hops and hop over the barrier give rise to limb muscle power compared with
depth squat jump and jump and control rim. Based on the results of different test
dependent inter-group of the dependent variable (leg muscle strength and muscle power
leg) concluded that exercise programs double leg zig zag hop and barrier hop gives a
greater improvement when compared with an exercise program squat depth jump and the
rim jump or exercise on the control group.

DISCUSSION OF RESEARCH
A. Exercise Experiment Group I (Double-Leg Zigzag and Barrier Hop Hop)
Exercise zigzag double-leg hops and hop barrier, the leg muscle strength due to
leg continues to contract continuously while doing the exercise. Thus the leg muscles are
required to work continuously because in doing this exercise should be continuous /
ongoing. With the continuous contraction and the increasing burden every two weeks so
as to make leg muscle strength and leg muscle power increases. Besides the training
program zigzag double-leg hops and hop barrier in this study using a load yourself so the
ability to do can be done with the maximum movement, it is in line with the nature of the
power. "says that the ability of muscles to perform contractions in order to generate a
voltage to a prisoner". The theory of mind is very clear that the amount of exercise a
significant influence zigzag double-leg hops and hop the barrier leg muscle strength and
leg muscle power.
B. Exercise Experiment Group II (Squat Jump and Rim Depth Jump)
Depth jump squats and jump rim has a significant effect on leg muscle strength
and power due to leg limb muscle contractions always continuously while doing the
exercise. Thus the leg muscles are required to work continuously because in doing this
exercise should be continuous / ongoing. With the continuous contraction and the
increasing burden every two weeks so as to make leg muscle strength and leg muscle
power increases. Also in the program depth jump squats and jump rim in this study using
a lightweight instrument that ability in the motion can be done with the maximum it is in
line with the principle of power.
C. Comparison of Double-Leg Exercises Zig Zag and Barrier Hop Hop with Squat Jump
Depth Jump and Rim
There are differences in the effect of leg muscle strength and muscle power leg
where the practice of double-leg zigzag hop and barrier hop better than squats depth jump
and the rim jump this happens because in practice the double-leg zig zag hop and barrier
hop muscle contractions in the limbs increased 2 times compared with muscle
contractions in depth jump squats and jump rim. Thus, at the time of the movement of the
working leg muscles will also be heavier so that the workload of the arm muscles on
exercise zig zag double-leg hops and hop barrier heavier than the depth jump squats and
jump rim. The impact that stress has increased leg muscle over two times the exercise zig
zag double-leg hops and hop barrier, thus double-leg exercises zig zag hops and hop
heavier barrier in delivering the load on leg muscles. Therefore, an increase in leg muscle
strength and power limb muscle between workouts double-leg zig zag hop and barrier hop
with squat depth jump and the rim jump is different where leg muscle in the group
double-leg zig zag hop and barrier hop over increased 2 times.
Based on the results of exercise and mean test revealed that the practice of double-
leg zig zag hop and barrier hop gives better results than that of squats depth jump and the

261
rim jump to the leg muscle strength and muscle power leg on male students Physical
Education class of 2014 FKIP Tadulako. It can be seen from the double-leg exercises zig
zag hops and hop barrier carried out by the process of jumping over barrier or hurdle
while squat movement rim depth jump and jump a little easier because they jump without
any barrier or hurdle. From the test results significantly using a post hoc test states that
there is no significant difference from the provision of training double-leg zig zag hop
and barrier hop with squat depth jump and the rim jump to the leg muscle strength and
muscle power leg on male students Physical Education class 2014 FKIP Tadulako

CLOSING
Conclusion
There is a significant effect of exercise program double - leg zig zag hops and hop
the barrier leg muscle strength. There was a significant effect of exercise program double
- leg zig zag hops and hop the barrier leg muscle power.There is a significant effect depth
program jump squats and jump to the rim leg muscle strength.There is a significant effect
depth program jump squats and jump to the rim limb muscle power.There is a difference
between the effects of exercise double - leg zig zag hops and hop barrier with depth jump
squats and jump to the rim leg muscle strength. Exercise double - leg zig zag hops and
hop barrier provides better effect of depth jump squats and jump rim and a control group
to increase leg muscle strength.There is a difference between the effects of exercise
double - leg zig zag hops and hop barrier with depth jump squats and jump against the rim
of leg muscle power. Exercise double - leg zig zag hops and hop barrier provides better
effect of depth jump squats and jump rim and a control group to increase leg muscle
power.
Suggestion
Further studies on exercise plyometric exercises, especially double - leg zig zag
hop, hop barrier, depth squat jump and jump rim with different sample conditions.For the
trainers, so in preparing the training program must consider the characteristics of each
athlete's capabilities so that the athlete is able to carry out the exercise program, and so
that the process undertaken training can run smoothly and get the results as much as
possible.The method of training double - leg zig zag hop, hop barrier, depth squat jump
and jump rim can be recommended and applied in an exercise program to increase leg
muscle strength and leg muscle power.

REFERENCES
Bompa, T.O and Haff, G.G. (2009). Periodezation Theory and Methodology of Training.
New York: Human Kinetics.
Chandler, T.J and Brown, L.E. 2008. Strength and Conditioning for Human Perfomance.
United Sates. Human Kinetics.
Chelly, MS, Ghenem, MA, .Abid, K., Hermassi, S., Tabka, Z., And Shephard.RJ, 2010.
"Effects of In-Season Short-Term Training Program on Leg Plyometric
Power, Jump- and Sprint performance of Soccer Players ". Journal of Strength
and Conditioning Research. 24 (10) / 2670-2676.
Chu, D. A. 1998. Jumping Into Plyometric (second edition). United State Of America:
Human Kinetic
Clarkson P. M, Hubal MJ, 2002 Exercise-induced muscle damage in humans. American
Journal of Physical Medicine &Rehabilatition. 81: S52-S69.

262
Elsayed, Mohammed, 2012. "Efect of Plyometric Training on Specific Physical Abilities
in Long Jump Athletes". Faculty of Physical Education for Boys, Zagazig
University, Egypt. Vol. 7 No. 2. Pp. 105-108.
Kusnanik, N.W., Nasution, J, and Hartono, S. 2011. Fundamentals of Sport Physiology.
Unesa: UnesaUneversity Press.
Lakshmikrishnan, R and Silvakumar, K. 2013. Effect Of Weight Training And
Plyiometric Endurance Training On Strength And Leg Strength. International
Journal of Health, Physical Endurance and Computer Science in Sport. Vol.
11. No. 1. pp. 152-153.
Infallible, Ali.2012. Education Methodology. Surabaya: Unesa University Press.
Nagarajan, S. Damodharan, C. Praven, A. 2013 Effeck of aerobic circuit training and
parcours Training on Selected Physiological Variables Among college
Student Men, Jornal International, Vol. 11, 1 PP 149-151.

263
 THE EFFECT OF INTELLIGENCE, EYE-HAND-LEG COORDINATION
AND BALANCE ON THE PENCAK SILAT PUNCH AND KICK
COORDINATION
Aridhotul Haqiyah3
aridhotulhaqiyah@yahoo.com

Abstract
This study aims to determine the effect of intelligence, eye-hand-leg
coordination, as well as the balance towards the coordination of pencak silat kicks and
punches on the students as members of the Pencak Silat Student Club of University of
Islam 45 Bekasi. The research method is a survey, and the analysis technique is path
analysis. The sampling technique used is total sampling of 30 people. The instruments
used are a test of pencak silat kick and punch coordination, intelligence test with IST
(Intelligenz Structure Test), test of hand-eye-leg coordination, and test of balance by using
modified bass test of dynamic balance. The conclusions are: (1) Intelligence directly
affects the coordination of pencak silat kick and punch, (2) Eye-hand-leg coordination
directly affects the coordination of pencak silat kick and punch, (3) Balance does not
directly affect the coordination of pencak silat kick and punch, (4) Intelligence directly
affects the balance, (5) Eye-hand-leg coordination directly effects the balance, (6)
Intelligence directly affects the eye-hand-leg coordination.
Keywords: intelligence, eye-hand-leg coordination, pencak silat kick and punch
coordination.

INTRODUCTION
Pencak Silat is the original culture of Indonesia and currently continues to grow up, both
in the regulation and organization. Pencak silat organization in Indonesia is called as the Ikatan
Pencak Silat Seluruh Indonesia (Indonesian Pencak Silat Association), which is abbreviated into
IPSI. It was initiated by Mr. Wongsonegoro and inaugurated on May 18, 1948 in Surakarta with
the aim to unite and foster all pencak silat institutions that exist in Indonesia.
Efforts to foster and develop pencak silat are organized through various ways, such as
through formal education from primary school to college. In the Faculty of Education, University
of Islam 45 Bekasi, pencak silat coaching is conducted inside and outside the lecturing hours. In
the curriculum, pencak silat is determined as one of the compulsory subjects in the community
life (MBB), while the activities of sport coaching which is done outside the lecturing hours are
well known as student club or Unit Kegiatan Mahasiswa (UKM). UKM pencak silat is a place for
students to develop their interests, talents and expertise in pencak silat.
UKM pencak silat is designed with the orientation of skill mastery and performance
improvement. The exercise program developed in the UKM pencak silat consists of the
improvement of physical condition and technique at the match category, the category of single,
double and team. One of the skills that are trained to the students as members of UKM pencak
silat of University of Islam 45 Bekasi is attacking skill using hand (punch) and leg (kick).
In the effort to obtain the excellent score at the pencak silat match, it needs to be trained
attack motor coordination alternately. It is intended that the attacks carried out will effectively on
time and obtain high score. In a pencak silat match, an assessment of the attack with legs that go
on target, without being obstructed by blocks, avoidance or evasion, then the opponent scored
two, while the attack with a hand that goes on the target, without being obstructed by blocks,
avoidance or evasion, then the opponent scored one.
The problem that emerge in training pencak silat kick and punch coordination is the lack
of factors that are known to be able to support and should be improved to support these skills,
such as: hand-eye-leg coordination as well as balance. These two fitness components are
presumed to be very influential in improving the coordination of attack. In addition to a fitness
component, intelligence factor is presumed to also affect motor coordination and ability to recall
(memory).

264
 Based on the above explanation, this study aims to determine the effect of intelligence,
eye-hand-leg coordination and balance towards pencak silat kick and punch coordination.

METHOD
The method used in this study was survey method with measurement techniques and tests.
The analysis technique used was path analysis. The study was conducted at the University of
Islam 45 Bekasi, Jl. Cut Meutia No. 83 Bekasi. The population in this study was the pencak silat
club athletes of University of Islam 45 Bekasi with the total of 30 students. The sampling
technique used was total sampling, in which the entire population becomes the sample of the
study. Therefore, there were 30 people as samples in this study.
The instruments used were a test of pencak silat kick and punch coordination (Johansyah
Lubis, 2014: 175-176), intelligence test with IST (Intelligenz Structure Test), test of eye-hand-leg
coordination (Dindin Abidin, 2015: 114-119) and a balance test by using modified bass test of
dynamic balance (Widiastuti, 2015: 164-165).
RESULT AND DISCUSSION
Descriptive statistics calculation results can be seen in the table below:
Table 1: Descriptive Statistics Calculation Result
Descriptive Statistics
Variables N Minimum Maximum Mean Std. Deviation Variance
Intelligence 30 80 113 92.57 8.076 65.220
Eye-Hand-Leg 30 14 36 25.00 5.382 28.966
Coordination
Balance 30 25 50 40.33 7.871 61.954
Pencak Silat Kick and 30 23 55 40.50 9.108 82.948
Punch

Valid N (listwise) 30
After conducting the required tests for analysis such as: 1) normality test, 2) test of
significance and regression coefficient linearity, then the researcher did the hypothesis testing by
using path analysis. For the data processing of path analysis, the researcher used SPSS version 17
(Kadir, 2015: 261-269), which the summary of test results is presented as follows:
Table 1: Result Summary of Structural Test 1
Direct Effect inter Path t-cal p-value Conclusion Remarks
Variables Coefficient
X1 on X2 (ρ21) 0.780 6.593 0.000 Significant 𝜀 = 0.626

Table 2: Result Summary of Structural Test 2

Direct Effect inter Path t-cal p-value Conclusion Remarks
Variables Coefficient
X1 on X3 (ρ31) 0.464 2.960 0.006 Significant
X2 on X3 (ρ32) 0.448 2.861 0.008 Significant 𝜀 = 0.509

Table 3: Result Summary of Structural Test 3 before Trimming

Direct Effect inter Path t-cal p-value Conclusion Remarks
Variables Coefficient
X1 on Y (ρy1) 0.331 1.892 0.070 Significant
X2 on Y (ρy2) 0.494 2.845 0.009 Significant 𝜀 = 0.486
X3 on Y (ρy3) 0.107 0.574 0.571 Insignificant

Based on the analysis presented in the table above, there is a path coefficient is not
significant, that is the path coefficient X3 on Y (ρy3) = 0.107 so that the model needs to be fixed
by removing X3 from the model which is commonly called as trimming. According to Riduwan
and Engos Achmad Kuncoro (2012: 127), trimming model is a model that is used to fix a path
analysis structure by removing the exogenous variables of the model which the path coefficient is
265
insignificant. The result of trimming makes the result of the third structural change. For the final
result of the structural 3 calculation after trimming can be seen in Table 4 below:

Table 4: Result Summary of Structural Test 3 after Trimming

Direct Effect Inter Path t-cal p-value Conclusion Remarks
Variables Coefficient
X1 on Y (ρy1) 0.381 2.536 0.017 Significant
X2 on Y (ρy2) 0.542 3.608 0.001 Significant 𝜀 = 0.489

The next step is testing the model compatibility with the sample size (n) = 30, and the
number of path coefficient which is not significant (d) = 1, then the chi-square statistic test with
W = - (n-d) ln Q = - (30-1) in (1.000313) = 0.009, from chi square table with df = d = 1, at a
significance level of α = 0.05 obtained tab = (0,05;1) = 3,84. Because W = 0.009 < 3.84, then H0
is accepted. Thus, the model obtained is appropriate or suitable (model fit) with the data.
CONCLUSION AND SUGGESTION
Based on the results of data processing and analysis, the conclusions of this study are as
follows: (1) Intelligence directly affects the coordination of pencak silat kick and punch, (2) Eye-
hand-leg coordination directly affects the coordination of pencak silat kick and punch, (3)
Balance does not directly affect the coordination of pencak silat kick and punch, (4) Intelligence
directly affects the balance, (5) Eye-hand-leg coordination directly effects the balance, (6)
Intelligence directly affects the eye-hand-leg coordination.
Some suggestions to be given with respect to the results of this study are for lecturers,
coaches, trainers, and physical education teachers, the results of this study can be used as a
reference and information in the search for talented pencak silat athletes on the match category
based on the level of intelligence and good physical fitness.
REFERENCES
Dindin Abidin.2015. Keterampilan Smes Bola Voli (Studi Eksperimen Efektivitas Metode Latihan
Beban Dengan Pemulihan Aktif Dan Pasif Dan Koordinasi Mata-Tangan dan Kaki
Terhadap Keterampilan Smes Bola Voli Pada Mahasiswa Penjaskesrek UNISMA
BEKASI), Disertasi PPS UNJ.
Kadir. 2015. Statistika Terapan. Jakarta: Rajawali Pers.
Lubis, Johansyah dan Hendro Wardoyo. 2014. Pencak Silat Edisi Kedua. Jakarta: Rajawali
Sport.
Widiastuti. 2015. Tes dan Pengukuran Olahraga. Jakarta: Rajawali Pers.

266
 THE COMPARISON OF LEARNING MAKE A MATCH METHOD
ANDTHINK PAIR SHARE MODELTOWARD THE STUDY RESULT OF
BASKETBALL DRIBBLE
Arnaz Anggoro Saputro¹
Lecture S-1 Study Program Physical Education and Health STKIP PGRI Jombang
Student Postgraduate S-3 Sport Science UNESA
arnaz_boy@ymail.com

ABSTRACT
Dribble is one way of carrying the ball and also help to move the ball on the ground and keep away from
care. If in basketball game was not able to dribble it will be hampered and cannot be held. Many learning
methods are use in order to enhance students‟ ability mastering the basic movement of dribble. However, in
the fact that there are still many students who have not been able to master it with the method which applied
by the trainer. So, it needs other model which can increase students‟ ability to master the material of basic
movement in dribble.This research is to know the comparison between make a match and think pair share
method, to know which method is suitable to the students.Based on contrivance of such research it can
conclude that learning with used make a match model give better impact to the result in study of dribbling
in the amount of 22,63% than think pair share model is 12,86%.
Key words: basic movement of dribble, make a match model, think pair share method, study
result.

INTRODUCTION
Education is a natural process that takes place naturally in the human life in a
family environment. In the process, human life increasingly complex and advanced, so
that family education that promotes the formation of a natural person is no longer
adequate to deal with the development and progress of science and technology (science
and technology). Therefore, it created the structure of formal education, called education
schooling (Nursalim et al, 2007: 2).
Definition of education in the national education system is a conscious effort to
prepare students through guidance, instruction and or training and its role in the future.
Education core of interactions between educators with learners in order to help
learners master the educational objectives. Educational interactions can take place within
the family, school, or community. The interaction among the three, school is the only one
formal education. Teachers as educators in schools have been formally prepared in
teacher education institutions. They have studied the science, skills, and art as a teacher.
They have also been established to have a personality as an educator. Moreover, they
have also been appointed and given the trust by the society to be a teacher, not just by
decree of the competent authority, but also with recognition and appreciation from the
public. Teachers carry out they duties as an educator with the plans and preparation. They
teach with clear objectives, materials that have been arranged in a systematic and detailed
manner and tools that have been sorted and carefully designed. In school education
teacher doing interaction in a planned and conscious. In the school environment, there is a
formal curriculum, which is written. The teachers carry out the task of educating
formally, therefore the education that takes place in schools is often called formal
education.
Basketball is a sport that cannot be done in all places, it needs place or special
equipment to play it. Today basketball is already much in demanding by both urban and
rural areas, but usually get problem dealing with the facilities and infrastructure. Most of
them just studied in school, and that is just taught to high school students. Most of those
who consider the sport is new thing for them, is difficult to be able to master the motion
effect, in addition to the facilities is available only in school, they also received a lesson

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of learning activities in the school once a week. In some basic movements such as dribbel,
passing and shooting, one of the basic motion that is important to master students
isdribbel. Dribble is an important part of basketball and it is important for the individual
and team games.
Dribble is one way to carry the ball and can also help move the ball on the ground and
keep away from custody (Wiessel, 1996: 95). If in the game the player cannot doing
dribble, the basketball game will be hampered and tend to be unable to run well. The
Problem in the dribble is more complex because each individual is required to control the
ball by bouncing to the ground floor. For those who feel new to the sport basketball will
certainly get trouble because they do not master ball handling and fees the ball yet.
Many learning model that is used to enhance students' skills in mastering the basic
motion dribble. In fact, it is still there are a lot of students who have not been able to
master this basic motion to the model applied by educators. It required another model
which is able to increase the ability of learners to master the basic motion of matter
dribble. In this study we want to know which model is more suitable to be used or applied
in teaching dribble basketball in primary school students. Between these two methods
there must be one suitable and well used to assist learners, or even both of them were able
to assist learners. It is necessary research to determine the ratio of student learning
outcomes using models make a match and think pair share.

METHOD
The type of this research is quantitative research. The method used is experimental
research, and the experiment used was true experimental. It is called as true experimental,
because in this design, the researcher can control all external variables that influence the
course of the experiment. (Sugiyono, 2009: 75). The treatment method for the provision
of make a match and think pair share methods to elementary school students.
The research design was pretest-posttest control group design. In this design, there
are two groups were selected at random, and then they were given a pretest to determine
the initial state whether there is any difference between the experimental group and the
control group.
Some of the steps being taken for the collection of data in this study are:
1. Population and Sample
a. The population in this study were students of class IV-VI SDK Santo Yusup
Surabaya in academic year 2014/2015 consist of six classes, and the total of students are
164.
b. the sample of this study is a fifth grade elementary school students by using
cluster sampling, which is not individual but the group or area.
In this study, the sample taken is a class V with 64 students. Determination of the
number of students is done by drawing group classes, from class V-A to class V-B will be
drawn and taken two classes, two classes were raffled again to determine the grade to be
treated theory make a match and think pair share.
2. Research Instruments
The instrument is " A tool in data collection, the instrument can also be regarded
as a tool at the time of the study using a method" (Arikunto, 1998: 56).
3. Data Collection
Data collection techniques in this study using the test form of Verduci, as follows:
Chairs or cones arranged in parallel or in line, the distance between seats is 2.4 meters.
While the distance from the start line is 1.5 meters. Each student will dribble ball through
barriers by way of zig - zag as fast as possible. Dribbeling ball with his left hand or right

268
hand. Dribbel can be done when he heard instruction "GO". Each student performed two
tests and taken the best time. (Verduci, 1980: 319)
4. Data Analysis
This study used data analysis techniques in the form of T-test. T-Test is a
statistical technique used to examine the significance of the difference of two mean
originating from two distribution (Infallible, 2009: 45). There are two types of T-test,
those are different sample (independent sample) and a similar sample (dependent sample).
Both types will be used in this study.
1. T-test for different sample
Different samples meant that the distribution of data compared to originate
from two different groups. In this study the data being compared is the data
obtained from the group treated models make a match and the group treated think
pair share.
2. T-test for similar samples
The similar samples intended that the distribution of the data compared to
originate from the same group of subjects. For instance when we want to analyze
the difference between pretest and posttest results in certain groups. Then it can
used similar samples T-test.
3. Normality Test is used to determine whether the data follow a normal
distribution or not, and to determine whether the data is normally distributed or
not, it can be tested with methods of Kolmogorov Smirnov (Ghozali, 2002: 74 in
Yafis, 2012). In this case , it is using SPSS 20.0.
4. Homogeneity test is performed to determine whether the dependent
variable of the data have the same variant in each category of the independent
variable. If there are more than one independent variable, then it should happen
homogeneity in the group formed by independent categorical variables. To know
that there are categorical independent variables are homogeneous or not, it can be
determined by levene test. Basic analysis used in making a decision that if the
value of the levene test is not significant (P> 0.05) then the data is homogeneous,
(Ghozali, 2002 in Yafis 2012).

RESULT AND DISCUSSION

The Description of the Data
In the description of the data is about average, standard deviation, variant, range,
highest and lowest values, and the percentage increase in part of practice methods and
whole practice to dribble results performed by the students as much as twice the chance
then take a note of the best time. Then the results of those tests will be calculated based
on the groups of methods.
Here is a description of the calculation result of the data that is performed by using
SPSS for Windows 20.0, can be further elaborated in the form of tables and graphs as
follows:
Group I (Make a match model)
The test results basketball dribble basic movements before and after the learning
make a match method in 32 students are as follows:
The Results of Group I (Make a match model)

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 Model Make a match
Pre-Test
averange 18.531875
Std.Deviations 4.64
Variantt 21.56
Maximum 12.52
Minimum 34.17
Presentase 22.63%
Post-Test
averange 14.33
Std.Deviations 2.171
Variant 4.715
Maximum 11.32
Minimum 22.89
Presentase 22.63%
Nilai Beda
averange 4.195
Std.Deviations 2.925
Variantt 8.561
Maximum 11.41
Minimum 0.35
Presentase 22.63%

From the table above it can be seen that:

a) The results of the basic motion score dribble before being given treatment make a
match model (pre-test) is the average score of 18:53; standard deviation of ± 4.64; with a
variant of 21:56; the highest and lowest scores respectively 34.17dan 12:52.
b) The results of the basic motion score given dribble after treatment models make a
match (post-test) is the average score of 14:53; standard deviation of ± 2.171; with a
variant of 4.71; the highest and lowest scores respectively 22.89 and 11:32.
c) The score changes in the pre-test and post-test is the average change for 4195; standard
deviation of ± 2.92; with a variant of 8:51; changes in the highest and lowest scores
respectively 0:35 and 11:41; as well as the percentage increase in average by 22.63%.
The result can be said that the treatment of the model make a match was found to
improve learning outcomes basketball dribble basic motion by 22.63%
1. Group II (think pair share model)
The test results basketball dribble basic movements before and after the
learning model Think Pair share at 32 students are as follows:
The Results of Group II (think pair share model)
Model Think pair share
Pre-Test
Rata-rata 21.069
Std.Deviations 5.33
Variant 28.47
Maximum 12.9
Minimum 38.05
Presentase 12.86%
Post-Test
Rata-rata 18.358
Std.Deviations 4.37
Variant 19.15
Maximum 12.24
Minimum 34.02
Presentase 12.86%
Nilai Beda
Rata-rata 2.71
Std.Deviations 1.8
Variant 3.26
Maximum 7.38
Minimum 0.06
Presentase 12.86%

From the table above it can be seen that:

a. The results of the basic motion score dribble before being given treatment model of
think pair share (pre-test) is the average score of 21.69; standard deviation of ± 5:33; with
a variant of 28.47; the highest and lowest scores respectively by 38.05 and 12.9.
b. The resulting scores are given basic motion dribble after treatment think pair share

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model (post-test) is the average score of 18:38; standard deviation of ± 4:37; with a
variant of 19:15; the highest and lowest scores respectively 34.02 and 12:24
c. The changes of the scores from pre-test and post-test is the average score change of
2.71; standard deviation of ± 1.8; with a variant of 3:26; changes in the highest and lowest
scores respectively 0:06 and 7:38; as well as the percentage increase in average by
12.86%.
The result can be said that the treatment model of think pair share was found to improve
learning outcomes basketball dribble basic motion by 12.86%

2. Comparison of two treatment groups

Comparison of the results of treatment in both groups can be seen in the
following table:
Comparison of the Results of Treatment
Model
Mean
MaM TPR
pre-test 18.531 21.069
Fundamental
poet-tes 14.33 18.358
Dribbel
change 4.195 2.71
Basketball % 22.63% 12.86%

From the table above it can be seen that the treatment methods make a match turned out
to provide the most improvement better than group think pair share. To check whether the
results of the descriptive analysis above significant or not, then the next will check the
significance of which is also a hypothesis test.
CONCLUSION AND SUGGESTION
1. Conclusions
Based on the research that has been done, a number of conclusions, among others:
a) There is a significant effect of the learning model make a match on learning outcomes
dribble basketball in grade V B SDK Santo Yusup Surabaya.
b) There is a significant effect of the learning model Think Pair share the learning
outcomes dribble basketball in grade V A SDK Santo Yusup Surabaya.
c) There is a significant difference between the results of the learning model make a
match, and learning think pair share outcomes dribble basketball in grade V SDK Santo
Yusup Surabaya.
d) Learning models make a match have a better effect than the model of think pair share
to increase the ability of learning outcomes dribble basketball in grade V SDK Santo
Yusup Surabaya.
Make a match learning model provides a better impact on learning outcomes in grade V
dribble SDK Santo Yusup Surabaya compared to learning using think pair share.
The model is suitable to be applied to the students is a method of make a match.
2. Suggestions
In accordance with the conclusions obtained, it can be given the following advice:
a) In order for the students' ability in learning basic movements, especially basketball
dribble should not be fixated on one model, you can also use one of the other models
make a match of this method.
b) In order for the learning ability of students in basic basketball movements can increase
the teacher should be able to know the characteristics of the students and use different
learning models that are suitable for students.

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c) Require further research on the application of learning make a match and think pair
share with different populations and the number of samples even more so will be
expected to get the wider application of the model lesson.

REFERENCES
Arikunto, S. 1998. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Rineka Cipta.
Ahmed, H. 2012. “Effect of Educational Module on Basic Basketball Skills Performance
in Junior of Basketball”. IDOSI Publications. Vol.6 No.4. pp. 428-431.
Bakhit, A.R. 2011. “The Sentimental Side Effect on Organizing Basketball Program”.
IDOSI Publications. Vol.4 No.1. pp. 01-06.
Brydges, R. 2007. “Application of Motor Learning Principles to Complex Surgical Tasks:
Searching for the Optimal Practice Schedule”. Heldref Publications. Vol.39 No.1.
pp. 40-48.
Bain, S. and Carl, M. 2010. “Motor Learning Principles and the Superiority of Whole
Training in Volleyball”.Presented the first of two articles on the application of
motor learning principles to coaching, Seattle, Washington.
Dimyati dan Mudjiono, 2006.Belajar dan Pembelajaran. Depdiknas.
FIBA Rules. 2012. Official Basketball Rules Terjemahan. Jakarta: PP.Perbasi.
FIBA Rules. 2005. Mini-Basketball Rules. Switzerland: FIBA
Kementerian Pendidikan Nasional. 2006. Standar Isi Untuk Pendidikan Dasar dan
Menengah. Jakarta : Kementerian Pendidikan Nasional.
Lutan, Rusli. 1988.Belajar Keterampilan Motorik Pengantar Teori dan Metode. Jakarta:
Depdikbud. Dirjendikti.

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 EFFECTIVENESS OF DIFFERENT SPORTS MASSAGE, MASSAGE
CIRCULATION ANDMASSAGE FRIRAGE MODULATION LEVELS OF
IMMUNOGLOBULON ENZYME A(IgA)

Bambang Priyonoadi

ABSTRACT

This study aims to determine which among the three types of sports massage,
circulo, and frirage most effectively to changes in levels of enzymes Immunoglobulin A
(IgA) in IKOR FIKUNY students. This research method is a quasi-experimental research
(Quasi-Experimental) with the design of the initial test and final test (Pretest-Posttest
Design) massage frirage to modulating levels of enzymes immunoglobulin A (IgA). The
division of the group in this study using ordinal pairing techniques. The study population
is students IKOR FIK UNY 2014 4th semester is in a state of declared healthy by doctors
by 54 male and female students. Samples used in this study using purposive sampling
techniques Sampling (Sugiyono, 2014: 68). The sample in this study amounted to 27
students obtained the inclusion criteria and were drawn while for the divisioninto three
treatment groups ie by ordinal pairing. Data were Analyzed by using MANOVA
(Multivariate Analysis of Variance). Methods Wilks` Lambda, Data analysis included
descriptive analysis, the data normality, homogeneity of variance and paired forms
Comparisons MANOVA analysis methods Wilks`Lambda. Hypothesis testing using α
0.05.

Results of the analysis of data variables increase of sports massage, massage

circulo, and frirage jointly acquired F = .792 (p α 0.05), provision of massage of the
three treatment groups could be concluded H0: μ1.1 = μ1.2 = μ1.3 = 0 is rejected, H1:
μ1.1 = μ1.2 = μ1.3 ≠ 0 is received. This means that there are components of factors mean
μ1.1, μ1.2, μ1.3 are not worth 0. seen that each component of the mean factor μ1.1 is
positive, μ1.2 is negative, μ1.3, is positive, sports massage treatment(group I) can
improve: the levels of enzymes Immunoglobulin A (IgA) of at least 36.222 mg/dl, a
minimum of 30.210 mg/dl, circulo massage treatment(group II) can improve: the levels of
enzymes Immunoglobulin A (IgA ) of at least 5000 mg/dl, a minimum -1.013 mg/dl,
frirage massage treatment (group III), can improve: the levels of enzymes
Immunoglobulin A (IgA) of at least 19.778 mg/dl, a minimum of 25.790 mg/dl. It was
concluded that the most effective sports massage treatments to raise levels of enzymIgA
than circulo massage treatments and friragemassage treatment.

PRELIMINARY
Based on observational data on August 11, 2014 in Physical Therapy Clinic FIK
UNY number of patients with a massage treatment frirage during the period January 5 s /
d August 11, 2014 amounted to 563 patients. The data indicates that the number of
patients with a massage frirage treatment more desired by the patient rather than handling
with sports massage and the circulo massage. This happens because the frirage massage
therapists assess that the most efficacious to overcome severe fatigue and better able to
increase waking to the next activity compared with circulo massage and sports massage.
The data above shows that all three types of treatment with massage model of fitness
(sports massage, circulo, and frirage) claimed that each massage has the reliability and
benefits of the best and most effectual to rejuvenate. Although no research results, but the

273
claim has not been supported by laboratories. That is, massage and massage circulo
frirage created in 1999, which has been growing rapidly in society until now has not been
completely investigated physiological laboratory, very different from the sports assage
has been widely supported by the results of laboratory studies abroad.

A striking difference in the three types of massage are on a kind of special-

purpose massage technique mainstay massage, fingers and hands are used massage, the
amount of manipulation of the massage, the direction of movement of the massage, the
initial position massaging, and the rhythm of the pressure on each treatment and
sportsmassage massage circulo and massage frirage is very different, on the basis that the
possible effect of the change in enzyme levels Iimmunoglobulin also the result is
different.

Given the importance of the positive impact of Massage Sports Massage Circulo
and Massage Frirage it is essential to student IKOR FIK UNY who have a long weight to
obtain treatment massage on a regular basis to prove the truth meant by conducting
research laboratory under the title The difference Effectiveness Massage Sports Massage
Circulo, and Massage Frirage Against modulation levels Ensim Immunoglobulin A (IgA)
in Student IKOR FIK UNY.

The problem in this research is Which among the three types of sports massage,
circulo, and frirage most effectively to changes in levels of enzymes Immunoglobulin A
(IgA) in IKOR FIK UNY students?

METHODS
This study is a quasi-experimental research (Quasi-Experimental) with the
design of theinitial test and final test (Pretest-Posttest Design). The division of the group
in this study using ordinal pairing techniques. Data obtained through tests and
measurements has validity and reliability and has been processed by Multivariate
Analysis of Variance test form “MANOVA” (Sugiyono, 2014: 116-117).
RESULTS AND DISCUSSION
Based on statistical analysis MANOVA (Multivariate Analysis Of Variance)
Estimates of Marginal Means sports massage treatment, massage treatments frirage
circulo and massagetreatment, it can be concluded that the most effective way to increase
levels of IgA enzyme issports massage. This is due to a physiological 1). massage sport
more capable widens blood vessels due to the types of techniques mainstay massage,
fingers and hands are used massage, the amount of manipulation of the massage, the
direction of movement of the massage, the initial position massaging, the rhythm of the
pressure and the sequence location dimasase which starts from the position of bigger
muscles and more many of which are dipunggung / rear of the body, as well as on the
massage early in limb position the top of the first (if massage circulo and massage frirage
starting from the supine position and from the lower leg that is footprint towards the
upper leg) for the smooth running of the blood circulation so the conducting circulation
blood faster, 2). also with sports massage makes the receptors under the skin in the form
of fibers nerve C more quickly headed to the central nervous system, especially in the
secretion of the hormone to trigger unique components of adaptive immunity are cells
called lymphocytes. Patrick Ward, MS CSCS LMT., (2009) pointed out that massage may
offer potential benefits for the immune function, no significant changes in salivary
immunoglobulin A (sIgA), according to Arroyo-Morales M, et al., (2009) sIgA secretion
levels more high after the intervention of recovery in the massage group. Mark Hyman

274
Rapaport, et al., (2010) put forward a single session of Swedish massage therapy
produces measurable biological effects. Massage increases the number of lymphocytes
circulating for immunity and lowers interleuken IL-4, IL-5, IL-10 and IL-13.Noto Y,
Kudo M, Hirota K., (2010) In healthy volunteers, a foot massage significantly increased
both saliva and sIgA CGA.

CONCLUSION

Based on the formulation of the problem and the results of the discussion can be
concluded that the treatment of sports massage is more effective than massage treatments
and massage circulo frirage to increased levels of enzymes Immunoglobulin A (IgA) in
IKOR FIK UNY students.

BIBLIOGRAPHY

Noto Y, Kudo M, Hirota K., (2010). Back Massage Therapy Promotes Psychological
Relaxation and an Increase in Salivary Chromogranin A Release. Department of
Nursing, Hirosaki University Graduate School of Health Sciences, Hirosaki, 036-
8563, Japan. J Anesth. 2010 Aug 5.

Sugiyono, (2014). Metode Penelitian Kombinasi (Mixed Methods). Penerbit: Alfabeta,

Bandung.

Mark Hyman Rapaport, Pamela Schettler, and Catherine Bresee. (2010). A Preliminary
Study of the Effects of a Single Session of Swedish Massage on Hypothalamic–
Pituitary–Adrenal and Immune Function in Normal Individuals. The Journal of
Alternative and Complementary Medicine. October 2010, 16(10): 1079-1088.
doi:10.1089/acm.2009.0634.

Patrick Ward, MS CSCS LMT., (2009). Strength &amp; Conditioning, Massage Therapy:
Rest, Recover, Regenerate Part 5: Massage. Copyright © 2006-2015 Optimum
Sports Performance LLC.

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 POTENTIAL AND INTERNATIONAL LEVEL PERFORMANCE
ACHIEVEMENTS ACTUALIZATION COACH AND ATHLETE SPORTS
PARALYMPIC INDONESIA AND DEVELOPMENT MODEL SYSTEM
COACHING
Deddy Whinata Kardiyanto, S.Or., M.Pd
Physical Health and Recreation Education, Faculty of Teacher Training anf Education, Sebelas Maret
University, Surakarta, Central of Java

ABSTRACT
Research about Paralympic coaches and athletes sports is owned by Indonesia, is a strategic step that to do.
As a first step to study, should be identified potential Paralympic coaches and athletes is owned by
Indonesia, as well as how big the achievements of has been realized at the level of the level, especially the
International AT Southeast Asia. This research aims to review for determine the extent of potential coaches,
athletes and the Paralympic Sport Development systems Indonesia hearts reached Achievement at the
International Level.
This research is using a comprehensive approach. The study population is the overall
Paralympic coaches and athletes in Indonesia. Operations research samples determined purposive namely
Paralympic coaches and athletes elected as Indonesian contingent in Asean Paralympic Games VIII 2015
sample totaled 55 coaches, athletes and samples totaling 250 participants. Technique colecting data is using:
questionnaires, interviews, field observations, and record keeping of document. Numeric data analysis using
descriptive statistical techniques. Data analysis using descriptive analysis rational words.
Based on the research, that the coach Paralympics Indonesia is dominated by men, aged between
35-49 years old with level of education is on senior high school, while the region is the largest contributor is
Central Java. The coaches Sports Paralympic most not disabled, education with generally only senior hogh
school, and as a coach is only as volunteers or not work as a coach. Paralympic Indonesia athlete profiles is
dominated by men, aged between 19 - 42 years old with level of education is senior high school while the
area is a contributor to human resources is the most athletes winning medal of Central Java.
Sports Paralympic athletes bearing the highest portion disability because of sick, second order
inborn, and other causes because accident. The highest level of education is senior high chool, junior high
school, and not. Comparison period of athletes and coaches,Term Paralympic athletes winning hearts
Achievements VI can be rated good. Branches sports track and field, swimming, and being table tennis
flagship branch hearts owned medal. On Asean Paralympic Games VIII Indonesia achieved second
sequence sales manager after calculating champion Thailand in the first order.

INTRODUCTION
Research on the coaches and athletes of the Paralympic sports which is owned by
Indonesia, is a strategic step that needs to be done. As the first step of the study, is
necessary to identify potential coaches and athletes of the Paralympic owned by
Indonesia, as well as how big the achievements that have been realized at the international
level, especially at the level of Southeast Asia.
Paralympic athletes have unique properties and can not be equated with normal
athletes. The implication of course related to the uniqueness of coaching by the trainers.
Means paralympic sports coach also has a unique competence and the necessary
properties that are unique coaching athletes. Background that prompted the need for an
examination of the coaches and athletes of the Paralympic Indonesia.
In this study there were some issues raised How Profile Coaches, Athletes and
Sports Guidance System Paralympic Indonesia in achieving the feat at the international
level?
To determine the extent of potential coaches, athletes and sports coaching systems
Paralympic Indonesia in achieving the feat at the international level?

METHOD
This study uses a comprehensive approach. The use of research methods also
combine several methods: descriptive method surve, evaluation research and development
276
study entry procedures. The study population was the whole Paralympic coaches and
athletes in Indonesia. Research samples determined purposive Paralympic coaches and
athletes were elected as members of the Indonesian contingent to the Asean Paralympic
Games VIII Year 2015 sample totaled 55 coaches and athletes sample amounted to 250
people.
Data collection technique used: questionnaires, interviews, field observation and
recording of documents. Analysis of numerical data using descriptive statistical
techniques. Data analysis using descriptive analysis rational words.

RESULTS AND DISCUSSION

1. Description of the coach
Description of potential coaches profiles can be seen from the gender factor is
more dominant males than females in his role as coach of Paralympic sport. Men as much
as 88.5% and 11.5% of women only. Of age, spreads between the ages of 20 to 64 years,
with a range of fashion at the age of 35 s / d 49 years as many as 48.1%. Education levels
of factors, the most educated SMA / SMK as much as 25%, and the second order non-
educated S1 sports as much as 23.1%. Educated sports S1 and S2 only 17.3% of Sport is
only 1.9%.
While the regional forum contributor HR Trainer for Indonesian contingent
dominated by coaches from Central Java, as much as 86.5%. Second-placed West Java as
much as 7.7%, and together accounted for respectively 1.9, namely Jakarta, East Java, and
Banten.
Background life coach can be seen on the physical condition factors Paralympic
coaches whose background with disabilities is only 17.3%. While a disability as much as
82.7%. The main job of the factors, which works as a coach is only 11.5%. Most
berpekerjaan self-employed or private employees as much as 34.6%.
2. Description of the athletes
Description athlete profiles can be seen from the gender factor, more male role as
Paralympic athletes than women, ie 66.8% compared to 33.2%. From the age factor is in
the range 15 s / d 55 years. Most of the largest in the age range 22 s / d 42 years, with the
fashion age 28 s / d 30 years as much as 16.3%. Education levels of factors, the most
educated highest SMA / SMA is 53.2%. The second order of SMP as much as 16.8%. The
third sequence SD 14,7%. That no school is 5.8%. Educated scholar only 7.4%.
Data contributors area athletes winning medals in the Asean Paralympic Games
VIII most of the largest Central Java, as much as 25.1%. Second-placed West Java as
much as 19.4%. The order of 3, 4 and 5 respectively to Jakarta 8.4%, 7.9% North Sumatra
and East Java 6.8%. A province which accounts for athletes winning medals there are 24
regions or 72.7% from 33 provinces in Indonesia.
In this research can be seen there are three kinds of causes of disability
Paralympic athletes. The most common cause of illness of 46.3%, both congenital defects
32.6%, and the third leading cause of accidents 21.1%. From the age factor began to
defect, which most birth defects 32.6%, the second order from the age of 1-3 years by 27,
4%. Of the length factor into Paralympic athlete, winning medals turned out to be new to
be an athlete for 1-2 years as many as 28.9%. The second sequence for 3-4 years as much
as 27.4%. Of factors work, most do not have a job as much as 55.6%. The second order of
self-employed / private sector employees as much as 28.4%. Third-placed civil servants
as much as 10.5%.
3. Description of the Indonesian contingent at the Paralympic Games VI
Description of the Indonesian contingent to the Asean Paralympic Games VIII
include: a description of the number of members of the contingent and achievements of

277
athletes, a description of the medals every sport, and descriptions Indonesian medals that
accompanied the medal count every other participating countries. From the results of this
study can be seen the Indonesian contingent to the Asean Paralympic Games VIII there
are 55 coaches and 250 athletes. This represented a coach and athlete ratio = 1: 4.5. All
athletes who totaled 250 people, capable of winning medals or as a proud achievement
amounted to 191 people, or 76%. This percentage can be assessed contingent good
achievement. Male athlete amounted to 170 people, who were able to win a medal
numbered 137 persons or 80.6%. While women athletes numbering 80, who won around
54 people or 66.3%.
In most of the medals at the athletics as many as 103 pieces with the details of 34
gold, 40 silver, and 29 bronze. The second order of 75 such pools with details of 35 gold,
22 silver, and 18 bronze. Third in as many as 67 pieces of table tennis with the details of
20 gold, 25 silver, and 22 bronze.
At the Asean Paralympic Games VIII can see the position of the Indonesian
contingent is based on the number of gold medals won are second or a second overall
winner. However, if the calculated number of medals, Indonesia ranks first.

CONCLUSION
1. Profile coach Paralympic Indonesia is dominated by men, aged between 35 till 49
years, and with the level of education SMA / SMK, while regional contributor to HR
coach most was Central Java, and with selisi very much the next sequence is West
Java, DKI Jakarta, East Java, and Banten. The most Paralympic sports coach is not
disabled, with the rank of general education only SMA / SMK, and as a coach is only
as volunteers or not work as a coach.
2. Profile athletes Paralympic Indonesia is dominated by men, aged between 19 till 42
years, and with the level of education SMA / SMK while regional contributor to HR
athletes winning medals is Central Java, and was followed the next order is in West
Java, Jakarta, Sumatra north and East Java. Total area overall to win a medal there are
24 regions. The largest portion Paralympic sports athletes with disability due to illness,
the second order inborn, and other causes for the accident. Highest level of education
high school / vocational school, then junior high, and there are no schools.
3. From the comparison of the number of athletes and coaches, the number of athletes
winning medals in the Paralympic Games VI can be considered good. Athletics,
swimming and table tennis became a mainstay branch in the medals table. At the
Asean Paralympic Games VIII of Indonesia won the second place in the overall
championship tally after Thailand in the first place.

SUGGESTION
1. It should be made a model system of recruitment, education, and training of trainers
Paralympic sports, as well as career guidance system that can stimulate the
development of Paralympic sport coaches profession evenly throughout Indonesia.
2. It should be made a model system of recruitment and selection Paralympic athletes, as
well as the guidance system that can stimulate the achievement motivation of people
with disabilities to be willing and eager Paralympic sport athletes evenly throughout
Indonesia.
3. Need to develop centers of Paralympic sports training facilities which are equipped
with a complete in every provinces in Indonesia.
4. In the international competition, the athletes need to be equipped with game
suggestions that follow international standards in order to achieve optimal.

278
 REFERENCE
Abdullah, Nagoor Meera. 2012. Understanding Disability: The History and The
Conditions.
Surakarta: NPC Indonesia.
Haag, Herbert. (Ed.) 2004. Research Methodology for Sport and Exercise Science.
Schorndorf: Verlag Karl Hofmann.
Peraturan Presiden Republik Indonesia Nomor 22 Tahun 2010 Tentang Program
Indonesia
Emas.
Program Indonesia Emas. 2011. Rencana Strategis Program Indonesia Emas 2010-2014.
Siedentop, Daryl. 1994. Sport Education: Quality PE Through Positive Sport
Experiences.
Champaign: Human Kinetics
Undang-Undang Republik Indonesia Nomor 3 Tahun 2005 Tentang Sistem Keolahragaan
Nasional. 2007. Jakarta: kementerian Negara Pemuda dan Olahraga Republik
Indonesia.
Menpora. 1997. Visi 2020 Olahraga Indonesia. Jakarta: Kantor Menteri Negara Pemuda
dan
Olahraga.
Yanti. 2011. Klasifikasi Kecacatan. Surakarta: NPC Indonesia.

279
 THE INFLUENCE OF MASSED PRACTICE AND DISTRIBUTED
PRACTICE METHOD TOWARD THE INCREASING OF FOREHAND
AND BACKHAND SKILLS TO THE MALE STUDENTS OF SATYA
BHUWANA TENNIS SCHOOL GIANYAR YEAR 2014
Desak Wiwin Try Swandewi
Surabaya State University, Post Graduate Program of Sport Education
E-mail: desakwiwintryswandewi@yahoo.com
Abstract
This report aims to review the influence of massed practice and distributed practice training method
toward the backhand and forehand skills in tennis court.The kind of research is apparent through the
modificated experiment design pretest posttest design .The subject of study is the 30 male students of Satya
Bhuwana Tennis School Gianyar year 2014. Forehand and backhand are measured by forehand and
backhand drive skills test. Data Analyzed by test paired-samples t-test with standard significance 5% (α =
0.05).The result of the data analysis is 15.67 > 2.048 for the massed practice training method on forehand
variables and 15.75 > 2.048 for the backhand, as for the training method of distributed practice the results is
43.57 > 2.048 for the forehand and 34.10 > 2.048 for the backhand .Followed by test independent-samples
t-test to know the differences between the two groups, the result of the independent-samples t-test skill to
skill forehand is 8.126 > 2.048, while backhand skill is 9.142 > 2.048.The research can be concluded; (1)
the massed practice and distributed practice training method is widening the opportunities of improving
forehand and backhand skills, (2) there is a difference of influence between the massed practice training
methods and distributed practice toward the increasing of forehand and backhand skills, where the
distributed practice training method is better than the massed practice training method regarding the
increasing forehand and backhand skills.
Keywords: method of training practices, skill technique, tennis court

INTRODUCTION
Tennis is one kind of sport using small ball and each player uses a racket as a bat. For
optimal achievement in tennis, the underlying factor that needs to be controlled by a
player is basic strokes. For tennis players, the mastery of basic strokes techniques is
absolutely necessary in improving the achievement. The basic techniques in tennis are (1)
Forehand, (2) Backhand, (3) Volley, (4) Smash, and (5) Service. Based on the observation
made at Satya Bhuwana Tennis School located in Gianyar that the technical training
provided by the coach is not maximal, which is there is a lack of mastery of forehand and
backhand techniques. Think of it then, the Researchers tried to apply massed practice and
distributed practice method of training given to the students of Satya Bhuwana Tennis
School Gianyar. In massed practice, students practice movements continuously without a
break until the time runs out, while in the distributed practice students practice
movements interspersed with several rest periods. (Lankor, 2007: 98). Based on the above
analysis, the writer tries to scrutinize the issue with the title of "The influence of massed
practice and distributed practice method toward the increasing of forehand and backhand
skills to the male students of Satya Bhuwana Gianyar Tennis School Year 2014". The
problems of the research are: (1) Whether the application of the massed practice training
method influences the backhand and forehand technical skills to the male students of
Satya Bhuwana Gianyar Tennis School Year 2014? (2) Whether the application of the
distributed practice training method influences the backhand and forehand technical skills
to the male students of Satya Bhuwana Gianyar Tennis School Year 2014? (3) Whether
there is a difference between the effects of massed practice with the training method
training method distributed practice backhand and forehand toward technical skills to the
male students of Satya Bhuwana Gianyar Tennis School Year 2014?.
The purpose of this study are: (1) To determine the effect of the application of massed
practice training method toward backhand and forehand technical skills to the male
students of Satya Bhuwana Gianyar Tennis School Year 2014. (2) To determine the effect
of the application of distributed practice training method toward backhand and forehand
280
technical skills to the male students of Satya Bhuwana Gianyar Tennis School Year 2014.
(3) To determine the difference effect in the application of massed practice training
method with distributed practice training method toward the backhand and forehand
technical skills to the male students of Satya Bhuwana Gianyar Tennis School Year,
2014.

METHOD
This study is a quasi-experimental. Quasi-experimental research is research that aims
to obtain information which is predicted to information that can be obtained by actual
experiment in the state of being precluded to control and / or manipulate all relevant
variables (Kanca, 2010: 93).
Data collection technique used is a test of forehand and backhand skill drives, with
validity and reliability 0.75 0.67 Bosco and Gustafson (in Culture, 2004: 56). This test
aims to measure forehand and backhand skills.
The data analysis technique used to test the hypothesis is t-test analysis techniques
correlated or dependent. The trial results compared t table with significance level of 0.05
(5%) to determine if there is a difference between before and after massed practice and
distributed practice training method toward the forehand and backhand skills.

RESULTS AND DISCUSSION

Based on data obtained, namely: (1) Calculation forehand strokes known as tcount
15.67, compared with the value of t in the table with db = n1 + n2 - 2 = 30-2 = 28. Value
ttabel to db 28 and significance level 5% (α = 0.05) was 2.048 and 15.67 t value. Thus,
tcount greater than the value t table, so that H0 rejected and H1 accepted. This means that
there is a significant difference between before and after the group treated massed
practice. (2) Calculation backhand strokes known as tcount 15.75, compared with the
value of t in the table with db = n1 + n2 - 2 = 30-2 = 28. Values t table for db 28 and with
a significance level of 5% (α = 0, 05) is 2.048 and t value of 15.75. Thus, the value of t is
greater than t table, so that H0 rejected and H1 accepted. This means that there is a
significant difference between before and after the group treated by massed practice. (3)
Calculation forehand strokes known as tcount 43.57, compared with the value of t in the
table with db = n1 + n2 - 2 = 30-2 = 28. Values t table for db 28 and with a significance
level of 5% (α = 0, 05) was 2,048 and the nominal of t 43.57. Thus, the value of t is
greater than the value ttable, so H0 rejected and H1 accepted. This means that there is a
significant difference between before and after the group treated by distributed practice.
(4) Calculation backhand strokes known as tcount 34.10, compared with the value of t in
the table with db = n1 + n2 - 2 = 30-2 = 28. Values t table for db 28 and with a
significance level of 5% (α = 0, 05) was 2.048 and 34.10 t value. Thus, the value of t is
greater than the nominal ttable, so H0 rejected and H1 accepted. This means that there is a
significant difference between before and after the group treated distributed practice. (5)
Based on calculations known as tcount 8.126, compared with the value of t in the table
with db = n1 + n2 - 2 = 30-2 = 28. Values t table for db 28 and with a significance level of
5% (α = 0.05 ) is 2.048 then tcount > ttable, 8.126.> 2.048, thus H0 rejected and H1
accepted, and the conclusion is that there are significant differences between the effects of
massed practice and distributed practice training methods toward the forehand skills. (6)
The calculation is known as tcount 9.142, compared with the value of t in the table with
db = n1 + n2 - 2 = 30-2 = 28. Values t table for db 28 and with a significance level of 5%
(α = 0.05) is 2.048 then tcount > ttable, 9.142.> 2.048, thus H0 rejected and H1 accepted,
and the conclusion is that there are significant differences between the effects of massed
practice and distributed practice training method toward the backhand skills.

281
 Discussion of this study are: (1) These results provide clear evidence that the massed
practice training method is one form of training methods that works to train the forehand
skills in tennis. (2) These results provide clear evidence that the massed practice training
method is one form of training methods that works to train backhand skills in tennis. (3)
These results provide clear evidence that the distributed practice training method is one
form of the basic forehand techniques training methods whose function is to improve the
forehand skills. (4) These results provide clear evidence that the given of distributed
practice training method positively affect the increasing of backhand skill. (5) The
difference between the two methods is due to each training method has its own
advantages and disadvantages, but for distributed practice training method makes greater
contributions to the enhancement of forehand skill techniques. (6) The difference between
the two methods is because each training method has its own advantages and
disadvantages, but for distributed practice training method makes greater contributions to
the enhancement of forehand skill techniques.

CONCLUSION AND SUGGESTION

Based on the results of research and data to the analysis that has been done can be
concluded as follows: (1) The application of massed practice training methods bring an
effect on forehand and backhand skills practice to the male students of Satya Bhuwana
Tennis School Gianyar Year 2014 . (2) The application of distributed practice training
methods affect the forehand and backhand skills to the male students of Satya Bhuwana
Tennis School Gianyar Year 2014. (3) There are differences in the influence of massed
practice training method and distributed practice training method toward forehand and
backhand skills to the male students of Satya Bhuwana Tennis School Gianyar Year
2014. Distributed practice training method is giving better results (effective) to forehand
and backhand skills to the male students of Satya Bhuwana Tennis School Gianyar Year,
2014.
Based on these results, it is addressed to teachers and coaches are given suggestions as
follows: (1) For club sport coaches, sport coaches, PENJASORKES teachers and athletes
and others, it is suggested to use the massed practice and practice distributed training
method as one of the exercises in improving forehand and backhand technical skills in
tennis. (2) In particular training methods to improve the forehand and backhand skills, it
is better to use the application of distributed practice training method because it provides
more effective results to the research subjects. Coaches should be careful and precise in
preparing training programs in order of to make the purpose of the exercise program can
be achieved well. (3) It is necessary to conduct further research on the application of
forehand and backhand skill training method by incorporating training method to another,
and also the characteristics of the population that are more specific to the number of more
samples, that is expected to get more precise results on the application of those training
methods (4) For other researchers who want to conduct similar research is recommended
to use different variables and research samples.

REFERENCES
Budaya Astra, I Ketut. 2004. Pengaruh Penggunaan Alat Bantu Pelontar Bola dan Power
Lengan Terhadap Keterampilan Memukul Forehand dan Backhand Drive Dalam
Belajar Tenis Pemula. Tesis (tidak diterbitkan) Fakultas Pasca Sarjana,
Universitas Sebelas Maret, Surakarta.
Kanca, I Nyoman. 2010. Metodologi Penelitian Keolahragaan. Singaraja: Universitas
Pendidikan Ganesha.

282
Lankor. 2007. Teori Kepelatihan Dasar: Materi Untuk Kepelatihan Tingkat Dasar.
Jakarta: Kementerian Pemuda dan Olahraga Jakarta.

283
 THE DEVELOPMENT OF THE MODEL FOR ARTISTIC GYMNASTICS
TALENT SCOUTING ON EARLY CHILDHOOD
Dra. Endang Rini Sukamti, M.S
endangrinisukamti@yahoo.com

ABSTRACT
This research aimed at producing an instrument for artistic gymnastics talent scouting on early
childhood, which is practical, valid, and reliable in the form of a handbook and Compact Disc (CD) of
instructions for talent scouting as well as software of artistic gymnastics talent on an early childhood.
This is a research and development through the stages of research and produces a product. The
samples for the trial on a small group were 60 children of Grade I and II of Elementary School, while the
samples for the trial on the large group were 392 children. Research variables included components of
anthropometry and biomotor. Data analysis included the validity test, reliability test, normality test, and
weighting using Exploratory Factor Analysis (EFA) and data analysis to establish the norm of talent
categories.
Results of the study are as follows: Test results on the small group, the correlation between data
obtained with the expert judgement, the results being obtained were evaluated and stated to be viable. The
results on the large group are as follows. The anthropometry validity tests were all valid (p<0,05). The
biomotor validity tests were all valid (p<0,05) except for the split (p>0,05) stated to be fall. Later, split tests
were not included. The reliability test of the anthropometry and biomotor instruments were stated to be
reliable above 0,6 and the normality test indicated the normal data distribution. Based on the results of the
Exploratory Factor Analysis (EFA) value of communalities shows the weighting percentage of each item.
The norm of talent consists of five categories, namely very talented, gifted, talented enough, less talented,
and not talented. Products being produced include the handbook with a Compact Disc as guidelines as well
as software of gymnastics talent on early childhood to facilitate users in entering data and determining the
talent category.
Keywords: Anthropometry, Biomotor, Talent, Gymnastics.

INTRODUCTION
Gymnastics is a kind of sport that needs the strength and speed demanding the anaerobic
capacity and a high level of flexibility to produce a successful performance (Bradshaw, 2010 in a
study conducted by Arazi, Faraji, and Mehrtash, 2012). Thomas, Wilson, and Bradshaw (2013)
suggest that the identification of talent in gymnastics is widely used to select children who have
potential talent to make achievements in this sport. Londeree (1990) in Thomas et al (2013)
suggests that in identifying potential talented children, the original talent should be based on
things that are associated with assessment of congenital factor or individuals‟ genetically quality,
which is the most suitable for the gymnastics sport, but on the understanding that other non-
genetic components can be improved through practice. Bompa (2009) states that for the artistic
gymnastics sport, the age to start the training are female at the ages of 6-8 and male at the ages of
8-9, specialization stages are between ages of 9-10 for female and 14-15 years for male, while for
the performance are 14-18 for female and 22-25 years for male. Next Bompa (2015) adds that
female can start gymnastics sports at an early age i.e. at the age of 6-8 and male at the age of 8-9.
Based on the background and scope of the research above then there are problems that can be
formulated, namely: How is the development of artistic gymnastics talent scouting model on early
childhood related to norms of anthropometry measurement, norms of biomotor test, and norms of
talent categories which is valid and reliable? This research aimed at producing a product of model
for artistic gymnastics talent scouting on early childhood related to norms of anthropometry
measurement, norms of biomotor test, norms of talent category, which is practical, valid, and
reliable, with a CD (Compact Disc) and software of artistic gymnastics talent on early childhood.
Development of a talent scouting model that would be developed as the following; components of
the anthropometry including weight (kg), height (cm), sitting height (cm), arm span (cm), long
limbs (cm), chest circumference (cm), hip circumference (cm) and BMI (the calculation employs
WHO software). Biomotor components include sit and reach (cm), split (cm), bridge posture
(cm), balance (second), push-up (seconds), sit-up (seconds), chin-up (seconds), standing broad
jump (cm), and T-Test (seconds).

284
RESEARCH METHOD
This research and development generates products/instruments of guidance for artistic
gymnastics talent scouting on early childhood, and test the effectiveness of the instrument
(Sugiyono, 2004). The first trial was conducted for the small group of subjects of 60 males and
females on May 9, 2015, while the second trial was conducted for the large group of subjects of
392 children on May 25, 2015.
The first instrument was discussed in FGD (Focus Group Discussion) as the validation.
An evaluation was conducted on the advantages and disadvantages of the product. The trial results
on the small group were correlated with the value of the expert judgement through the type of
motoric movement test, namely the movement of constant, forward roll, forward bent, and then
the advantages and disadvantages of the instrument were evaluated. A trial on the large group
used insrument that has been improved. The first step was the initial data entry and then the T-
score of each test item was computed. The results of the data were then analyzed to find out the
validity and reliability. While the normality test employed the Kolmogorov Smirnov to see
whether the existing data had a normal distribution. The next step of weighting the artistic
gymnastics talent on early childhood was using Exploratory Factor Analysis (EFA).

RESULTS AND DISCUSSIONS

On a trial on the small group of the anthropometry measurement and the biomotor test, all
items were stated to be valid (p<0.05). The reliability test used the coefficient of Alpha Cronbach
on the anthropometry measurement as well as the biomotor tests, all were stated to be reliable
with the alpha coefficient above 0,6 meaning that the level of the reliability was high. The next
step was the trial on the large group. The validity test on the large group was correlating between
the indicators with the total, of which first data was converted into a T-Score. The validity results
of the anthropometry measurement of all items were stated to be valid with p<0.05. On biomotor
tests there was one item stated to be fall, i.e. split with p>0,005 later the split was not included.
On the reliability test of the anthropometry measurement and the biomotor test, everything were
stated to be reliable above 0.6. The normality test of the data distribution used the Kolmogorov
Smirnov Z, the anthropometry measurement and the biomotor test showed a normal data
distribution. The norm standard of the anthropometry measurement and the biomotor test can be
seen in the following table.
Table 1. Scoring Norm of the Measurement Results and Test
Norm Types of Test and Measurement
No Score
T-Score Male Female
1. > 65 5
2. 56 s/d 65 Score distribution can be seen Score distribution can be 4
in the following table seen in the following table
3. 46 s/d 55 3
4. 36 s/d 45 2
5. < 36 1
Scoring Norm of the measurement results and the distribution test are as follows.
Table 2. Scoring Norm of the Sitting Height and Arm Span
Sitting Height Arm Span
No
Male Female Male Female
1. > 72,8 > 73,1 > 138,50 >138,50
2. 69,2 – 72,8 68,9 – 73,1 131,51– 138,50 131,51 – 138,50
3. 64,7 – 69,2 64,3 – 68,8 124,51 – 131,50 123,51 – 131,50
4. 60,1 – 64,6 59,9 – 64,2 118,00 – 124,50 117,00 – 123,50
5. < 60,1 < 59,9 < 118,00 < 117,00

285
 Table 3. Scoring Norm of the Long Limbs and Chest Circumference
No Long Limbs Chest Circumference
Male Female Male Female
1. > 70,00 >71,00 > 65,50 > 65,50
2. 65,51 – 70,00 66,01 – 71,00 61,51 – 65,50 61,51 – 65,50
3. 60,51 – 65,50 61,51 – 66,00 57,51 – 61,50 56,51 – 61,50
4. 56,00 – 60,50 57,50 – 61,50 53,50 – 57,50 52,51 – 56,50
5. < 56,00 < 57,50 < 53,50 < 52,51
Table 4. Scoring Norm of the Hip Circumference and BMI
No. Hip Circumference BMI
Male Female Male Female
1. > 72,0 > 73,0 > 17,17 >17,31
2. 66,6 – 72,0 67,9 – 73,0 15,03 – 17,17 15,17 – 17,31
3. 61,1 – 66,5 62,1 – 67,8 13,05 – 15,02 12,80 – 15,16
4. 56,0 – 61,0 56,5 – 62,0 11,01 – 13,04 10,58 – 12,79
5. < 56,0 < 56,5 < 11,00 < 10,58

Table 5. Scoring Norm of the Sit & Reach and Bridge

No Sit & Reach Bridge
Male Female Male Female
1. > 38,50 > 38,50 <8 < 10
2. 33,51 – 38,50 34,51 – 38,50 8,0 – 20,5 10,0 – 22,0
3. 28,51 – 33,50 29,51 – 34,50 21,0 – 33,5 24,0 – 36,5
4. 23,51 – 28,50 25,51 – 29,50 34,0 – 45,0 37,0 – 50,0
5. < 23,51 < 25,51 > 45,0 > 50,0
Table 6. Scoring Norm of the Balance and Push Up
No. Balance Push-Up
Male Female Male Female
1. > 4,42 > 4,82 > 26 > 28
2. 3,33 – 4,42 3,48 – 4,82 20 – 26 22 – 28
3. 2,14 – 3,32 2,14 – 3,47 14 – 19 14 – 21
4. 1,00 – 2,13 0,84 – 2,13 8 – 13 6 – 13
5. < 1,00 < 0,84 <8 <6
Table 7. Scoring Norm of the Sit Up dan Chin Up
No. Sit-Up Chin-Up
Male Female Male Female
1. > 24 > 18 > 13,68 > 11,36
2. 17 – 24 14 – 18 9,73 – 13,68 7,89 – 11,36
3. 10 – 16 9 – 13 5,55 – 9,72 4,46 – 7,88
4. 3–9 3–8 1,37 – 5,54 0,87 – 4,45
5. <3 <3 < 1,37 < 0,87
Table 8. Scoring Norm of the Power and Agility
No. Power Agility
Male Female Male Femalei
1. < 149 > 135 < 12,95 < 14,27
2. 132 – 149 119 – 135 12,95 – 14,82 14,27 – 16,26
3. 113 – 131 102 – 118 14,83 – 16,63 16,27 – 18,29
4. 94 – 112 86 – 101 16,64 – 18,41 18,30 – 20,22
5. < 94 < 86 > 18,41 > 20,22

Weighting of each item employed the factor analysis (Exploratory Factor Analysis/EFA) through
some requirements such as the appropriateness of the model, the matrix of anti-images, value of
communalities, matrix components, eigenvalue and factor loadings. Based on this factor analysis,
then the weighting of the communalities values are obtained as follows.

286
 Test Assessment Weight of the Artistic Gymnastics Talent Scouting on Early Childhood

No. Indicator/Test Communalities Weight

1 Sitting Height 0.723 11.4
2 Arm Span 0.555 8.8
3 Long Limbs 0.608 9.6
4 Chest Circumference 0.686 10.8
5 Hip Circumference 0.766 12.1
6 BMI 0.437 6.9
7 Sit & Reach 0.291 4.6
8 Bridge 0.339 5.4
9 Push-up 0.098 1.5
10 Sit-up 0.303 4.8
11 Chin-up 0.390 6.2
12 Power 0.522 8.2
13 Agility 0.408 6.4
14 Balance 0.210 3.3
Total 6.336 100.0

Score on each test has a range between 1 to 5, then is multiplied by the weigh of each test,
the final score remains having a range between 1 and 5, hence the norm of talent categories can be
listed as follows:
Talent Categories of Artistic Gymnastics on Early Childhood
Through the Anthropometry Measurement and Biomotor Test

No Norms of Talent Category Category

1. 4,21 – 5,00 Very Talented

2. 3,41 – 4,20 Gifted
3. 2,61 – 3,40 Talented
4. 1,81 – 2,60 Less Talented
5. 1,00 – 1,80 Not Talented
In addition to the Handbook and CD of the instructions of measurement and test
implementation, this study also produced the talent software that will help users to determine the
artistic gymnastics talent on early childhood. Some of the strength of this product of artistic
gymnastics talent scouting model on early childhood resulted in this study are, the existence of a
Focus Group Discussion (FGD) with the material experts, expert judgement, validity and
reliability, the guidelines of scouting talent and Compact Disc (CD), tests and measurements are
easy (reasonable, not exhausting and spared from injuries as well as safe to use), the small and
large group trials and a new product design completed with its specifications as well as the
software to make it easier to determine the talent category. The aspects of the efficiency and
effectiveness of the product are; (a) a good selection process will ensure that the children being
selected are the talented ones, especially seen in terms of morphological, physiological and
movement ability. Therefore, all efforts in training will be comparable to the achievements in the
future, and (b) the existence of this product reduces the expense (the cost of coaching),
achievements will be quickly reached, training will be more efficient, more focused yet will not
be wasteful.

287
CONCLUSION
Summary in this study is the construction of the handbook and CD of instructions of the
measurement and test implementation of the artistic gymnastics talent scouting on early childhood
which is practical, valid and reliableenclosed with the talent software that makes it easy for users
in determining the talent level in the artistic gymnastics talent scouting on early childhood.

REFERRENCES
Arazi, Hamid., Faraji, Hassan., Mohammad Mehrtash¹. (2012) Anthropometric and Physiological
Profile of Iranian Junior Elite gymnasts, Physical Education and Sport Vol. 11 pp 35-41
Azwar, Saifudin. (2010). Penyusunan skala psikologi. Yogyakarta : Pustaka Pelajar
Bompa, T.o & Haff, G.G (2009). Periodization theory and methodology of training. Fifth Edition.
Canada: Human Kinrtics.
Bompa, T.O. and Buzzichelli, C. (2015). Periodization training for sport. United States: Human
Kinetics.
Cagno, Alessandra di., Battaglia, Claudia., Fiorilli, Giovanni., Piazza, Marina,. Giombini, Arrigo.,
Fagnani, Federica., Borrione, Paolo., Caicagno, Giuseppe, Pigozzi, Fabio. (2014). Motor
Learning as Young Gymnast‟s Talent Indicator. Journal of Sports Science and Medicine
(2014) 13 pp 767-773
Chanler, T.J., and Brown, L.E,. (2008). Conditioning for strength and human performance.
Philadelphia, Lippincott William & Wilkin
Claessens, A.L., Lefevre, J., Beunen, G., Malina, R.M. (1999). The Contribution of
Anthropometric Characteristics to Performance Scores in Elite Female Gymnasts.The
Journal of Sports Medicine and Physical Fitness. Vol 39 No. 4 page 355-360
Direktorat Olahraga Pelajar dan Mahasiswa Direktorat Jenderal Olahraga DepDiknas.(2004).
Instrumen pemanduan bakat senam. Jakarta: Dirjen OR.
Gall and Borg. (2007). Educational research. USA: Pearson Education, Inc
Hedbavny, Petr,. Cacek, Jan., Svobodova, Lenka. (2004). Anthropometric characteristics in
Czech Elite Female Gymnasts. Journal Hum. Sport. Exerc. Vol 9 pp 481-489
Ricotti. L. (2011). Static and Dynamic Balance in Young Athletes. J. Hum. Sport Exerc. Vol. 7
(2) March/April 2008. pp 1-20
Santoso, S. (2002). Buku Latihan SPSS: Statistik Multivariat. Jakarta: PT Gramedia Pustaka
Utama
Sugiyono.(2004). Metode penelitian kuantitatif, kualitatif dan R&D. Bandung: Alfabeta
Thomas, Kylie., Wilson, Cameron., Bradshaw, Elizabeth J. (2013). Fundamental Movement
Assessment of Young Female Gymnastics. Melbourne: Sports Science, Victorian Institute
of sport and School of Exercise Science Australian Catholic University

288
 INDICATOR SWIMMING SKILLS TEST AND ANTHROPOMETRIC
MEASUREMENTS WERE USED TO IDENTIFY ATHLETES SEEDS
TALENTED SWIMMING SPORTS

Fahrur Rozi1, Yanus Setyowati2

1
S3 S3 Sport Science Graduate Program of the Universitas Negeri Surabaya
2
S2 S2 Sports Education Graduate Program of the Universitas Negeri Surabaya

ABSTRACT
This study aims to find the indicator swimming skills test and anthropometric measurements were
used to identify athletes seeds talented swimming sports. This research is a quantitative research approach
to development. The study population numbered 240 people. Sampling using quota sampling system
numbering 142 people (80 sons, 62 daughters).
This study wasdividedinto three stages. Stage-I aims toproduceProductDesignInstrument(PRI)
derivedfromexpertvalidationandthe dataprocessedbythe contentvalidityratio(CVR), Stage-II aimstoproduce
aPreliminaryTestInstrumentProducts(PIT-Early) tested on44people(24 sons, 20daughters) andthe
dataprocessedby factor analysis, Stage-III aimstoproduce aFinalTestInstrumentProducts(PIT-End)
weretested on98people(56 sons and42daughters)andthe dataprocessedby factor analysis.
Phase-I studyresultsobtained14variablesPRI, forwhichswimmingskillsto swim100metersfreestyle,
swim50metersfreestyle, swim25metersfreestyle, swim200metersfreestyle andswim400metersfreestyle,
foranthropometric: height,weight, armspan, leg length, the length of the palmlegs, feetwide, the width ofthe
palm ofthe hand, hipwidthandshoulderwidth. Onevariablethat iseliminatedisthe thickness of thefatas it
getsCVRvalue<0.75. Phase-II studyresultswitha factorloading≥0.60, obtained12 variablesasPIT-Early,
twovariablesarereducedto swim400metersfreestyleandshoulder width. Phase-III
studyresultsobtained11variablesasPIT-End withfactorloading≥0.60, onevariableisthe reducedwidth ofthe
hips.
Based ondata analysis, it can be concludedthatswimmingskillstestindicatorsthat canbe
usedtoidentifytalentedathletesseedlingssportsswimming: swim25metersfreestyle, swim 50metersfreestyle,
swim 100metersfreestyle, andswim 200metersfreestyle. Whileanthropometricindicators: height,armspan,
footlength, weight, footwidth, the width ofthe palm ofthe hand, andleg length. Suggestions put
forwardthatthiskind ofresearchcan be continuedby addingother factorssuch asphysiological, biomotorik,
psychologicalandusinga differentsample.

Keywords: swimmingskills, anthropometric, seedsathlete, talent, swimming

INTRODUCTION
Sports coaching system in Indonesia is depicted in a sport that puts building and
fostering potential talent early childhood as the main foundation, then performed a
systematic coaching, tiered, and sustainably to achieve high performance. Early childhood
development as a foundation for the development of potential and talent, to then be
developed in stages, so as to achieve sustainable high performance.
During this pool of talent identification in Indonesia still do naturally and have not
been developed in earnest with a scientific approach. Therefore to get athlete's potential,
mostly obtained by taking a swimmer who won championships at every pool. Athletes are
then incorporated into training camp as puslatcab, Puslatda, and national training to be
given an exercise program with a specific target. Scientifically, this study aimed to
achieve the purpose of seeking indicators of swimming skill tests and anthropometric
measurements were used to identify the seeds of talented athletes swimming sports.

METHODS
This research is a quantitative research approach to development research. The steps
of research development by using several steps to develop instruments which are: (1) the
purpose of the test, (2) identification of ability or skill being measured (3) 'Review of
literature, (4) operational concepts and indicators, (5) the preparation of items , (6).
validation expert, (7) the first test, (8) the second test, (9) the final format (Maksum,
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2012: 139). The study population numbered 240 swimmers from Petrokimia Gresik,
Sharks Surabaya, Surabaya Suryanaga POR, SC. Eagle Surabaya and Sidoarjo Aquatic
Club. Sampling using a quota sampling system totaling 142 people (80 men, 62 girls).
The research was divided into three stages. Phase-I aims to generate Product Design
Instruments obtained from expert validation and data processed by content validity ratio
(CVR), Phase-II aims to produce Products Instrument Test Starts (PIT-Starts) were tested
on 44 people (24 sons, 20 daughters) and the data processed by factor analysis, Phase-III
aims to produce Products Instrument Test Ends(PIT-Ends) tested on 98 people (56 boys
and 42 girls) and the data processed by factor analysis.
The research instrument used to test skills of pool: (1) testing swim 400 meters
freestyle, (2) testing swim 200 meters freestyle, (3) testing swim 100 meters freestyle (4)
testing swim 50 meters freestyle (5 ) testing swim 25meters freestyle, while
anthropometric measurements include (1) height, (2) weight, (3) the range of the arm, (4)
leg length, (5) the thickness of fat, (6) the width of the shoulder, ( 7) the width of your
foot, (8) the width of the palm of the hand, (9) the width of the hips and (10) length of the
foot.

RESULTS AND DISCUSSION

The results of the study Phase-I obtained 14 variables, to the skills pool is swim 100
meters freestyle, swim 50 meters freestyle, swim 25 meters freestyle, swimming the 200
meter freestyle, and swim 400 meters freestyle, for anthropometric: height, weight, range
of arm, leg length, foot length, foot width, the width of the palm, wide hips, and shoulder
width. One variable that is eliminated is the thickness of fat as it gets the value of the
CVR <0.75. Determination of 14 variables in accordance with the opinion of Judge
expert and Madsen, et al, in Robson, (2013) mentions variable skills of pool: swim 400
meters freestyle, swim 200 meters freestyle, swim 100meters freestyle, swim 50 meters
freestyle, and swim 25 meters freestyle. Variable anthropometric: height, range of arm,
leg length, the width of the palm, wide hips, and long foot (Mevaloo & Shahpar, Dimitric
& Obradovic 2013), weight, shoulder width, and the width of the foot (Dragan in Bompa
1999).
Results of Phase-II study with a loading factor ≥ 0.60, obtained 12 variables as PIT-
starts, the two variables are reduced is to swim the 400meters freestyle and shoulder
width. Swim 400 meters freestyle swimming can be represented variables other skills
while variable shoulder width is closely linked to the variable range of the arm. The
longer range of the arm is widening also the athlete's shoulder width.
Phase III study results obtained 11 variables as PIT-Ends with a loading factor ≥
0.60, a reduced variable is the width of the hips. The width of the hips have a very close
relationship with the glide and resistance in swimming. The larger the width of the hips
owned smaller athletes because they have the power luncurannya barrier against water
increases. In women generally have wider hips than men, so the women athletes usually
have greater barriers when swimming than in men

CONCLUSIONS
1. Indicators swimming skills test that can be used to identify the seeds of talented
athletes swimming sports are (1) swim 25 meters freestyle, (2) swim 50 meters
freestyle, (3) swim 100meters freestyle, and (4) swim 200 meter freestyle
2. Indicators anthropometric measurements that can be used to identify the seeds of
talented athletes swimming sports are (1) height, (2) the range of the arm, (3) long-
soles, (4) weight, (5) the width of your foot, ( 6) the width of the palm, and (7) the
length of the leg.

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RECOMMENDATIONS
In order to get the results more perfect, this kind of research can be followed by adding
other factors relating to the identification of talented athletes swimming sports such as
physiological, biomotorik, psychological and using different samples.

REFERENCES
Bompa, T.O. 1999. Periodization : Theory and Methodology of Trainning . Unites States
of Amerika : Human Kinetics.
Dimitric, G. & Obradovic, B. “Models of Talent Identification in Swimming”. Faculty of
Sport and Phisical Education, Novi Sad, Serbia.Diunduh dari
http://www.eqol.uns.ac.rs/1steqol/1%20children/003%20dimitric%20obradovic.
pdf
Maksum, A. 2012. Metode Penelitian dalam Olahraga. Surabaya : Unesa University
Press
Marwaha, R. K. Et.al. 2011. “Nationwide Reference Data For Height, Weight And Body
Mass Index Of Indian Schoolchildren”. The National Medical Journal Of India
Vol. 24, No. 5, 2011
Mevaloo, S.F. & Shahpar, F.M. 2008. “Talent Identification Programmes”. Diunduh
pada 5 Oktober 2013 dari http://www.fina.org
Pearson, D.T‟, Naughton, G.A., Torode, M., 2006. “Predictibility of Physiological
Testing and the Role of Maturation in Talent Identification for Adolescent Team
Sport”, Journal of Sciences and Medicine in Sport, Vol., 9 Issue 4., pp 277-287
Robson, M.W. 2011. “Identification of Potential Swimming Talent”. Diunduh pada 4
november 2013 dari http://www.ysiuk.com/

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 ABILITY COMPARISON MOTOR SKILLS ELEMENTARY SCHOOL
STUDENT IN PLATEAU AND LOWLAND IN SUB-PROVINCE
MAGETAN

Faisol Choirul Sani1

Andri Aritianto2
State University of Surabaya

Abstract
Physical Education is the part of education process which creates the way of thinking of someone as the
result. In addition, the purpose of Physical Education is to enhance the body refreshment of the students.
Fundamentally, the focusing aspect of Physical Education is movement. Movement and motor skills are can
not separated in the human development because there is a causal-effect amongst them.
The significant of the research is trying to find out is there any differentiation about motor skills aspect of
the elementary student on highland and the lowland in Magetan. The type of research that used in this
research is comparative research, non-experimental research, and also comparative design is selected as
research design for this study. The selected object of this study are the student who study on highland of
Panekan sub-district and the lowland in Maospati sub-district. The samples of this research are fifth grade
student in Ngiliran 1 Elementary School (highland) and fifth grade in Sugihwaras Elementary School
(lowland). In this study, the research use instruments a motor skill of agility test with shuttle run test,
coordination of caught throwing ball a distance of 1 meter, balance with stroke stand positional balance and
also the velocity with quick run a distance of 30 meters.
Based on the calculation, it is found that the comparative of motor skills of fifth grade student in Ngiliran 1
Elementary School (highland) and fifth grade student of Sugihwaras 3 Elementary School is (0,602) <
(2,031) by utilizing a standard significant 0,05. Due to the computation of the result above, it can be
concluded that is accepted and is rejected. So, there is no significant correlation between motor skills and
the student on highland or lowland at all.
Keywords: motor skills, student on highland, student on lowland

INTRODUCTION
Motion and motor skills is inherent term in human growth, because between them
existed causality. Ability motor skills that someone shows the result of how well that
someone exercises (Kiram, 1992). Motion Growth motor skills early stage child was very
important because very had an effect on to ability motor skills adult moment. In life
between human that one and the other human is existed various of differences, one of
them is that position of human region remain. High Situation low an area will cause some
differences like climate and air temperature and this condition will have an in with human
who live in location referred [as] (Mahardi, 2010).
According to Masrun (2001) high low an area was from sea level can be
differentiated pass by certain features like low oxygen content on the air and ambient
temperature. In consequence, at this research assessment about ability comparison motor
skills elementary school student in plateau and lowland in Kabupaten Magetan. Intention
of research knows how ability comparison motor skills elementary school student in
plateau and lowland at class student V SDN Ngiliran 1 and class V SDN Sugihwaras 3.

METHOD
Research Type as used in research this is the Comparative research, that is ability
comparison motor skills student that go to school in plateau with student that go to school
in lowland. This Research is non-experiment research. Design in this research use design
of comparability research.

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Tables 1. Design Komparatif
Explanation:
(X) 𝑇𝑋 (X) : Student in plateau. 𝑇𝑋 : Result test ability motor skills
student in plateau
(Y) 𝑇𝑌 (Y) : Student in lowland. 𝑇𝑌 : Result test ability motor
skills

student in lowland
Research Location in class V SDN Ngiliran 1, exists countryside Ngiliran in
altitude above 700 mdpls that is 756 mdpls and in class V SDN Sugihwaras 3, this
countryside it is at height 127 laid at mdpls exists less than 200 mdpls, take sample class
V because instrument that used [by] relate to age from sample that gyrate age of years old
11-12, where class child V elementary school ranges from age is referred [as] and
assumed already can be ended some elementary movement aspects. Sampel research uses
technique purposive sampling, that is class student V SDN Ngiliran 1 as sample from
plateau that consists of 19 students, whereas for class V SDN Sugihwaras 3 as sample
from lowland that consists of student 17 students. Free Variable its is student that go to
school in plateau and student that go to school in lowland, the dependent variable is
ability motor skills.
Instrument as used in this research to measure ability motor skills student is test
motor skills ability for elementary school (Nurhasan, 2000: 104) that is:
1. Test mobility with shuttle-run 4 x 10 meters.
2. Test coordination by throw catch distance ball 1 meter by wall.
3. Test balance with test stork stand positional balance.
4. Test speed with test run quick 30 meters.
DISCUSSION
Description Data
Base the result of research that has
been executed in two schools are referred
[as], known amount [of] all sampels are 36
students that consist of 19 Elementary
school students in plateau and 17
Elementary school students in lowland.

Normality Test
Having taken steps of analysis step
hereinafter will be conducted normality test. Test
Calculation this normality uses significant level a =
5% (trust level 95%). The result of test normality
can be known :
Hypothesis Test
Hypothesis Test in this research use
(Independent test reading copy) slated for compare
to data distribution from two different groups. Data processing for Independent test
reading copy. By using calculation pass by program SPSS 20, can be known that value t
calculate as high as 0,602 with df =34 then t table as high as 2,031. Then calculation result
from t calculate ability motor skills 0,602 smaller than t table 1,658 (t calculate< t table). Until H0

293
are accepted and H1 are refused. So it's can be concluded that not existed significant
difference at ability motor skills between Elementary school student in plateau and
Elementary school in lowland.

Conclusion
From research result that has been elaborated, then end result at this research can be
concluded that:
1. No existed significant difference between ability motor skills class student V SDN
Ngiliran 1 laid at in plateau and class student V SDN Sugihwaras 3 laid at in lowland.
2. Range from to ability motor skills class student V SDN Ngiliran 1 laid at in plateau
and class student V SDN Sugihwaras 3 laid at in lowland nothing that better, because
of not existed significant difference after conducted tes ability range from to motor
skills both school.

Refference
Aziz, Syamsir. 2000. “Pembelajaran Pendidikan Jasmani di Sekolah Dasar dengan
Metode Exploration dan Discovery”. Jurnal Iptek Olahraga. Vol. 2 (4): hal. 26.
Google Map. 2014. Kecamatan Maospati Kabupaten Magetan Jawa Timur. diaksesunduh
pada 3 Desember 2014.
Google Map. 2014. Kecamatan Panekan Kabupaten Magetan Jawa Timur.diaksesunduh
pada 4 Desember 2014.
Kiram, Yanuar. 1992. Belajar Motorik. Depdikbud.
Lodang, Eko Januarisca. 2012. “Kemampuan Gerak Dasar Lokomotor Dan Manipulatif
Sebagai Hasil Pembelajaran Pendidikan Jasmani Olahraga Dan Kesehatan Di
Sekolah”. Ordik Jurnal Jurusan Pendidikan Olahraga Fakultas Ilmu
Keolahragaan. Vol. 10 (1): hal. 33.
Mahardhi, Anggit. 2010. Perbandingan Tingkat Kebugaran Jasmani Siswa SMPN
Ngadirojo Berdasar Letak Geografis. Skripsi tidak diterbitkan. Surabaya:
Unesa.
Maksum, Ali. 2012. Metodologi Penelitian dalam Olahraga. Surabaya: Unesa University
Press.
Masrun. 2001. “Pengaruh Ketinggian (Altitude) Terhadap Daya Tahan Aerobik”. Sport
Science Jurnal Ilmu Keolahragaan Dan Pendidikan Jasmani. Vol.1 (2): hal.
111.
Nadisah. 1992. Pengembangan Kurikulum Pendidikan Jasmani dan Kesehatan. Bandung:
Depdikbud.
Nurhasan. 2000. Tes dan Pengukuran Pendidikan Olahraga. Universitas Pendidikan
Indonesia.
Sukintaka. 1992. Teori Bermain untuk D2 PGSD Penjaskes. Depdikbud.
Wikipedia. 2014. Dataran tinggi, (online), terdapat di
(id.m.wikipedia.org/wiki/Dataran_tinggi, diaksesunduh pada 24 Desember
2014).
Wikipedia. 2014. Dataran rendah, (online), terdapat di
(id.m.wikipedia.org/wiki/Dataran_rendah, diaksesunduh pada 24 Desember
2014).

294
 IMPLEMENTATION OF JUNIOR BASKETBALL LEAGUE 2014
SURABAYA

Faizal Januariansyah
Universitas Negeri Malang
Hari Setijono
Universitas Negeri Surabaya
Gigih Siantoro
Universitas Negeri Surabaya

ABSTRACT
This study aims to find out more about the organization of the Junior Basketball League, starting
from a working system, organizational structure, and management of a national event competition at the
Junior High School level which lasted until the epidemic to 12 in 2016.
This research uses descriptive method with qualitative approach. Here are the stages in the
implementation of research in general are (1) the stage of pre-field consisting of drafting a research, choose
the field of research, the licenses, to explore and assess the field, selecting and utilizing informants, set up
scientific equipment, research ethics issues. (2) The stages of field work consisting of understanding the
background of the study, participated in data collection. (3) The stages of data analysis.
The results showed: work system organization of Junior Basketball League Surabaya 2014 began
making preparations and planning beforehand, and formed a special team to represent their respective duties
and responsibilities, ranging from making time line, work programs, preparation of meetings with parties
supporting event of PT. DBL Indonesia, news and itinerary technical meeting, after that each division
moving to perform the duties and responsibilities of each. Organizational Structure of the organization of
the Junior Basketball League Surabaya 2014 Azrul Director, General manager Massany, Senior Event
Manager Donny, Senior Operations Manager Gita, Yondang Communication Senior Manager, Sponsorship
and Business Development Manager Elfira, Ass. Oktivana Finance Manager, Manager of Video Production
Mc Donald A, Ass. General Affair Manager Arif, Graphic Design Coordinator Mahesa, Event Manager
Rahmat, Ass. Event Manager and entertainm Astrid. Competition Management Junior Basketball League
Surabaya 2014 for the preliminary round began on October 8 to 20, 2014 and the main draw begins on 31
October to 22 November 2014. The preliminary round with a number of participants 56 boys and girls
teams, the next major round consisted of 32 men's teams and Princess. The system used for organizing
games held in the city of Surabaya using system-robin matches.
Keywords: Work systems, organizational structure, management of competition.

INTRODUCTION
Implementation of Pop Mie only basketball competition organized basketball
competition high school level course, which lasted for four years starting in 2008-2011.
Next Hexos Cup basketball competition that runs for up to seven years, starting from
1998 in five cities, Bandung, Yogyakarta, Semarang, Surabaya and Malang, increasing to
nine cities in 1999-2000, 21 cities in 2000-2001, 54 cities in 2002-2003 and continued to
increase to 71 cities in 2004. But in the end also is not held again until recently, while
organizing the competition Junior Basketball League (JRBL) until it's been going on for
12 years, beginning in 2005 until now this is 2016, continuing held up to the big cities
crate, Manado, Yogyakarta, Bandung, Jakarta, Solo, Pekanbaru and Surabaya. This
proves that the management of the management, implementation, management,
leadership, supervision and planning are very mature, thus making the implementation of
the Junior Basketball League (JRBL) continued to develop very well. Researchers hope to
keep improving the quality starts from the implementation of increasingly nice, orderly
management and player management in Indonesia is growing and includes new athletes in
all age desired.
Here, researchers will examine a study relating to the organization of the event
Junior Basketball League (JRBL) in 2014 which was held in Surabaya, PT. DBL
Indonesia is one of the organizing basketball competitions ranging from junior high, high

295
school, up to the professional league is NBL Indonesia and Indonesia WNBL largest in
Indonesia. Commissioner PT. DBL Indonesia is Azrul Ananda, the first son of the
Minister of BUMN, Dahlan Iskan, the organization of the Junior Basketball League
(JRBL) 2014 currently held in 7 cities, and the city of Surabaya is also one of the only
venue for the league this student, with the name of Junior Basketball League (JRBL )
Surabaya in 2014, development of the student league is growing very vast in Indonesia,
did not escape the hard work PT. DBL Indonesia. Junior Basketball League (JRBL)
Surabaya in 2014 was also supported by several sponsors who are very renowned, from
which all the organizers always packed show through sporting events there is always
paused the game and relied on a rundown of events, each match is always reported
through the print and electronic media , ranging from match results, results of sporting
events and always promoting some viewers who have always supported school team that
competed in the junior basketball league (JRBL) Surabaya, 2014.
Researchers raise the research on the implementation of the junior basketball
league (JRBL) in 2014, in the hope of breeding basketball at an early age is growing by
the frequent holding basketball competition is structured, scheduled and planned in every
year and can be used as a reference material for organizing similar activities. On the other
hand students their league held by PT. DBL Indonesia, expected future will always appear
seed basketball athletes in particular to defend Indonesia in the SEA Games as well as in
the professional league.

RESEARCH METHOD
This research uses descriptive method with qualitative approach. Here are the
stages in the implementation of research in general are (1) the stage of pre-field consisting
of drafting a research, choose the field of research, the licenses, to explore and assess the
field, selecting and utilizing informants, set up scientific equipment, research ethics
issues. (2) The stages of field work consisting of understanding the background of the
study, participated in data collection. (3) The stages of data analysis.

1. Place Research
The study entitled "implementation of Junior Basketball League (JRBL) Surabaya
in 2014" at the office of P.T DBL Indonesia Graha pena lt.20 and in building DBL Arena
Surabaya Jl. A. Yani No.88 Surabaya.

2. Research Instruments
The instrument used to collect primary data is a researcher (Human Instruments)
assisted with existing data, records, supporting documents such as cameras and research
data from PT. DBL Indonesia.

3. Data Collection Techniques

Researchers conducted direct observation of the resources that exist in the field
and on-going activity (observation). Researchers conducted a question and answer about
the organization, the working system and management of the JRBL (interview). Data
collection is done by studying the records or documents relating to the data collected
(documentation). Furthermore, the collection of secondary data obtained in the literature,
documents, media and other things obtained from libraries, particularly those associated
with the study (Study Library).

296
4. Data Analysis Techniques
Data analysis techniques used by researchers based on the shape and nature of
research that have to do with qualitative analysis techniques (in the form of words /
phrases) (Nur Aedi, 2010: 5). Where all the data obtained from a variety of ways as
mentioned in sub-section data processing, namely, observation, interviews,
documentation and literature will be assembled into a series of information that will
describe the implementation of the activities of the Junior Basketball League (JRBL)
Surabaya, 2014.
Triangulation technique is used as checking the validity of the data that has been
obtained by comparing the results of any data obtained of the research object. According
Moloeng (2004: 116) describes four kinds of triangulation among others by leveraging
the use of resources, methods, investigators and theories. In this study, researchers used a
technique only checks by utilizing resources. Triangulation with resource utilization can
be done by comparing and looking back the information gained through time and
different tools such as observation, interviews, documentation and literature on multiple
sources or media with a different time.
After the entire comparison process information to do so researchers can combine
and organize the information that has been obtained to become a structured information
that can infer or describe the organization of the Junior Basketball League (JRBL)
Surabaya, 2014.

RESULTS AND DISCUSSION

Work Systems Junior Basketball League Surabaya 2014
Junior Basketball League (JRBL) is a process of coaching basketball in Indonesia
and started from the city of Surabaya, the organization of Junior Basketball League
(JRBL) held through the process of working a few individuals who come together to
make an interesting basketball competition events and can be held every year. Of some
individuals who have different abilities are forming an organization or association that
would later become leaders in their respective fields.
Once formed, the organization held several meetings to discuss the concept of the
expected activity. Each member gives the concept of creative activities that correspond to
his idea of each by pouring kosep activities into a written draft. Furthermore, after the
concept of the planned activities approved by all members of the management will be
established to determine each of the tasks owned. The formation of management will
facilitate in carrying out the work in accordance with their fields, such as the selection of
people who are potential and in accordance with the position that will be done in the
event, for example, stage manager, sexy equipment, documentation sexy, sexy
consumption, etc.
Working system in the implementation of the 2014 Junior Basketball League
Surabaya done in stages as follows; (1) discuss the concept with the team and make the
scheme rules (frame of mind), then arrange them in the form of proposals, (2) determine
the parties who will be involved in the event, and make a list of destinations proposal, (3)
disseminate the proposal, with the right way, (4) to follow up on the proposal, and a time
limit to potential sponsors, (5) contact all suppliers, performers, venues and reconfirm all
the attributes and other support. Such as, licensing, security, etc., (6) enters into a contract
to all parties, (7) a technical meeting with the entire filler / supporters of the event, (8) if
necessary, make a press conference, (9) carry out the publication, (10) recruited in
accordance with needs, (11) is ready for loading and eventual execution (interview with
Chief Executive Junior Basketball League (JRBL) 2014 Surabaya, Mrs. Aldelin Devon).
1. Organizational Structure of Junior Basketball League Surabaya 2014

297
 Data on Organizational Management P.T DBL Indonesia in organizing Junior
Basketball League (JRBL) 2014 Surabaya in this study, researchers from several sources,
among others; 1) General Manager PT DBL Indonesia, Ibu Massani Audry, 2) Basketball
and operation manager of PT DBL Indonesia, Ibu Devy Riska, 3) PIC Junior Basketball
League (JRBL) 2014 Surabaya, Mr. Arif Rahman Hakim, 4) Chief Executive Junior
Basketball League (JRBL) 2014 Surabaya, Mrs. Aldelin Devon.
According to the mother Massany Audri, the composition of the management P.T
DBL Indonesia are as follows:

Director : Azrul Ananda

General manager : Massany Audri
Event Senior Manager :Donny Rahardian
Operational Senior manager : Gita Rina Handayani
Senior Manager Communication : Yondang Tubangkit
Sponsorship and Business Development Manager :Elfira Ahsanti M
Ass. Manager Finance : Oktivana Jehan
Manager Video Production : Mc Donald Arthur
Ass. Manager General Affair : Arif Rahman Hakim
Design Graphic Coordinator : Mahesa Indra
Manager Event : Rahmad kartolo
Ass. Manager Event and Entertainment : Astrid Septiana Putri

(Interview with Ibu Massany Audri, date 4 November 2015)

Here is an explanation of each position in the management of P.T DBL Indonesia.
1. The Director in charge of determining and deciding the rules, is responsible for all
activities of the company, establish strategies to achieve the targets of the company,
appoint and dismiss employees, overseeing and coordinating the work of employees.
2. The general manager was in charge of the company, establish policies for
advancement of the company, making the company's standard procedures, manage
the company in accordance with the vision and mission, analyzing all the company's
activities.
3. Event senior manager in charge of leading and directing employees in carrying out an
activity in accordance with her wishes.
4. Senior Operational manager responsible for managing employee work schedules and
rest, supervise the use of company equipment, set up a budget and manage the
financing of the company.
5. Communication Senior Manager in charge of determining the promotion strategy,
allocate the cost of the promotion, control the implementation of the promotion and
create reports on the implementation of promotion
6. Sponsorship and Business Development Manager in charge of finding sponsors for
the events to be held, cooperation with the sponsor, refine and determine the
appropriate sponsorship activities.
7. Ass. Finance Manager in charge of managing the company's financial and inform,
coordinate and control the planning reporting and payment of corporate taxes, plan
and coordinate the preparation of the company budget.
8. Manager Video Production charge capture every activity of the company, refine and
specify the video to be displayed
9. Ass. General Manager in charge of taking care of the needs Affair operations such as
performing maintenance of buildings and office environments, procuring, the

298
 management and maintenance of official vehicles as well as all forms of licensing
companies.
10. Graphic Design Coordinator in charge of determining and planning the whole design
be displayed on promotional activities and organizing activities.
11. Event Manager is responsible for planning, executing and controlling the activities
that will be held from the beginning until the end of the activity.
12. Ass. Manager Events and Entertainment in charge of running, control and publish all
the action from beginning to end.
The purpose of establishing the management or organizational structure is as a
reference in carrying out the work or tasks assigned in accordance with the position of
stewardship. Since the purpose of an organization can be achieved if the organizational
structure works well. Where organizational structure consists of a board of management-
board which has the duty and responsibility of each.
From the information that has been presented, it can be concluded that the
organizational structure of an organization in organizing Junior Basketball League
(JRBL) 2014 Surabaya arranged very well, so that coordination of the board can be run in
accordance with office/field each of which has been determined in the
management/structure organization. Perhaps this is what makes the implementation
Basketball League (JRBL) can survive until today.
If we compare between event Junior Basketball League (JRBL) held by PT. DBL
Indonesia with event Pop noodles and Hexos, the difference in the structure of the
organization is the event Junior Basketball League (JRBL) directly handled by its own
employees in collaboration with sponsors and some employees of Java postal existing
groups in Indonesia, while the event pop noodle and hexos they always use the services of
Event Organizer (EO) and just received the results of its implementation. PT. DBL
Indonesia very attentive to the management planning process in accordance with the skill
of employees that they have to manage an implementation, because the events are held by
PT. DBL Indonesia especially Junior Basketball League (JRBL) still survive to this day
and is being added to cities that have the potential to organize events Junior Basketball
League (JRBL).

2. Management Competition 2014 Junior Basketball League Surabaya

Junior Basketball League (JRBL) 2014 Surabaya, is an organization of games
basketball with participants the students who are still in high school (SMP), is the biggest
event in 2014 and it was finished was held on 22 November 2014 from the preliminary
round on 8 to 20 October 2014, and the main draw begins on October 31 to November 22,
2014. the system is used for organizing the match outside the city of Surabaya knockout,
whereas for the implementation of which was held in the city of Surabaya using round-
robin match system (source: DBL the Magazine 2013).Here's more data in the
organization of Junior Basketball League (JRBL) in 2014 which was held on October 31
to November 22 at the DBL Arena Surabaya:

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 No. Date Total
1 The number team 64 tim
2 The number participant 1.311 orang
3 The number of men's teams 32 tim
4 The number of female's teams 32 tim
5 The number of the dance team 66 tim
6 The number of men contestants 367 orang
7 The number of female contestants 365 orang
8 The number of men participants dance 16 orang
9 The number of female participants dance 389 orang
10 The number of the men official's 109 orang
11 The number of the female official's 65 orang
12 The number of match days 22 hari
13 The number of match officials 56 orang
14 The number of crew 40 orang
15 The number attendance opening 6848 orang
16 The number attendance final 3569 orang
Tabel 1. Data Junior Basketbal LeagueIn Number 2014 Surabaya
(Source: Facts and figures Junior Basketbal League (JRBL)
The Junior Basketball League (JRBL) 2014 Surabaya held on November 22 at the
DBL Arena Surabaya, Here are the full results:
Tabel 2. Date Champion Junior Basketbal League 2014 Surabaya
Data Pemenang
Finalist
Men SMP STELA MARIS SURABAYA
Finalist
Female SMP 2 TAMAN SIDOARJO

(Source: Facts and figures Junior Basketbal League (JRBL)

Regarding the funding of the management of Junior Basketball League (JRBL)
2014 Surabaya from Mr Arif Rahman Hakim Ass. Manager General Affair PT. DBL
Indonesia. He asserted that although the source of funds used for the management of the
competition Junior Basketball League (JRBL) 2014 Surabaya is from sponsorship, ticket
sales and merchandise. But he added that the future of PT. DBL Indonesia tries will
depend again to the sponsor, and will rely on ticket sales and merchandise, and further
enhance the quality and packaging of the show, so many viewers who love to see the
implementation of the Junior Basketball League (JRBL) 2014 Surabaya.
Researchers also conducted interviews with Mrs. Oktivana Jehan as Ass. Finance
Manager PT. DBL Indonesia, he highlighted that the disbursement of funds for the
management, all must go through a process that is very clear, ranging from income and
expenditure of funds so that all is clear and neat front of management and employees.
Because it was the end of the event, there is always accountability reports ranging from
the allocation of funds and sources of funds. According Munandar (2001) budget or
budgeting is a plan drawn up systematically covering all activities of the company, which
is in the state in the unit (unity) monetary and valid for a period of time (period) certain to
come. Furthermore, Anthony (1993) explained that the budget is a plan of management,
with the assumption that positive steps will be taken by the implementation of the budget
for the realization of a plan that had been developed.

300
Conclusions
The conclusions that can be drawn from the research organization of Junior
Basketball League Surabaya 2014 is as follows:
a. Working system implementation Surabaya Junior Basketball League 2014 starts from
the PT. DBL Indonesia preparation and planning beforehand, and formed a special
team to represent their respective duties and responsibilities, ranging from making
time line, work programs, preparation of meetings with the parties that support the
event PT. DBL Indonesia, news and itinerary technical meeting, after that each
division moving to perform the duties and responsibilities of each, are expected to
always be supervision and control of the employer, ranging from the expenditure and
revenue proceeds.
b. Organizational Structure of the organization of the Junior Basketball League
Surabaya 2014 Director Azrul Ananda, General manager Massany Audri, Senior
Event Manager Donny Rahardian, Senior Operations Manager Gita Rina, Tubangkit
Yondang Communication Senior Manager, Sponsorship and Business Development
Manager Elfira Ahsanti, Ass. Manager Finance Oktivana Jehan, Manager of Video
Production Mc Donald Arthur, Ass. General Affair Manager Arif Rahman,
Coordinator Mahesa Indra Graphic Design, Event Manager Rahmat Kartolo, Ass.
Event Manager and entertainment Astrid Septiana, where the structure of the
organization has a board of management-board which has the duty and responsibility
of each one, but still one mission and vision.
c. Competition Management Junior Basketball League Surabaya 2014 for the
preliminary round began on October 8 to 20, 2014 and the main draw begins on 31
October to 22 November 2014. The preliminary round with a number of participants
56 boys and girls teams, the next major round consisted of 32 men's teams and
Princess. The system is used for organizing the match outside the city of Surabaya
knockout, whereas for the implementation of which was held in the city of Surabaya
using system-robin matches.
1. Advice
Based on the results of the study "Implementation of Junior Basketball League
(JRBL) 2014 Surabaya" then there are suggestions that need to be given a case
among others:
a. Determination of the larger target on every execution will provide improved quality
of Junior Basketball League in the years that followed.
b. Should a reorganization that does not really matter does not need to be replaced, to
facilitate coordination and improve cooperation in the management board.
c. Management should be made equal competition between organizing outside the city
and in the city of Surabaya, so that the number of matches made by each team as
much. This concerns the level of fatigue and recovery teams that competed.

REFFERENCE
Anthony,dkk. 1993. Sistem pengendalian manejemen. Jakarta: Binarupa Aksara
Bittner, Egon. 1965. The concept of organization. Social Research32(3): 239–255.
Fairholm, M. R. 2004b. “A new sciences outline for leadership development”. Leadership
and Organizational Development Journal, 25(4), 369-383.
Fairholm, M. R., & Fairholm, G. 2000. “Leadership amid the constraints of trust”.
Leadership and Organizational Development Journal, 21(2), 102-109.
Gibson, James L. Ivancevich, John M. Donnelly Jr, James H. 1996. Organisasi: Perilaku,
Struktur, Proses jilid 1 dan jilid 2. Administrasibisnis.studentjournal.ub.ac.id

301
Hersey & Blanchard, 1982, The Management Proscess, London : Routledge
Knight, K. "Matrix Organization: A Review," Journal of Management Studies, Mei 1976,
hal. 111-130.
Miller, Lori K. (1997). “Sport Industry Analysis”, in Sport Business Management,
Aspen:1997, Ch 1: 3-24.
Moloeng, Lexy J. 2014. Metode Penelitian Kaulitatif. Bandung: Rosda

Munandar, M. 2001. Budgetin perencanaan kerja, pengorganisasian kerja, pengawasan

kerja, Yogyakarta: BPFE
PP Perbasi, 2012. Official basketball rules
Sugiyono. 2012. Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan
R&D. Bandung: ALFABETA.
Sumanto, Drs, (1995) metode penelitian pendekan kuantitatif dan kualitatif.
Schneider, R. C. & Steer, W. F. (2003). Sport management curricular standards 2000
study-Graduate level. International Journal of Sport Management, 1(2), 137-149.
Steer, W. F. & Schneider, R. C. (2000). Sport management curricular standards 2000
study-Undergraduate level. International Journal of Sport Management, 1(1), 56-
69.

302
 EFFECT OF EXERCISE CROCODILEPUSH UP AND T PUSH UP TO
THE ARM MUSCLE
STRENGTH AND MUSCLE POWER ARM

Firmansyah
PhysicalEducation,Post Graduate Program, State University of Tadulako,

ABSTRACT
This study aimed to analyse The purpose of this study was to analysing about: (1) the influence of the
ladder drills to crocodile push up arm muscle strength; (2) the effect of the ladder drills to crocodile push
up arm muscle power; (3) the effects of exercise in T push up to the power of the arm muscles; (4) the
effect of the T push up arm muscle power; (5) differences in the effects of exercise in crocodile push up and
T push up against the arm muscle strength; (6) differences in the effects of exercise in crocodile push up
and T push up against the arm muscle power. The target of this research is the class of 2014 male students
Phyiscal Education Tadulako with a total sample of 45 people, Faculty of Educational Science, Tadulako
University.
This study uses quasi-experimental quantitative research method which uses Non-Randomize
Control Group Pretest-Posttest Design, ANOVA is used to analyse the data. The process of data collection
is done with a test push-ups and medicine ball throws test pretest and posttest at the moment. Furthermore,
the data were analyzed using SPSS 17.0 series
The results showed: (1) there is a significant effect of exercise programs crocodile push up against the arm
muscle strength; (2) there is a significant effect of exercise programs crocodile push up against the arm
muscle power; (3) There is a significant effect of exercise program in T push up to the arm muscle strength;
(4) There is a significant effect of exercise program in T push up to the arm muscle power; (5) There is a
significant effect of exercise program crocodile push up and T push up to the arm muscle strength; (6)
There is a significant effect of exercise program crocodile push up and T push up to the arm muscle power.
Based on the above analysis, it can be concluded that there is an increase in muscle strength and muscle
power arm sleeve for each group after a given workout. In addition, there are differences between the three
groups influence seen from the increase in muscle strength and power arm bicep through ANOVA, where
the crocodile push up gives a better effect of exercise T push up and control groups on the arm muscle
strength and arm muscle power.
Keywords: Exercise, Crocodile push up, T push up , arm muscle strength, muscle power
arm.

INTRODUCTION
The power of the arm muscles is the ability of someone to use the utmost strength
of the muscles arms in pulpy throughout potential or the power of the a brief period while
power is capability muscle work with quick and sudden , this is usually carried out by
runner a short distance and sports need movements quick and sudden.
Based on the research resultspenelitian (Jeeffery F.Vossen,dkk, 2000)
“Comparison of Dynamic Push-Up Training and Plyometric Push-Up Training on
Upper-Body Power and Strength”that the push-up exercises can give effect to the power ,
here also say that the push-up exercise can increase power . Reinforced by Youdas et al
(2010 ) that the push- up exercise is a form of exercise that is useful to train the muscle
strength of arm and shoulder muscles .
Seeing the reality of the problems that occur in sports Education Studies
Program Faculty of Teaching and Education University Tadulako Palu namely the lack of
coaching and physical training specifically to students because students are still doing
exercises latiahan the conventional heating of and directly to the game .
From the description above background, the researchers are interested in doing
research Crocodile T Push ups and push up against the arm muscle strength and muscle
power arm at Putra Student Sports Education Studies Program FKIP Tadulako Palu Force
2014.

303
RESEARCH METHODS
Type and Design Research
This research uses a quantitative approach . The method used in this research is
quasi-experimental research methods ( quasi experiment) with the design or design in
studies using non - Randomize Control group pretest - posttest design

Population and Sample Research

This study uses a sampling technique is simple random sampling . In this study,
the researchers randomized technique do the lottery , that the population is taken 45 to
sample by writing names of 150 students were fed into a point to then shaken . After the
shake is then taken one by one to obtain a sample of 45 students.
Samples were grouped ordinal pairing . Ordinal pairing is one event grouping
samples with the ranking system . Group 1 ( experiment) : 15 ( crocodile workout push
ups ) , group 2 ( experiment) : 15 ( T push up exercise ) , group 3 ( control ) : 15 (
conventional practice ) .

Research Instruments
1. Strength of arm muscle vertically to push up to 30 seconds .
2. Power arm muscles is to use ball medicinel

Data analysis technique

Data analysis using descriptive statistical techniques and analyzed with the aid of a
computer program SPSS (Statistical Program For Social Science ) 17.0 .

RESEARCH RESULT
Hypothesis testing
To determine the effect of exercise crocodile T push-ups and push-ups , then step testing
using the t-test in SPSS called a paired t -test .
The difference can be seen from Mean difference . So from the Mean difference
memberian a significance difference in effect on the increase in leg muscle strength
among research groups . It can be known from the value Mean difference , that the
crocodile group push up more optimally deliver increased leg muscle strength compared
with the group T push-up and control . The following table test results Post Hoc Test Arm
Muscle Strength .

Table. Calculation results with LSD Post Hoc Test Arm Muscle Strength
Mean
Kelompok Signifikansi (p)
difference
Crocodile T push up .86667 .097
*
Push ip Kontrol 2.26667 .000
T push up Crocodile -.86667 .097
Push up
Kontrol 1.40000* .009
*
Kontrol CrorocodilePush up -2.26667 .000
*
T push up -1.40000 .009

The table above shows that there are significant differences among the three
groups . The difference can be seen from Mean difference . So from the Mean difference
memberian a significance difference in effect to increase muscle strength between the arm
of the study group . It can be known from the value Mean difference , that group push-up
304
ladder crocodile optimally provide increased muscle strength compared with the group T
arm push-up and control . The following table test results Post Hoc Test Power Muscle
Arm .

Table. Calculation results with LSD Post Hoc Test Power Arm Muscles
Kelompok Mean difference Signifikansi (p)
Crocodile T push up 229.27067* 0.000
Push ip Kontrol 146.82333* 0.015
*
T push up Crocodile -229.27067 0.000
Push up
Kontrol -82.44733 0.164
*
Kontrol Crorocodile -146.82333 0.015
Push up
T push up 82.44733 0.164

The above table shows that no significant changes among the three groups. The
difference can be seen in Mean difference , resulting from the difference in giving a
meaning to the increasing influence of differences in arm muscle power between groups I,
II and control . It can be known from the value Mean difference , that the crocodile group
of push ups give rise to muscle power arm than in group T push-ups and control ,. Thus
from different test results between groups dependent on the dependent variable ( the arm
muscle strength and arm muscle power ) can be concluded that the training program
crocodilememberikan greater improvement when compared to T push up workout
program as well as training in the control group .

DISCUSSION OF RESEARCH
Exercise crocodile push ups and push-ups T has a significant effect on muscle
strength due to the arm sleeves are always doing continuous contraction while doing the
exercise. Exercise crocodile push ups and push-ups T has a significant influence on the
increase due to an arm muscle power arm contraction continuously constantly while
doing the exercise. There are differences in the effect of muscle strength and power arm
bicep where crocodile push up exercise is better than the T push-ups. This happens
because the crocodile push up exercise contractions of the muscles in the arms increased
2 times compared with the muscle contraction T push-up exercise. When viewed on the
basis of "power is the product of speed and power" (Bucher, 2009: 260). The theory of
mind is very clear that the amount of force proportional to the magnitude of power,
meaning that if the power increases, power is also growing, confirmed by Jeffery F.
Vossen (2000), that the exercise push ups effected here also said that the strength training
push-ups can improve power seen from research Yodas et al (2010), that the push up
exercise is a form of exercise that is useful to train the muscle strength of the arms and
shoulders.
From the results of Award exercise and mean test states that the crocodile push
up exercise gives better results than the provision of training T push up against the arm
muscle strength and muscle power arm in physical education male students FKIP
Tadulakoforce 2014 . It can be seen from the crocodile push up exercise carried out by the
process withstand the load themselves by using an alternating arm movements while the T
push up the load yourself feel lighter because of using two arms to hold the load and
movements that do not so difficult . Of significant test results using post hoc test states
that there is no significant difference of the results of the exercise administration

305
crocodile T push ups and push up against the arm muscle strength and muscle power arm
in male students majoring in physical education FKIP Tadulako force 2014.

Knot
There is a significant impact exercise program Crocodile push up against the
power of the arm muscles, there is a significant impact exercise program Crocodile push
up against the power arm muscles, there is a significant impact exercise program T push
up against the power of the arm muscles, there is a significant impact exercise program T
push up against the arm muscle power, there is a difference between the effects of
exercise training Crocodile T push-ups and push up against the arm muscle strength.
Crocodile workout push up so give better effect than exercise T push-ups and a control
group to increase muscle strength arm, and there is a difference between the effects of
exercise training Crocodile T push-ups and push up against the arm muscle power.
Crocodile workout push up so give better effect than exercise T push-ups and a control
group to increase muscle power arm.

Suggestion

1. Further studies on exercise, especially exercise Crocodile push ups and push-ups T
exercise different sample conditions, to the trainers, so in preparing the training
program must consider the characteristics of each athlete's capabilities so that the
athlete is able to carry out the exercise program, and so the process exercise
undertaken can run smoothly and get the results as much as possible.

306
 THE EFFECT OF STRENGTH TRAINING ARM OVERHEAD CLEAR
DRILL TO POWER OF ARM AND PRECISION PUNCH OF FOREHAND
CLEAR AND EXERCISE DRIVE IN BADMINTON
Hendro Budi Surahman, S.Or.
State University of Surabaya

ABSTRACT
The purpose of this research is to analyze about: (1) the effect of strength training arm overhead clear drill
to power of arm and precision punch of forehand clear, (2) the effects of exercise drive to power of arm and
precision punch of forehand clear, and (3) the difference effect of strength training arm overhead drill and
drive to power of arm and precision punch of forehand clear. The target of this research are male students
of badminton extracurricular Undiksha Singraja Bali whit 36 students be a sample.The type of research
used in this research is quantitative with quasi-experimental methods. Plan of this research used matching
only design, and Anova is used for analyze data. The process of data collection is done by medicine ball test
and forehand clear test when pretest and posttest. And then research data is analyze by SPSS 21.0
series.Result of this research is: (1) provision of training power of arm and overhead clear drill is significant
effect on power of arm and precision punch of forehand clear. (2) giving training power of arm and drive
has significant effect to the power of arm and precision punch of forehand clear. (3) has difference effect
between training power of arm overhead clear drill and power of arm drive to arm power and precision
punch of forehand clear. Count of post hoc it means that training power of arm and drive giving better result
(effective) to arm power and precision punch of forehand clear. Based on the results of the data analysis,
can be concluded that training power of arm overhead clear drill and drive give significant effect to
enhancement arm power and precision punch of forehand clear.
Keywords :Power of Arm Overhead Clear Drill, Drive, Arm Power, Precision Forehand Clear

INTRODUCTION
Sport is one kind of exciting activity so many people who the sport give pay
attention to healthy and sport achievement who people need. Some of kind sport is need
sport science would be beneficial for athletes to support an achievement. One of them is
badminton, its really complete sport with potential and complex technique .Badminton is
a racquet sport played by two people (single) or two partner (double) who will opposite
one another same. This sport like tennis, badminton aims to hit the shuttlecock cross to
the nets that fell on the field of play opponent and we have to prevent opponents do the
same things (Kurniawan, 2011:28). Badminton player have to do movements like sprint,
stop the movement suddenly and movement again directly, jumping, catch, turn around
the body quickly, do big step who never lose body balancing. These movements done
repetitively and in the long tempo. Badminton coaching should be programmed
specifically, in addition to relying on the skills to play also consider the physical
condition cause improvement of the physical condition strongly support sporting
activities in order to improve achievement.
One element of the physical condition is essential for achievement in badminton
are strength and power. Strength and power as the foundation underlying the formation
biomotor components, physical components in order to achieve optimal performance one
of which is the strength power arm, because some sports need arm muscles in motion.
Forms of arm strength training in order to improve the strength of arm muscle is pull up
and push up. Pull up and push up is one kind of arm strength exercises that aim to train
the muscles of the back, shoulder, arm and forearm.To improve and develop the physical
condition of an athlete is need an exercises to conducted on an ongoing basis in order to
generate maximum movement (Bompa and Haff, 2009: 4). Also made clear from the
research by Cahu Yap (2006) stated that physical badminton players show must have a
component of physical conditions including muscular strength, power, local muscular
endurance and flexibility. Power is combination of power and speed or maximum
mobilization of the muscle and with a maximum speed (Nurhasan, 2010: 16).
307
 Happened to extracurricular badminton at UNDIKSHA Bali not so maximal
accomplishment they get from the provincial level or national. Physical ability and
technique remains a concern of the trainers and the athletes themselves, consequently
happens every tournament the player get tired and suffer a decline in the strength of the
blow and physically.

RESEARCH METHODS
The Type and Design of the Research
The type of research is quantitative with the experimental method. The approach used in
this research is a quasi experiment research design using.

Population and Research Sample

The population in that research is 36 person of extracurricular badminton member
Undiksha Singaraja Bali. Samples grouped by ordinal pairing. First group (experiment)
12 person using power of arm and overhead clear drill exercises, second group
(experiment) 12 person using arm strength exercises and drive, and third group
(experiment) conventional exercises.

Data Analysis Technique

Analyze data using statistic descriptive technique and analyzed by computer program
SPSS (Statistical Program For Social Science) 21.0.

Discussion Result
Power arm exercise and drive have better improve then power arm exercise and
overheadcleardrill. Its cause have a differences between power arm exercise overhead
clear drill and power arm drive where in that exercise power arm and drive performed on
a hard blow and flat so that the complexity of the involved muscles more, compared with
the arm strength training and overhead clear drill. Muscles react and engage in strength
training arm and drive is arm consisting of the uppr arm and forearms, arms consists of m.
bicep and m. triceps. While forearms consists forearm muscles front and rear (Riadi 2010:
113).
Training arm strength overhead clear drill and arm strength drive is training
method use the exercise program should be drawn up in detail by taking into account
factors such as exercise or variable size/ dose/ dose of exercise (Adsep PTPK 2007:19).
Which is a key component of the exercise or important things to be considered in
determining dosage and exercise program. Besides the training component as standard
and yardstick to measure whether or not a goal is reached and targeted exercise that have
been developed and implemented.Significant influence derived from the research of the
effect of strength training with overhead clear drill and drive of the ANOVA results in
increasing power arm. With the results of this research can be concluded exercise arm
strength and drive better in improving the power arm and statutes punch.

CONCLUSION
Based on the results of research that has been conducted by researchers, the conclusions
that can be described by the researchers on this research were as follows:
1. Award arm strength training and overhead clear drill give significant effect on
power of arm and precision punch of forehand clear to extracurricular badminton
at Ganesha University of Education Singaraja bali.

308
2. Award arm strength and drive give significant effect on arm power and precision
punch of forehand clear to extracurricular badminton at Ganesha University of
Education Singaraja Bali.
3. Has a different effect between arm strength exercise overhead clear drill and arm
strength drive to arm power and precision punch of forehand clear to
extracurricular badminton at Ganesha University of Education Singaraja Bali.

REFERENCE
Arif, Syaiful. 2014. Pengaruh Latihan Power Lengan Dan Tungkai Tehadap
Kecepatan Dan Ketepatan Pukulan Jumping Smash. Tesis. Universitas
Negeri Surabaya.
Asdep PTPK, Kemenegpora. 2007. Pelatihan Pelatih Fisik Level 1. Jakarta:
Kemenegpora.
Bompa, T.O. and Haff, G.G. 2009. Periodezation Theory and Methodology of
Training. United States. Human Kinetics
Chau Yap, 2006. Physic of Badminton – Theories and Studies. Malaysia.
http://www.badminton-information.com/physics_of_badminton.html
diunduh tanggal 30 Agustus 2015
Kurniawan, Feri. 2011. Buku Pintar Olah Raga. Jakarta: Laskar Aksara
Nurhasan. 2010.Tips Praktis Menjaga Kebugaran Jasmani. Abil Pustaka. Gresik
Jatim.
Poole, James. 2011. Belajar Bulutangkis. Bandung: Pioner Jaya.
Riadi, Mastur. 2010. Raih Kebugaran Jasmani Melalui Latihan Beban (Weight
Training). Mataram: Insitut Keguruan Ilmu Pendidikan Mataram.

309
 PLYOMETRIC EXERCISES INFLUENCE OVER BERRIER HEXAGON
AND THE EXPLOSIVE MUSCLE POWER LIMBS (POWER ) IN THE
WOMEN'S TEAM BASKETBALL SURABAYA

Dr. Himawan Wismanadi, M.Pd.

Abstract
The purpose of the study is to analyze the predicament: (1) Effect of plyometric exercises hexagon against
leg muscle explosive power (power); (2) Berrier plyometric exercises over the leg muscle explosive power
(power); (3) The difference between the effect of plyometric drills and plyometric Hexagon Berrier over the
leg muscle explosive power of d (power). Subjects in this study were female basketball team that prepared
Surabaya East Java Provincial Sports Week in Banyuwangi dengna sample of 20 players. This type of
research used in this research is quantitative with quasi-experimental methods (quasi experimental design),
with a research design using only matching design. The data retrieval process begins with a pre-test and
post-test ends with the explosive power leg muscle. The test instrument leg muscle explosive power using
vertical jump (Force plate). Aanalisis data used to process the results of research using Manova with SPSS
22 series. The results showed; (1) There is a significant effect of plyometric training program hexagon to
increase leg muscle explosive power (power); (2) There is significant influence over Berrier program
plyometric exercises to increase leg muscle explosive power (power); (3) There is a significant difference
between the training program and plyometric training plyometric Hexagon lover Berrier to increased leg
muscle explosive power (power). Based on the analysis it can be concluded that there is significant
influence Hexagon plyometric and plyometric exercises over Berrier to increased leg muscle explosive
power (power). Hexagon plyometric exercise is more effective in improving leg muscle explosive power
(power) of the plyometric exercises over Berrier.
Keywords : Plyometric , hexagon , over Berrier and leg muscle explosive power (power )

Introduction
Sports have become the need of all human beings, especially dinperkotaan, they
began to realize the role of sport for health. It is seen by many people doing morning
sports activities on the field-the field, alin square and in the streets as in the event car free
day. In utamayang sporting achievement goals to be achieved is optimal performance,
individual achievement will be compared with the achievements of his opponent to be
determined who will win the pertansingan. Prstasi that in this show will always be
associated in shape at the time in the field. Where good body fitness is the basis to be able
to do activities perfectly and supported by the correct techniques and are always ready to
face situations that will be faced.
Physical ability is very important to get attention, because each of these
activities is always memelukan biomotoriknya capabilities. Where biomotorik important
ability in sports activities include the power. The development of several training methods
that develop power, one that is with training satnya plyometrik, such pelathan in early
research suggests that the method is very effective plyometrik pelatihaan to increase
power.So important is the physical aspect of the pengkatan prestasiini, it is essential to
penmapilan athlete should always be in top shape and always ready well in any match
situation. On the results of the evaluation along with the coach, the team and the team in
charge penganggun monitoring and evaluation is assigned KONI championship before
prorprov is pre Porprov V in the District Banyuwawi. In realizing the penelitinyang as
well as monitoring and evaluation team that accompanied Princess Surabaya basketball
team, interested in conducting research that is how can meninggkatkan memingkatkan
power athletes titled Power athletes with training and training Plyometrik plyometrik
Hexagon Over Basketball Women's team Berirrer Surabaya

310
Method
This type of research is quantitative research conducted using the method of
quasi experimental design or quasi-experimental methods. Quantitative research is
research data in the form of figures and statistical analysis used (Sugiono, 2011: 7 ). The
method in this study using a quasi experimental design. Quasi-experimental design is a
form of the development of a true experiment design. ( This study used a nonequivalent
control group design approach or almost the same as group pretest- posttest design , using
ordinal pairing (Sugiono , 2011: 77)

Result
From the findings of research that already obtained , then Created Discussion Regarding
the findings - findings of the Research Analysis And Need discussed WITH Theory -
Theory for the review can be MAKES A conclusion . The discussion here describes the
results of research findings ABOUT plyometric exercises influence over the hexagons
And Berrier To power ON -daughter team basketball Surabaya.
1. Effect of exercise hexagon Forms explosive power exercises leg muscles with
exercises hexagon akam generate power in the muscles of the legs and groin , part
of muscle work that hamstrings , quadriceps , and gastrocnemius at high intensity
and strength. Rex Waters professional NBA basketball athlete in his book Chu
expressed plyometric exercises can help develop natural talents and helped him to
prepare for training camp . ( Chu , 1998: 67 ) . After doing the exercises hexagon
for 8 weeks with 24 sessions , then : 1. The results of the post-test average power
rose 42.8 watts of pre-test . , Indicating improvement after being given treatment .
2. On pairet test t -test suggested a difference in the effects of exercise in group I
between the pre -test and post-test on power 3. On LSD ( least significant
difference) shows that exercise hexagon gives a greater influence on the increase
in power.
2. Effect of Exercise Over Berrier Exercise Over Berrier puts a heavy burden on the
thigh muscles , legs and increasingly heavy burden , therefore must maintain
stability muscles of the knee and ankle . ( Radcliffe , 1985: 44 ) . Over Berrier in
training athletes should be careful in doing because it uses both feet in jumping
and heavier weight on the leg . After doing the exercise program Over Berrier for
8 weeks with 24 sessions , then 1. The results of the post-test average power rose
23.4 watts of pre-test . , Indicating improvement after being given treatment . 2.
On pairet test t -test states exercise their influence Over Berrier difference
between the pre -test and post-test on power . 3. On LSD ( least significant
difference) shows that exercise Berrier Over a greater effect on the increase in
power
3. The linkage with previous studies on research Michael G. Miller (2006, 5, 459-
465) that The Effects of a 6-Week Plyometric Training Program on Agility. The
purpose of the study is to determine if plyometric exercises for six weeks can
increase the agility of the athlete. The results of this study are very evident and
shows the benefits of plyometric exercises to improve agility. Plyometric
exercises are not only used to train the athletes but also can be used to improve the
strength and explosive while practicing to become more agile. Plyometric
exercises in the study carried out for at least six weeks.
In addition to the research Gehri, Ricard, Kleiner, and Kirkendall (1998: 85-89)
that plyometric training techniques squat jump and jump depth to increase vertical jump
ability and energy production are carried out for 8-12 weeks training program. This study
effect on increasing vertical jump and energy production but not at the same level. Results

311
from this study that the group maximum depth or significant jump in increasing vertical
jump but not in energy production. Sedangkana the jump squat group a significant
increase in energy production, but not in the vertical jump. It can be concluded from the
results of research and previous studies by Gehri, Ricard, Kleiner, and Kirkendall (1998:
85-89) that the exercise carried out for 8-12 weeks can provide a significant improvement
in the ability of the muscle physiological, but at a limited level.

Conclusion and Suggestion

1. Conclusions Based on the results of research and discussion on the influence of
plyometric drills Hexagon and Berrier Over the power that has been described in
previous chapters , it can be concluded the following results : 1. There is a
significant influence in the exercise group Hexagon to increased leg muscle
explosive power (power ) with the t value of 4,861 and Sig = 0..001 > 0.05 . 2.
There is a significant influence in the exercise group Over Berrier to increased leg
muscle explosive power (power ) with the t value of 3,852 and Sig = 0.004 > 0.05
. 3. There is a significant difference Hexagon exercises to increase leg muscle
explosive power ( power) , 4. There is a significant difference Over Berrier
exercise to increase leg muscle explosive power (power ) .
2. Suggestions From the research and conclusions of the above then dapata made a
suggestion to improve an exercise in the sport , especially physical components of
leg muscle explosive power and agility . In accordance with the research results
will be given the following advice : 1. To increase the power in athletes ,
especially the basketball players can be done by giving the hexagon and
plyometric exercises over Berrier for 8 weeks with 24 sessions . 2. plyometric
training plyometric Hexagon models and over Berrier can be recommended and
implemented in the training program in order to increase leg muscle explosive
power (power ) in basketball players . 3. In preparing the training program should
pay attention to the principles of exercise is very important that an excess burden ,
thorough , spesialisis , individual , progressive , specificity , heating , additional
load, reverse and recovery .

Refference
Arikunto, Suharsimi. 2006. Research Procedure A Practical Approach. Jakarta: PT. Asdi
Mahasatya.
Bompa, Tudor & Claro, Frederick. 2009. periodization in Rugby. Meyer & Meyer Sport
(UK)
Bompa, T. O. 2009. periodization Theory and Methodology of Training. United States:
Human Kinetics
Brittenham, Greg. 2002 Basketball Complete Guide Special Stabilization Exercises. PT.
King Grafindo Persada: Jakarta.
Brown, Kyle. 2008. Elevation: Discussing Vertical Leap Exercises. NSCA's Performance
Training Journal. 7. (1) 4-5. (Https: //www.uihealtcare. Org / .... / Retrieved on
January 14, 2015 hours 7:14 pm)
Chu, Donald, A. 1998. Jumping IntoPlyometrics. United States: Human Kinetics.
Chu, Donald, A. 2013. Plyometrics. United States: Human Kinetics.
Gehri, D.J., M.D. Ricard, D.M.Kleiner, and D.T.Kirkendall.1998. A Comparison of
Plyometric Training Techniques for Improving Vertical Jump Ability and Energy
Production. Journal of Strengthand Conditioning Research, 1998.12 (2), 85-89
(accessed on 9-23-2013jam 7:13 PM)

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Hall, Wissel.1996. Basketball: Steps to Success. Jakarta: P.T. King Grafindo Persada
Jon Oliver. 2007. Fundamentals Basketball. Expert Kingdom: P.T. Intan Sejati.
Kiruba, D. Rejilin. 2013. Post-Training Plyometric Exercises Significance of Combined
With Weight Training on Explosive Power Among Women Basketball Players.
Physical Education: INDIAN JOURNAL OF RESEARCH. 2. (1). 128
(theglobaljournal.com/..../file.php?val... .. Retrieved on January 14, 2015 hours 7:35
pm) Kosasih, Dany. 2008. Fundamental Basketball. First Step to Win. Semarang:
Elwas Offset.
Milic, Vladan. 2008. The Effect Of Plyometric Training On The Explosive Strength of
Leg Muscles Of Volleball Player On Single Foot and Two Foot Takeoff Jump.
Physical Education and Sport. 6 (2), 169 - 179. (facta.junis.ni.ac.rs/pe/.../pe200802-
09.pd... Accessed on December 14, 2014 20:43 hours GMT)
Newton, Robert U. 1994. Developing Explosive Muscular Power: Implication for a
Mixed Methods Training Strategy. National Strngth and Conditioning Association.
(Pdfs.journal.lww.com/..../ Retrieved on January 14, 2015 hours 7:36 pm)
Santos, Euardo, J. A. M. 2008. Effect of Complex Training on Explosive Strength in
Adolescent Male Basketball Players. Journal of Strength and Conditioning
Research. 22 (3), 903-909.
(Www.researchgate.net/publication/5415172........Diakses on January 14, 2015
hours of 7.72 pm)
Sugiyono. 2011. Qualitative and Quantitative Research Methods R & D. Publisher
Alfabeta
Sugiyono. 2012. Understanding Qualitative Research. Bandung: CV. Alfabeta
Sukadiyanto and Muluk, D. 2011. Introduction to the Theory and Practice Metododlogi
elderly physic. Bandung: Lubuk Court.

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 THE EFFECT OF HURDLE HOPS TRAINING ON INTERVAL 1:6 AND
1:8 TOWARD THE IMPROVEMENT OF THE POWER AND STRENGTH
I Gede Dharma Utamayasa,S.Pd.
Physical Education,Post Graduate Program, State University of Surabaya,

ABSTRACT
This research was purposedto investigate about (1) the effect of Hurdle Hops training on interval 1:6 and
1:8 toward the power and the strength (2) the fifference effect between Hurdle Hops training 1:6 and 1:8
toward the power and the strength. The population of the research were boys students volleyball of FOK
Undiksha Singaraja amount 34 students which divided into 3 groups. The first experiment group treated
with hurdle hops training on interval1:6, the second experiment group treated hurdle hops training on
interval 1:8, and the group control did not get any treatment. This research used quantitative research with
quasi experiment method. The instrument of this research used matching only design, then the data
analyzed used t-test and ANOVA. The process of obtaining data ws conducted by jump df for power and
back leg dynamometer to get the data of strength on the pretest and posttest.The results showed that
exercise (1) There were significant effects on hurdle hops training by interval training 1:6 method to the
strength of leg muscle. (2) There were significant effects on hurdle hops training by interval training 1:8
method to the the explosive of leg muscle. (3)There were significant differences on the influence in hurdle
hops training by interval training method 1:6 and 1:8 to the explosive of leg muscle. (4) There were
significant differences on the influence in hurdle hops training by interval training method 1:6 and 1:8 to the
strength of leg muscle.From those data can be concluded that: (1) there were significant effect of Hurdle
Hops training program on interval 1:6 and 1:8 toward the improvement of power and strength. (2) there
were different significant effect of hurdle hops training program on interval 1:6 and 1:8 toward the
improvement of power and strength, and also by hurxle hops training program on interval 1:6 was more
effective in improving the power and strength.

INTRODUCTION
Plyometric training is stretched reflex to facilitate the recruitment of muscle unit.
Eccentric contraction is meant to create elastic energy and contractile muscle component
when stretching, immediately followed by concentric contraction (Kusananik, dkk, 2011).
Plyometric training combine speed and strength to form power which include much
muscles to produce spindle muscle. Plyometric training is exercise in which to improve
power and speed of elite athletes (Chu & Myer, 2013). Chelly, dkk (2010) Plyometric
training on in short interval of time can increase speed and the explosive power of leg
muscles.
Plyometric training is a kind of training which has various types of exercises, but
the researcher will only use the hurdle hops training only. The researcher choses this
exercise because that exercise dominate the forming of the strength of leg muscle and the
power of leg muscle. Chelly (2010) says that “Plyometric training program improved the
explosive power of leg muscles and performance level”. It clearly stated that the
Plyometric training program can improve the explosive power. Interval training is the
only one training method which many variation and manageable to develop the main
system of energy. The contribution of main energy in hurdle hops training program
depends on the interval activity. By using work interval, the main energy system used is
anaerob system, while the main energy system on the rest interval is aerob energy system.
Chu and Myer (2013:76) also stated that “in high intensity a work to rest ratio of
1:5 to 1:10 is recommended to ensure that the athlete gets enough rest for proper
execution of the exercise”. Briefly explained that when do exercise in high intensity of
1:5 to 1:10 recommended to ensure that the athletes get enough rest for the proper
exercise.
Hurdle hops training program is not practically yet in the Faculty of Sport and
Health UNDIKSHA, especially for the boy students who joined volley ball program.
That‟s why the researcher is interested to do this research focused on the explosive power
314
and the strength of leg muscle by using hurdle hops training on interval training 1:6 and
1:8. The researcher wants to investigate and analyze whether the hurdle hops training on
interval training 1:6 and 1:8 can improve the strength of leg muscle and the explosive
power of leg muscle. Besides, the researcher would like to proof that this exercise can
improve the strength of leg muscle and the explosive power of leg muscle for boys
students of volley ball program in the Faculty of Sport and Health UNDIKSHA.

RESEARCH METHOD
Types and Research Design
The type of this research is quantitative of experiment method. The approach of this
research used quasi experiment while the research design used matching-only design.

Population and Sample

The population on this research was all 34 boys students of volley ball program Faculty of
Sport and Health Undiksha Singaraja, Bali. The sample then grouped in ordinal pairing.
The first group (experiment) 11 boys did hurdle hops training in interval 1:6, group II
(experiment) 11 boys did hurdle hops training in interval 1:8 and group III (experiment)
did conventional exercise.

Research Instrument
1. The strength of leg muscle vertically with back and leg dynamometer
2. The power of leg muscle was using jumpd DF
Data Analysis Technique
Data analysis used descriptive statistic technique then analyzed by assistance SPSS
computer program (Statistical Program For Social Science) 17.0.
The Result of Research
Hypothesis Testing
To know the effect of hurdle hops training program, therefore the testing used uji-t in
SPSS same as paired t-test. The result of data tabulation shown on the following table:
Table of result Paired Sample Test. Explosive power of leg muscle.
Paired Samples Test
Mean t Sig. (2-
tailed)
K1 Posttest explosive power -2.08324 -4.516 0.001
Pretest explosive power
K2 Posttest explosive power -7.24382 -3.274 0.008
Pretest explosive power
K3 Posttest explosive power -1.16364 -4.319 0.002
Pretest explosive power

Table paired samples test of the power of leg muscle.

Paired Samples Test
Mean t Sig. (2-
tailed)
K1 Posttest explosive power -2.79091 -7.178 0.000
Pretest explosive power
K2 Posttest explosive power -1.16364 -4.319 0.002
Pretest explosive power
K3 Posttest explosive power -8.83333 -2.640 0.23
Pretest explosive power
315
Based on both above table, shows that the level of significance from each variable got
sig<0.005. it means there was significance effect between data of pre test and post test of
those variable related to the strength of leg muscle and the power of leg muscle either on
group I, group II and group control III. It can conclude that there were difference after
giving hurdle hops training program in interval 1:6, hurdle hops training program in
interval 1:8 and also on group control.
1. Thetest result of different average between group (Anova)
The test in this research used anova test (F) and the result was used to know whether
there is a different result from mean different on each group togehter. The result of the
test can be shown on the table below:
Variable F Sig
Explosive power 4.757 .016
Strength 9.387 .001

Based on the result above, it showed that the significant value of Anova test on explosive
power and strength of leg muscle was sig<0.05. it can be concluded that there is different
significant on three different groups. So, by the different effect between groups then the
data analyze continued by using post hoc multiple comparations test by using Least
Significant Difference (LSD) analysis on SPSS program seri 17.0 aim to know which free
variable could give significant influence toward the improvement of tight variable. Below
were the result of post hoc test by LSD for variable of strength and explosive power.

Table Post Hoc Data Test Explosive power and Strength of Leg Muscle
Variabel (I) (J) Sig. 95% Confidence Interval
Lower Upper
Bound Bound
Explosive 1:6 1:8 .011 32.9978 238.7731
power Kontrol .012 31.0323 232.4750
1:8 1:6 .011 -238.7731 -32.9978
Kontrol .934 -104.8532 96.5895
Kontrol 1:6 .012 -232.4750 -31.0323
1:8 .934 -96.5895 104.8532
Strength 1:6 1:8 .002 6.4696 26.0758
Kontrol .000 9.4790 28.6725
1:8 1:6 .002 -26.0758 -6.4696
Kontrol .556 -6.7937 12.3997
Kontrol 1:6 .000 -28.6725 -9.4790
1:8 .556 -12.3997 6.7937

The above table shows that there were significant differences of mean different
between hurdle hops group in interval 1:6 to hurdle hops in interval 1:8 and with group
control on variable of strength and explosive power. From this result, can be concluded
that hurdle hops training in interval 1:6 gave more effect toward the strength and
explosive power compared to hurdle hops training in interval 1:8 and group control.

316
DISCUSSION OFRESEARCHRESULT
A. Strength and explosive power on group treated hurdle hops training in
interval 1:6
The capability of power of leg muscle took important role on recovery period,
because high or low power of leg muscle would give effect to how long take a rest need
to back to the beginning condition. The high power of leg muscle needed time of rest
longer on recovery. The function of high or low capability of power of leg muscle on
recovery is to fill the ATP and PC, and also to explain Lactate Acid (LA) in the blood.
Hurdle hops training with high power of leg muscle would get quick recovery condition
after working so more ready to do the next activity. By the power of leg muscle, then
would get the result of optimal exercises.
Interval training anaerob in 1:6 improved component of power of leg muscle and
explosive power, where took short recovery so it was good for hurdle hops training which
has lower of power leg muscle, cause of more concentration on the exercise, in short time
the lower leg muscle could improve the power of leg muscle and acceleration. This is
supported by the research conducted by Chelly, et al (2010) that stated all plyometric
hurdle hops training could improve explosive power of leg muscle athletes.

B. Strength andexplosive power on group treated hurdle hops training in

interval 1:8
After long time of resting, so the lactate acid on blood will decrease made
glicolosis anaerobic able to produce energy to fix ATP so that the muscle able to
contraction and produce greater explosive power and the power of leg muscle.
Research of Adam, et al (1992:36-41) shows that the same result of the
contribution of plyometric training which stand on two legs in order to improve
the power of leg muscle measured by vertical jump. Chu (2013) gave an opinion
that plyometric training could improve many indicators of sports. Shankar, Rajpal
and Arora (2008:81-86) also show the same result with this research that
plyometric box jump gave significant effect toward the jumping of power leg
muscle.

C. The difference between strength and explosive of leg muscle on the third
group
Interval anaerob training in 1:6 improved the component of strength and power of
leg muscle, where in short rest recovery precisely for hurdle hops which had lower
leg muscle. Because concentration on exercise, on the exercise, those who had a
lower power of leg muscle can strengthen the strength of leg muscle and
acceleration. Interval anaerob training in 1:8 which recovery time longer, tend to
exercise with hurdle hops which had higher of power of leg muscle. Hurdle hops
training hoped that can improved the strength suitable to the capability of leg
muscle. Related to the explanation, hopefully there is interaction between interval
anaerob training and the power of leg muscle toward the improvement of the
strength.

CONCLUSION
Based on the conducted research, the conclusion can be as follows:
1. There were significant effects on hurdle hops training by interval training 1:6
method to the strength of leg muscle.

317
 2. There were significant effects on hurdle hops training by interval training 1:8
method to the the explosive of leg muscle.
3. There were significant differences on the influence in hurdle hops training by
interval training method 1:6 and 1:8 to the explosive of leg muscle.
4. There were significant differences on the influence in hurdle hops training by
interval training method 1:6 and 1:8 to the strength of leg muscle.
REFERENCE
Adams. K, P. O‟Shea. J, L. O‟Shea. K, and Climstein. M. 1992. “The effect of six
weeks of squat, plyometric and squat-plyometric training on power production”.
Journal of Applied Sport Science Research. Vol. 6. No.1. Hal. 36-41.
Shankar,R.,Rajpal,H.,Arora,M.,“Effect of High Intensity and Low Intensity Plyometric
on VerticalJump Height and Maximum Voluntary Isometric Contractionin Football
Players”.Journal of Exercise Science and Physiotherapy, Vol. 4 No. 2, 81-87, 2008
Chu, D, A, and Myer, G, D., 2013. “Plyometrics”. United States: Human Kinetics
Chelly,M.S.,Ghenem,M.A,.Abid,K.,Hermassi,S.,Tabka,Z., and Shephard.R.J, 2010.
“Effects of In-Season Short-Term Plyometric Training Program on Leg Power,
Jump- and Sprint performance of Soccer Players”. Journal of Strength and
Conditioning Research. 24(10)/2670–2676.
Kusnanik,N.W., Nasution,J., dan Hartono,S. 2011. Dasar-dasar Fisiologi
Olahraga.Unesa: Unesa University Press.

318
THE EFFECTS OF INTERVAL RATIO – SCALED CIRCUIT INTENSITY
TRAINING TOWARDS THE INCREASE OF POWER, AGILITY, SPEED,
AND VO2 MAX (MAXIMUM VOLUME OF OXYGEN)

I Ketut Iwan Swadesi

ABSTRACT
The precision in selecting method and balance between sports actitvities and relaxation has played an
important role in achieving maximum results. The aim of the research is to analyse: 1) effects 2)
effectiveness, 3) differences and 4) interaction between the three different level of intensity circuit training
(low, average, high) with the ratio of 1:0.5, 1:1, 1;1.5 and the increase of power, agility, speed and VO 2
max. The dependent variable of the data (power, agility, speed, and VO2 Max) are analysed through
MANOVA statistical procedure at 5% significance level. Based on the data analysis : 1) there are effects of
interval ratio scaled intensity circuit training towards the increase of power, agility, speed,and VO 2 Max. 2)
The increase of power and VO2 Max can be achieved most effectively through average intensity training
with 1 : 0.5 and 1:1 respectively, while agility can be increased effectively through low intensity training of
1:1 ratio as opposed to speed which can be significantly increased through high intensity training with 1:0.5
ratio. 3) There are significant differences among the three different levels (low, average, and high) of
intensity in continuous circuit training method in giving effects towards the increase of power, agility,
speed, and VO2 max. It can be explained that the most effective training to increase agility and VO 2 max is
that with average intensity, while high intensity training can effectively increase power and speed. 4) There
are significant differences among circuit continous training method using interval ratio (1:0.5, 1:1, and
1:1.5) in increasing power, agillity, speed, adn VO 2 Max. To increase power and speed, the training using
1:0.5 ratio appears to be the most effective, while that with 1:1.5 ratio can effectively increase agility and
VO2 Max. 5) there is significant interaction between intensity circuit continous training and ratio (1:0.5, 1:1
and 1:1.5) in increasing power, agility, speed, and VO 2 max.
Keywords : circuit training, interval ratio, power, agility, speed, and VO2 max

INTRODUCTION
When a problem in regards with multi-sports training is identified, the multi-
dimensional approach is believed to be the most feasible solution. Circuit training
consisting of a set of movements is one of the best conditioning method in order to
accelerate mobility, strength and stamina. In this training, there is a short time break
organised among each set of movements. While, the number of circuits during the
training session varies with the range between two and six depending on the level
(beginner, pre-intermediate, or advance), periode as well as the purpose of the training
(brianmac.co.uk/circuit.traning, 2015).
In reference to its form and model, the circuit training is convinced to have
high feasibility in its use to accelarate all the potensials which need to be explored in
athletes. It is due to its confirmity to the types and characteristics of sports of which
movements are very unpredictable. This volatility implies that athletes need to be able to
choose and decide which movement should be performed in particular sport situation
(matches or competitions).
The problems addressed in this study was how circuit training with different
levels of intensity (low, moderate, and high) and interval ratios of 1:0.5, 1:1, and 1:1.5
affected the increase of power, agility, speed and VO2 max (Maximum Volume of
Oxygen)
Meanwhile, the purpose was to analyse the effects of circuit training with
low, average, and high intensity and interval ratios of 1:0.5, 1:1, and 1:1.5 accordingly
towards the increase of power, agility, speed and VO2 max (Maximum Volume of
Oxygen).

319
METHODOLOGY
The study conducted a quasi experiment with an applied quantitative
approach of which the design was 3x3x4 Factorial. The data were gathered through a
series of valid and realiable tests and measurement and later were processed using
Multivariate Analysis of Variance which was known as‟MANOVA‟assesment (Singgih
Santoso, 2014)

RESULT and DISCUSSION

The continuous circuit training method which used the low intensity of 1:1
interval ratio was identified to be the most affective in increasing the four dependent
variables of power, agility, speed, and VO2 max. This finding supported a conclusion
that there has been a noticeably significant impacts of low intensity physical training that
was conducted at a long period of time, used designed movements and paused for long
break time (Gibala 2012). On the other hand, the training with 1:0.5 interval ratio
regarded as moderate intensity was observed to contribute the biggest merit on the
increase of three dependent variables such as power, agility and speed whereas Vo2 max
was mainly affected by 1:1 interval ratio of moderate intensity training. This result
confirmed some experts‟ statements including Gibala (2012) who proposed that moderate
intensity interval training represented the physical training of which movements were
sometimes designed thus predictable and was paused for breaks at adequate time. Last,
the continuous circuit training method with high intensity of 1:0.5 interval was identified
as the most significant factor to the increase of the 3 dependent variables of power,
speed, and Vo2 Max while agility‟s incline was affected majorly by 1:1 interval high
intensity training. As stated by Beale (2013), the high intensity sub-maximum training
succeeded in improving athletes‟ physiology workability, which influenced their life
quality achievement and ability to enjoy their milestone. Beale‟s findings were supported
by Sharma (2012) who investigated the use of intervals in all training he conducted. He
concluded that prior to training, the details of interval using had to be taken into account
as it would give impacts on how successful the targeted result was achieved.
Remarkable differences were noted on the results gained from those three
different intensity trainings with interval ratios which were assessed with MANOVA
statistical analysis. In addition to this, there was significant interaction between low,
moderate, and high intensity continuous circuit training in increasing power, agility,
speed and VO2 max.

CONCLUSION
On the basis of the data analysis result as well as the discussion and
interpretation of the study findings, several conclusions were drawn as follows: 1)
intensity circuit training which used interval ratio had effects on the increase of power,
agility, speed and VO2 Max. 2)in the case of power and VO2 max, the most effective
training was that with moderate intensity and interval ratio of 1:0.5 and 1:1 respectively.
While, the agility was prone to increase through low intensity training with 1:1 ratio as
opposed to speed which was affected significantly by high intensity training with 1:0.5
interval. 3) Noticeable differences were found out among the three different intensity
continuous circuit training in the effectiveness to increase power, agility, speed and VO2
Max. It was further explained that agility and VO2 Max could reach the maximum
increase through moderate intensity training while power and speed increased at the
highest through high intensity training. 4) There was also contrast when different intervals
were applied. The most effective interval training in order to increase power and speed

320
was that with 1:0.5 ratio, while agility and VO2 max showed valuable increase when 1:1
interval ratio training was given. 5) There was positive interaction between continuous
circuit training with intensity (low, moderate, and high) and interval ratio (1:0.5, 1:1,
1:1.5) in increasing power, agility, speed and VO2 Max.

REFERENCE
http://www.brianmac.co.uk/circuit.htm, Circuit Training(diaksestanggal 5 Desember
2015)
Singgih Santoso, 2014. Statistik Multivariat, Jakarta: PT Alex Media Komputindo.
Gibala et all, 2012. “Physiological adaptations to low-volume, high-intensity interval
training in health and disease”, The Journal Physiology 2012 The
Physiological Society, Department of Kinesiology, McMaster University,
1280 Main Street West, Hamilton, Ontario, L8S 4K1 Canada. (diaksestanggal
13 Juni 2014).
Louisa Beale et all, 2013. “A Comparison of High Intensity Interval Training with Circuit
Training in a Short-Term Cardiac Rehabilitation Programme for Patients with
Chronic Heart Failure”, http://dx.doi.org/10.4172/2329-9096.1000151,
International Journal of Physical Medicine & Rehabilitation, Volume 1 Issue
6 1000151 ISSN: 2329-9096 JPMR, an open access journal(diaksestanggal
13 Juni 2014).
Sharma and Singh. 2012. “Effect of Intensive Interval Training on Red Blood Corpuscles
and Cardiovascular Endurance”. ISSN 1750-9823.

321
 THE EFFECT OF STAR DRILL, SINGLE-LEG HOPS AND
E-MOVEMENT, ZIGZAG DRILL EXERCISES TOWARDS AGILITY AND
LEG MUSCLE POWER
I KOMANG MUNA PALGUNA, S.Pd.
StateUniversityof Surabaya
komangpalguna92@gmail.com

ABSTRACT
The objectives in this study are: to determine the influences of star drill, single-leg hops and E-movement,
zigzag drill exercises towards agility and leg muscles power. Target of this research is male fighter Pencak
Silat Bakti Negara Badung Regency Club aged between 14 (fourteen) to 17 (seventeen) years old. The
method of this analysis used ANOVA, while the process of data collection is done by measuring on each
variable. The results of the study are as follows: (1) the star drill and single-leg hops exercise had
significant effect towards agility enhancement, with result Sig. (2-tailed) 0.000 < value α = 0.05, (2) the star
drill and single-leg hops exercises had significant effect towards leg muscle power enhancement, with result
Sig. (2-tailed) 0.000 < value α = 0.05, (3) the E-movement and zigzag drill exercises had significant effect
towards agility enhancement, with result Sig. (2-tailed) 0.000 < value α = 0.05, (4) the E-movement and
zigzag drill had significant effect towards leg muscle power enhancement, with result Sig. (2-tailed) 0.000 <
value α = 0.05, (5) there is a significant difference between the effects of star drill, single-leg hops and E-
movement, zigzag drills exercises towards agility enhancement, with result Sig. = 0000 < value α = 0.05 and
(6) there is a significant difference between the effects of star drill, single-leg hops and E-movement, zigzag
drill exercise towards leg muscle power enhancement, with result Sig. = 0000 < value α = 0:05.Based on the
data analysis, it can be concluded that the E-movement and zigzag drill exercises is the most effective
exercise to improve agility and leg muscle power at male fighter Pencak Silat Bakti Negara Badung
Regency Club.
Key words: Exercise, star drill, single-leg hops, E-movement, zigzag drill, agility, leg muscles power.

INTRODUCTION
Pencak Silat is the martial arts originally from Indonesia which is rich with
elements of self-defense such as: avoidance, dodgery, dings, attacks (punches and kicks)
and the lockdown. In the martial arts game, there are 4 (four) categories of games,
namely: sparring, single, double and team. To become a champion in the sparring
category then the fighters must collecting grades or points, whereas a fighter who earns
higher points will become the winner. In order to get the highest points, the fighters had
to do the leg attack, because leg attack points greater than the hand attack and leg attack
can do as much as possible in each round of the game. This will help a fighter in
obtaining great points. Therefore, in order to do the maximum leg attack, then it requires
components of agility and a good leg muscle power to support the leg attack. To obtain
the agility and good leg muscle power, it would require exercise which can improve
agility and leg muscle power. In this study, researcher used a star drill, single-leg hops
and E-movement, zigzag drills exercises to improve components of agility and leg muscle
power. But the researcher wants to know exactly how big influence of star drill, single-
leg hops and E-movement, zigzag drill exercises towards agility and leg muscle power at
male fighters Pencak Silat Bakti Negara Bakti Negara Badung Regency Club.

METHOD
Type of research that used in this research is quantitative with quasi-experimental
approach. In this study, researcher wanted to examine the effects of star drill, single-leg
hops and E-movement, zigzag drill exercise towards agility and leg muscles power.
Based on the research to be performed can be specified description of the
variables studied, which is being its independent variables and the dependent variables
were:

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 1. The independent variables consist of: star drill exercises, single-leg hops and E-
movement and zigzag drill
2. The dependent variable consists of: agility and leg muscle power
The research objectives are male fighters Pencak Silat Bakti Negara Bakti Negara
Badung Regency Club to the tune of 36 (thirty six) pax.
The measuring process of agility using the 'T' drilltest and leg muscle power using
jump MD with 3 (three) times chance and the best value is taken. The research data have
been obtained then processed using SPSS version 23. To equate the unit of each value of
the test, then the calculation is done using the T-Score.

RESULTS AND DISCUSSION

The calculation result obtained that the magnitude of the average pre-test and
post-test from the effects of star drill and single-leg hops exercises towards the agility is -
0.24 second. Star drill and single-leg hops exercises towards leg muscle power amounted
to 26.36 joule/second. E-movement and zigzag drill exercises towards the agility is -0.38
second. E-movement and zigzag drill exercises towards leg muscle power is 37.71
joule/second.
Based on the data above, the effects of star drill, single-leg hops and E-movement,
zigzag drill exercise towards the agility and leg muscle power are refers to the purpose of
the SAQ (speed, agility and quickness) exercise which are star drill and E-movement
exercises to increase agility, this is corroborated by the findings of Milanovic et al (2013:
97-103) that there is a significant enhancement of agility component by provide SAQ
exercises. While the purpose of plyometric exercises which are single-leg hops and zigzag
drill exercises is a form of exercise to boost leg muscle power. This is corroborated by the
findings of Chelly et al (2010: 2670-2676) which states that all forms of plyometric
exercises can improve the speed and leg muscle power of athletes. Viewed from the
movement of the E-movement exercises provide a wider range of motion than the star
drill exercises, in which the movement of the E-movement exercises include: sprint,
shuffle to the right, shuffle left and backpedal. Movement on the star drill exercises tend
to be monotonous because the movement does not contain shuffle to the left so as to make
the movement as clockwise circular motion. This is makes star drill and E-movement
exercises results in different effect on agility components. While the difference in single-
leg hops and zigzag drill exercises lies in the direction of the jump. Where in single-leg
hops exercises it just jump straight ahead, while the zigzag drill exercises its jump
direction is crosses to fore with a specified distance, so that it gives a different effect on
leg muscle power components.

CONCLUSION AND SUGGESTION

The conclusion of this study is the E-movement and zigzag drill exercises gives a
better effect in improving the agility and leg muscle power components than the star drill
and single-leg hops exercises.
The advice that can be given to coaches of sports, especially martial arts,
preferably using E-movement and zigzag drill exercises to improve agility and leg muscle
power components.

REFERENCES
Arikunto, Suharsimi. 2013. Prosedur penelitian, suatu pendekatan praktik. Jakarta: PT
Rineka Cipta.
Bompa, Tudor O dan G. Gregory Haff. 2009. Periodization: theory and methodology of
training. USA: Human Kinetics.

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Bompa, Tudor O dan Carlo Buzzichelli. 2015. Periodization training for sports. USA:
Human Kinetics.
Brianmac. 2015. „T‟ Drill Test. Tersedia pada http://www.brianmac.co.uk/tdrill.htm.
Brown, Lee. E. dan Vance A. Ferrigno. 2005. Training for speed, agility and quickness.
Unites States: Human Kinetics.
Brown, Lee. E. 2007. Strength training: national strength and conditioning association.
United States: Human Kinetics.
Chelly, Mohamed Souhaiel, Mohamed Ali Ghenem, Khalil Abid, Souhail Hermassi,
Zouhair Tabka dan Roy J. Shephard. 2010. “Effects of in-season short-term
plyometric training program on leg power, jump- and sprint performance of soccer
players”. Journal of strength and conditioning research. Vol 24. No 10. Pp 2670-
2676.
Chu, Donald A. dan Gregory D. Myer. 2013. Plyometrics. United States: Human
Kinetics.
Lubis, Johansyah dan Hendro Wardoyo. 2014. Pencak silat. Edisi Kedua. Jakarta: PT
Raja Grafindo Persada.
Maksum, Ali. 2012. Metodologi penelitian dalam olahraga. Surabaya: Unesa University
Press.
Milanovic, Zoran, Goran Sporis, Nebojsa Trajkovic, Nic James dan Kresimir Samija.
2013. “Effect of a 12 week SAQ training programme on agility with and without
the ball among young soccer players”. Journal of sport science and medicine. Vol
12. Pp 97-103.
Persekutuan Pencak Silat antar Bangsa (PERSILAT). 2012. The international pencak
silat competition regulation. Nay Pyi Taw: International Pencak Silat Federation.
Setyawan, Risfandi. 2010. Prosedur penggunaan jump MD. Tersedia pada
http://and1volleyball.blogspot.com/2010/11/prosedur-pengunaan-jump-md.html.
Sukadiyanto dan Dangsina Muluk. 2011. Pengantar teori dan metodologi melatih fisik.
Bandung: CV. Lubuk Agung.
Wiranata, Gusman. 2014. Bakti negara, pedoman dasar. Yogyakarta: Writing Revolution.

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 “THE INFLUENCE OF ACCELERATION SPRINTS AND IN-OUT
SPRINT TO SPEED AND AGILITY”

I Made Rajat Sanjaya, S.Pd

State University of Surabaya

ABSTRACT
Physical condition exercise, especially speed and agility is needed by an athlete, because speed and agility
are physical condition components which is very important for most sports. So physical conditions should
be trained with good exercise. Exercises intended to improve speed and agility are acceleration sprints and
in-out sprint.The purpose of this study is to analyze: (1) the effects of acceleration sprints to speed and
agility, (2) the effects of exercise in-out sprint to speed and agility, and (3) the differences in effects of
acceleration sprints and in-out sprint exercises to speed and agility. The research sample includes the male
students of fourth semester class of 2014, the Department of Health Physical Education and Recreation,
Faculty of Sports and Health, Ganesha Education University Singaraja with total sample of 36 people.This
type of research used in this study is quantitative with quasi-experimental methods. The research design
used is non-randomized control group pretest posttest design, and data analysis using ANOVA. The process
of data collection was done with the test speed (30-meters sprint) and agility (agility t-test) during the
pretest and posttest. Furthermore, the data were analyzed using SPSS 21.0 series.The results of the study
including: (1) the provision of acceleration sprints exercise significantly influences the increase of speed
and agility. (2) The provision of in-out sprint exercise significantly influences the increase in speed and
agility. (3) There is a difference between in the effects of acceleration sprint and in-out sprint to agility, but
acceleration sprints and in-out sprint have no different influence to speed. Post hoc measurement indicates
that acceleration sprints exercise gives better results (effective) to speed. However, in-out sprint exercise
provides better results (effective) to agility. Based on the data analysis, it can be concluded that the
acceleration sprints and in-out sprint exercises significantly effect the increase in speed and agility.
Keywords: Acceleration Sprints, In-out Sprint, Speed, Agility.

INTRODUCTION
Exercises in sports is a planned process in various stages and implemented in a
sustainable manner. According to Laksmikrishnan and Sivakumar (2013: 152), exercise is
an organized pedagogical-based scientific process, planned and systematic on the ability
and readiness of performance with the aim of sport perfection and performance improve
in the context of sports competitions. In doing exercises, there is physical conditions that
underlie a person‟s ability. Thus fostering physical condition should be given serious
attention and the method should be conducted in good and right ways. The components of
physical condition according to Sukadiyanto (2011: 57) is the basic components of
athlete‟s biomotor including strength, endurance, speed, coordination, and flexibility. As
for the other components is a combination of several components that make up the term
of the combined components. Among them, power is a combination of strength and
speed, agility is a combination of speed and coordination.
Regarding the elements of physical training, according to Paul Gamble, 2012
speed and agility are ones of the necessary element in physical exercise for many sports.
In an effort to improve the speed and agility, it requires continuous training methods.
Speed and agility training method is a form of large and diverse training, but in this study
the researchers used two forms of exercise from varied forms of exercises to improve
speed and agility, including acceleration sprints and drills in-out sprint. According to
Gunawan, 2013, acceleration sprint and in-out sprint are exercise methods to increase
speed. The second method is a very interesting to be studied and researched, although
both can be used to increase the speed, but the influence may be different in improving
agility.
According to Patricia A. Deuster, et al (2013: 18) acceleration sprints is the
workout of speed development by running quickly and gradually increased from jogging,
325
striding and sprint conducted repeatedly, while in-out sprint is a period of high-speed
sprint, followed by scamper to relax the body at the same distance (Greg, 2009: 112). The
researchers chose the two forms of exercise because the exercises are dominating the
formation of speed and agility.
Based on the description of background, the researchers are interested in doing
research regarding acceleration sprints and in-out sprint exercises in male students of
fourth semester class of 2014, the Department of Health Physical Education and
Recreation, Faculty of Sports and Health, Ganesha Education University Singaraja in
order to improve the quality of the physical condition, especially speed and agility. There
are several reasons why researchers take the students of Department of Health Physical
Education and Recreation, Faculty of Sports and Health, Ganesha Education University,
including: the students of fourth semester in the Department of Health Physical Education
and Recreation already learned general and basics courses of athletics, so each student has
mastered the basic techniques of fast run. To develop this research further, a research title
is arranged; “The Influence of Acceleration Sprints and In0out Sprint to Speed and
Agility”.

RESEARCH METHODS
Type and Design Research
This research used quantitative experimental method. The approach used in this
study is quasi-experimental with research design of non-randomized control group pretest
posttest design.
Research Instruments
1. Speed using 30-Meters Sprint Running tests
2. Agility using T-test
Data analysis technique
Data analysis is conducted using descriptive statistical techniques and analyzed
with SPSS (Statistical Program for Social Science) software version 21.0.

RESULTS AND DISCUSSION

A. Group 1 Experiment Exercise (Acceleration Sprints)
Mean measurement indicates that the results of the average speed and agility
after the provision of acceleration sprints training is increased. This is in line with
research conducted by Manikandan, (2014: 4), Ambara, (2011: 61), Gunawan, (2013)
that acceleration sprints exercise can increase speed. Significance test showed
significant result, and it can be said that the provision of acceleration sprints training
effectively give positive effect on the increase of speed and agility.
B. Group 2 Experiment Exercise (In-out Sprint)
Mean measurement indicates that the results of the average speed and agility
after the provision of in-out sprints training is increased. This is in line with research
conducted by Gunawan, (2013) that in-out sprint training can improve speed.
Significance test showed significant result, and it can be said that the provision of in-
out sprints training effectively give positive effect on the increase of speed and agility.
C. Difference Effects of Acceleration Sprint and In-out Sprint
The effect of acceleration sprints, in-out sprint, and controls have significant
difference to the increase of speed and agility. Acceleration sprints exercise give
better results than in-out sprint for the speed of male students of fourth semester class
of 2014, the Department of Health Physical Education and Recreation, Faculty of
Sports and Health, Ganesha Education University Singaraja. However, in-out sprint
gives better results than acceleration sprints to the agility of male students of fourth

326
 semester class of 2014, the Department of Health Physical Education and Recreation,
Faculty of Sports and Health, Ganesha Education University Singaraja.
It can be seen from the acceleration sprints which is done with fast gradual
sprint, while in-out motion exercises sprint there is a movement to slow down the
running speed.
Acceleration sprints practice is effective to train step frequency, stride, and
minimizing the risk of injury. So, long strides in sprinting will affect the effectiveness
of running speed (Gunawan, 2013). While in training in-out sprint speed, while
running is not gradual and no movement to slow down the running speed.

CONCLUSION
Summary
Based on the research and discussion described in the previous chapters, the
research conclusions can be stated as follows:
1. There is significant effect of acceleration sprints exercise towards speed and agility.
2. There is significant effect of in-out sprint exercise to the speed and agility.
3. There is significant difference of result between the acceleration sprints and in-out
sprint towards agility, but no difference of result in speed.

REFERENCE
Ambara, I Kayan Agus Widia. (2011). Perbandingan Pengaruh Metode Latihan
Acceleration Sprints, Hollow Sprints, dan Repetition Sprints Terhadap
Peningkatan Prestasi Lari 100 Meter Ditinjau Dari Kekuatan Otot Tungkai. Tesis.
Surakarta: Program Pascasarjana Sebelas Maret.
Greg Gatz. (2009). Complete Conditioning for Soccer: Greg Gatz.
Lakshmikrishnan, R dan Silvakumar, K. (2013). “Effect Of Weight Training And
Plyiometric Training On Strength Endurance And Leg Strength”. International
Journal of Health, Physical Endurance and Computer Science in Sport. Vol. 11.
No. 1. pp. 152-153.
Manikandan. S. (2014). “Efficacy Of Acceleration Sprint Training On Speed Performance
of Inter Collegiate Athletes”. Asian Journal of Physical Education and Computer
Science in Sports. Vol.11. No.1. pp.4-5
Patricia A. Deuster. Pierre A. Anita Singh. (2013). The U.S. Navy Seal Guide to Fitness
and Nutrition. Skyhorse Publising Company
Paul Gamble. (2012). Training for Sports Speed and Agility An evidence-based approach.
Prepress Projects Ltd, Perth, UK.
Sukadiyanto dan Muluk. (2011). Pengantar Teori dan Metodologi Melatih Fisik. Lubuk
Agung Bandung.

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THE IMPLEMENTATION OF HIDRATION PROGRAM IN BADMINTON
ATHLETES OF EAST JAVA PPLP
Kunjung Ashadi1
1
State University of Surabaya
1
kunjungashadi@gmail.com,

Abstract
The routine during exercise performed in Badminton of East Java PPLP still focused on technical
aspects. Yet to achieve optimal performance non technical aspects should also not be
underestimated and taken lightly. One of the non technical aspects were about the hydration needs
of athletes. The purpose of this study was to determine the percentage of the risk of dehydration on
athletes experienced lifestyle patterns of hydration has been done, determine the average value of
hydration and the classification of the hydration on athletes before and after getting hydration
program. The type of research was the study of sports action. The data obtained was quantitatively
obtained through the answers to the hidration questionnaire and the average data urine check result
of the athletes. The results of the study concluded that 70% badminton athletes of East Java PPLP
got risk of dehydration based on patterns and lifestyles that done, before getting the hydration
program badminton athletesof East Java PPLP had moderate dehydrated with an average value of
4.9 and after getting the hydration program badminton athletes of East Java PPLP werehydrated
well with an average value of 1.6.
Keywords: dehydration, hidration, athletes.

INTRODUCTION
Badminton is a popular sport in Indonesia. Besides popular in the eyes of the public as
part of a recreational sport, the Indonesian state has long been known as the country's
powerful victory over world level. In addition, Indonesia has a history that is shiny on the
world level in this sport. but unfortunately the sport of badminton achievement through a
phase up and down and inconsistent. This is important thing to watch out for and be
considered because the sport of badminton is a sport that has fused as reliably sport in the
eyes of the people of Indonesia.
In connection with this and the fact that the improved performance sport is vital, then
the deputy of sport, Science and Technologi the ministry of youth and sports Republik of
Indonesia has prepared a program to support the achievement of the performance
improvement. One of the programs was made by the implementation of assistance
programs in the branches of the sport featured in the area. One of them was the PPLP
badminton East Java.
Based on the discussions withthe badminton coachs of East Java PPLP it was known
that during the training process more focused on the technical stages of the exercise.
Technical phase often become forgotten. One was about the adequacy of fluids or
hydration. Based on the results of the study of literature known that hydration is a thing
that should not be forgotten in the process of training and have a role no less important
and should not be overlooked in efforts to support the achievement of optimal
performance.
The problems on Badminton of East Java PPLP was hydration aspect for athletes has
not been touched by the coach in order to support and complement the non-technical
aspects to support the sport achievement.
The purpose of this study was to determine:
1. The risk percentage of dehydration experienced by athletes based on hidration lifestyle
and patterns that has been done
2. The value and classification of early hydration of the athletes before getting a hydration
program

328
3. The value and classification of early hydration of the athletes after getting a hydration
program
The benefits derived from this research program for athletes and coaches was to
improve understanding of the importance of science and real applications adequacy of
body fluids in order to support efforts to achieve optimal performance.

METHOD
The type of research was adopt action sports (sports action research). Assistance
program was given the application of the hidration model to badminton athletes of East
Java PPLP through collaboration of researcher and coaches. The research was held in
October until November 2015 takes place in East Java Badminton PPLP at Dieva Stadium
Ngampelsari Village Candi District in Sidoarjo East Java.
Subjects of the research were 10 badminton athletes of East Java PPLP. The data
types in this research was primary data, mixing between quantitative and qualitatif data.
Quantitative data was came from the athletes answer of hidration questionnaire with
Guttman scale, qualitative data was got from wawancara with the athletes and coaches.

RESULTS AND DISCUSSION

Hydration program is a program to determine the adequacy of body fluid status of
each athlete. It was important to given to the badminton athletes of PPLP because so far
they have not gained scientific knowledge about the importance of hydration or adequacy
of fluid and danger, caused by dehydration, both short term and long term. The initial
steps in the hydration program are asking to the badminton athletes to fill out a
questionnaire honestly about the hydration patterns and habits of life which they did that
was associated with the conclusion of the adequacy of body fluids as well as the risk of
dehydration.
Results of analysis data showed that 70% badminton athletes of PPLP had a great
risk of dehydration by their patterns and lifestyles of the hydration did during the time.
Only 30% of athletes who had good patterns and habits of hydration. This shows that the
majority of badminton athletes of East Java PPLP not had a good pattern of hydration,
and they had the potential to became dehydrated in the their daily routine activities.
To ensure and learning more facts about this case, then the urine samples were
taken to determine the dehydration status of the athletes. Based on the results of the first
time hydration sampling using urine samples of athletes known that the majority of
athletes was experiencing a shortage of body fluids or dehydration. Data show that the
majority of athletes hadmoderate dehydrated. This was showted by data that 50% of
athletes were moderate dehydrated moderate, 10% of athletes had severe dehydration and
10% of athletes had light dehydrated 10%. Only 20% of athletes who had a good level of
hydration.
In the second time urine sampling on the athletes PPLP performed incidental to
knowed that the results of urine obtained really reflect the situation of natural hydration
owned by the athletes. Results of urine checks showed 80% of athletes have had sufficient
good fluid, rest only 20% experiencing mild dehydration. This shows that the majority of
the athletes change of attitude and positive behavior exhibited in regulating the adequacy
of body fluids.
As in the urine sampling at the second session on top, then a third sampling the
urine sampling schedule also suddenly done so athletes did not know the timetable on this
urine test. This policy was taken to indeed reflect the real conditions.In urine test during
the third week knowed that 90% of athletes have had sufficient good fluid, only 10% are
experiencing mild dehydration. This wss an achievement that must be appreciated in a

329
hydration program.As in the urine sampling at the third session of the above, the fourth
sampling the urine sampling schedule also suddenly done so athletes did not know the
timetable on this urine test. This policy was taken to indeed reflect the real conditions.The
evidence suggests an increase in the quality of hydration of athletes. This was
demonstrated by the fact that in the first week in urine color indicator value reached 4.9,
which means that on average the athletes had moderate dehydrated level. In the second
week there were improvements in the quality of hydration of athletes indicated with a
value of 2.5, which means the athletes have done well hydrated and dehydrated again. In
the third week seen an increase in hydration compared to the second week represented by
the numeral 2, which means the color of the urine of athletes increasingly clear that a
positive sign of hydration. In the end, in the fourth week of urine color indicator reached a
value of 1.6 means that indicates that the color of urine was more clear and better
hydration levels than in the third week.
In this program, the companion perform a series of work patterns in the weave
proper hydration patterns for athletes. Based on the results of oral discussions with
badminton coach of East Java PPLP then escort given advice in order to communicate or
convey ideas to the athletes should use simple language and easy to understand. It also
should pay attention to the character of their age so that a companion can be well received
by the athletes. Feedback given by the trainer was a valuable asset in running the program
physiological recovery so that in each phase of the work, both in situations of lectures,
demonstrations, giving examples and making brochures about hydration, the use of
language, explanations and practice simple and easily understood by the layman with
expectations the athletes were able to understand well the program was given.
The first step was to do the work was a literature search and images relating to
hydration program. In this stage it was important to find a link between hydration and
benefits for athletes. It was also important to find a link between dehydration with losses
caused for athletes. After literature and the images associated with the program are met
hydration phases of work entered in the next step.Next was the preparation of a
questionnaire on the hydration for athletes. The questionnaire was drawn up to determine
the adequacy of the pattern of fluid they regularly do during this time. Through this
questionnaire it will be known whether athletes badminton PPLP Java has had a pattern of
good hydration or just have a pattern of fluid deficiency who are at risk of dehydration.
At a meeting with the badminton athletes and coaches of East Java PPLP then
distributed the questionnaire hydration in order to obtain a picture of the pattern of the
athletes hydration. Before athletes perform filling the questionnaire, the companion to
provide guidance on the procedures for filling the questionnaire and asked the athletes to
give an honest answer to the facts and the routine on the pattern of body fluids for which
they did. In the process of filling out the questionnaire, companion always alert in area in
order when athletes need help or want to ask anything related to filling the questionnaire.
Based on the results of oral unstructured interviews with badminton athletes of
East Java PPLP Java it was known that they did not much understand about all things
related to hydration. Eg loss caused by dehydration for athletes, how to calculate a modest
amount of body sweat lost during exercise and time to replace the body fluids as well as
check the color of urine as an indicator of the level of hydration.
Added also based on the conclusions of hydration questionnaire answers given in the first
week, it was known that 50% of athletes have a pattern of body fluids that are at risk of
dehydration.This is a problem that must find a solution, because with these habits, the
athlete susceptible to dehydration. There are many negative effects of dehydration for
athletes. Physiologically, when the body loses 2-3% of body fluids there will be a decline
in physical function, not only that despite losing 1% liquids only due to dehydration, it

330
will bring negative impact on the regulation of body temperature during exercise
(Shirreffs, SM 2003, Maughan & Murray, 2001). Besides dehydration also causes a
decrease in stroke volume to 200 ml, and increased heart rate (Gonzalez-Alonso et al,
1997).
In addition to losses on the physiological side so dehydration also provide
psychological disadvantage for athletes. When the body loses fluids by 5%, then the
athlete will be easier to get angry, feel tired, tense and uncomfortable (Hall and Lane,
2001). A similar impact was also felt when the athlete was 4% fluid loss through sauna
activity (Koral and Dossevile, 2009).
The impact caused by dehydration on exercise performance, in addition to those
mentioned above is the decreased ability of the body's reaction and concentration, delays
in decision-making and increase the risk of sports injuries (O'Brien, 2014). In the instance
field conditions known that dehydration of 3-4% led to a decrease in power by 3% (Smith
et al, 2001).The opposite of dehydration is overhydration. Condition where a person drink
water with excessive amounts that cause a disruption in the body can be referred to as
overhydration. Symptoms and disorders that one feels as a result of overhydration include
mood disorders, feeling confused, feeling like vomiting, stomach cramps, decreased
physical motor skills and in terms of the very extremes of the increased risk of death
(ACSM, 2014). Therefore, it is important to achieve the ideal condition is not dehydrated
and also did not experience overhydration.After going through a series of planned work
pattern from week to week, the program hydration given to the athletes managed to
reduce the dehydration of athletes and ultimately the athletes achieve sufficient and good
body fluids condition. At the end of hydration program has been able to achieve the
expected target which athletes had a good level of hydration in an effort to support the
achievement of optimal performance.

CONCLUSION AND SUGGESTION

1. 70% of badminton athletes of East Java PPLP had risk of dehydration based on
hydration patterns and lifestyle.
2. Before getting hydration program badminton athletes of East Java PPLP hadmoderate
dehydrated level with value of 4.9.
3. After getting a hydration program badminton athletes of East Java PPLP had well
hydrated with a value of 1.6.
Suggestion for coaches and athletes that is important to consider the adequacy of fluids
before, during and after exercise because the adequacy of body fluids will affect sports
performance in supporting the achievement of optimal performance.

ACKNOWLEDGMENT
This research was funded by the the Deputy of Sport, Science and Technology -
The ministry of youth and sports - Republik of Indonesia. This research can be resolved
properly with the direction and guidance from Prof. Dr. H. Hari Setijono, M.Pd and Drs.
Imam Marsudi M.Si.

REFERENCES

ASCM. 2014. Hidration. (Online), https://www.acsm.org/docs/brochures/selecting-and-

effectively-using-hydration-for-fitness.pdf 2014 diakses pada 27 Juni 2015.
González-Alonso, J., Ricardo Mora-Rodrıǵ uez, P., R. and Coyle. E. F. (1997)
Dehydration markedly impairs cardiovascular function in hyperthermic

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 endurance athletes during exercise. Journal of Applied Physiology April 1, 1997
vol. 82 no. 4 1229-1236
Hall, C.J. and Lane, A. M., 2001. Effects of Rapid Weight Loss on Mood and
Performance Among Amateur Boxers. Br J Sports Med; 35:390–395
Halson, S, Burke, L, Schonfeld, A, Hiskins, B, Roswell, G, and Cooper, B 2004.
'Guidelines for recovery', in Australian Team Medical Services Manual: Athens
Olympics 2004:62-72.
Koral, J. and Dosseville, F. 2009. Combination of Gradual and Rapid Weight Loss:
Effects on Physical Performance and Psychological State of Elite Judo Athletes.
Journal of Sports Sciences, 27:2, 115-120.

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 EFFECT OF HIGH INTENSITY AND LOW INTENSITY PLYOMETRIC
TRAINING TOWARD LEG MUSCLE STRENGTH AND EXPLOSIVE
POWER
Lalu Moh Yudha Isnaini
Universitas Nahdlatul Ulama NTB

ABSTRACT
A good planning with right targets which include physical, technique and mental preparations are
needed in achieving goals. This research is aims to get general information about the implication of
plyometric training with high and low intensity toward the enhancement of leg muscles strength and
explosive power.This experimental research uses randomized controled group pretest and posttest design
plan. This research uses 45 persons as population where 15 persons from sample group I (one) are given
high intensity plyometric training whereas 15 other persons in sample group II are given low intensity
training. In this research based experiment, leg dynamometer is used to measure the strength and vertical
jump test is used to measure explosive power. The result of this research shows that high and low intensity
plyometric training have significant influences toward enhancement muscle strength and explosive power.
Plyometric with high intensity is more effective in improving muscle strength and explosive power.
Key Word: High Intensity and Low Intensity Plyometric Training, Leg Muscles Strength and
Explosive Power.

INTRODUCTION
Athlete‟s performances are the accumulation of physical, tactical, technique and
mental quality. These four aspects play important roles thought each aspect have different
specific percentage depend on the condition and one‟s capcapability. Physical power, in
sport, signify biomotoric capability or fitness component which is needed by the
sportsman due their sports. Physical fitness is the base of achievement. Physical condition
is an important aspect supporting triumph in every competition (Kusnanik and Isnaini,
2015). Physical training is the base of every training program. Without a good physical
condition, it will be hard to build up other components (Bomba ad Half, 2009). Every
sport needs different type and physical condition component, but every sport needs
strength component (Bompa, 1999).
Teori of training is a wide sector. Due to training is a profession, trainers are
expected to train based on the existed professional standart. One of basic standart in
training says that training should be given in tune with scientific development in the field.
Therefore, it is significant for trainers to be opened toward researches which is written by
scientists in sport science. Good mastery of technique, tactic and mental without any
support from physical condition will not bring the training to its maximum result. Regular
physical training can help enhance the capability to develop technique in game. General
physical compenent covers power, durcapability, speed and mallecapability whereas
specific physic component covers explosive power, reaction, coordination, accuracy and
balance.
One method that can be used to enhance the quality of muscle using own body as the load
is plyometric training method. This method became unique due to its strong muscle
contraction as a responce of dinamic loading or prompt strain from involved muscles
(Radcliffe & Farentinos, 1985). Plyometric training share the same objective as other type
of training that enhance the strength. According to Chu (2013), plyometric is a training
method that is used by athlete to increase muscle strength and explosive power. While
Rimmer and Sleivert (2000) signify plyometric as a method that develop mucles strength
capability to produse power in high speed.
In plyometric training, muscles undergo a quick extension followed by stretch-
shortening conraction, by using elastic energy which is stored during streching phase

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(Vaczi, 2013). Plyometric training has assigned as a training method that enhance the
capability of muscles (Impelizzery, 2008). In basketball game, the capability to generate
muscles strength is considered substantial to win (Janeira, 2008). Plyometric is training
method that is used in almost every sports to increase strength and explosive power
(Villareal dkk, 2010). High and low intensity plyometric training is an important part in a
training program. A research conducted by Sankey in 2008 mentions that plyometric
training with different level of intensity can boost the explosive power of leg muscles.
However, there is no significant differences between those two training. Plyometric
training with high and low intensity can enhance explosive power and isometric
contraction (Shankar, 2008). Asadi and Arazi, 2012, said that high intensity plyometric
training can improve balance, speed, mellecapability and explosive power. Nevertheless,
most researchers believe that high intensity plyomeric training has bigger impact muscle
strength and explosive power on the athlete (Villareal dkk, 2008).
Based on the explanation above, the writer is interested to conduct a research
studying effectivity of high Intensity and low intensity plyometric training method toward
the enhancement of leg muscles strength and explosive power. Therefore, this research
aims to find out the effects of high and low intensity plyometric training toward leg
muscle strength and explosive power.

MATERIALS AND METHODS

Research design and strategy
Based on the objectives in this research that want to investigate differences
between high and low intensity plyometric training method towards legs muscles strength
and explosive power. The writer suggests Randomized Controled group Pretest-Posttest
design as method of this experiment. (Maksum, 2012)
Table 1 Randomized Controled group Pretest-posttest Design
Group Pretest Treatment Posttest
Group 1 T1 Group 1 X1 T2 Group 1
Group 2 T1 Group 2 X2 T2 Group 2
Group 3 T1 Group 3 - T2 Group 3

T1 : Leg Muscles Strength and Explosive PowerPretest

T2 : Leg Muscles Strength and Explosive Power Posttest
X1: Training group 1 : Plyometricwith High Intensity
X2: Training group 2 : plyometricwith Low Intensty
Population and sample
This research uses 45 male students of SMKN 8 Mataram as population. Those 45
students are selected from basketball club in the mentioned school. Random sampling is
needed to decide number of samples that is suitable with group that will be given
treatment. Sample will be divided into 3 groups. Sample assignment to each group is done
randomly. Each group consist of 15 student.
Procedures
This research is conducted in 8 weeks with 24 times of meeting or 3 times of
meeting each week. To clarify this plyometric training in this research.
Group 1 High Intensity Plyometric
1. Double leg hop progression
2. Single leg hop progression
3. Singgle leg tuck jump

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Group 2 Low Intensity Plyometric
1. Split squat jump
2. Cycled split squat jump
3. Squat jump

Instrument
1.Strength measurement uses back and leg dynamometer (Menegpora, 2005)
2. The measurement of leg muscles explosive power uses Jump DF.

Anslysis
In accordance with hypothesis and method that is used in this research, t-paired
sample test is consideres the best fit to analyse statistic datas to get pictures of the impacts
of high and low intensity plyomeric training towards the enhancement of strength and
explosive power of leg muscles of basketball players. The refusal of hypothesis at pada
α= 0,05. Hypothesis one to four compare two samples while hypothesis five and six use
Analisys of varians (Anova) with significance standart at 5 %.

RESULT
Effect of High Intensity Plyometric Training Toward Muscle Strength and Explosive
Power
1. Power of leg muscles.
Based on calculation result using T-Test as shown in Paired Sample Test table, the
result of tcalculation is 7.376 with significancy level (P) at 0,00. Since significance level
(P) is lower than alpha (0.00 < 0,05) it can be concluded that high intensity plyometric
training increases muscle strength.
2. Explosive power
Based on calculation using T-Test in Paired Sample Test table, the result of thitung is as
big as 15.590 with significance level (P) at 0.00. As the significance level (P) is lower
than alpha (0.00 < 0,05), it can be concluded that high intensity plyometric training
increases explosive power.

Effect of Low Intensity Plyometric Training Toward Strength and Explosive Power
1. Based on calculation result using T-Test as shown in Paired Sample Test table, the
result of tcalculation is 8.879 with significancy level (P) at 0,00. Since significance
level (P) is lower than alpha (0.00 < 0,05) it can be concluded that low intensity
plyometric training increases strength.
2. Based on calculation using T-Test in Paired Sample Test table, the result of thitung
is as big as 12.762 with significance level (P) at 0.00. As the significance level (P)
is lower than alpha (0.00 < 0,05), it can be concluded that low intensity plyometric
training increases explosive power.

Differences Effect of High Intensity and Low Intensity Plyometric Training Toward
Muscle Strength
1. To ascertain the differences of these two trainings, further test of LSD is needed to
be taken. In this advanced test, mean difference between high and low intensity
plyomeric training is as much as 3.55333 with significance level (P) at 0.048 meaning
there is a significant different between these two treatments. This difference signify
that high intensity plyometric training program is more effective in increasing strength
when compared with low intensity plyometric training program.

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 2. The difference of leg muscles strength between experiment group I and controled
group is as much as 10.14000 and significance level (P) at 0.00, meaning there is a
significant difference between these two group. This difference signify high intensity
plyometric training program as more effective in increasing leg muscles strength
compared with controled group.
3. The difference of strength enhancement between low intensity plyometric group and
controled group is as mush as 6.58667 with significance level (P) at 0.00, meaning that
there is a significant difference between those two group. This difference signify low
intensity plyometric training as more effective in increasing leg muscles strength
compared with controled group.
Table II
F Variabel Muscle Strength
F Muscle Mean
Variation Df Sig. Information
Strength Square
Between Groups 2
Within Groups 42
17.417 0,000 Significance
397.075
Total 44
22.798

Differences of Effect of High Intensity and Low Intensity Plyometric Training

Toward Explosive Power
1. To ascertain the differences of these two trainings, further test of LSD is needed to
be taken. In this advanced test, mean difference between high and low intensity
plyomeric training is as much as 1.32200 with significance level (P) at 0.00, meaning
there is a significant different between these two treatments. This difference signify
that high and low intensity plyometric training program show different result toward
explosive power.
2. The difference of explosive power between experiment group I and controled group
is as much as 2.57067 and significance level (P) at 0.00, meaning there is a significant
difference between these two groups. This difference signify high intensity plyometric
training program as more effective in increasing explosive power compared with
controled group.
3. The difference of explosive power between experiment group II with controled
group is as mush as 1.24867 with significance level (P) at 0.00, meaning that there is a
significant difference between those two group. This difference signify low intensity
plyometric training as more effective in increasing explosive power compared with
controled group.

Tabel III
Ringkasan F Variabel Explosive Power

F Mean
Variation Df Explosive Square Sig. Information
Power
Between Groups 2
Within Groups 42
39.530 0,000 Significance
24.788
Total 44
.627

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DISCUSSION
Hypothesys examination about the impact of plyometric training toward muscle
strength and the capcapability of kicking showing the group which is given high intensity
plyomeric training as the best among other object groups. It can be seen from mean gain
score of leg muscles strength of the high intensity plyomeric training group. The group
which is given high intensity training treatment scored 12.53 while the group with low
intensity training treatment scored 8.89 and control training group scored 2.39.
Furthermore, the group with high intensity training treatment scored 3.35 in explosive
power while low intensity training group and controled group each scored 2.03 and 0.78
in explosive power. This result shows that the group which is treaten with high intensity
training is superiorly better that two other groups which is treaten with low intensity
plyometric training and controled group.
Having good strength and explosive power is fundamental component that have to
be possessed by an athlete. In the case of baskeball game, many movement need
acceleration power and explosive power. Clarke and Suharjono (2009) say that strength is
a the main component in winning a game. Muscle‟s strength is an capability to maximize
power of force (Villareal dkk, 2010).
To develop strength and explosive power of leg‟s muscles by using plyometric
training method, a coach should aware of the intensity of training and load that is used.
This method is known as training method that enhance leg muscles strength.
Considering subject samples as students or novice player, external factors are
possibly predisposed toward two main factors this research focused on. Even though this
research faced several limitednesses, through this research, the writer wish to provide
informations related to the impacts of plyometric training method towards leg muscles
strength and explosive power.
Based on definition above, it can be said that high and low intensity plyometric
training each has significant impact toward strength and explosive power. This result is
supported by a research (Sankey dkk, 2008) which said that both plyometric training can
increase strength and explosive power of leg muscles (Shankar, dkk, 2008) This result
that high and low intensity plyometric training each has significant impact toward
explosive power and ability of contraction.
High intensity of plyometric training showed the best result compared with low
intensity one and training in controled group. This result gives further acceptance toward
the research conducted by Beiler (2014) showing that high intensity training as a part of
early rehabilitation which contributed to faster recovery of leg muscles compared with
low intensity training without giving harms to the joints (Asadi and Arazi, 2012).
Plyometric training with high intensity can increase balance, mallecapability, vertical
jump, and sprint speed (Shankar, dkk, 2008). Plyometric training with high intensity is
more effective in increasing explosive power and isometric contraction compared with
low intensity training (Asaitambi, dkk, 2014). Therefore, plyomeric training with high
intensity is better than low intensity training in increasing strength and explosive power.

CONCLUSION
Based on the result of this research, it can be concluded that:
1. High intensity and low intensity plyometric training can each increase strength and
explosive power of leg muscles.
2. Plyometric training with high intensity can enhance muscle strength and explosive
power better that plyometric with low intensity.
3. Both high and low intensity plyometric training method have better impacts in
increasing strength and explosive power compared with controled group.

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RECOMMENDATION
Considering the conclusions above, the writer recommend:
1. In increasing athlete‟s physical and technical capability, coaches should set an
objective training program.
2. Coaches can take high intensity and low intensity plyomeric training program as
consideration in increasing strength and explosive power of their athletes.

REFERENCE
Asadi,A.,and Arazi,A. 2012.“Effects of High Intensity Plyometric Training on Dynamic
Balance,Agility, Vertical Jump and Sprint Performance In Young Male Basketball
Players”.Journal of Sport and Health Research. 2012, 4(1):35-44.
Asaitambi,T., Sundararajan,S., Parthiban, I. 2014. “Effect of Different Intensities of
Plyometric Exercises on Explosive Power of Collegiate Athletes” Star
PhyEdn.Vol.2Issue 1.04.(2014)
Bieler,T., Sobul,N,A., Andersen, Kiel,P.,Lofhom, P.,Aaagard, P.,Magnusson,
Krogsgard,M.R.,Beyer, N. 2014 “The Effects of High Intensity Resistance
Training On Leg Extensor Power and Recovery of Knee Function After ACL-
Recontruction” BioMed Research Internasional Volume 2014 ID 278215.
Bompa, O. T. 1999. Theory and Methodology of Training. Toronto:Mosaic Press.
Bompa, and Haff,G, 2009. TheoryandMethodology ofTraining. United States : Human
Kinetics.
Chu, D,A.,and Myer, G,D., 2013. Plyometrics. United States : Human Kinetics.
FIBA. 2010. Peraturan Resmi Bola Basket. Jakarta : Perbasi.
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Impillizeri, F. M., Rampinini, E., Castagna, C., Martino, F., Fiorini, S., & Wisloff, U.
2008. “Effect of plyometric training on sand versus grass on muscle soreness and
jumping and sprinting ability in soccer players”. Br J SportsMed., 42: 42-46.
Janeira A. A.S.M. 2008. “Effects of complex training on explosive strength on adolescent
male basketballplayers”. Journal of Strength & ConditioningResearch. 22(3):
903-909.
Kusnanik, N,W., Isnaini,L,M,Y. 2015.”The Effect of Single Leg Hop Progression and
Double Leg Hop Progression Exercise To Increase Speed and Explosive Power of
Leg Muscle. Sport Mont. UDC 796.015.53
Maksum, A. 2012. Metodologi Penelitian dalam Olahraga. Surabaya : Unesa University
Press.
Radclifee, JC, and Farentinos, RC. 1985. Plyometrics Human Kinetic. Illinois : Publisher
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Rimmer, E and Sleivert,G.,2000. “Effects of a Plyometrics Intervention Program on
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Sankey, P.S., Jones, P.A.,And Bampouras,T.M .. 2011. “Effects Of Two Plyometric
Training programmes of different Intensity n Vertical Jump Performance In High
school athletes”Serbian Journal of Sports Sciences 2008, 2(1-4): 123-130.
Shallaby, H.K. 2010. “The Effect of Plyometric Exercises Use on the Physical and Skillful
Performance of Basketball Players”World Journal of Sport Sciences, 3 (4): 316-
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Shankar,R.,Rajpal,H.,Arora,M.,“Effect of High Intensity and Low Intensity Plyometric on
VerticalJump Height and Maximum Voluntary Isometric Contractionin Football

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Plyometric Training Program Improves Strength, Power and Agility in Male
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 THE EFFECTIVE GEAR RATIO AND THE HIGH CLIMBS TO A
MAXIMUM SPEED FOR NOVICE CYCLISTS

Mahmud Yunus
Program Studi Ilmu Keolahragaan Pascasarjana Unesa
E-mail:mahmud.marias@gmail.com

ABSTRACT
This research aims is to identify and analyze the differences influence the effective gear ratio and
the gradients to a maximum speed route for novice cyclists on the gear ratio 1a (53x17), 1b (53x19), and 1c
(53x21) for route gradients 5% gear ratios 2a (39x17), 2b (39x19), and 2c (39x21) for route gradients 7,5%
gear ratios 3a (39x21), 3b (39x23), and 3c (39x25) for route gradients 10% in Malang East Java.
Keywords; gear ratios, gradient, novice cyclists.

INTRODUCTION
It‟s important to know and understand for a cyclist in preparing the set up of the
bike in gear ratio that matches with the condition of the path or route will take. In the
rules of the race issued by the union of the racing world or Union Cycliste Internatinale
(UCI) there‟s a limitation on the maximum for the novice cyclist in using the set-up
gear ratio is 52 (front) / crank and 16 (rear) or sprockert or terms or other designations
gear ratio 6.93 (UCI, 2013: 77). Novice cyclist is only allowed to use the gear ratio
under these conditions, certainly adjust to the wishes racer based on the condition of
individual racers. Some of the things that often happens on the field one cyclist less less
to know and even do not know about the condition of the track and set up bicycle gear
ratio suitable / appropriate to the physical condition of the racer.
The main components to drive the bike is a combination of the front gear (crank)
and a rear gear (spocket) which is connected by a chain (chain) with the stroke (crank)
human power (racers) to spin the wheel. Modern racing bikes have some combination
of velocity (speed), it is marked with the number of multiple platters gear in the back
(spocket) until 10-11 speed and second disc blades at the front (crank) are toothed 53
and 39.
Syncronization of selection gear ratio is so complicated (because it involves
many tools) route faced (varied including slope) a challenge in itself for the drivers,
therefore habituation and automation in play (move) the use of gear ratio becomes
inevitable by extending the exercise which becomes mandatory duty for the racers.

METHOD
This type of research, this study views of its kind entered into quasi-
experimental research (quasi experiment), because in this study researcher was not
able to control all free variable that can affect the dependent variable. This study
views of the approach taken, this study uses a quantitative approach.
The study design, in this study there are three kinds of gear ratio is the ratio gir
1 (a, b, c), 2 (a, b, c) and 3 (a, b, c) and there are three levels of incline route is high
ramp 5%, 7.5%, and 10%, because the study subjects consisted of just one group and
subject to experiment repeated with variations in the use of a high gear ratio and
varying inclines, then the research design using a cross-over design. Research subjects
in this study 10 novice cyclists who have the characteristics such as; (1) male, (b) aged
between 14-16 years (beginners), (3) status as a racer bike.
The data analysis technique used to test the statistical hypothesis proposed in
this study using the technique of analysis of covariance (ANACOVA). If there is a
difference from the analysis of covariance (ANACOVA) followed by LSD (Least

340
 Significant Different) with α = 0.05%.

RESULTS AND DISCUSSION

Speed Racer Bike On These Route Climbs 5%

Table 1. Summary of Novice Speed Racer Bike Beginner AnacovaOn Route Climbs 5%
Sumber Keragaman Jumlah/Kuadrat db Kuadrat Tengah F Signifikansi
CorrectedModel 7399.950a 6 1233.325 10.849 0.000
Intercept 1472.418 1 1472.418 12.953 0.002
rasio_gear 1295.133 2 647.567 5.697 0.010
bike_race 2124.329 1 2124.329 18.687 0.000
Sprint 224.425 1 224.425 1.974 0.173
VO2_max 1566.066 1 1566.066 13.776 0.001
Leg 2341.373 1 2341.373 20.597 0.000
Error 2614.576 23 113.677
Total 10014.526 29

Based on the statistical test Anacova, the effect of the use of bicycles and gear
ratio of the speed of the physical condition novice cyclists on route climbs 5% can be
interpreted as follows. On the use of bicycles used gear ratio novice cyclists obtained
p-value less than 0.050 (p <0.050) with Sig. amounted to 0,010.
In other words, use a different gear ratio affects the resulting maximum speed
cycling novice cyclists on route 5% incline. For determine the maximum cycling
speed difference generated by various types of gear used on steep 5% used LSD
different test (BNT) as shown in Table 2 below:

Table 2. Result Different Test (LSD)

Rasio Gear Rata-Rata Notasi (BNT5%)
53x17 208,284 a
53x19 209,075 a
53x21 222,116 b

Based Test BNT is known that the use of gear ratio that has a different
notation is the use 53x21 gear ratio this indicates that the use of gear ratio 53x21
produce the most different speeds (slowest) and significantly with both the use of other
gear ratio, which has the same notation that indicates that there is no significant
difference in maximum speed generated by the use of gear ratio 53x17 and 53x19.
According to the table one can also note that the use of bicycle gear ratio that results in
the highest maximum speed (fastest) is the use of 53x17 gear ratio.
Speed Racer Bike On These Climbs 7.5%

Table 3. Summary of Novice Speed Racer Bike AnacovaOn Route Climbs 7.5%
Sumber Keragaman Jumlah Kuadrat db Kuadrat Tengah F Signifikans
CorrectedModel 18647.861a 6 3107.977 9.854 0.000
i
Intercept 2523.856 1 2523.856 8.002 0.010
rasio_gear 2959.730 2 1479.865 4.692 0.020
bike_race 4935.933 1 4935.933 15.650 0.001
sprint 352.832 1 352.832 1.119 0.301
VO2_max 6726.198 1 6726.198 21.326 0.000
leg 2385.896 1 2385.896 7.565 0.011
Error 7254.308 23 315.405
Total 25902.169 29

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 Based on the statistical test Anacova, the effect of the use of bicycle gear ratio
and the physical condition of the speed of cyclists on route climbs 7.5% can be
interpreted as follows. On the use of bicycles used gear ratio novice cyclists obtained p-
value less than 0.050 (p <0.050) with Sig. amounted to 0,020.
In other words, use a different gear ratio affects the resulting maximum speed
cycling novice cyclists on route climbs 7.5%. To determine the maximum cycling speed
difference generated by various types of the use of gear ratio that is used on all grades of
7.5% used LSD different test (BNT) as shown in Table 4 below:

Table 4. Results Different Test LSD

Rasio Gear Rata-Rata Notasi (BNT5%)
39x17 266,022 a
39x19 260,478 a
39x21 283,766 b

Based Test BNT is known that the use of gear ratio that has a different notation is
the use 39x21 gear ratio this indicates that the use of gear ratio 39x21 produce the most
different speeds (slowest) and significantly with the use of other gear ratio, which has
the same notation that indicates that there is no significant difference in maximum
speed generated by the use of gear ratio 39x17 and 39x19. Based on Table 3 can be
seen also that the use of bicycle gear ratio that results in the highest maximum speed
(fastest) is the use of 39x17 gear ratio.

Novice Speed Racer Bike On These Climbs 10%

Table 3. Summary of Novice Speed Racer Bike AnacovaOn Route Climbs 10%
Sumber Jumlah Kuadrat db Kuadrat Tengah F Signifikansi
CorrectedModel
Keragaman 49958.860a 6 8326.477 10.261 0.000
Intercept 7849.361 1 7849.361 9.673 0.005
rasio_gear 1219.368 2 609.684 0.751 0.483
bike_race 21762.715 1 21762.715 26.819 0.000
sprint 0.010 1 0.010 0.000 0.997
VO2_max 11890.959 1 11890.959 14.654 0.001
leg 13976.062 1 13976.062 17.223 0.000
Error 18663.682 23 811.464
Total 68622.542 29

Based on the statistical test Anacova, the effect of the use of bicycle gear ratio
and the physical condition of the speed of cyclists on route climbs 10% can be
interpreted as follows. On the use of bicycles used gear ratio novice cyclists obtained p-
value is greater than 0.050 (p> 0.050) with Sig. amounted to 0,483.
In other words, the use of a different gear ratio has no effect on the resulting
maximum speed cycling novice cyclists on route 10% incline.

CONCLUSION AND SUGGESTION

In conclusion, to produce the maximum speed for the novice rider ISSI of Malang
City to face of the incline of 5% by using a 53x17 gear ratio , these gradient 7.5 % by
using a 39x17 gear ratio , and the route gradient to 10% by using a 39x21 gear ratio

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REFERENCE
Montgomery, C Douglas, 2001, Design and Analysis of Experiment, United State of
America, John Wiley & Sons, Inc. All Rigrh reserved.
UCI Regulation, 2013, Road RaceUCI Cycling Regulation.
UCI Regulation, 2014, Road RaceUCI Cycling Regulation.
Tour d‟ Singkarak, 2014. Race Manual Tour de Singkarak

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 THE EFFECT OF EXERCISE DRILL LADDER SINGLE, DOUBLE
PUNCH DRILL LADDER, LADDER SPEED RUN, RUN LADDER
STRIDE, CHEST PRESS, PRESS SHOULDER, LEG PRESS, LEG
EXTENSION OF THE EXPLOSIVE POWER
MUSCLE, STRENGTH, AND SPEED
Dr.Marzuki, M.Si
Sport Science, Graduate Program Surabaya State University, State University of Surabaya

ABSTRACT
Physical component is one of the most important factors in Determining the achievements in the
sporting world. Increased aspects of physical conditions such as speed and strength is very important to
improve the power output of muscles (muscle power output) and the ability of the athlete. Plyometrics has
many benefits for improving aspects of the physical condition of athletes, plyometrics exercise is defined as
physical activity that Allows the muscles reach maximum force in the shortest time short. The purpose of
this study was to Determine influence the ladder drill, trining weight of the explosive power of muscles,
muscle strength, and speed.
This qualitative research method using quasi-experimental research with a quantitative approach. The study
design was used four sample groups, each group was given a different treatment. Groups one and two
treated with hand and foot exercises using exercise Ladder. Groups of three and four were treated workout
using hand and foot Weight Training. The study population was male students Sports Coaching Education
of 2012. The design forces Including sampling probability sampling and the sampling technique used was
simple random sampling. The number of samples per each group are 9 people. The results Showed a
significant influence results single punch ladder drills drill (SPLD) and ladder speed run (LSPR) to power
the arm and leg, leg muscle strength and speed, except in the arm muscle strength. There is a significant
influence outcome double punch ladder drills drill (DPLD) and ladder stride run (LSTR) to power arm, leg
muscle strength and speed, except in the power leg and arm muscle strength. There is a significant influence
results of the exercise shoulder press (SP) and the leg press (LP) to the power arm, leg muscle strength and
speed, except in the power leg and arm muscle strength. There is a significant effect of exercise results
chest press (CP) and leg extension (LE) to the power arm and leg muscle strength, except the power leg,
arm muscle strength, and speed. Conclusion study, exercise and weight ladder trining have a significant
effect on the Increase in muscle explosive power, strength, and speed.

INTRODUCTION
The physical components is one of the most important factors in determining the
achievements in the sporting world, the need in the physical aspects in athletes rely
heavily on sport athletes themselves (Magni, 2006: 32). Many sports that require the
ability to issue a style or a great power with a relatively short time (Kawamori, 2004: 675-
684).
Discussion and debate by experts in the world of sport science is still happening
today and can be found in the literature to date, especially in the aspect of the exercise of
the most efficient in the development of speed and power (Valmor, 2005: 433-437).
Strength, speed and explosive power is the physical aspect of the most crucial in a sport
that there are many such movements change direction, acceleration and jump (Newton,
1997: 333-342). Boosting physical aspects such as strength and speed made with a variety
of training methods such as weight training, speed training, a combination of weight
training and speed training and plyometrics.
Studies on the results of research conducted by the author, found that the
comparison of the effectiveness of plyometrics and weight training exercises to improve
strength and speed components remains controversial to this day (Rahimi, 2005: 81-91).
Exposure of the observations described above, the researchers wanted to examine and
analyze more deeply about "Effect of Exercise Single Ladder Drill, Drill Double Punch
Ladder, Ladder Speed Run, Run Stride Ladder, Chest Press, Shoulder Press, Leg Press,
Leg Extension Muscles Against Explosive Power, Strength, and Speed."

344
METHOD
1. Research design
This research was Quasi Experimental design tests early and final tests (Pretest-
Posttest Design), of variable Single Ladder Drill, Double Punch Ladder Drill, Ladder
Speed Run, Ladder Stride Run, Chest Press, Shoulder Press, Leg Press, Leg Extension
against explosive muscle Power, Strength, and Speed

2. Population and Sample

The research sample numbering nine people have met the criteria for inclusion.
Furthermore, the sample is classified using a simple random sampling (Dahlan, 2010).

3. Research Instruments
The instrument used in this study is a measuring device in the form of: (1)
Stopwatch is a tool used to measure the speed, (2) Whistles, (3) Meter, (4) Camera, (5)
Blank Test, (6) The training program and attendance, (7) force Plate(Accupower) is used
to measure the explosive power leg muscle (8) Medicine Ball Throw used to measure the
explosive power of the arm muscles (9) Back and Leg Dynamometer is used to measure
the strength of leg muscles.

4. Data collection technique

The data obtained in this study is the result of a measurement before the test (pre-
test) and after the test (post-test) on the dependent variable (the explosive power leg
muscle, explosive power arm muscles, the muscle strength of arm, leg muscle strength
and speed) of the independent variable (single punch ladder drill, ladder speed run, a
double punch ladder drill, ladder stride run, leg press, chest and leg extension prss). the
data found in the tabulation, shown descriptively and subsequent analysis.

5. Data analysis technique

Data analysis research V.20.0 processed with SPSS program. with the following steps:

a. Test normality by the Shapiro-Wilk

The data found do test Shapiro-Wilk normality (p> 0.05

b. Test Homogenity
The data found do test homogeneity with Levene test (p> 0.05).

c. The t-test (Paired Sample t Test)

Manova test (p <0.05) to determine whether there is a difference of practice. If
there is a treatment effect after Manova test continued by Least Significance
Difference(LSD) to determine how much influence the best results from the
exercise.

RESULTS AND DISCUSSION

Based on the results of research on aspects of explosive power leg muscle, only in
the group X1 is a single punch ladder drill and ladder speed run that only had a
significant increase (0:02> 0.05 (p<0.05). In the aspect of explosive power arm muscles,
in all groups ( K1, K2, K3 and K4) found a significant increase, 0:00> 0.05 (p<0.05). on
the dependent variable in the form of a good strength in the lower body and upper body
was found the result that the most significant improvement in strength in all groups 00:00
< 0:05 (p<0.05).

345
Conclusions.
1. There is a significant impact workout results single punch ladder drill (SPLD) and
ladder speed run (LSPR) to power the arm and leg, leg muscle strength and speed,
except in the arm muscle strength.
2. There is a significant impact workout results double punch ladder drill (DPLD) and
ladder stride run (LSTR) to power the arm, leg muscle strength and speed, except in
the power leg and arm muscle strength.
3. There is a significant influence outcomes shoulder press exercise (SP) and the leg
press (LP) to the power arm, leg muscle strength and speed, except in the power leg
and arm muscle strength.
4. There is a significant influence outcomes chest press exercise (CP) and the leg
extension (LE) to the power arm and leg muscle strength, except the power leg, arm
muscle strength, and speed.
5. There is a significant difference single punch ladder training ladder speeddrill and
run with a double punch drill ladder and ladder stride run against muscle explosive
power, strength and speed.
6. There is a significant difference exercise shoulder press and leg press with the chest
press and leg extension on muscle explosive power, strength and speed.
7. There is a significant difference single punch ladder training ladder speeddrill and
run,a double punch drill ladder and ladder stride run,shoulder press and leg
press,chest press and leg extension on muscle explosive power, strength and speed.

REFFERENCE
Kawamori N, and Haff GG. 2004. "The Optimal Training Load For The Development of
Muccular Power".Journal of Strength and Conditioning Research (18): 675-684
Ramin A. Zahra H and AElmiyeh. 2014. "The effects of plyometric and resistance
training on explosive power and strength of young male volleyball players".
Annalus of applied sport science. (2): 45-52
E. Rimmer, and Sleviert G. (2000). "Effects of Plyometric Intervention Program on
Sprint Performance".Journal of Strength and Conditioning Research. 14: 295-301.
Valmor T, Leonardo Lamas, Roberto C, and Carlos Urigrinowitsch. 2005. "Short-Term
Effects on Lower-Body Functional Power Development: Weightlifting vs Vertical
Jump Training.
Newton, RU, AJ Murphy BJ Humphries. GJ., And Wilson. 1997. "Influence of load and
stretch shortening cycle on kinematics, kinetics, and muscle activation that Occurs
during explosive upper-body movements".European Journal of Applied Physiology.
(75) .333-342

346
 THE EFFECT OF WAVE SQUAT AND DOUBLE LEG HOP
PROGRESSION WITH A LEG PRESS AND CALF SITTING ON LEG
MUSCLE STRENGTH AND POWER

Muh Usba
Physical Education,Post Graduate Program, State University of Tadulako

ABSTRACT
Usba, Muh, 2015. The Effect of wave squat and double leg hop progression with a leg press and calf sitting
on leg muscle strength and power. Thesis. Sports studies program. Postgraduate. Universitas negeri
Surabaya. Supervisor: (I) Dr. Nining W. Kusnanin, M.Appl. Sc. (II) Dr. Oce Wiriawan, M. KesExercise is
an effort that must be done to obtain optimal results to improve performance in sports. Football is one
branch that is very popular, in national and international levels. To achieve good performance, it is
necessary to do exercises such as wave squat and double leg hop progression with a leg press and sitting
calf to increase leg muscle strength and leg power.The purposes of this research are to analyze (1) the effect
of wave squat to increase leg muscle strength; (2). Effect of double leg hop progression towards an increase
in leg muscle strength; (3) the effect of leg press exercise to increase leg muscle strength; (4) the effects of
exercise sitting calf to the power of leg muscles; (5) different effects of leg press and sitting calf to increase
leg strength; (6) different effects of wave squat and double-leg hop progression to the increase of the leg
power. The research target is students in football UKM in UNTAD, while the number of samples is 42
people.The type of research is quantitative with quasi-experimental methods. The design of the study uses
matching only design and data analysis using Anova. The data retrieval process performed by leg power
jump test DF and limb muscle power, uses back and leg dynamometer during the pretest and posttest.
Furthermore, the outcome data is analyzed by using SPSS 16.0 series.The results showed that there is a
significant difference between the wave squat compared to double leg hop workout progression in leg
muscle strength; with the Sig. 0,000 less than 0.05 (p <0.05). whereas for leg power there is a significant
difference between the leg press exercise when compared with calf sitting exercises to improve leg power
proved; with the Sig. 0,000 less than 0.05 (p <0.05)Based on the above analysis, it can be conclude that
there is an increase in leg muscle strength and leg power to each group after being given training from the
t-test. In addition, there are differences among the three groups, from the increase in leg muscle strength
and leg power through ANOVA test results.
Keywords:exercise, wave squat, double leg progression, leg press, sitting calf, leg muscle strength, and leg
muscle power.

Introduction
Chu ( 2013 ) define plyometric is technique exercise used by athletes in sports that
requiring the strength and power . Dangerous products baechle & amp; grove ( 2003: 27 )
the exercise of burden is a training exercise that uses burden to to improve the quality of
muscle someone to increase fitness . Regular exercise the burden on the cause to change
composition the body. The obstacles current in smes football is the lack of exercise the
physical condition of being applied by coach who uses and comparing exercise
plyometric and weight training to increase in the strength and power .During these
processes exercise was carried out conventional .Means of conventional this is every
athletes come to the field then perform a movement beginning with heating and directly
play ball .Therefore , exercise wave squat and doubles leg hops progression with leg press
and sitting calf never dilatihkan before. To the researchers interested to apply the wave
squat exercise program and double leg hop progression with a leg press and calf sitting
against an increase in leg muscle strength and leg power in soccer UKM students
Tadulako force in 2015.

347
Research methods
Type and design research
This type of research will be used in this research is quantitative experimental
method . The approach used in this study is quasi-experimental ( quasi experimental )
research design using a matching - only design .

Population and sample research

The population in this study are all UKM Tadulako For University football force
in 2015 numbered 42 people.
The division of samples per kolompok using ordinal pairing , by engineering
ordinal pairing , so that the sample in this study will be grouped as follows group A = 14
people were treated exercise wave squat and double leg hop progresion , group B = 14
people were treated exercise leg press and sitting calf . Group C = 14 as a control group
using techniques Z Score.

Research instruments
1. Kekuatan otot tungkai dengan menggukan back and leg dynamometer
2. Power leg muscles is to use a jump DF

Data analysis technique

Data analysis using descriptive statistical techniques and analyzed with the aid of a
computer program SPSS (Statistical Program For Social Science ) 17.0 .

Research result
hypothesis testing
To determine the effect of exercise and the double leg wall squat hop progresion
with a leg press and sitting calf, then step testing using the t-test in SPSS called a paired t-
test.
The difference can be seen from Mean difference. So from the Mean difference
memberian a significance difference in effect on the increase in leg muscle strength and
leg muscle power between the study groups. It can be known from the value Mean
difference, that the wave group and double-leg squat hop progresion more optimally
deliver increased leg muscle strength compared with the group sitting leg press and calf
and control. The following table test results Post Hoc Test leg muscle strength and leg
muscle power.
The results of the LSD post hoc test for variable leg muscle strength can be seen
in the following table:
Table Test Results Post-Hoc LSD Limb Muscle Strength
Kelompok Mean difference Signifikansi (p)
Eksperimen I Eksperimen II -1,6243 0,000
Kontrol 2,5929 0,000
Eksperimen II Eksperimen I 1,6243 0,000
Kontrol 4,2171 0,000
Kontrol Eksperimen I -2,5929 0,000
Eksperimen II -4,2171 0,000

The table above shows that there are significant differences among the three
groups. The difference can be seen from the mean difference. So from the mean
difference effect difference gives a meaning to the increase leg muscle strength among

348
 research groups. It can be seen from the mean difference, that the optimal experimental
group II provides improved leg muscle strength compared with the first experimental
group or the control group. But the power limbs showed that the experimental group I is
more optimal than other groups, as shown in the table below.

Table Test Results Post-Hoc with LSD Power Limbs

Kelompok Mean difference Signifikansi (p)
Eksperimen I Eksperimen II 16,1586 0,083
Kontrol 29,5536 0,002
Eksperimen II Eksperimen I -16,1586 0,083
Kontrol 13,3950 0,002
Kontrol Eksperimen I -29,5536 0,002
Eksperimen II -13,3950 0,149

DISCUSSION OF RESEARCH
1. Exercise Experiment Group I (Wave Squat and Double leg hops progresion)

Double Wave Squat exercises and leg hop progresion the leg muscle strength due
to leg continues to contract continuously while doing the exercise. Thus the leg
muscles are required to work continuously because in doing this exercise should be
continuous / ongoing. With the continuous contraction and the increasing burden every
two weeks so as to make leg muscle strength and leg muscle power increases. Besides
the training program Wave Squat and Double leg hops progresion in this study using a
load yourself so the ability to do can be done with the maximum movement, it is in
line with the nature of the power. Strength in essence a human power and the power
itself to assist and support the implementation of any job or task. According to
Setiawan, 2005 (in Setyawan, 2010: 16), "says that the ability of muscles to perform
contractions in order to generate a voltage to a prisoner". The theory of mind is very
clear that the amount of exercise a significant influence Wave Squat and Double leg
hops progresion the leg muscle strength and leg muscle power.

2. Exercise Experiment Group II (Leg Press and Sitting Calf)

Exercise Sitting Calf Leg Press and has a significant effect on leg muscle strength
and power due to leg limb muscle contractions always continuously while doing the
exercise. Thus the leg muscles are required to work continuously because in doing this
exercise should be continuous / ongoing. With the continuous contraction and the
increasing burden every two weeks so as to make leg muscle strength and leg muscle
power increases. Besides the training program and the Leg Press Calf Sitting in this
study using a lightweight instrument that ability in the motion can be done with the
maximum it is in line with the principle of power. According to Chu (2001: 95),
"exercise increases the power to do repetitions with light weights movement".
Therefore, there is significant influence and exercise Leg Press Calf Sitting on leg
muscle strength and leg muscle power.

3. Exercise Comparison Wall Squat and Double leg hops and progression with Leg press
Sitting calf
There are differences in the effect of leg muscle strength and muscle power leg
where the practice Wave Squat and Double leg hops progresion better than the exercise

349
Leg Press and Sitting calf this happens because in practice Wave Squat and Double leg
hops progresion contraction of the muscles in the limbs increased 2 times compared with
the muscle contraction on Leg press exercise and Sitting calf. When viewed on the basis
of "power is the product of speed and power" (Bucher, 2009: 260). Based on the theory
known very clearly that the amount of force proportional to the magnitude of power,
meaning that if the power increases, power is also getting bigger.

Conclusion
There is a significant effect of exercise wave squats on leg muscle strength and
power leg on SMEs football Tadulako Palu, there is a significant effect of exercise double
leg hop progression of the leg muscle strength and power leg on SMEs football Tadulako
Palu, there is a significant effect of exercise leg press against the leg muscle strength and
power leg on SMEs football Tadulako Palu, there is a significant effect of exercise sitting
calf of the leg muscle strength and power leg on SMEs University football Tadulako Palu,
there is a significant difference between the exercise wave squat and double-leg hop
progression with a leg press and calf sitting on leg muscle strength at SME University
football Tadulako Palu, there is a significant difference between the exercise wave double
leg squat and hop progression with a leg press and calf sitting on the power leg on SMEs
University football Tadulako Palu.

Suggestion
Provision and application of the four forms of exercise, namely wave squat,
double leg hops progression, leg press and sitting calf, against an increase in leg muscle
strength and power limbs, therefore double leg hop progression and leg press can be used
as a reference for coaches, trainers in provision of training in order to improve the
physical condition, especially in the legs. The coaches and trainers to implement training
should first understand the character and the training program will be provided, so that the
athletes will be given exercises that hit the desired target

REFFERENCE
Bucher, Charles A. And Wuest, Deborah A. 2009. Physical Education, Exercise Science,
and Sport. New York: Mc Graw Hill.
Geogle transleter
Youdas JW, Budach BD, Ellebuch JV,. Comparasion of Muscule-Activation Patterns
During the Conventional Push-up and Perfect Push-up TM Exercises., J. Strength
Cond. Res.2010 Des; 25-(12); 3352-62.

350
 THE EFFECT OF Z-PATTERN RUN DRILL EXERCISE AND BARRIER
JUMP WITH CUT AND SPRINT TOWARDS LEG MUCLES’ AGILITY
AND POWER

Muhammad Agusman
PhysicalEducation,Post Graduate Program, State University of Tadulako

ABSTRACT
The purpose of this research is to analyze about: (1) the results of the z-pattern run drills exercise to
increase agility; (2) the influence of barrier jump with cut and sprint to increase the power of leg muscles;
(3) the effect of z-pattern drill run exercise and jump barrier with cut and sprint towards agility; (4) the
effect of z-pattern drill run exercise and jump barrier with cut and sprint to increase the power of leg
muscles; (5) the effect of the difference among z-pattern drill run exercise and jump barrier with cut and
sprint towards the agility improvement; (6) the effect of the difference among z-pattern drill run exercise
and jump barrier with cut and sprint towards leg muscle power improvement. The subject of this research is
male students of Teaching Faculty of Physical Education and Education Science of Tadulako University
Palu 2015 with total sample 45 students.This research used quantitative with quasi-experimental methods.
The research design used Non- Randomize Control group pretest-Posttes Design and it was analyzed by
using ANOVA. The process of data collection was done with agility tests using T-test and test limb muscle
power by means Jump DF during the pretest and posttest. Furthermore, the data were analyzed by using
SPSS 17.0 series.The result of this research showed that; (1) there is a significant influence of the z-pattern
run drills exercise program towards agility improvement; (2) there is a significant effect of barrier jump
with cut and sprint exercise towards leg muscle power improvement; (3) there is significant influence z-
pattern drill run exercise and jump barrier with cut and sprint towards the agility improvement; (4) there is a
significant effect of z-pattern drill run exercise and jump barrier with cut and sprint towards the power of
leg muscle; (5) there is a significant difference in the effect of z-pattern drill run exercise and jump barrier
with cut and sprint towards agility improvement; (6) there is a significant difference in the effect of z-
pattern drill run exercise and barrier jump with cut and sprint towards the power of leg muscle.Based on the
above analysis, it can be concluded that there is agility improvement and power of leg muscle for each
group after being treatment. Moreover, there is different effect among three groups which can be seen by
the agility improvement and the power of leg muscle through the result of ANOVA. The result of ANOVA
test showed that z-pattern run drill exercise give better effect of the barrier jump with cut and sprint exercise
and control group towards the agility and power of leg muscles. of the ANOVA test in which exercise z-
pattern run drill give better effect of the exercise barrier jump with cut and sprint and a control group of the
agility and power of leg muscle.
Keywords: Z-pattern Run Drill Exercise, Barrier Jump with Cut and Sprint, Agility and Power of Leg
Mucles.

INTRODUCTION
Exercise z- pattern run drill is an exercise that increases agility in which this
exercise requires quick movements and change the direction from one place to the other
with out losing his balance. While training with barrier jump cut and sprint is a type of
exercise that increases leg power because in this exercise athletes perform sudden and
rapid movement of both types of exercise is a form of plyometric exercises.Seeing the
reality of the problems education sports the faculty of Education Faculty of Education and
Teaching State University Tadulako Palu namely the lack of coaching and physical
training specifically to students because students are still doing exercises the conventional
heating of and directly to the game.Based on the description of the background above
researchers want to give an alternative exercise to improve the physical condition of
specifically on improve agility and leg muscle power on male student Physical Education
Faculty of Education and Teacher Training University Tadulako Palu force in 2015. So
that researchers interested in conducting research on the impact of exercise z-pattern run
drill and barrier jump with cut and sprint against agility and leg muscle power.

351
RESEARCH METHODS
Type and Design Research
This research uses a quantitative approach. The method used in this research is
quasi-experimental research methods (quasi experiment) with the design or design in
studies using non-Randomize Control group pretest-posttest design

Population and Sample Research

This study used a sampling technique is simple random sampling. In this study,
the researchers randomized technique do the lottery, that the population is taken 45 to
sample by writing names of 150 students were fed into a point to then shaken. After the
shake is then taken one by one to obtain a sample of 45 students.
Sample grouped in ordinal pairing .The ordinal of pairing is one of the grouping
sample with the system rangking.kelompok 1 ( experiment, 15 people ( exercise z-pattern
run drill ) , a group of 2 ( experiment, 15 people ( exercise barrier jump with cut and
sprint ) , group 3 ( control, 15 people ( exercise conventional ).
Research Instruments
1. Agility by using T-test
2. Power leg muscles by using the Jump DF
Data analysis technique
Data analysis using descriptive statistical techniques and analyzed with the aid of
a computer program SPSS (Statistical Program For Social Science) 17.0.
RESEARCH RESULT
Hypothesis testing
To determine the effect of exercise z-pattern run drill and barrier jump with cut and
sprint, then step testing using the t-test in SPSS called a paired t-test.
The difference can be seen from Mean difference. So from the Mean difference
memberian a significance difference between the effect to increase the agility of the
research group. It can be known from the value Mean difference, that groups of z- pattern
run drill more optimal provides increased agility compared with the group with the barrier
jump with cut and sprint and control. The following table test results Post Hoc Test leg
muscle power.

Table : Post Hoc Test Calculation Results Agility

Multiple Comparisons
LSD

Dependent (I) Mean Difference

Variable Training_methods (J) Training_methods (I-J) Std. Error Sig.
Agility Exercise z-pattern Exercise jump barrier with a -.03667* .00694 .000
run drill cut and sprint
Control group -.11267* .00694 .000
*
Exercise jump Exercise z-pattern run drill .03667 .00694 .000
barrier with a cut Kelompok Kontrol -.07600* .00694 .000
and sprint
Control group Exercise z-pattern run drill .11267* .00694 .000
*
Exercise jump barrier with a .07600 .00694 .000
cut and sprint

352
The above table shows that there are significant differences among the three groups. The
difference can be seen from the mean difference, So that the mean difference of giving a
meaning to the increased agility effect difference between groups. This can be is known
of the mean difference that the exercise group z-pattern run drill more optimal agility
improvement compared to the barrier exercises with jump cut and sprint and control
groups. The following table test results Post Hoc Test muscle power tungkai.

Table : Post Hoc Test Results Calculation Test leg muscle power
Multiple Comparisons
LSD

(I) Mean
Dependent training_method (J) Difference Std.
Variable s training_methods (I-J) Error Sig.
*
Leg muscle Exercise z- Exercise jump 4.93267 .53488 .000
power pattern run drill barrier with a cut
and sprint
Control group 10.38600* .53488 .000
Exercise jump Exercise z-pattern -4.93267* .53488 .000
barrier with a cut run drill
and sprint Control group 5.45333* .53488 .000
Control group Exercise z-pattern -10.38600* .53488 .000
run drill
Exercise jump -5.45333* .53488 .000
barrier with a cut
and sprint

The above table shows that there are significant differences among the three
groups. The difference can be seen from the mean difference. So that the mean difference
of giving a meaning to the increasing influence differences in limb muscle power between
groups. Thus from different test results between groups dependent on the dependent
variable was concluded that the z-pattern run drill training group provides a significant
improvement of exercise barrier jump with cut and sprint or the control group of the leg
muscle power.

DISCUSSION OF RESEARCH
A. Exercise Experiment Group I (Z-Pattern Run Drill)
Based on the calculation of 'mean' it was found that the average results of agility and
leg muscle power after receiving the Award z-pattern training drill run increases. This is
in line with the theory says Brown, et al (2005: 93) that the z-pattern training drill run
effectively to increase agility. After testing the significance of the result is significant, it
can be said that the administration of z-pattern training drill run really positive effect of
increasing agility and leg muscle power. Exercise z-pattern run drill this conducted at a
run / sprint to the cone one, and then the samples sprint back to the outside of the foot,
and cut sharply toward the cone two. movement z- patterns run drill not only improves
agility, but can increase leg muscle power. This can be seen from the z-pattern training
run drill in which the sample ran from one cone to another cone, then by running can

353
improve leg muscle power. movement z- pattern run drill is a movement with a load
heavier than the exercise barrier jumpt with cut and sprint despite using the same weight
load itself, where z-pattern training run drill done with the ran sprints past few cones
spaced cones on the first line of 10-20 meters and the distance between the two lines of
cones 15-25 meters. These results provide clear evidence that the z-pattern run drill is one
form of exercise with the increased focus on agility and leg muscle power in students
Olaharaga son Education Faculty of Teacher Training and Educational Sciences
University Tadulako Palu Force 2015.

B. Exercise Group II (Barrier Jump With Cut And Sprint)

Based on the calculation of 'mean' it was found that the average results of agility and
leg muscle power after receiving the Award jumpt barrier exercise with a cut and sprint
increase. This is in line with the theory of Chu (1992: 2) Exercise barrier hops is exercise
done on a wicket-wicket or obstacles are placed sector in line with the distance
determined by ability. After testing the significance of the result is significant, it can be
said that the provision of barrier jumpt exercise with a cut and sprint really positive effect
of increasing agility and leg muscle power. Exercise barrier jumpt with cut and sprint is
done by jumping over the wicket and then ran toward the cone designated by the trainer.
These results provide clear evidence that the barrier jumpt with cut and sprint is one form
of exercise with a focus on an increase in leg muscle explosive power it can influence
greater on male students Olaharaga Education Faculty of Teacher Training and
Educational Sciences University Tadulako Palu Force 2015.

C. Comparison Exercise Z-Pattern Run Drill And Barrier Jumper With Cut And
Sprint
Based on the results of Award exercise and mean test states that the exercise z-pattern
run drill gives better results than the provision of training barrier jumpt with cut and
sprint to the agility and power of leg muscle in male students of Education Olaharaga
Faculty of Teaching and Education University Tadulako Palu Force 2015. It can be seen
from the z-pattern run drill training done with the ran sprints past few cones spaced
cones on the first line of 10-20 meters and the distance between the two lines of cones
15-25 meters, while the barrier jumpt exercises with cut and sprint sample position just
jump over one hurdle and then ran toward the cone is designated by the coach. From the
test results significantly using a post hoc test states that there are differences significant
influence on the results of giving training z-pattern run drill and barrier jumpt with cut
and sprint to the agility and power of leg muscle in male students of Education
Olaharaga Faculty of Teaching and Education University Tadulako Palu Force 2015.
Exercise z-run drill pattern and barrier jumpt with cut and sprint is the type of plyometric
exercises that aim to improve the agility of leg muscle power. This is in line with the
said by Chu (1998: 5), plyometric exercise is a form of exercise that allows the muscles
to reach maximum force in the shortest time. Sankarmani, et al (2012) improved
significantly more use plyometric exercises to the leg muscle explosive power than
regular weight training. Johnson (2012: 4) plyometric exercise is a type of exercise that
is used to increase strength and explosive power. Results of research conducted by
Miller et al, (2006: 459-465), in his journal has shown that an exercise program is
devoted to the increase in power, while using plyometric exercises contribute to the
improvement of the performance of vertical jump with increasing speed, strength and leg
muscle power simultaneously with the motion of consciousness. In harmony with the
results of previous studies conducted Adams et al, (1992: 36-41), in the research journal

354
 shows the results from the contribution of plyometric exercises in order to improve limb
muscle power measured with a vertical leap, a significant increase seen for the
experimental group on the model plyometric drills and plyometric squat.
Thus concluded that exercise z-pattern run drill and barrier jumpt with cut and
sprint is an effective exercise to improve agility and power limb muscles, so it can be
used as a reference to exercises to increase agility and muscle power leg on branches
sports that use agility and leg muscle power.

Conclusion
There is a significant effect of exercise z-pattern run drills to increase agility,
significant effect of exercise barrier jump with cut and sprint to the increased power limb
muscles, there is a significant effect of exercise z-pattern run drill and barrier jump with
cut and sprint towards agility, there are significant z-pattern exercises significant drill run
and jump barrier with cut and sprint towards the leg muscle power, There are significant
differences in the effect of z-pattern training drill run and jump barrier with cut and sprint
toward agility. It can be concluded that the z-pattern training run drill better influence of
exercise barrier jump with cut and sprint and a control group to increase agility, There are
significant differences in the effect of z-pattern training drill run and jump barrier with cut
and sprint to the leg muscle power. It can be concluded that the z-pattern training run
better drill influence of exercise barrier jump with cut and sprint towards the leg muscle
power.

Input
Further studies regarding plyometric exercises, especially exercises z-pattern run
drill and barrier jump with cut and sprint by adding the height of the hurdle (goalkeeper)
and increase the number of cone and also the distance cone and with the conditions of
different samples, to the trainers, so in preparing exercise program must consider the
characteristics of each athlete's capabilities so that the athlete is able to carry out the
exercise program, so that the process runs smoothly and exercises to get maximum
results.

REFERENCE
Brown, L.E. and Ferrigno, V.A. 2005. Training for Speed, Agility, and Quickness. Unites
States: Human Kinetics.
Chu dan Myer, 2013. Plyometrics. United State of America: Chu, D.A. 1998. Jumping
Into Plyometric(second edition). United State of America: Human Kinetic.
Geogle transleter
Johnson, B.A. 2012. Evaluation of The Optimum Duration and Effectiveness of a
Plyometric Training Program for Improving the Motor Abilities of Youth with
Cerebral Palsy.All Graduate Theses and Dissertations. Paper 1374.
Miller, M.G., Herniman, J.J. Richard, M.D., Cheatham, C.C., and Michael, T.J. 2006.
“The Effects Of A 6-Week Plyometric Training Program On Agility”. Journal of
Sport Science and Medicine. 5, pp.459-465. http//www.jssm.org.

355
 CONTRIBUTION OF ARM STRENGTH, BACK STRENGTH AND 30M
SPRINT TOWARDS JAVELIN
MUHAMMAD FATTAHILLAH, S.Pd.
Surabaya State University, Surabaya
f4tah_cr9@yahoo.com
Dr. EDY MINTARTO, M.Kes.
Surabaya State University, Surabaya.
edytrack@yahoo.co.id

ABSTRACT
The aim of this research are: to determine the contribution of the arm strength, back strength and
30M sprint towards javelin throw. The population of this research is bachelor student of sport coaching
education in faculty of sport science and education State University of Surabaya who have followed the
course athletics javelin. The method of this research is quantitative statistical methods, while the process of
data collection is done by measurements on each variable. The results of the study are as follows: (1) The
amount of 30M sprint contribution towards javelin was 8.43%. (2) The contribution of back strength
towards javelin is 21.34%. (3) Arm strengthcontribution towards javelin is 35.05%. (4) The largest
contribution towards javelin by the arm strength with a percentage of 35.05%. The conclusion of this study
is the arm have the greatest contribution towards javelin and followed by back strength and then 30M sprint.
The main propulsive force at the time obtained from the swing of the javelin throw and the run up beginning
is give supporting force to thrust the javelin.
Keywords: Contribution, 30M sprint, Arm Strength, Back strength, Javelin Achievement, Male
Student

INTRODUCTION
Javelin has fairly complex technique of throwing. When javelin throwing process
happened, there is a driving force role to give impetus and pace of the javelin. In this
case, according to Newton's law I and II, whose role providing thrust is at the time of the
run up beginning and throws. In the beginning of run, implemented Newton's second law,
namely the movement of objects in the direction of force ( PASI, 2001). Therefore, to
provide a great driving force, needed speed which is unbelievably fast. To reach top speed
when running, the minimum distance required for maximum speed is 30M."To achieve
the greatest possibility of speed (80-90% maximum velocity) at the distance of 30M"
(PASI, 2001).In addition, the force obtained according to Newton's law I that, things will
move when there are forces reaction. In this term, the javelin can move as a result of the
swing arm. The swing arm needs strong muscles so that the force reaction is also
effective. When throwing, the muscles that work are the arm muscles and back muscles.
Yet, we do not know exactly how much influence the arm strength, back strength and
30M sprint towards javelin achievement.

METHOD
This study was a type of correlational research. In this study, researcher wanted to
examine the effect of back strength, arm strength and 30M sprint to throw away on
athletics number Javelin Throw. Based on the research that will be done, there are two
kinds of variables, independent and dependent variable.
1. Independent variables are 30M sprint, back strength and arm strength.
2. Dependent variable was achievement (Distance) of Javelin Throw.
The population of this research is Male Student of Sports Coaching Education Class
A, B, C, D grade 2012 Faculty of Sport Science, Universitas Negeri Surabaya who totaled
74 people. The process of measuring muscle strength tests used30 seconds push-up test
and back strength use the back and leg dynamometer. Speed tests conducted with the 30M
sprint test with 2 times of opportunity and taken the best time using a stopwatch. The

356
distance, measured using a steel tape meter that has been calibrated. The distance of
throw is measured from the closest point of the landing point to the javelin throw
boundary line. Research data which have been obtained, processed using SPSS 18. Then
to equate the unit of each instrument, the calculation is done by using the T-Score.

RESULTS AND DISCUSSION

The research result shows that the amount of the contribution of 30M sprint to
javelin throw achievement is 0.288 or 8.43%, back strength towards the javelin throw
achievement amounted to 0,462 or 21.34%, and arm strength toward the javelin throw
achievement for about 0.592 or 35.05%.Based on the data above, the largest contribution
given by the arm strength, muscle strength back and 30M sprint speed refer to the
characteristics of the movement. The force obtained by a thrown javelin that is the thrust
of the swing arm movement (throw), and a thrust force obtained from the running speed
at the time of the run up beginning. Without running or only with static throw, javelin can
be thrown away. So, it can be concluded that the main force at the moment is the throw
during the swing motion. While throwing, arm muscles tend to move (swing) while the
back muscles static. Therefore, the arm muscles contribute more force than the back
muscle and 30M sprint give supproting force to the javelin and the effect is no matter how
quickly any running speed, only a small contribution of the forcetowards javelin.

CONCLUSION AND SUGGESTION

The conclusion of this study is the power of the arm muscles have the greatest
contribution towards javelin achievement followed by back strength and 30M sprint. The
main propulsive force at the time obtained from the javelin throw swinging and the
running speed at the beginning as a supporting force to thrust the javelin.
As a result, for athletes and coaches especially in the javelin, the athlete must has a strong
arm, back and extraordinary running speed in order to provide a good throw achievement.

REFERENCES
Arikunto. S. 2001. Prosedur Penelitian. Jakarta: PT Rineka Cipta
Arikunto, S. 1998. Prosedur Penelitian suatu Pendekatan Praktek. Jakarta: PT Rineka Putri
Harsono, 2001. Coaching dan Aspek-aspek Psikologis dalam Coaching. Jakarta: Depadikbud.
Direktoral Jendral Pendidikan Tinggi Proyek Pengembangan Lembaga Pendidikan
Tenaga Kependidikan
Harsono. 2001. Latihan Kondisi Fisik. Bandung
Maksum, Ali. 2009 Statistik dalam Olahraga.UNESA University press
Martini. 2005 Prosedur dan Prinsip-prinsip Statistika, Surabaya;UNESA University press
PASI, 1993. Pengenalan Kepada Teori Pelatih. Suyono Ds, Penerjemah. Jakarta: Program
Pendidikan dan Sertifikasi Pelatih Atletik PASI. Jakarta: IAAF PASI
PASI. Perwasitan dan Penjurian Atletik. PT. Enka Parahiyangan
PASI. 2010. Peraturan Perlombaan 2010-2011. Jakarta
Suyono. 2001. IAAF CE&CS-Sistem Pendidikan dan Sertifikasi Pelatih Atletik (SP&SPA).
Jakarta.
Syarifuddin, Aip. 1992. Atletik. Departemen Pendidikan dan Kebudayaan Direktorat Jenderal
Pendidikan Tinggi Proyek Pembinaan Tenaga Kependidikan.
Thompson, Peter. 1991. Introduction to Coaching Theory. Marshallarts Print Service Ltd.
London, England.
Tim Penyusun Kamus Pusat Pembinaan dan Pengembangan Bahasa. 1989. Kamus Besar Bahasa
Indonesia. Jakarta: Balai Pustaka.
Whired, Rolf. 1995. Athletic Ability & the Anatomy of Motion. England: Butler & Tanner Ltd.

357
 THE COMPARATION BETWEEN SPEECH AND DEMONSTRATION
METHODS TOWARD THE STUDY RESULT OF JUNIOR HIGH
SCHOOL IN FREE STYLE SWIMMING (CRAWL)

𝐌𝐮𝐡𝐚𝐦𝐦𝐚𝐝 𝐈𝐦𝐚𝐦 𝐅𝐮𝐚𝐝𝐢

Sport Science Study Program, Postgraduate Program, Surabaya State University
Imamfuadi88@gmail.com

ABSTRACT
Nowdays learning methods commonly used are speech and demonstration methods. Both of them
have different characters. The material of learning in speech method delivered through oral, while in the
second method it delivered through demonstration. A teacher can apply speech or demonstration method
during the learning process to motivate and stimulate his students so that they can understand the material
well. This Research aimed to figure out the comparison between speech and demonstration learning
methods toward the study result in free style swimming.It was a descriptive research which structured to
describe the symptoms, phenomena, or specific events by using random sampling design of one group
pretest-posttest design or by selecting sample randomly to a group as subjects and using ordinal fering
techniques so the sample groups have same abilityAccording to t-test result between speech and
demonstration learning methods obtained 𝑡𝑐𝑜𝑢𝑛𝑡 for demonstration method is 10,234 and 𝑡𝑡𝑎𝑏𝑙𝑒 is 1,729 with
increasing level of 44,64%. While for speech method 𝑡𝑐𝑜𝑢𝑛𝑡 is 7,557 and 𝑡𝑡𝑎𝑏𝑙𝑒 is 1,729 with increasing level
of 32,87% to 5% significance level.As a result of this research, t-test obtained significant result consider
that 𝑡𝑐𝑜𝑢𝑛𝑡 larger than 𝑡𝑡𝑎𝑏𝑙𝑒 . There is an effective contribution between speech and demonstration learning
methods toward the study result in free style swimming of eight grade students of Kemala Bhayangkari 7
junior high school Porong. It indicates that there is a different result between speech and demonstration
learning methods for eight grade student of junior high school Kemala Bhayangkari 7 Porong.
Keyword :Demonstration methods, Speech methods, Free style swimming (crawl)

INTRODUCTION
Physical education is basically integral part of the education system as a whole.
Therefore, the implementation of physical education should be directed to the
achievement of these objectives. The objective of physical education is not only to
develop physical aspect, but also aspects of health, physical fitness, thinking skills,
emotional stability, social skills, reasoning and moral action through physical activity and
sport. Physical education is a medium to encourage motor development, physical abilities,
knowledge and reasoning, appreciation of the values (attitude-mental-emotional-spiritual
and social). Also as a habit toward healthy lifestyle that is geared to stimulate growth and
balanced development.
Nowadays,swimming lessons at schoolis not only included in extracurricular
activities but has been included in intra-curricular activities, students are expected to
excel in the field of sports pool. It has been known that swimming is an aquatic sport
which is different than other sports. It needs special supervision in teaching aquatic
sports, because less supervisionwill result in sinking students. Swimming is one type of
aquatic sport which is believed to be good for health. By swimming, all the muscles can
work in accordance with its function so well for the development of the body. Not only
that, swimming is also beneficial to both the peace of our soul, in the world of education
as well as for competition.
That is why the need for improvements in the teaching of physical education in
schools is necessary. Adequate learning methods are needed in assisting to deliver
physical education to students. There are many learning methodsbut the main assortment
and problem are learning methods using demonstration and lecture method in freestyle
swimming result.
The demonstration method is giving example to the students and then the students
are encouraged to do the right style by themselves as instructed by the teacher. In the

358
other hand, speech method means teacher gives oral instruction of freestyle swimming
technique.The aim ofspeech method students are hoped to focus on the lesson delivered
by the teacher.
Based on the background of the problem, then the purpose of the research related
to the above problem are : To determine the effect of learning by using the method of
demonstration on learning outcomes of freestyle swimming. To determine the effect of
speech method on learning outcomes of freestyle swimming . To know which one has
better influence on learning method betweendemonstration method and speech methods.
This research was done in the hope of benefit and clarity explain about learning methods
using demonstration and speech methods are as follows: It is expected that this study can
enrich knowledge of this discourse and contribute ideas and feedback that is positive for
the development of sports science, especially freestyle swimming. With many models of
learning students get a lot of variety in learning. In order to determine an effective
learning model and is used for freestyle swimming.

Method
Design
This study uses one group pretest-posttest design applied on students of Kemala
Bhayangkari 7 Porong class VIII from the age of 14-16 years which consists of 4 classes
with random sampling by the number of 10 students in each class.

Results and Discussion

Result
From the calculation results obtained that t sample is similar to the learning outcomes
freestyle demonstration method (A) is 10.24 and 1,729 t table with a 44.64% increase.
While the t sample is similar to the learning outcomes freestyle lecture method (B) is 7.58
and 1,729 t table with a 32.87% increase.

Discussion
Learning based on lexical meaning is a process, way, learning. In learning process,
teacher teach means a how the teacher organize the learning environment. Teacher teach
in learning perspective means teacher provide facilities to the student to study. So, the
subject of learning is the students themselves. The centre of the learning process is the
students.

Demonstration Method Learning Model

Demonstration method is a method how to provide learning source by giving presentation
to the students a process, situation or certain thing to be learned, both reality or not
reality, and accompanied by speech explanation. By using demonstration method, process
of student absorbing the knowledge will deeply installed, so the students understanding
about the explanation will also be better. And also students can observe what are being
presented during the learning process.

Speech Method Learning Model

Speech method can be said a traditional method, because this method is used as oral
communication tool between teacher and student from old time. Even though this method
demands teacher to the center and more active than student, this method can not be left in
learning activity. More over in traditional teaching and learning process, for example in
village that lack of facility.

359
Based on empirical data as a report test results showed no difference between the learning
model usingdemonstration model and speech model in class VIII SMP Kemala
Bhayangkari 7 Porong. From the T-Test results obtained, that the learning model using
demonstration method (A) obtained by value t count 10.24 and t-table value of 1.729 for a
significance level of 5% and to increase 44.64%. While the learning model using speech
method (B) obtained by value t count amounted to 7.58 and t-table value of 1.729 for a
significance level of 5% and to increase 32.87%. Thus both methods is a significant
difference between pretest and posttest results for both methods have the t value greater
than t table

Conclusion
It can be concluded that learning model of freestyle swimming using demonstration
method is better to apply than the speech method asa teaching model. It can be proved
from the amount of percentage increase. It shows that there is effective contribution
applying the teaching method of demonstration on freestyle swimming in class VIII SMP
Kemala Bhayangkari 7 Porong.

Reference
Arikunto, Suharsimi, 1998, Procedure Research, Jakarta: Rineka Cipta.
Department of Education, 1982, CBSA Concepts and Strategies of Teaching and
Learning, Program Act VB Module II, Jakarta: Ditjen.
Djamarah, Saiful Bahri and Aswan Zain, 2002, the Teaching and Learning Strategies,
Jakarta: Rineka Cipta.
Maksum, Ali, 2008, Research Methodology, Surabaya: State University of Surabaya.
Majid, Abdul, 2008, Lesson Planning, Bandung: PT. Remaja Rosdakarya.
Roestiyah 2008, Teaching and Learning Strategies, Jakarta: Rineka Cipta.
Suryabrata, Sumadi, 2003, Research Methodology, Jakarta: Raja Grafindo Persada.
Suryosubroto, B, 2009, Teaching and Learning in Schools, Jakarta: Rineka Cipta.

360
 IDENTIFICATION OF SUPPORTING AND OBSTACLE FACTORS OF
SWIM COACHING IN PETROKIMIA GRESIK CLUB

Nikmatul Aini
niiniiqaiinii@gmail.com
Bima Yan Satyamardika
bimayan@ymail.com

ABSTRACT
Petrokimia Gresik swimming club is one of swimming club in East Java which has many
achievements. One of the supporting factors in raising the achievement is swim coaching program. Besides,
the achievements of coaching system are who influenced by the quality of training which consists of
coach‟s ability and personality, means and infrastructure facility in training knowledge, competitions and
who athletes talent and motivation.This research is aimed to identify the supporting and obstacle factors of
swimming training quality in Petrokimia Gresik club. The writer used passive participation method to
analyze the data. While the instruments used in this research are tape recorder, notes, and also any
supporting documents such as camera. When collecting the data, the writer did interview, documentation
and observation . Besides, the writer also used descriptive method in analyzing the data.The result of the
reaserch were from the interview of managements, coaches, athletes and athlete‟s parent. Petrokimia Gresik
swimming club is one of clubs which has many achievements both in Gresik and East Java. It is proved by
many athletes got many champions, both regional and national region.Based on the result of data analysis,
this research showed that the supporting factors of swim training quality in Petrokimia Gresik club area : (1)
A complete means and infrastructure facility, (2) The best quality of foreign coaches, (3) The distribution of
coach‟s jobs, (4) A good organization management from PT. Petrokimia Gresik supports, (5) Athlete‟s
talent and motivation in joining training, (6) The cooperation between parents and coaches. Meanwhile, the
inhibiting factors of swim training quality are : (1) Lack of motivation for athlete in joining the training, (2)
The characteristics of coach, (3) Local coach and athletes desipline should be increased, (4) Nothing a
formal forum for communication between clubs management, coach, and parents.Finally, the writer
suggests for the club management. They should establish a formal forum as communication means
wheather for parents and also coaches. In doing so, both of them will have a good communication and a
cohesive group in a club. Then, for the coaches, they should understand the characteristics of each athletes.
Besides, they should give a good model for their athletes, such an attitude, behavior, utterances and should
not be emotional when training the. While, for all club members, hopefully they could make safe,
comfortable and family atmosphere. All complaints should be informed immediately, in doing so, the
management will give the best solution. Helping and assimilating each other without any trating differently
are the key to get family atmosphere in a club. The result of the rearch is a general conclusion because there
are probably mistakes in variables examined. In doing so, a needs more research with different treatment
and also other factors.
Key words : Coaching, Identification, Supporting Factors, Obstacle Factors, Petrokimia Gresik Swimming
Club

BACKGROUND
Swimming is one sport that is done in the water by moving their hands and feet so
that it can float (Pratama, 2011: 10). Optimal achievement in the sport of swimming
required quality coaching training and coaching pool right. That's because a lot of factors
that determine the achievement of a performance in sports. One achieves learning
achievement is the result of the interaction of various factors that influence both within
(internal factors) as well as from outside (external factors) individuals.The swimming
club Gresik regency namely Petrokimia, this is evidenced by the club's pool Petrokimia
won in various championships. Sports achievements coaching pool is not much different
from other sports, the basic quality of the exercise is a determinant of the athlete's
performance can also be influenced by many factors.

361
PROBLEMS RESEARCH
1. What are the factors that support the quality of swimming trinning at the club
PetrokimiaGresik ?
2. What are the factors that hamper the quality of swimming trinning at the club
Petrokimia Gresik?
METHODS
Descriptive study considered most relevant, using qualitative research methods.
The informant of this study is the pool of Petrokimia‟s athletes ,Petrokimia‟s parents of
athletes, Petrokimia‟s coaches, and the Petrokimia‟s officialof club. Qualitative
researchers as a human instrument, aided by tools such as tape recorders, records, and
supporting documentation such as a camera. Data collection techniques used in the study
are as follows: Observation, Interview, and Notes Documentation.This study uses data
analysis techniques were first developed by Miles and Huberman (Sugiyono, 2013: 337)
says that, in the data analysis activity are follows, data reduction, data display, and
conclusion drawing/ verification. Researchers conducting an analysis is to compare, look
at the sequence or examine the causal relationshipsat the same time. Implementation of
inspection techniques based on certain criteria. According Moleong (2011: 324), there are
four criteria used, the degree of confidence (credibility), transferability, dependability,
and certainty (confirmability).

RESULT
Data were collected through in-depth interviews (debt interview) to the selected
key informants in accordance with the competence and authority. Data from the study is
the result of the collection of data found in the study site investigators regarding the
answers to the research questions and facts on the ground. Data relating to the
implementation of the coaching swimmingobtained from club officials Petrokimia
swimming club.Interview with DudyPriharyadi as swimming club officials PKG sie
achievement and coaching conducted on July 18, 2014 at 21:00 pm in the pool after
swimming trinning Petrokimia Gresik in the month of fasting. After obtaining the data
from the board, the researchers then conducted interviews with the coaches to check the
data obtained from the board. Interview with Choirul Umam as coach of the swimming
club PKG conducted on July 19, 2014 at 17:00 pm in the mess men's athleteof the
Petrokimia swimming club. Then the researchers checked the data against the
athlete.Interviews with KU I athletes (born in 1995-1998) Dian Riza Anggraeny
conducted on July 20, 2014 at 15.30 at the pool of Petrokimia‟s club before physical
exercise during the fasting month. Furthermore, researchers checked the data to Yessy
Anggreany parent club swimmer Petrokimia swimming club. Interviews were conducted
in the pool lobby of Petrokimia swimming on July 23, 2014 at 16:00 pm when the
exercise takes place. Data obtained supporting factors and obstacles related quality of
swimming practice at the club Petrochemicals as follows, Factors supporting the quality
of training at the club petrochemical Gresik, namely :
1) Facilities and infrastructure of Petrokimia swimming clubs
2) Quality of coaches
3) The division of tasks (job description) coach
4) Management of the organization for the support of companies
5) Interest and aptitude athlete
6) Cooperation between parents and coaches
Factors inhibiting the quality of training at the club petrochemical Gresik, namely:
1) Lack of motivation when training athletes
2) Personality trainer

362
 3) Discipline athletes and local coaches need to be improved
4) The absence of a forum for communication between administrators, coaches
and parents

DISCUSSION
Factors that support the coaching swimming at the club Petrokimia Gresik
namely: (1) Facility infrastructure is complete enough to support the pool exercises which
include: 2 swimming pools large and small, set of pull-ups, 2 fitness room, pull the
rubber, rope skipping, and mattress were all still be used, (2) the quality of a good coach
and has been licensed swimming coach, exercise programs directed, knowledge trainers,
establish good relationships with athletes and parents, and how to train a fun, (3) the
division of duties ( job description) coaches neat, (4) Management of good organization
for the support of the PT. Petrokimia Gresik, (5) Interest and aptitude of athletes to
practice swimming, (6) Cooperation between parents and coaches PKG swimming club
for the achievement of the athlete's performance.
Factors inhibiting the coaching swimming at the swimming club Petrokimia are:
(1) lack of motivation of athletes when training for physical conditions were too tired to
follow the lessons in school and activities outside of school, (2) Personality coach who is
not liked by the athletes that likeangry. It is included in the personality types coach
boosters (intense or driven coach), (3) discipline athletes and local coaches who need to
be improved, namely the discipline of time and at practice, (4) The absence of a forum for
communication between administrators, coaches, and parents.

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Ahmadi, A., Supriyono, W. 2008. Psikologi Belajar. Jakarta : PT.Rineka Cipta.
Arikunto, S. 2009. Manajemen Penelitian. Jakarta : PT. Rineka Cipta.
Chatib, M. 2012. Orangtuanya Manusia. Bandung : Kaifa.
Chatib, M. 2012. Sekolah Anak-anak Juara. Bandung : Kaifa.
Cholil, Kurniawan, S. 2011. Psikologi Pendidikan. Surabaya : IAIN Sunan Ampel Press.
Gunarsa, S. 1990. Psikologi Olahraga. Jakarta : PT.BPK Gunung Mulia.
Hanulla, D. 2008. Sukses Melatih Renang. Yogyakarta : PT. Pustaka Insan Madani.
Harsono. 1988. Coaching dan Aspek-Aspek Psikologis Dalam Coching. Jakarta :
Departemen Pendidikan dan Kebudayaan Dirjen Dikti.
Kamil, M. 2010. Model Pendidikan Dan Pelatihan. Bandung : Alfabeta.
Kurnia, Dadeng. 1987. Pedoman Dasar Membina Olahraga Renang Prestasi. Jakarta :
PT. Prakarsa Belia.
Maksum, A. 2007. Psikologi Olahraga Teori dan Aplikasi. Fakultas Ilmu Keolahragaan.
Surabaya : Universitas Negeri Surabaya.
Marsudi, I. 2009 . Renang Teori, Praktik, dan Peraturan. Malang : Wineka Media.
Mursyodo, Sudibyo Kunto. 2011. Identifikasi Faktor-Faktor Pendukung Dan
Penghambat Ekstrakulikuler Bola Basket Di SMK Al-Islam Krian Sidoarjo.
Skripsi tidak diterbitkan. Surabaya : JPKO FIK Unesa.
Moleong. 2011. Metodologi Penelitian Kualitatif. Bandung : PT. Rosdakarya.
Ngasmin. 1996. Renang I. University Press IKIP Surabaya.
Pratama, Hafiizh Agni. 2011. Identifikasi Minat Atlet Kelompok Umur II Dan I Terhadap
Latihan Fisik Darat Pada Klub Renang Petrokimia Gresik Tahun 2010. Skripsi
tidak diterbitkan. Surabaya : JPKO FIK Unesa.
Sajoto. 1988. Pendidikan Kesegaran Jasmani. Jakarta : Depdikbud Dirjen Pendidikan
Tinggi Proyek Pembinaan Tenaga Kependidikan.

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Sasmita, Y. 1996. Ilmu Kepelatihan Dasar. Jakarta : Departemen Pendidikan Nasional.
Dirjen Dikti Proyek Pendidikan Tenaga Akademik.
Sugiyono. 2009. Memahami Penelitian Kualitatif. Bandung : Alfabeta.
Sugiyono, 2013. Metode Penelitian Pendidikan. Bandung : Alfabeta.
Thomas, D. 2006. Renang Tingkat Pemula. Jakarta : PT. Raja Grafindo Persada.

364
 INFLUENCE OF AEROBIC DANCE EXERCISE ON AEROBIC
CAPACITY AND SELF WELL BEING

Noortje Anita Kumaat

Faculty of Sport Science, UNESA

Abstract
The purpose of this research is to study and analyze the amount increasing influence of aerobic dance
exercise on aerobic capacity and self wellbeing. The treadmill test instrument is used to measure aerobic
capacity and Oxford Happiness Questioner to measure self wellbeing. The result of the research shows that
the average amount of Aerobic Capacity increases in 3.67 ml / kg / m and the average increase of the
amount is 2:56 for wellbeing self components.
Keywords: aerobik dance , Aerobic Capacity, Self wellbeing.

Introduction
Sport, a form of planned and structured physical activity, involves repetitive body
movements with a purpose to improve physical fitness. Health and fitness are the targeted
aspect in sports. Health is defined as prosperity condition in which soul and body enable
people to live more socially and economically productive while fitness is defined as
body's ability to perform daily activities without causing physical and mental fatigue
excessive (Karim, 2002).
Fitness can be measured by the volume of oxygen that can be consumed during
exercise on aerobic capacity (aerobic endurance). Aerobic capacity (VO2 max), the
combined ability of cardiovascular and pulmonary system used to transport oxygen to the
muscle tissue system during physical activity or exercise. Measurement of VO2 max is
the maximum amount of oxygen in milliliters, which can be used in a minute per
kilogram of the body weight (Werner and Sharon, 2006). Psychological wellbeing is
defined as a positive evaluation of someone life due to the pleasant feeling obtained
(Pinquart and Sorenson, 2000).
At the age of 30-40 years, the strength of relative muscle component decreases.
This means that the tendon elasticity will decline after the age of 30 while muscle strength
after the age of 40 (Setiawan, 2011). It is expected to perform regular systematic aerobic
dance, which is measurable and precise. Thus, movements, performed in needed and
appropriate duration of time, can improve aerobic endurance and self wellbeing of women
aged 30-40.

Method
The purpose of this research is to examine and analyze the effect of aerobic exercise on
the aerobic endurance and self wellbeing of women aged 30-40. The method used in this
research is quasi experimental with pre-post test design. The sampling used is simple
random sampling, consisting of 25 people with the treatment of aerobics. Exercises were
given for 3 months with a frequency of twice in a week for 60 minutes of each exercise.
The data were collected from the aerobic endurance measurement (VO2 max) with
instruments treadmill test (Mackenzie, 2005) and the measurement of wellbeing with
instrument Oxford Happiness questionnare (Hills and Argyle, 2001).

365
Results of the research

Table 1. Pretest and posttest result of aerobic capacity and self wellbeing

Minimu Std.
N m Maximum Mean Deviation
Pre AC 25 25.20 34.80 28.8680 2.51574
Post AC 25 29.10 37.80 32.5360 2.37608
Delt DA 25 1.90 6.60 3.6680 1.28638
Pre SW 25 95.00 116.00 106.4400 6.15819
Post SW 25 97.00 118.00 109.0000 6.23164
Delt SW 25 1.00 5.00 2.5600 1.08321
Valid N
25
(listwise)
The subjects were 25 people with aerobic endurance measured was in average
score of 28.86 ml / kg / at pre-test and average of 32.53 ml / kg / m at post-test and the
average gap was 3.67 ml / kg / m. Thus, the average score increases in 3,668 ml / kg / m.
the average score of wellbeing was 106.44 in pre-test, and 109.00 in post-test and the
average gap was 2:56. Therefore, there is an increase in the average value of 2:56.

Analysis Test Requirement

The requirements to get to hypothesis test, previously normality test was
performed on the data pretest and posttest using one sample Kolmogrof-Smirnov test.

Table 2. Normality test

Pre KA Post KA Pre SW Post SW
N 25 25 25 25
Normal Mean
28.8680 32.5360 106.4400 109.0000
Parameters(a,b)
Std. Dev 2.51574 2.37608 6.15819 6.23164
Most Extreme Absolute
.135 .149 .141 .149
Differences
Positive .135 .149 .125 .100
Negative -.074 -.105 -.141 -.149
Kolmogorov-Smirnov Z .675 .743 .706 .744
Asymp. Sig. (2-tailed) .753 .639 .701 .637

The normality test based on Table 2 above shows that the normality test for Vo2 max
pretest and posttest of 0.753 is 0.639, self wellbeing measurement of pre test and posttest
is 0.637 and 0.701 respectively. The result of normality test at the top of each value is
indicated greater than 0.05. Therefore, it can be concluded that the data are normally
distributed.

Homogeneity Test
Test of homogeneity of variance is conducted to determine all variables that shows
the value of F variable Vo2 max values F (3187) with the test criteria P> 0.05 and
the value of F, variable happiness (self wellbeing) F (3,589) with the criterion P>
0.05. The table 3 below shows the value of P> 0.05. Therefore, it can be stated to be
homogeneous.

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Hypothesis test
To determine differences in the effect of low impact of aerobic exercises and yoga
exercises on each controlled variable then tested using multivariate test for testing the
hypothesis.

Based on calculations using SPSS ver. 20 shows that the probability p value 0.000 <0.05
which means Ho is rejected. It is stated that the aerobic dance workout gives influence to
an increase of aerobic capacity and self well being.

Discussion
The research, conducted in 16 weeks with a frequency of twice a week per exercise,
shows a significant effect on aerobic endurance and self wellbeing. The increase of
aerobic endurance in pretest score with an average of 28.86 ml / kg / m and posttest
average of 32.53 ml / kg / m, and the measurement of wellbeing self increases
significantly with score average of 106.44 in pre-test and 109.00 in post-test. The results
of research conducted and reviewed with low impact aerobics research can influence to
improve the cardio respiratory endurance (Hopkins, et al., 2015); as well as aerobic
exercise for 12 weeks increases physical activity (Rubenstein et al., 2000) and the level of
motivation (Kaltsataou et al., 2000); reduces aggression self control (Ahmad et al., 2015).
The low impact aerobics exercise which is characterized as light intensity / moderate
accompanied music suitable with the beat and rhythm will give benefit physically and
mentally. Based on the research, it is suggested that aerobic sports improves brain
function, especially improves memory (cognitive abilities) in the International Journal
delivered to the scientific study of the aging process (2015) and cognitive task (Hindin
and Zelenski, 2011). Dance aerobics is a series of motion chosen deliberately by

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following the rhythm of the music that give birth to the provisions of rhythmic, continuity
and certain duration (Dinata, 2007). Aerobic physical activity significantly reduces the
risk of cardiovascular problems and improves the quality of life (Giannuzzi et al., 2003).

Conclusions and Suggestions

It can be concluded that low impact aerobic exercises influence the increase in aerobic
endurance as 3.668 ml / kg / m, significantly (p <0.05) as well as on self improvement
wellbeing of 2.56, significantly (p <0.05). Suggestions can be submitted that aerobic
dance workout is one of the main forms of exercise to increase aerobic capacity and self
wellbeing.

REFERENCES
Giannuzzi, Mezzani, Saner, Bjornstad, Fioretti, Mendes, Cohen-Solal, Dugmone,
Hambrecht, Hellemans, Mc Gee, Perk, and Vanhecsand Veress. 2003. Physical
activity for primary secondary prevention. Position paper of the working group on
Cardiac Rehabilition and Exercise Physiology of the European society of
cardiology. European Journal Cardiovasculer Prevention and Rehabilitation, 10:
319-327.
Hills, P. and Argyle, M. 2002. The Oxford Happiness Questionnaire: a compact scale for
the measurement of psychological wellbeing. Journal of Personality and Indifidual
Differences, 33: 1073-1082.
Karim, A. 2002. Panduan Kesehatan Olahraga Bagi Petugas Kesehatan. Diakses dari
http://pbprimaciptautama.blogspot, 15 October 2009.
Pinquart, M., Sorensen, S. 2000. Influences of Socioeconomic Status, Social Network,
and Competence on Subjective Well-Being in Later Life: A Meta-Analysis.
Psychology and Aging, 15(2):187-224.
Rubenstein, 2000. Effect of a Group Exercise Program on Strength, Mobility and falls
Among Fall-Prone Elderly Men. The Journal Gerontology, 55(6):317-321.
Setiawan, A. 2011. Faktor timbulnya cedera olahraga. Jurnal media ilmu keolahragaan
Indonesia, 1:94-98
Springer, K. W., and Hauser, R. M. 2006. An assessment of the construct validity of
Ryff‟s scales of psychological well-being: Method, mode, and measurement
effects. Social Science Research, 35: 1080–1102.

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 COMPARISON OF PHYSICAL FITNESS JUNIOR HIGH SCHOOL
BASED ON HIGHLANDS AND LOWLAND

OCE WIRIAWAN

ABSTRACT
Physical fitness is important for everyone to be able to do all of the daily activities. To know one's
fitness at least seen of the aerobic capacity of a person of at least 45 ml/kg/min. real Facts there is a
decrease in the quality of physical fitness each year in Indonesia. Changes in the patterns of life and the
environment greatly influences human behavior that results in fitness. As well as the environment of the
Highlands and the lowlands that tends to his life and the day-to-day is different. The relationship between
altitude and physical ability/performance capacity is giving a great influence towards faal response
body.The purpose of this research was to analyze and compare the physical fitness level high school
students first jember distric (Highlands) and Banyuwangi distric (lowland). Physical fitness level taken
including flexibility, stepping high, durability of the abdominal muscles, arm muscles and endurance
kardiorespiratori. Research method of comparative research using 2 area, samples taken from the population
of each city JUNIOR HIGH SCHOOL students using random sampling techniques.The results showed that
the average level of physical fitness of junior high school student government. jember flexibility elements
of good category once (32.26), stepping high enough category elements (37.04), abdominal muscular
strength element category enough (20:56), elements of the power of the arm muscles enough category (20),
and elements of aerobic capacity categories less once (33.14). Physical fitness level high school students
first banyuwangi distric of flexibility splendidly category (32.10), stepping high enough category elements
(62), elements of the abdominal muscle strength category enough (16), elements of the power of the arm
muscles enough category (24.40), and elements of aerobic capacity categories less once (28.92).There is a
difference of physical fitness level high school students from the first two areas including kab. Jember and
Banyuwangi distric on elements of high-stepping, arm muscle strength, and aerobic capacity. Judging from
the results of the average high-stepping and elements of the power arm muscles show Banyuwangi distric is
better than the Government. jember, elements of aerobic endurance shows Jember distric is better than the
Government Banyuwangi. While the elements of flexibility and strength of the abdominal muscles are not
physical fitness level difference on junior high school students.
Key words: flexibility, high-stepping, sit ups, push ups, aerobic capacity

INTRODUCTION
Physical fitness is one of the components in human life which is very necessary,
that all daily activities can be run well. Physical fitness can be obtained by means of
physical activities on a regular basis, measurable, and hard-wired. Good physical fitness
is the primary base of capital for someone to do a physical activity repeatedly in a
relatively long time without causing fatigue. With it have a good physical fitness, then
someone will hopefully be able to work with the productive and efficient, not susceptible
to the disease, learn to be more excitement, and can perform optimally.
Physical fitness has an important role that determines the productivity of work in
General and in particular, learning the benefits of physical fitness are very various kinds,
one of which is the fitness for students that can heighten the willingness and ability to
learn. Examples that can be seen is if disturbed physical conditions (sick), students can't
concentrate in following lessons very well. If this condition continues, it would be very
possible the achievements of students learning experience a decrease.
Ryan (1974) revealed that the relationship between altitude and physical
ability/performance capacity is giving a great influence towards faal response body. And
muscle metabolism during exercise human skelet will change in altitude, heat and cold.
Then there are three aspects of common occurrence when there is no acclimatization
against individually. Exhibit muscle glycogen breakdown, glycolitic, lactate accumulation
and individuals. Maximal oxygen intake decreased with increasing altitude from sea level,
approximately 3% per 305 metres (1000 feet).

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 Barometer pressure drop with increasing elevation, due to a decrease in the
oxygen partial pressure in acute hypoxia occurs then air the stimulation of ventilation
during rest and exercise. However the working capacity and endurance at first declined,
after being at altitude, acclimatization and lead to increased tolerance increases. This is
according to Buskirk quoted by Pandolf (1990) after 4 – 5 weeks are and stay above 4000
meters, individuals or athletes from lowlands are able to compete with athletes who live
in the Highlands since humans were born.
According to the Ministry of health of INDONESIA in Soetanto, dkk (2013)
physical fitness consists of ten components, namely:
1. Durability of pulmonary heart (cardiovascular endurance).
Durability associated with long periods of time/length. Heart lung endurance is the
most vital component of physical fitness. The individual who has the staying power of
the heart lung is high it will be physical activity dapatmelaksanakan within a long time
without experiencing fatigue. A sample test is a test of durability jantungparu 1,200,
2,400 and 4,800 m racewalking.
2. Endurance muscle (muscular endurance)
It is known that the staying power is very concerned with a relatively long time. An
individual or individuals who have muscular endurance is good then it is capable of
lifting, pushing, pulling weights repeatedly over a long time. Examples of muscular
endurance test is to push up for 60 seconds 9 to know the durability of the shoulder and
arm muscles sit ups for 60 seconds to know the durability of the abdominal muscles.
3. The power muscles (muscular strength)
Muscular strength is the ability of a bunch of muscles to work addressing the burden,
for example moving something to another place by lifting, pulling and pushing. There
is a difference between the endurance and muscle strength. Although both of these
components is the work of a group of muscles to cope with the burden, but on the
strength of the muscles then working time shorter than muscle on muscle endurance.
Example test muscle strength is the push up for 30 seconds to figure out the strength of
the shoulder and arm muscles sit ups for 30 seconds to find out your stomach muscles.
4. Flexibility
The ability to perform the movements of joints through a broad range of motion. A
more appropriate term used to indicate the maximum joint motion ability on someone
is lentuk. With a high flexibility then someone not prone to injury as well as the sports
movement 10 shown look more supple and beautiful. Example test flexibility is the sit
and reach.
5. Body composition (body composition)
Body composition is described with the weight without the fat and weight of fat.
Weight loss fat consists of muscle (time 40-50%), bone (16-18%) and the organs of the
body (29-30%). Fat weight expressed in percentage against the total weight.
6. The speed of motion (movement speed)
A person's body's ability to move the position of a place A to place B in the shortest
time possible which can be defined as the speed of the motion. Speed is often
associated with the use of a short time. Examples of motion speed test is run 100 and
400 meters.
7. Agility (agility)
Agility is the ability of a rapid change in direction of the body or body parts without
interruption on the balance. An example is zig zag agility test run and run back and
forth.
8. Balance (balance)

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 The ability of the body to perform the reaction to any change in the position of the
body so that the body remains stable under control. Someone who balance good then
not easily fall.
9. The speed of reaction (reaction time)
The speed of the reaction of diartika as the body's ability to give a response as soon as
possible when any stimulus received. An example is the reaction of wholebody speed
test reaction.
10. Coordination (coordination)
the ability of the body to perform motion with precise and efficient. When someone
has a good motion coordination then it will tend to be fast and effective in learning a
movement.
Factors affecting Physical Fitness according to Nurhasan in practical guidance physical
education (2005) factors that influence the physical fitness among other things:
a. Genetic
Heredity is the innate traits carried from birth, which is derived from the nature of both
parents. The influence of the descent towards the muscle strength and endurance of
muscles generally related to the number of muscle fibers and the composition of red
and white muscle fibers. Someone who has more red muscle fibers would be better to
do the aerobic nature of the sport, while for people who have white muscle fibers, it
will be superior in doing anaerobic activities.
b. Age
Age affects almost all of the components of physical fitness. On cardiovascular
endurance found since the age of children up to around the age of 20 years,
cardiovascular endurance increase reaches a maximum at the age of 20-30 years. The
durability will decrease in line with increasing age, but this decrease can be reduced if
a person exercising regularly early on.
c. Gender
The value of physical fitness of males are larger than females, ranges between 15-30%.
Although among athletes trained though. The difference is due to changes in body
composition with Hb.
d. Sports Habit
Sport is a physical activity according to certain rules and a way with the aim of
improving the efficiency of the body fugsi the end result is the increase of physical
fitness.
e. smoking habit.
The habit of smoking also affects against cardiovascular endurance on the tobacco
smoke against 4% carbon monoxide. Activity on Hb of 200-300 more strongly than
oxygen. Carbon monoxide increases faster when the binding of oxygen in Hb. When a
person smokes 10 to 20 Rod a day, then in the Hb would contain approximately 4.9%
carbon monoxide. So oxygen levels released kejantung decreased about 5%.
f. Nutritional Status
Nutritional status is a measure of the State of nutrition in a person and also on groups
of people taking into account the adequacy of nutrient substances obtained from the
daily diet. Besides nutritional status will reflect the quality of the physical. Nutritional
status is less reflective of the physical quality of the low and will have an impact on the
level of physical fitness,which is against the low working ability.

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g. physical activity
Physical activity greatly affect all components of physical freshness. Physical activities
that are trained or not also affects physical freshness.
h. Health Status
Free of a disease not yet mean the level of freshness jasmaninya good, but because of
the presence of a disease will lower the status of the physical person's freshness. As
well as blood pressure and pulse were also very influential towards the test result of
physical freshness.
i. the Sufficiency of rest
Scientifically it has been proven that a lack of sleep had an enormous effect on the
mental and physical appearance at any age. Muscle, strength and rest or sleep very
necessary, besides eating and exercise settings.
j. Exercise
Exercise performed with regularly arranged along will be able to increase the level of
physical freshness correctly will be able to improve a person's physical freshness. Even
with the added exercise programs run properly then it may reduce the risk of heart
disease, obesity, Krone as well as lowering high blood pressure, cholesterol levels in the
blood and the pulse of the break.

METHOD
The author uses Descriptive Quantitative research methods, namely the research
done for the specific phenomenon of menggambaran, in this case namely physical fitness
level junior high school dijawa East. Data collection was conducted to obtain information
related to the phenomenon of, condition of, or specific variables and is not intended to test
the hypothesis, i.e. the granting of treatment or the treatment of research subjects. The
simplest form of descriptive research is research with one variable (Infallible, 2006).
The population in this research is the first high school students. With the number of
students as much as 25 sons kab. Jember and as many as 35 people kab. The techniques
used in sampling is random sampling techniques, sampling techniques or aiming,
performed by taking a subject is not based on the strata, random or area but is based on
the existence of specific objectives (Arikunto, 2006).Instrument in research there is a two-
part that is used to test among others jump high stepping test for df, sit ups 30 seconds to
test the strength of your stomach muscles, push up 30 seconds to test the strength of the
muscles of the arms, and the MFT for AEROBIC endurance tests.Engineering data
collection done by procedures that are set as follows: 1) collection in each area; 2 random
sampling process); 3) test execution; 4) process of sports data.
The analysis used in the study are using some of the techniques of data processing namely
mean, normality tests, test and mann whitney test because the data is not normal.

DISCUSSION
Based on the results of the analysis using SPSS program version of the calculation
is 20, then the description data from the research results can be further elaborated as
follows:
A. a description of the Data
1. Jember Distric
Based on the results of the measurements can be seen that the elements of the
flexibility better than the fitness element to another. the results of measurements of the
mean flexibility (32.26) excellent, high-stepping (37.04) enough, the strength of the
abdominal muscles (20.56) enough, the strength of the arm muscles (20.12) and
aerobic endurance (33.14) less. Those results could be drawn conclusions that the

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 majority of students tend to probolinggo flexibilitynya good once his aerobic
endurance and less once

Result Flexibility High Jump Strength abdominal Strength arm Endurance cardio

Mean 32.26 37.04 20.56 20.12 33.14

SD 3.92 5.64 4.08 5.54 4.55

2. Banyuwangi Distric
Based on the results of the measurements can be seen that the elements of the
flexibility better than the fitness element to another. the results of the measurements of
flexibility (32.10) excellent, high-stepping (41.40) enough, the strength of the
abdominal muscles (22.37) enough, the strength of the arm muscles (22.40) enough
aerobic and endurance (28.92) less. Those results could be drawn conclusions that the
majority of students distric other countries tend to be flexibilitynya well and his less
Aerobic endurance.

Result Flexibility High Jump Strength abdominal Strength arm Endurance cardio
Mean 32.10 41.40 22.37 24.40 28.92
SD 5.79 6.10 5.30 5.91 5.05

A. the terms of Hypothesis Test

To test whether the results of the descriptive analysis above is significant or not,
then the next test will be done of significance which is also a test of the hypothesis. The
things that are necessary to know the hypothesis test in the analysis of this research are as
follows:
1. Test for Normality
To test the average spread of the data, in the research by using the calculation test Shapiro
Wilk.

Flexibility High Jump Strength abdominal Strength arm Endurance cardio

Result 0.002 0.187 0.024 0.261 0.024

Based on the above table shows that the magnitude of the value of the Sig. overall figures
that showed greater than 0.05. Appropriate testing criteria can be said that the majority of
data i.e. flexibility, abdominal muscular strength and aerobic endurance is not Gaussian.

B. Hypothesis Testing
This section will test the hypothesis put forward on the basis of the results tabulate
data obtained from a test given to athletes. Then the results tabulate the data processed
and analyzed statistically to test the hypothesis that already submitted earlier.
Testing the mean difference between two areas simultaneously performed using Mann
Whitney Test because the data is not a normal berditribusi.
The results of the calculations element shows the value of the Sig flexibility. 0.533 >
value 0.05 α, then it can be said that there was no difference in the level of physical
fitness. Stepping high element shows the value of Sig. 0.016 < 0.05 α values, then it can
be said that there is a difference of physical fitness level. The Element shows the value of
abdominal muscle strength Sig. 0.267 > value 0.05 α, then it can be said that there was no
difference in the level of physical fitness. Arm muscle strength element shows the value
of Sig. 0.05 α value of 0.007 <, then it can be said that the physical fitness level difference

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was found. Aerobic endurance element shows the value of Sig. 0.05 0.002 α value <, then
it can be said that there is a difference in level of physical fitness.

Conclusion and Suggestion

A. Conclusions
The results of the research on the analysis of the difference in fitness levels at
junior high school in East Java, it can be summed up as follows:
1. Fitness level JUNIOR HIGH SCHOOL Student Government. jember flexibility shows
the result of the average (32.26 cm) well, high-stepping (37.04 cm) is enough, the
strength of the abdominal muscles (20.56) enough, the strength of the arm muscles
(20.12) and aerobic endurance (33.14 ml/kg/min) the less once.
2. Fitness level JUNIOR HIGH SCHOOL Student Government. jember flexibility shows
the result of the average (32.10) category of good, high-stepping (41.40) enough, the
strength of the abdominal muscles (22.37) enough, the strength of the arm muscles
(22.40) enough aerobic and endurance (28.92) less.
3. There is a difference between physical fitness level Jember and banyuwangi distric on
elements of high-stepping, arm muscle strength and aerobic endurance.

B. Suggestions
Conclusion based on the above, it can be made a suggestion to improve fitness in junior
high school levels in cities throughout East Java. In accordance with the results of the
research will then be given advice include:
1. Need to be given a child motion learning environment, such as a playground or
recreation.
2. improve the culture to exercise such as bersepada.
3. public sports facilities need to be built to play.

Refference
Nurhasan, Dkk. 2005. Petunjuk Praktis Pendidikan Jasmani. Surabaya : Unesa University
Press.
Maksum, Ali. 2007. Metodologi Penelitian. Surabaya: Fakultas Ilmu Keolahragaan
Universitas Negeri Surabaya.
Hartono, Soetanto dkk. (2013). Pendidikan Jasmani. Surabaya: penerbit Unesa University
Press.
Arikunto, S. 2006. Prosedur Penelitian Suatu Pendekatan Praktik, Jakarta : PT. Rineka
Cipta.
http: //www.brianmac.co.uk/vo2max.html diakses pada 23 Februari 2015
Sugiyono. 2010. Metode Penelitian Pendidikan. Bandung : Alfabeta
Maksum, Ali. 2007. Statistik Dalam Olahraga. Surabaya : Fakultas Ilmu Keolahragaan
Universitas Negeri Surabaya.

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 THE INFLUENCE OF DRILL AND ALLEY RALLY TRAINING
METHODS TO THE ACCURACY OF GROUNDSTROKE FOREHAND
TOPSPIN AND GROUNDSTROKE BACKHAND TOPSPIN ON TENNIS

Peby Gunarto

ABSTRACT
The background of the study was based on the problems encountered in the guidance of tennis
athletes at GSTC Tennis Club, Singaraja which is the lack of the athlete in aiming the ball to the opponent‟s
weak spot which is considered as less optimal. It happens due to the lack of training variations implemented
in performing groundstroke technique.This study aimed to analyze the issues on: (1) the influence of drill
training to the accuracy of groundstroke forehand and groundstroke backhand, (2) the influence of alley
rally training to the accuracy of groundstroke forehand and groundstroke backhand, and (3) the significant
difference on the influence of drill and alley rally training methods to the accuracy of groundstroke
forehand and groundstroke backhand. The target of this study are 36 male athletes in GSTC Tennis Club
Singaraja Bali.This study was employed in quantitative approach by utilizing quasi experimental method.
The designation of this study was by usingnon-randomized control group pretest posttest design, and the
data generated was analyzed using Anova. The data was collected using groundstroke accuracy test on
tennis during pretest and posttest. Then, the result was analyzed using SPSS version 21.0.The results
exhibited that: (1) drill training significantly affect the improvement of accuracy of groundstroke forehand
and groundstroke backhand,(2) alley rally training significantly affect the improvement of accuracy of
groundstroke forehand and groundstroke backhand, (3) there is significant difference on the influence of the
improvement of the accuracy of groundstroke forehand and groundstroke backhand. According to the
corresponding data analysis, it can be concluded that drill and alley rally trainings significantly affect to the
improvement of the accuracy of groundstroke forehand and groundstroke backhand.

INTRODUCTION
Groundstroke is one of the techniques in basic hitting techniques in tennis game. This
technique is essential to be possessed by an athlete due to the reason that groundstroke is the
most frequently used in the game. According to Loman (2008:79), 25% of all losing points
are caused by proper and well-directed hits from the opponent, thus 75% of all losing points
are caused by personal errors. It does not happen only in the game, but also during the
training the athletes are often performing some mistakes such as balls which are trapped at the
net, or out balls. Hence, the athletes have to be trained well in terms of hitting accuracy so
that they can perform a correct and well-directed hit which may reduce personal errors. The
hitting accuracy is a key for an athlete to win the competition.
Drill training method is a feeding drill training or a training where the coach feeds the
ball to the athletes in the decided ball‟s direction and aim according to the coach (David, H.
and Rufus, K, 2011:4). This training method requires coach‟s creativity in creating training
variations which are adjusted to the real situation like the in the real game. By utilizing drill
method, it will be easier for the coach to correct the mistakes being performed by the athletes
both technical mistakes and hitting results.Alley rally training method is a training method
done in pair with opponent at the opposite side (Jim Brown, 2007:50). This training is
categorized in live ball training. It is called alley rally training because the athletes train in an
alley or double field allay by doing groundstroke hitting technique.

METHOD
This study utilized qualitative approach, quasi experiment. The research design which
was employed in this study is non-randomized control group pretest posttest design
(Maksum, 2012:98). This design used control group and pretest-posttest. The data was
obtained through test and measurement with validity and realbility and was processed by
analysis of variance in the form of “ANOVA” test.

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FINDINGS AND DISCUSSION
According to hypothesis testing result, the result shows that drill training significantly
affect the improvement of accuracy of groundstroke forehand with the average improvement
of 32.08. Moreover, drill training also significantly affect the improvement of accuracy of
groundstroke backhand with the average improvement of 21.83.
In regards to hypothesis testing result, the treatment conducted by alley rally training
shows significant influence on the improvement of accuracy of groundstroke forehand with
the average improvement of 19.83. Alley rally training also significantly affect the
improvement of accuracy of groundstroke backhand with the average improvement of 14.75.
Drill training influence the accuracy of groundstroke forehand more compared to
alley rally training and control. It can be seen from the average improvement of drill training
which is 32.08 that is compared to alley rally average improvement at the number of 19.08
and the improvement of control group at the number of 4.25.
Drill training affect the improvement of accuracy of groundstroke backhand more
significant compared to alley rally training and control group which can be seen from their
average improvements. The average improvement of drill training is 21.83, alley rally
training is 14.75 and the improvement of control group is 9.00.

CONCLUSION
According to the data analysis result, the findings and discussion of the research
result, some conclusions can be drawn in details as follow. 1) drill training significantly
affect the improvement of accuracy of groundstroke forehand,(2) drill trainingalso
significantly affect the improvement of accuracy of groundstroke backhand, (3) there is
significant difference on the influence of drill training and alley rally training to the
improvement of accuracy of groundstroke forehand and groundstroke backhand.

REFERENCES
David, H and Rufus K, 2011. Global Tennis Coaching. www.ebookAuthorAcademy.com
Jim Brown. 2007. Tenis Tingkat Pemula. Jakarta: PT Raja Grafindo Persada.
Maksum, Ali. 2012. Metodologi Penelitian Dalam Olahraga. Surabaya: Unesa University
Press.

376
 MODIFICATION OF LEARNING MODEL TRIPLE JUMP SUBJECT IN
PHYSICAL EDUCATION, SPORTS, AND HEALTH IN CLASS XI SMAN
1PACET MOJOKERTO

Puguh Satya Hasmara 1

Moh. Fatchur Rozaq 2
puguhsatyahasmara.stkipjb@gmail.com

This study aimed to describe the response or response modification and learning of students after
participating in the material's triple jump. Modifications learning triple jump is a modification that
leads to the play activities in learning approach that uses a scientific approach to the material's triple
jump. The concept of basic movements in each model games for play activity refers to the basic
motion in the triple jump. Thus, playing the game model of learning in the triple jump this
modification will indirectly play and learning process occurs while playing it. Model modification
and learning the game in triple jump with every model has a function or role playing different. This
research is a quantitative descriptive study, using questionnaires and observation to observe and
record what happens on the ground. In this method uses subject IPA 2 class XI student of SMAN 1
Pacet Mojokerto selected as the sample using simple random sampling technique from nine classes
in class XI. In the questionnaires, indicators were developed to obtain data in studies related to the
modification of the model of learning in the game's triple jump. From the research results obtained
through the analysis of questionnaires completed by the students, as follows: for the first game
model results obtained 79.85, the model results obtained 78.97 II game, game model results obtained
82.35 III, IV game model obtained results 75.88, gaming model results obtained 75.15 V, VI game
model results obtained 78.24. Based on the analysis of data on the questionnaire can be concluded
that the modification and learning triple jump that leads to activity playing in every game model in
learning approaches scientifically concluded that it can help students in learning motor skills triple
jump, but this result is the result declared by the average of data obtained through the questionnaire,
which means that there are some students who feel that the play can not help these students to learn
the skills of triple jump.
Keywords : Modifications, Triple Jump Learning, Physical Education, Sports and Health

INTRODUCTION
The importance of doing modifications for a Physical Education‟s Teacher
manage learning, can not be separated from for instance the level of difficulty of the
material (the concept of motion) were studied by learners, one material that has a high
degree of difficulty in learning programs physical education ie triple jump which is one of
the numbers jump horizontal in athletics. This is because a learner is required to
coordinate physical ability (physical) with a series of triple jump motion, so that learners
can carry out a series of triple jump motion in accordance with the maximum physical
abilities that still refer to the basic concepts of motion triple jump. Therefore, in the
modification of the learning triple jump first step that must be done is to analyze the
concept of motion-motion along with the level of difficulty, and then make modifications
learning new triple jump.
In a modification of learning is also related to how teachers motivate students
(intrinsically motivated) in the creative to mengetrapkan model or style of teaching that is
oriented to the needs of students. It is important to understand the needs of students of
what they want in the learning process. So that students in participating in learning can
achieve the learning objectives. It is like the opinion Hein, et al. (2011), that the intrinsic
motivation of teachers will affect the seriousness of teachers in teaching so that teachers
will give the best to his students in teaching and learning-oriented what the student needs.
A modified form of learning to be done in this study is shaped play activities, play
activities with the concept of motion patterns using basic motion concepts triple jump.
Thus, indirectly, other than the learners in a state of active play on the model of games
designed by the researchers are also in a state of motion train hopscotch, jump in and
377
jump into a basic motion concepts triple jump. Play activities in learning physical
education relating to the material being taught will assist in providing a variety or color
on learning that indirectly create interest, the satisfaction felt by students, or can dispel
the concern or doubt yourself every learner to the inability (less confident) in conducting
a series of sports motion (triple jump).
Based on the background of the problems mentioned above, that the researchers
intend to conduct a study on the modification of the learning triple jump in Mojokerto.
The purpose of this study is to determine the response of students of class XI IPA
2SMAN 1 Pacet Mojokerto through filling a questionnaire about learning a modified
triple jump.

METHOD
Research on modification and learning in the triple jump this study uses
descriptive study using a quantitative approach. For the determination of the subject of
the study, researchers used a simple random sampling by means of a lottery. So, from the
lottery to get a class XI investigators MIA 4 as the study sample. This study in obtaining
the data held 2 meetings in the learning process triple jump in the first week and the
second month of June 2014. At the gathering techniques in this study was conducted
using nonparticipant observation and Charging Questionnaire. In this research, data
analysis technique used is quantitative descriptive analysis techniques percentage. This
technique is used to analyze the quantitative data obtained from the questionnaire on a
sample of students in the study. The formula for calculating the percentage of data
according to Sudijono (2008: 40), as follows:

Explanation :
P : Percentage of the results of the evaluation of the trial
X : The number of questions test scores by subject
Xi : Number of maximum response in the aspects of the assessment by the subject
of the trial
100% : Constants
To determine the conclusions that have been reached, according to the criteria set Sudjana
(1990: 131) as in the following table:

Table Analysis Percentage Evaluation by Subject Tests

PERCENTAGE EXPALANATION MEAN
80% - 100% VALID USED
60% - 79% ENOUGH USED
50% - 59% VALIDLESS CHANGED
< 50% UNVALID CHANGED

378
RESEARCH RESULT
Table Accumulated Value Entire Indicators In Every Game
Value
Indicator Value Expalanation
Acumulated
Indicator 1 81,62
Game Model I Indicator 2 86,76
Indicator 3 78,68 79,85 Enough
Indicator 4 75,00
Indicator 5 77,21
Value
Indicator Value Expalanation
Acumulated
Indicator 1 80,88
Game Model 2 Indicator 2 77,21
Indicator 3 80,15 78,97 Enough
Indicator 4 77,21
Indicator 5 79,41
Value
Indicator Value Expalanation
Acumulated
Indicator 1 84,56
Game Model 3 Indicator 2 93,38
Indicator 3 82,35 82,35 Valid
Indicator 4 77,21
Indicator 5 74,26
Value
Indicator Value Expalanation
Acumulated
Indicator 1 74,26
Game Model 4 Indicator 2 76,47
Indicator 3 76,47 75,88 Enough
Indicator 4 75,00
Indicator 6 77,21
Value
Indicator Value Expalanation
Acumulated
Indicator 1 72,79
Game Model 5 Indicator 2 77,21
Indicator 3 75,74 75,15 Enough
Indicator 4 74,26
Indicator 6 75,74
Value
Indicator Value Expalanation
Acumulated
Indicator 1 79,41
Game Model 6 Indicator 2 80,15
Indicator 3 77,21 78,24 Enough
Indicator 4 76,47
Indicator 6 77,94
Referring to Table analyzes the percentage of evaluation results in chapter III,
based on the description of each model of the game on the table the accumulated value of
the above, it can be concluded that for the result of the accumulation value gaming model
III categorized as invalid, so the game model III can be used in learning the triple jump ,
While the description of the results of the accumulated gaming model I, II, IV, V, and VI
in the category is quite valid, so the game model I, II, IV, V, and VI can be used in
learning the triple jump.

379
CONCLUSION
1. Based on the calculation results of the student questionnaire that modifications
triple jump learning to play the game model approach which is designed to
effectively help students can learn the movement's triple jump.
2. In achieving the learning objectives that can be achieved not only with good learning
approaches or the most good, professional teachers and advice and infrastructure is
complete and good, but the role of self-motivation on the students themselves also
have a role to mtercapainya learning objectives.

BIBLIOGRAPHY
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Louis: The C.V. Mosby Company.
Arikunto, Suharsimi. 2006. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta :
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Coulter, M. Dan Woods, C. 2007. It‟s All About Out of the Classroom: Classroom
Teachers‟ Perspectives on Teaching Physical education.Proceedings of Second
Physical education, Physical Activity and Youth Sport Forum. University of
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Derri, V. Dan Pachta, M. 2007. Motor skills and concepts acquisition and retention: a
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Gao, Z., Lee, A.L., Xiang, P., dan Kosma, M. ___ . Effect of Learning Activity on
Students' Motivation, Physical Activity Levels and Effort/Persistence. Journal of
Research. volume 6, issue 1.
Hein, Vello., dkk. 2011. The Relationship Between Teaching Styles And Motivation To
Teach Among Physical education Teachers. Journal of Sports Science and
Medicine. 11, 123-130.
Lyons, D., Duffy, P.J., dan Moran, A.P. 2007. How We Got Here: Perceived Influences
on the Development and Success of Irish Athletes. Proceedings of Second Physical
education, Physical Activity and Youth Sport Forum. University of Limerick.
Pantanowitz, Lidor, Nemet, Eliakim. ____ . The Use of Homework Assignments in
Physical education among High School Students. Journal of Research. Vol. 6
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Rikard, G. Linda dan Banville, Dominique. 2006. High School Student Attitudes about
Physical education. Journal Sport, Education and Society. Vol. 11, No. 4, pp. 385-
400.
Rink, Judith E. 1992. The Influence of Content Development on the Effectiveness of
Instruction. Journal of Teaching in Physical education, Volume 11, Issue 2, 1992,
pages 139-149.
Sinelnikov, O. A., Hastie, P. A., and Prusak, K. A. . Situational Motivation
during Seasons of Sport Education. Journal of Research. volume 2, issue 1
Trant, I. 2007. Learning Style Accommodation in the Classroom: A Study of the Learning
Style Preferences of a Cohort of First Year Students within Institute of Technology
Tralee. Proceedings of Second Physical education, Physical Activity and Youth
Sport Forum. University of Limerick.
Wallhead, Tristan L. dan Ntoumanis, Nikos. 2014. Effects of a Sport Education
Intervention on Students‟ Motivational Responses in Physical education. Journal
of Teaching in Physical education, 23, 4-18.

380
 DIFFERENCES EMOTIONAL INTELEGENCE BETWEEN COMBAT
AND NON COMBAT ATHLETE

Rahayu Prasetiyo1
Aditya Harja Nenggar2
Prasetiyo.rahayu07@gmail.com

ABSTRACT
Involvement and activeness in participating in sports activities can be an interpersonal relationship with
friends. Teenagers who have low interpersonal competence, affiliation with a peer in sports activities can
improve social acceptance and popularity, lower social alienation, develop social identity, and decrease
antisocial behavior. Especially combat sport that requires discipline, hard work, responsibility, emotional
control for the perpetrators. Karate is a sport involving physical contact are very high, athletes are often
involved in physical contact high need of emotional control is also high. The purpose of this study is to
prove that emotional intelegence combat athletes are higher than non-combat athletes. The results of this
study are expected to coaches, athletes and parents can make an exercise program, choose the type of
exercise to improve emotional intelligence. This type of research in this study is a comparative study. The
sample in this study is the karate athlete 26 people and 26 people were volleyball. Instruments in this study
using a modified test of the Bar-On EQ inventory that has been adjusted athletes. The results of this study
indicate that there are no differences in emotional intelligence karate athlete with volleyball athletes. This is
indicated by sig (2-tailed) 0.352> α 0:05. With a mean of 84.81 and a mean karate athletes were volleyball
athletes 71.93 This shows that the intelligence emosioal karate athlete is higher than volleyball athletes.
Keywords: combat, non combat, emotional intelligence

INTRODUCTION
Nowadays the sport has grown so rapidly. Sports not only as a merely physical
activity but also a means to develop other aspects. This is because in the sport contains
many positive values. Exercise is an important pillar for spirit fairplay, sportsmanship,
teamwork, and nationalism can be built through sports. Aspects that can be developed
through sports among other aspects of cognitive, social and emotional intelligence.
Robert and Cooper (Ary Gina Agustian, 2001: 44) revealed that emotional
intelligence is the ability to sense, understand and effectively apply the power and
sensitivity of emotions as a source of energy, emotion, connection and influence human.
Emotions run properly can be used to support success in various fields because when
emotions appeared, individuals have more energy and are able to influence other people.
Everything that generated the emotion when used properly can be applied as a source of
energy that is required to complete the task, influence others and create new things.
Through sports activities through interpersonal relationships with peers member
activities pursued. Teenagers who have low interpersonal competence, affiliation with a
peer in sports activities can improve social acceptance and popularity, lower social
alienation, develop social identity, and decrease antisocial behavior. This is supported by
research Rubin (2002) which showed that the students' involvement in sports activities
can improve interpersonal skills become better. Especially combat sport that requires
discipline, hard work, responsibility, emotional control for the perpetrators. One combat
sport is karate. Karate is a sport involving physical contact is high and also require high
emotional control is different from the non-martial sport that does not require physical
contact and emotional control are high. The assumption athletes who frequently engage in
physical contact high need of emotional control is also high. Therefore this research
interest to distinguish between emotional intelligence combat and non combat athletes.

381
 METHOD
This research approach is a quantitative approach. While this type of research is a
comparison (comparative research). The sample in this study is the karate and volleyball
athlete in Jombang each amount of 26 athletes. Emotional intelligence instrument in this
study was measured with Feelings Scale, contains 56-point declaration, which is a
modification of the Bar-On EQ inventory that has been adjusted athletes. Counting data
using SPSS 20 with a view sig (2-tailed) and average.Description Emotional intelligence
test results
In the description of the data is about the average of the two groups, the karate and
volleyball athlete.

Group Statistics
Kelompo N Mean Std. Std. Error
k Deviation Mean
Karate 26 84,81 5,719 1,211
Nilai
Volly 26 71,93 5,231 1,054

Independent Samples Test

Levene's Test t-test for Equality of Means

for Equality of
Variances

F Sig. t df Sig. (2- 95% Confidence

tailed) Interval of the
Difference

Lower Upper

Equal variances
,094 ,540 1,229 47.655 ,352 -1,220 5,060
assumed
Nilai
Equal variances
1,229 46,264 ,352 -1,220 5,060
not assumed

Based on the analysis of independent sample tests can be concluded that Ho is

accepted and Ha disapproved stating that there was no difference in emotional
intelligence between karate and volleyball athletes. It can be seen from the Sig. (2-tailed)
0.352> α 0:05.

CONCLUSION
1. No differences in emotional intelligence between combat (karate) and non combat
(volleyball) athletes.
2. Emotional Intelligence combat athlete (karate) higher than the non-combat
(volleyball) athlete.

382
REFERENCE
Blomfield, C. (2010). Australian Adolescents‟ Extracurricular Activity Participation and
Positive
Development: Is the Relationship Mediated by Peer Attributes. Australian Journal
ofEducational and Developmental Psychology, 10, 108-122. http://www.
collegiateassessment.com/acarticle2.pdf.
Brooks, A. L. (2000). A study of the relationship between the increased growth and
development of elementary students when participating in extracurricular
activities and the adaptations that parents, schools, and communities make to
meet these after school.
http://www.uwstout.edu/content/lib/thesis/2000/2000brooksa.pdf.
Deniz, M.E. (2008). A comparison of scouts‟ emotional intelligence levels with regards to
age and gender variables: a cross-cultural study. http://ilkogretimonline.
org.tr/vol7say2/v7s2m12.pdf.
Depdiknas. (2005). Kamus Besar Bahasa Indonesia. Jakarta: Balai Pustaka.
Depdiknas (2003). Undang-undang republik indonesia nomor 20 tahun 2003 tentang
system pendidikan nasional. Jakarta: B .P. Dharma Bhakti.
Fernandez, P. (2008). Emotional intelligence in education. Electronic Journal of
Research in Educational Psychology, 6(15). [On-line]
http://www.srcd.org/press/mahoney.pdf.
Fruh, J.M. (2005). The correlation of emotional intelligence, academic achievement and
clinical performance in undergraduate athletic training
students.http://www.oregonpdf.org/pdf/PE4773Fruh(19-1).pdf. Tanggal akses:
03 Maret 2011.
Fujita, K. (2005). The effects of extracurricular activities on the academic.
http://ilkogretimonline. org.tr/vol7say2/v7s2m12.pdf.
Goleman, D. (2002). Emotional intelligence (terjemahan). Jakarta: PT. Gramedia Pustaka
Utama.
Lutan, R. (2000). Pengelolaan interaksi belajar mengajar intrakurikuler dan
ekstrakurikuler. Jakarta: Universitas Terbuka
Mahoney, J. (2005). Organized Activities as Context of Development: Extracurricular
Activities,After School and Community Programs. New York: Lawrence
Erlbaum.
Mahoney, J. (2006). Organized Activity Participation, Positive Youth Development and
the
Over-Scheduling Hypothesis. http://www.srcd.org/press/mahoney.pdf. Maryati, I. (2008).
Hubungan Antara Kecerdasan Emosi dan Keyakinan Diri dengan
Kreatifitaspada Siswa Akselerasi.
http://etd.eprints.ums.ac.id/3693/1/F100040097.pdf.
Nurdin. (2009). Pengaruh Kecerdasan Emosional Terhadap Penyesuaian Sosial Siswa Di
Sekolah. Jurnal Administrasi Pendidikan, 9(2).
http://www.kon.org/urc/v5/fujita.html.
Prasetiyo, R (2015). Perbedaan Kecerdasan Emosional antara Mahasiswa Aktif UKM
Olahraga dengan Mahasiswa yang Tidak Mengikuti UKM Olahraga Prodi
Pendidikan Jasmani Kesehatan STKIP PGRI Jombang. Jurnal Bravos
Sanchezruiz, M.J. (2010). Trait emotional intelligence profiles of students from different
university faculties. Australian Journal of Psychology, 62(1), 51-57.
Sayette, M. (2010). Insider guide to graduate programs in clinical and
counseling psychology. New York: The Guildford Press

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Sudjana, N. (2002). Dasar-dasar proses belajar mengajar, Bandung: Sinar Baru
Algensindo.

384
THE EFFECT OF MASSAGE AND STRETCHING ON HIGH AND LOW
V02MAX IN RECOVERY OF BLOOD LACTIT ACID AND HEART RATE
AFTER SPORT ACTIVITIES

Rina Nopiana
Sport Education. Post Graduate Program. State University of Surabaya.

ABSTRACT
Physical activity is a common activity performed by humans in their daily activities. In one day,
human beings can make hundreds or even thousands of physical ativitas, humans usually conduct physical
activity to meet their survival. However, with too many doing physical aktvitas will also cause fatigue for
athletes and non-athletes when doing intensive sports activity or excessive.This study aims at: (1) finding
the effect of massage and stretching in recovery blood lactic acid and heart rate after a 400-meter-run; and
(2) finding the interaction among the massage and stretching groups of VO2Max in recovery blood lactic
acid and heart rate after a 400-meter-run. This research method was an experimental study with 2 x 2
factorial designs. The populations of this study PENKEP were the 4th semester students ofSport Coaching
Education Program, Faculty of Sport Science, State University of Surabaya in the academic year of 2014,
totaling 36 people. Based on the calculation of a sampel, the size sampel consisted of 5 persons of the high
vo2max and 5 persons of the low vo2max. since this research used a within subject design, the 10 people
received three types of the treatments with 7-day-washing-out period. The dataof the sample‟s Blood lactic
acid was taken before and after the recovery. On the other hand, the heart rate recovery was then taken after
a 400 -meter-in-run and taken two minutes afterwards. The researcher applied a Manova test with the
significance level of 0.05 in analyzing the data. The results of the research show that: (1) stretching is the
most significantly effective in the blood lactic acid recovery, stretching techniques showed an average drop
in blood lactic acid of 5.40 mMol / l while the massage recovery of 7.73 mMol / l. but to decrease heart rate
massage technique is more effective at lowering heart rate amounted to 103.2 DN / minute while stretching
recovery techniques to lower the heart rate of 120.2 DN / min,(2) there are nointeraction among the
massage and stretching with theVO2Max towards the blood lactic acid recovery and the heart rate after the
400-meter-run.
Keywords: Massage, Stretching, High and Low V02Max, Recovery of Blood Lactic Acid and Heart Rate.

INTRODUCTION
study has been strategically important given the increasingly tight sports
competitions, so we need to do to optimize the recovery both during rehearsal breaks,
halftime, or at rest relatively short. Responding to the research aims to complete by
focusing on efforts to optimize the recovery phase of athletes who ultimately have an
impact on the recovery of homeostasis of the body and lead to improvements in the
athlete's performance. The title of this research is "The effectiveness of massage and
stretching at high and low VO2Max recovery of lactic acid in the blood and heart rate
after a quick run 400 meters".

METHODS
This type of research is experimental laboratories and field. With the approach
of (Quantitative), in this study using factorial experimental research design 2x2.
Research Variables and Operational Definitions
Massage in this research is a recovery technique that is done by manipulation of
massage on muscle area of the upper limbs and lower limbs with a massage technique
used is Efleurage, shaking and squeeze-press. The duration of time used to perform
manipulation techniques of massage on limb muscle recovery is 5 minutes.

Population and Sample Research

The samples in this study using purposive sampling or sample aims, is a
sampling technique that traits and characteristics are already know do first based on the
characteristics and properties of the population.

385
Place and Time Research
Peneilitian It Do In Oentoeng Poedjadi Athletic Field and SSFC (Sport Science
and Fitness Center) Unesa. This study was conducted from February 15 s.d. March 15,
2016. The execution time of 08.00 s.d. 10.00 hrs.

RESEARCH RESULT
Research
In this study using MANOVA statistical analysis is done with computer
applications (SPSS) 20 with a significance level of 5% (0.05). The results of this study
can be explained as follows:
Inferential Statistical Analysis
Normality test
Testing normality of the data was conducted to determine whether normal data
or in other words to know the normal distribution of data acquired or not. To test the
normality of the data used Kolmogorov-Smirnov test. If the obtained value of p (p-value)
or a significant level (sig) is greater than 5% (0.05) then the data tested normal
distribution. The results of variable data normality test blood lactic acid and heart rate can
be seen in the table below.

Recovery Techniques Decrease Effectiveness Against Blood Lactic Acid.

To determine the effect recovery techniques (massage and stretching) to
decrease blood lactic acid can be used paired sample t test is to differentiate between the
results of blood lactic acid before and after recovery.
Testing Hypothesis I
The formulation of the proposed research to determine differences in the
effectiveness of each technique to the recovery of lactic acid and decrease heart rate is
structured as follows: "There are difference in effectiveness between the massage and
stretching in a decrease in lactic acid and heart rate". The results of MANOVA test
analysis on variable recovery techniques are as follows:
Table: Results of MANOVA Test on Recovery Techniques
Effect Value F-count Significant
level
Recovery 1,714 14,571 0,000
techniques(Hotelling's
Trace)

Hotelling's Trace value of 1.714 with a significance level of less than 5% is equal to
0.000. This means that the variable blood lactic acid and heart rate together showed a
significant difference between massage and stretching, or in other words, recovery
techniques (massage and stretching) effect on blood lactic acid and decrease heart rate.

Source Variabel Bound F Sig.

Recovery Lactic acid 7,875 .012
technique Heart rate 15.434 .001

With MANOVA statistical tests on variable blood lactic acid and heart rate showed
that there are significant differences between recovery techniques of massage and
stretching to a decrease in blood lactic acid . While on the heart rate , showed a significant
difference between recovery techniques of massage and stretching.Based on the analysis

386
of descriptive statistics can be concluded that the recovery with stretching techniques can
lower blood lactic acid was higher by 5.40 mMol / l compared to massage the recovery of
7.73 mMol / l , while the heart rate recovery technique based on the analysis of
descriptive statistics state that the technique recovery massage can lower heart rate
amounted to 103.2 DN / 2minutes while stretching recovery techniques can lower heart
rate amounted to 120.2 DN / 2minutes .

Effectiveness Against VO2max Ability Decrease Blood Lactic Acid and Heart Rate.
The data used for the test was the result data MANOVA blood lactic acid and
heart rate by VO2max. The results of MANOVA to know the results of the effectiveness
of the ability of the blood lactic acid VO2max and heart rate are as follows:

Hypothesis Testing II
The formulation of the proposed research to determine intraksi between
VO2max ability to decrease lactic acid and heart rate is structured as follows: "No intraksi
between VO2max ability to decrease lactic acid and heart rate". The results of MANOVA
test analysis on variable VO2max capabilities are as follows.

Table: Ability Test Results MANOVA on VO2max

Effect Value F-hitung Tingkat
signifikan
VO2Max 0,16 1,388 0,276
(Hotelling's 3
Trace)

Hotelling's Trace value of 0.163 with a significance level of more than 5% that is
equal to 0.276. This means that the variable blood lactic acid and heart rate showed no
intraksi between high with low VO2max VO2max effect on blood lactic acid and
decrease heart rate.To know the differences between lactic acid blood or heart rate seen
from VO2max, can be seen in the table below:

Table: Test Results MANOVA on Blood Lactic Acid or Heartbeat

Source Variabel Bound F Sig.
Lactic acid 1,138 .300
VO2Max
Heart rate 0,949 .343
Variable blood lactic acid and heart rate together showed no intraction between
high with low VO2max VO2max, partially also showed the same results. The table above
show that there is no difference and intraction massage, stretching to the recovery of
blood lactic acid and heart rate among high with low VO2max VO2max.

DISCUSSION
Discussion
The differences in effectiveness between (massage and stretching) in the restoration
of blood lactic acid and heart rate after 400m.
Based on hypothesis testing difference between the effectiveness of massage
and stretching recovery techniques in the restoration of blood lactic acid and heart rate, it
can be concluded that there is a difference between massage and stretching recovery of
lactic acid in the blood and heart rate after 400m.Comparing the recovery technique, the
recovery technique of stretching and massage recovery techniques have significant

387
differences. Furthermore, a technique which is equally effective in restoring blood lactic
acid and heart rate after running 400 meters, which is at variable blood lactic acid
recovery is performed for 5 minutes Stretching technique proved most effective lowering
blood lactic acid of 5.40 mMol / l, then the technique massage amounted to 7.73 mMol / l
but at variable heart rate recovery dimenit 2nd during recovery, massage is the most
effective technique to lower the heart rate as much as 103.2 DN / 2minutes, then the latter
with stretching techniques of 120.2 DN / 2minutes.

Interaction between the massage and stretching with VO2max in blood lactic acid
recovery and heart rate recovery after 400m.
Based on the results of hypothesis testing no interactions between the massage
and stretching with VO2max in the recovery of lactic acid and heart rate after 400m. This
means there is no interaction between the respective recovery techniques of massage and
stretching with VO2max. This is because one of the factors that sample size is too small.
However, when viewed from the average, high VO2max ability to recover more quickly
in blood lactic acid and heart rate. Based on the above, the subject has the ability
VO2max Heigh if doing recovery with any recovery techniques it will be able to be better
when compared with subjects who have a low ability or bad. Because one key element in
improving the recovery of blood lactic acid is oxygen, the more lactic acid and H + then
the more oxygen is needed. Therefore, according to the research that has been done, a
subject that has the capability of high VO2max has a better ability in recovery "oxygen
debt" or "oxygen debt" resulting in the recovery of blood lactic acid done faster than
subjects who had a low VO2max capabilities. The need for an increase in O2 during
recovery from exercise (excess post-exercise oxygen comnsumption, or EPOC) is caused
by several factors, but the most known factor is the oxygen deficit or debt repayment
oxygen that occurs during exercise when the contractile activity is supported by the ATP
derived from source- sources of non-oxidative eg creatine phosphate and anaerobic
glycolysis (Sherwood, 2012: 301).

Limitations Research
At the time of the study sample was not quarantined in advance , so there is no
control over any activity undertaken by the sample prior to follow the implementation of
the study treatment , so it's unlikely that this could affect the study results. Measurement
of blood lactic acid is done 2 times that after 400m and after recovery , blood lactic acid
measurements were not taken before the 400 meters, so there is no data of blood lactic
acid prior to 400m .Recovery is done within 5 minutes showing the results of blood lactic
acid is still above the anaerobic threshold is 4 mMol / liter.

Conclusions
There is a difference between the effectiveness of massage and stretching in the
restoration of blood lactic acid and heart rate after 400m. More effective stretching
techniques used in the restoration of blood lactic acid, while more effective massage
techniques used in the recovery heart rate. There is no difference and interaction between
massage and stretching at high and low VO2max VO2max in blood lactic acid recovery
heart rate after 400m.
Suggestions
To someone who does the activity, rest breaks during exercise and rest breaks
can use the game as an activity stretching recovery of blood lactic acid after exercise or
exercise with maximum intensity. Mechanical massage is recommended for recovery

388
heart rate, as well as its active parasympathetic nervous system of massage provides a
relaxing effect and therefore contributes both to an individual's psychological.
Suggestions for further research needs to dilakuan similar studies by comparing the age
group, gender, and measurement is done gradually and with a larger number of samples.

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Sugiharto & Angga, P.D. (2009). Efek iringan musik saat berolahraga. Jurnal iptek
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Sugiyono. (2011). Metode penelitian kuantitatif, kualitatif, dan R & D. Bandung: CV.
Alfabeta.
Sukadiyanto & Muluk, D. (2011). Pengantar teori dan metodologi melatih fisik.
Bandung: Lubuk Agung.
Weerapong, P.,et.al. (2005). The mechanisms of massage and effect on performance,
muscle recovery and injury prevention. Sport Med. VOL. 35,235-256.
http://yunus.hacettepe.edu.tr/~nazank/SBR330Masaj/The%20mechanisms
%20of%20massage%20&%20effects%20on%20performance,%20muscle
%20recovery,%20injury%20prevention.pdf

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 EFFECT OF HIGH-INTENSITY INTERVAL TRAINING (HIIT)
VERSUSHIGH VOLUME ENDURANCE TRAINING PROGRAM (HVET)
TO THE IMPROVEMENT OF VO2MAX, VJ AND POWER FOR MENS
VOLLEYBALL PLAYERS

Risfandi Setyawan
Mecca Puspitaningsari
1
Doctoral Student in Sport Science Postgraduate Program Universitas Negeri Surabaya
2
Lecturer at Sport and Health Studies STKIP PGRI Jombang

Abstract
This research was motivated by the lack of durability, VJ and power possessed by the volleyball
players. The purpose of this study was to determine the effect of training (HIIT) and HVET to increase
VO2max, VJ, and Power, Using design Randomized Control group pretest-posttest design. The population
in this study is a volleyball player STKIP PGRI Jombang numbering 33 men. divided into three groups, 11
people HIIT, 11 HVET and 11 controls, with characteristic age ±19, height±172 cm, weight ± 68kg.
The results of this study can be seen that the pattern of HIIT workout and HVET equally yielded
significant results to increase VO2max, VJ & Power. the value of F = 4.581> Ftabel = 1,812. the value of F
= 6,133> F table = 1,812, and the value of F = 7.178> Ftabel = 1,812. Power HIIT 23% VO2max of 6.94%,
VJ 15.4%. VO2max HVET Power 7.75% 14.11% 6.94% VJ. Power Control VJ 5.17% 5.90% 4.13
VO2max. HIIT is more effective to increase VO2max, VJ & Power
Keyword : HIIT, HVET, VO2Max, VJ, Power

INTRODUCTION
Special physiological capabilities needed to perform volleyball skills (Kalinski,
Norkowski, Kerner & Tkaczuk, 2002). Modern volleyball players become faster, stronger
and in have a better physical condition resulted of a year-round training and skills
development that make the strength, power and fitness become higher (Scates & Linn,
2003). Volleyball is a sport with a high anaerobic and aerobic demands in the lower body
part because of the need of power and the movement of quickly jump and back for 20
minutes in a game (Elahe et.al., 2013; Viltasalo, et al, 1987).
A large proportion of literature that has studied the sport of volleyball has had a
strongfocus and emphasis on athlete vertical jump ability and in association to this
theiroverall jump height (Gehri et al., 1998; Maffiuletti et al.). Tillman (2004), stating the
results of jumps each player in NCAA competitions almost do 22 jumps per game smash
and block. German beach volleyball player executed on average 85 jumps, that showed an
average team total of 145 jump, Identified that the blocking for 27% of the total jumps
within a game of beach volleyball (Giatsis, 2001). the support to use these two tests to
identify any physical differences between athletes and genders is strong. Usingground
reaction forces as a way to calculate variables such as peak power, maximum rate of force
development, relative peak power and jump height has been validated by a variety of
studies (Aragon-Vargas et al., 2000)
Recent research shows that the cardiovascular adaptations that occur with HIIT
are similar, and in some cases superior, to those that occur with continuous endurance
training (Helgerud et al. 2007; Wisløff, Ellingsen & Kemi 2009). Helgerud et al. showed
that 4 repetitions of 4-minute runs at 90%–95% of heart rate maximum (HRmax)
followed by 3 minutes of active recovery at 70% HRmax performed 3 days/week for 8
weeks resulted in a 10%, Daussin et al. (2008), measured VO2max responses among men
and women who participated in an 8-week HIIT program and a continuous cardiovascular
training program 6 weeks of interval training with continuous endurance VO2max
increases were higher in the HIIT.(Perry et al. 2008; Horowitz and Klein (2000).

390
 Many studies have shown that high-intensity interval training (HIIT) performed
with sufficient volume for at least several weeks increases peak oxygen uptake (VO2
peak) and the maximal activities of mitochondrial enzymes in skeletal muscle (Kubukeli
et.al., 2002; Laursen & Jenkins, 2002; Ross & Leveritt, 2001).Talanian, et.al. (2007),
show the effects of HIIT workout and improve VO2max from 7% to 12%. Burgomaster,
et.al. (2008), Weekly time commitment was 67% lower in the SIT than ET (5h vs 27 h)
SIT and ET groups. Vo2max increased significantly in response to 5 weeks of HIIT and
high volume training (HVT). Kuno (2012), that HIT and CE exercise led to significant
improvements in body composition, heart rate and aerobic power. Dupont (2004), Ten
weeks of inseason HIIT training 2 sessions/week has been shown to significantly improve
maximal aerobic speed and 40 m sprint time. Endurance exercise training. In one of the
earliest studies, found a significant increase in Vo2Max. Gibala et al., (2006) 25 compared
the effect of 2 weeks of low volume sprint IT and HVE training group on exercise
capacity. Competition performance in a 2000 m time trial increased significantly
following HIIT, but there was no improvement in the HVT (Sperlich, 2010)

METHODS
Method Randomized Control Group Pretest-Posttest Design study Participants the
physical characteristics of the subjects arelisted Table 1. All participants. This study was
conducted over 10 weeks: data analysis using ANOVA using SPSS 17:00.

Variable HIIT HVET

Protocol 30 s × 4–6 repeats 30–40 min running
4.5 min rest
Training intensity (workload) (3 sessions per week) (3 sessions per week)
Weekly training time commitment All out All out
10 min (~1.5 h including rest) 4.5 h

Table 1. All participants

HIIT HVET Control

Variable n; 11 n; 11 n; 11
Mean±SD Mean±SD Mean±SD
Age 19± 1,75 19 ± 1,7 20± 3,18
Height (kg) 172± 6,32 173 ± 6,32 172 ± 6,32
Weight (cm) 68± 9,56 67 ± 9,56 59 ± 9,56
Table 2. Summary of protocols in studiesAdaptation burgomaster et.all 2008

RESULT
ANOVA calculation results through the calculation process using SPSS 17
ANOVA
Comparison_PostTest_Between_Power Group
Sum of Squares df Mean Square F Sig.
Between Groups 187614,155 2 93807,077 4,581 ,018
Within Groups 614369,122 30 20478,971
Total 801983,277 32

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 ANOVA
Comparison_PostTest_Between_VO2Max_Group
Sum of Squares df Mean Square F Sig.
Between Groups 10,408 2 5,204 6,133 ,006
Within Groups 25,455 30 ,848
Total 35,862 32

ANOVA
Comparison_PostTest_Between_VJ_Group
Sum of Squares df Mean Square F Sig.
Between Groups ,066 2 ,033 7,178 ,003
Within Groups ,139 30 ,005
Total ,205 32
As seen on the table above, the obtained value of F = 4.581> Ftabel = 1,812. the
value of F = 6,133> F table = 1,812, and the value of F = 7.178> Ftabel = 1,812 Thus, H0
is rejected, which means there are differences of the influencetoward three groups on the
power increasing in limb muscle between the study groups.
Tabel pesentase peningkatan Power, Vo2max & VJ
RESULT POWER (%) VO2max(%) VJ(%)
HIIT 23,00 6,94 15,4
HVET 7,75 6,39 14,11
CONTROL 5,17 4,13 5,90

Kuno (2012), showed that high-intensity training and endurance exercise

continuously bring significant improvements in body composition, aerobic power and
heart rate to less than 2 hours 30 min training weekly. In addition, high intensity training
proved to be more effective in improving maximal oxygen capacity. A potential
advantage of HIIT over HVET is the lower total time requirement (Gibala, 2006). In
addition, the greater specificityassociated with HIIT may also help to maintain or improve
speed and power (Sperlich et, al 2010;Tuimil JL, et a1, 2011). In general, an average
improvement of between 5% and 25% can be anticipated for healthy young adults in
response to HVET ranging from 2 -25 weeks (Mier, 1997) . HIIT has been shown to
induce a number of biochemical changes that have been associated with improvements in
Vo2max. Theseinclude an increase in muscle oxidative capacity. aspects of the provision
of training programs in order to increase VO2max, Power and VJ on a volleyball player.
It can be concluded to increase VO2max in athletes volleyball can be given HIIT training
program, HVET

REFERENCES
Aragon-Vargas Lf, Gross MM. 1997. Kinesiological factors in vertical jump
performance: differences among individuals. Journal of Applied Biomechanics;
13:24-44.
Burgomaster, K.A., Howarth, K.R. & Phillips, S.M. 2008. Similar metabolic adaptations
during exercise after low volume sprint interval and traditional endurance training
in humans. Journalof Physiology, 586 (1):, 151-160.
Daussin, F.N., et al. 2008. Effect of interval versus continuous training on
cardiorespiratory and mitochondrial functions: relationship to aerobic performance

392
 improvements in sedentary subjects. American Journal of Physiology: Regulatory,
Integrative and Comparative Physiology, 295, R264-72.
Gehri Dj, Ricard Md, Kleiner Dm, Kirkendall Dt. 1998. A Comparison of Plyometric
Training Techniques for Improving Vertical Jump Ability and EnergyProduction.
Journal of Strength and Conditioning Research. 12(2):85-89.
Gibala MJ, Little JP, Essen MV, Burgomaster KA, Safdar A, Raha S, Tarnopolsky. 2006.
Short-term sprint interval versus traditional endurance training: similar initial
adaptations in human skeletal muscle and exercise performance. The Journal of
Physiology.;575 (Pt 3):901-11
Helgerud, J., et al. 2007. Aerobic high-intensity intervals improve VO2max more than
moderate training. Medicine and Science in Sports and Exercise, 39 (4), 665-71.
Kalinski MI, Norkowski H, Kerner MS, Tkaczuk WG, 2002. Anaerobic Power
Characteristics of Elite Athletes in National Level Team-Sport Games. European
Journal of Sport Science. 2(3): 1-14.
Maffiuletti Na, Dugnani S, Folz M, Di Pierno E, Mauro F. 2002. Effect of combined
electrostimulation and plyometric training on vertical jump height. Medicine and
Science in Sports and Exercise. 34(10):1638-1644.
Mier CM, Turner MJ, Ehsani AA, Spina RJ. 1997. Cardiovascular adaptations to 10 days
of cycle exercise. Journal of Applied Physiology. 83(6):1900-1906
Tillman, Mark D. Hass, Chis,. J. Brunt, Denis. R. Bennett, Gregg. 2004. “Jumping And
Landing Techniques Elite Woman Volleyball”. JSSM. 1 Maret 2004. pp. 30-36.
Tuimil JL, Boullosa DA, Fernandez-Del Olmo M, Rodriguez FA.2011. Effects of equated
continuous and interval running programs on endurance performance and jump
capacity. Journal of Strength and Conditioning Research.;25(8):2205-2211
Perry, C.G., et al. 2008. High-intensity aerobic interval training increases fat and
carbohydrate metabolic capacities in human skeletal muscle. Applied Physiology,
Nutrition, and Metabolism, 33 (6), 1112-23.
Scates, A., & Linn, M. 2003. Complete conditioning for volleyball. Champaign, IL:
Human Kinetics.
Sperlich B, Zinner C, Heilemann I, Kjendlic PL, Holmberg HC, Mester J. 2010. High-
intensity interval training improves VO2peak, maximal lactate accumulation, time
trial and competition performance in 9-11-year-old swimmers. European Journal of
Applied Physiology.110(5):1029-36
Viltasalo JH, Rusko, Pajala P, Rahkila M, Ahila, Montonen, 1987. Endurance
requirements in volleyball. Canadian Journal of Applied Sport Sciences. (12):194-
201

Wisløff, U., Ellingsen, Ø., & Kemi, O. J. 2009. High-intensity interval training to
maximize cardiac benefits of exercise training? Exercise Sport Science Review, 37
(3), 139-46.

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 ANALYSIS OF SUPPORTING FACTORS FOR POTENTIAL ATHLETES
IN BASKETBALL

RITOH PARDOMUAN, M.Pd.

Lecturer STKIP Jombang PGRI, Email: ritohpardomuan.stkipjb@gmail.com

ABSTRACT
This study aimed to analyze of supporting factors for athletes potential in the basketball. This research uses
descriptive method, descriptive is research that seeks to tell the current problem solving based on the data,
so in this study also presents data, analyze and interpret. Based on the analysis that has been done in the
research analyzes of supporting factors for athletes potential in the basketball, the results of data analysis
that has been done in conclusion, the results of the analysis of basketball athletes must have potentials such
as strength, speed, agility accuracy, vertical jump, anaerobic capacity, aerobic capacity, power and
anthropometric characteristics of basketball players include: height, sitting height, weight, arm span, long
legs, long palms, high achievement.
Keywords: Potential for Athletes, Basketball.

INTRODUCTION
Basketball is a sport that development experienced a remarkable improvement
when compared to other sports. Basketball game is a game that is fast, dynamic,
interesting and fascinating. Basketball game is very complicated in terms of skill and
teamwork. In this game, each person must master on basic skills such as dribbling,
passing, shooting, rebounding, defensive, offensive.
Indonesian basketball development in achieving sports achievements in the
international arena are lagging compared to other countries in Asia such as China, Iran,
the Philippines, Jordan, Korea, Japan, and India. Dropping that many factors, one reason
is the linkage in the process of coaching the players by coaches and sports performance
basketball Indonesia lagging behind due to the lack of handling basic fundamentals
basketball strong player basketball, weak coaching athletes basketball at an early age and
lack of optimal coaching tiered and sustainable in the nursery basketball athletes. At the
peak of achievement determined by the coaching is directed, programmed and systematic
planning. Based on discussions with the agency's national team PERBASI Indonesia on
January 14, 2016, explained that in Indonesia in basic basketball fundamentals are
lacking, basic basketball fundamentals such as dribbling, passing, shooting, rebounding,
fast break and play high speed. On the national basketball player in Indonesia has
readiness in terms of experience and games, while the weakness of the national athletes
tendency of decreasing physical condition. Therefore, there needs to be a determinant of
the physical condition of athletes who will continue in sports coaching is more focused at
an early age athletes effectively and efficiently to get the seeds athletes with the potential
to be developed into outstanding athletes in the future. (National Agency Team PERBASI
Indonesia, personal communication, January 14, 2016). Related to that, so in this study to
analyze of determining supporting factors for potential of basketball athletes in the sport
to achieve the feat.
This study aimed to analyze of supporting factors for athletes potential in
coaching basketball that can be directed, programmed and systematic planning.

METHOD
The method used in this research is descriptive method. Descriptive research is
research that seeks to tell the current problem solving based on the data, so in this study
also presents data, analyze and interpret. Descriptive statistical stastistika is used to
analyze the data in a way to describe or depict the data that has been collected as it is
without intending to apply to general conclusions or generalizations (Sugiyono, 2012:

394
208). In this case the researchers to analyze of supporting factors for athletes potential in
coaching basketball that can be directed, programmed and systematic planning.
The data collected in this study included in the descriptive study. Descriptive is
research that aims to describe the situation or phenomenon that occurs is. This type of
research in this study is a qualitative descriptive study begins with an analysis of the
video game basketball, observation games basketball IBL (Indonesian Basketball League)
and supported by research journals in the sport basketball which aims to determine the
characteristics or factors that support the potential athlete while competing. This study
aimed to describe of supporting factors for athletes potential in the basketball. After the
data was obtained, the next step is to analyze the data to draw conclusions from the
research conducted.

RESULTS AND DISCUSSION

The results based on the analysis of video games, basketball games observations
IBL (Indonesian Basketball League) and review of references from international journals
related potentials must-have athletes in identifying seedlings gifted athlete at sports
basketball for success in achieving peak performance. Potentials that should be owned
seed sport athlete basketball namely (1) Basketball athlete must have strength to make the
contraction or the maximum voltage in the pitch. In the basketball element important
force in basketball, which is used continuously in doing the catching, holding, shooting
and throwing the ball, (2)The size of the player's body will determine the position of team
play. This approach is the consequence of a strategy to put the key in basketball players
heaviest and highest position close to the basketball ring, while smaller players are placed
in the position of the perimeter, (3) basketball requires endurance, speed , agility, and
power, (4) Basketball is a sport that requires energy system anaerobic-aerobic requires the
activity of high intensity such as jumping (for rebounds, blocks and shooting), dribble,
sprints, screens and activity of low intensity such as walking, stop and jogging
(Alemdaroğlu in Alemdaroğlu, Utku., 2012), (5) the most important change in the players
basketball variable offensive (goal field, three points region, free throw, offensive
rebounds, two points of the region and assists) and variable defensive (rebounds
defensive, turn overs, steals and blocked shootings) as well as passing, dribbling and fast
break (Al-Gendy, 2012), (6) Basketball is a game changing tempo in a sustainable manner
so that the need for speed, acceleration, explosive movements like rebounding, passing,
jump shooting, fast break and high speed play (Ahmed, Taghread., 2013 ), (7) basketball
as a sport of high intensity which require anaerobic metabolism (Castagna et al and
Hoffman et al in Araujo, Gustavo Gomes., Gobatto, Fulvia de Barros Manchado., Papoti,
Marcelo., et al., 2013), (8) The duration of the game basketball for 40 minutes to 48
minutes requires a level of aerobic metabolism high to increase the resynthesis of creatine
phosphate, clearance lactate from the muscles active and the elimination of the
accumulation of inorganic phosphate intracellular (Glaister in Araujo, Gustavo Gomes.,
Gobatto, Fulvia de Barros Manchado., Papoti, Marcelo., et al., 2013), (9) Strength grip
(grip strength) is important in basketball, range of motion relies on the use of continuous
wrist and digit flexors in capturing, holding, shooting and throwing the ball (Cortis et al
and Visnapuu et al in Ahmed, Taghread., 2013), (10) Basketball is anaerobic exercise and
requires training with high intensity, because in the game of basketball requires a high
intensity and anaerobic system (Tsai in Çetin, Emel and Muratli, Sedat., 2013), (11)
demands physiological during games basketball characterized by the production of the
repetition rate of the power, it becomes possible for the athletes to execute a large number
of reps vertical jump in the action offensive and defensive at certain intervals of
execution, where vertical jump is one of the most common actions performed by a

395
basketball player (Morales, Anderson. Jorge, Felipe. Rangel, Luiz. da Cruz., et al., 2014),
(12) the level of performance that is higher than the player basketball depends on basic
skills, that among the fundamentals, ability for dribbling the ball, ability to shooting,
ability to passing, ability to rebound, ability to lay up shoot are of primary importance to
the level of high performance (Mohaimin Abdul and Kishore, 2014), (13) the basic
requirement to interact with a technical for lay up effective that requires strength, speed
and accuracy (Hanna, Sura, Jamil., 2014), (14) Players basketball must have the aerobic
endurance and agility (Ben Abdelkrim in Ńtrumbelj, Erik., Erčulj, Frane., 2014), (15)
Determination of anthropometric athletes have become one focus of the fundamental in
different studies in the field. Anthropometric player basketball has proven to be a major
determining factor in the selection process and not just as a predictor of performance
(Alejandro, Vaquera., Santiago, Santos., Gerando, Villa., Et al., 2015), and (16) The
position of the players in the field is determined by the size and height. The tallest player
will play center or forward, close to the ring basketball, while the shorter stature will play
on the perimeter, further away from the ring basketball (Sallet and Ostojic in Alejandro,
Vaquera., Santiago, Santos., Gerando, Villa. J ., et al., 2015).

Gambar 1. Basketball Games IBL (Indonesian Basketball League)

CONCLUSION
Based on the research that has been done, it can be concluded that the analysis of
supporting factors for athletes potential in the basketball will be the deciding factor in
coaching is directed, programmed and systematic planning. So every athlete should have
potentials to support the performance of athletes in matches to achieve the maximum.

396
 REFERENCES
Ahmed, Taghread. 2013. The Effect of Upper Extremity Fatique on Grip Strength and
Passing Accuracy in Junior Basketball Players. 37, 71-79. Doi: 10.2478/hukin-2013-
0027
Alejandro, Vaquera., Santiago, Santos., Gerando, Villa. J., dkk. 2015. Anthropometric
Characteristics of Spanish Professional Basketball Players. Journal of Human
Kinetics. 46, 99-106. Doi: 10.1515/hukin-2015-0038
Alemdaroğlu, Utku. 2012. The Relationship Between Muscle Strength, Anaerobic
Performance, Agility, Sprint Ability and Vertical Jump Performance in Professional
Basketball Players. Journal of Human Kinetics. 31, 99-106.
Al-Gendy, M. T. 2012. Designing New Groups of Tests for Measuring the Technical
Performance of the Basketball Players. Mansoura University, Egypt : Academic
Journal Inc. 6(7), 673-682. Doi: 10.3923/tasr.2012.673.682
Araujo, Gustavo Gomes., Gobatto, Fulvia de Barros Manchado., Papoti, Marcelo., dkk.
2013. Anaerobic and Aerobic Performances in Elite Basketball Players. Journal of
Human Kinetics. 42, 137-147. Doi: 10.2478/hukin-2014-0068
Çetin, Emel dan Muratli, Sedat. 2013. Analysis of jump shooting performance among 14-
15 year old male basketball player. 116, 2985-2988. Doi:
10.1016/j.sbspro.2014.01.693
Cole, Briant and Panariello, Rob. 2016. Basketball Anatomy. United States of America :
Human Kinetics
Hanna, Sura. Jamil. 2014. Comparison of Some Kinematic Variables of Lay up Basketball
of Older and Young Players. Diunduh 4 Oktober 2015 dari
http://oaji.net/articles/2014/1264-1417600268.pdf
Mohaimin, Abdul dan Kishore, Y. 2014. Construction of Dribbling Control Ability Test
For Basketball. 1(2), 14-16.
Morales, Anderson. P., Jorge, Felipe. S., Rangel, Luiz. F. da Cruz., dkk. 2014. Heart Rate
Variability Responses in Vertical Jump Performances of Basketball Players.
International Journal of Sports Science. 4(2), 72-78. Doi:
10.5923/j.sports.20140402.06
Ńtrumbelj, Erik., Erčulj, Frane. 2014. Analysis of Experts‟ Quantitative Assessment of
Adolescent Basketball Players and the Role of Anthropometric and Physiological
Attributes. Journal of Human Kinetics Vol 42/2014, 267-276. 42, 267-276. Doi:
10.2478/hukin-2014-0080
Sugiyono. 2012. Stastitika Untuk Penelitian. Bandung: ALFABETA.

397
 THE EFFECT OF TRAINING CABLE CROSSOVER AND SHOULDER
PRESS TO INCREASE THE STRENGTH OF ARM MUSCLES

Rizky Aris Munandar, M.Pd

STKIP Yapis Dompu

ABSTRACT
Training arm muscle power and strength is very important given, because the muscles in your arms
is one of the central muscle to move the hand and has a very large role in the day-to-day activities. In a
sport that is centered on the arm should have arm muscles strong and well trained will support the
performance of the branch of sport. Some of the training methods that can increase the power and strength
of the arm muscles include training crosspower cable and shoulder press.The purpose of this study was to
determine: (1) the effect of the crossover cable training to increase muscle power and strength of arm; (2)
the effect of shoulder press to increase the strength of arm muscles; (3) the difference between the effect of
training and training crossover cable shoulder press to increase the strength of arm muscles. The target of
this research is the Teachers' Training College student FPOK son Mataram and the number of samples are
taken at least 39 men were divided into 3 groups, each group consisting of 13 people.This type of research
used in this research is quantitative with a quasi-experimental method. Planning of this study uses only
random design, and data analysis using ANOVA. The process of data collection is done with a test power
medicine ball throws and arm muscle strength using a dynamometer test expanding during pretest and
posttest. Furthermore, the data were analyzed using the SPSS 16.0 series.From theresults of data
analysispretestandposttestcan be seen thatthe averageincrease inpowercablecrossovergrouprangingfrom
5.37 to 80.75 wattsjoule, andfor thearmmuscle strengthincreased between -2kgand 5kg. While the results of
the data pretest and posttest average increase in power group increased shoulder press from 28.43to 123.87
watts joule, whereas for arm muscle strength ranging from 2 kg to 7 kg,As for thecontrol group,
powerincreaserangingfrom-2.74joule tojoule 20.24, andforthe armmuscle strengthincreased
between2kgand 7kg.The conclusion of this study is the cable crossover exercise program and shoulder
press has a significant effect on the increase in the strength of arm muscles. Training is more effective
shoulder press from the cable crossover and a control group to increase the strength of arm muscles
Key words : Training Crossover Cable, Shoulder Press, Power, Arm Muscle Strength .

INTRODUCTION
To promote sports in Indonesia are generally looking for a fitness or physical and
spiritual health. Besides, sports activities can also be used as an example of achievement
had won the game in an event of national and international matches such as: PORPROV,
PON, ASEAN GAME, SEA GAME, OLYMPIC GAME and others.
Process guidance of sports achievement has four aspects of concern to be
improved, namely: the physical, technical, tactical and mental. From the fourth aspect, the
physical aspect is the very first thing should be to get the attention for enhanced, because
without good physical ability, it is difficult to improve other aspects. Exercise physical
condition is generally found in several aspects: strength, endurance, speed, flexibility,
muscular power, balance, coordination, agility, accuracy and and reactions, (Sajoto, 1988:
8).
Components that determine the physical condition of one's physical fitness is
flexibility, endurance, speed, strength and speed combined, (Asdep PTPK, 2008:15). Arm
muscle strength can be improved through weight training. With the implementation of the
training load it will be able to increase power, strength, endurance, muscle size, and
appearance.
Obstacles that occur today in the Teachers' Training College student IKIP
Mataram is not maximal accomplishment they get on sport table tennis, shot put,
badminton, tennis, swimming and others. It is seen from every game held in the city of
Mataram and the POMDA. Training physical condition never get the attention of a coach
or athlete's own, as a result of which occur in every game the players are very fast decline

398
in mobility punch or swing arm movement, they do not realize that in fact to get the
achievement is supported by excellent physical condition.
One of the exercises to improve muscle quality by using the weight training
training cable crossover and shoulder press, weight training is a more modern approach to
training that can be optimized build muscle ability, because the training intensity can be
adjusted in accordance with the purpose of training. According to the opinion of Baechle
& Grove (2003: 27) Strength training is exercise using weights in order to improve the
quality of a person's muscle and to improve fitness.

RESEARCH METHODS
Type and Design Research
This research is a quantitative study using a quasi-experimental methods
(quasi experimental design). The approach in this study is research
randomizedcontrol group pretest-posttest design (Maksum, 2012:98). The study
design can be described as follows:
R T1 X1 T2
R T1 X2 T2
R T1 − T2
Figure 3.1 Research design (Maksum, 2012:98)
Information :
R : Randomized
T1 : Pretestgroup cable crossover
T1 : Pretestgroup shoulder press
T1 : Pretest group control
X1 : Treatment of experimental group cable crossover
X2 : Treatment of experimental group shoulder press
T2 : Posttestexperimental group cable crossover
T2 : Posttestexperimental group shoulder press

Population and Sample Research

1. Population
The population in this study were all male students FPOK Teachers' Training College,
Mataram angakatan 2013 that registered as an active student with a total of 160 people.
2. Sample
The sample in this study is a student majoring in Mataram force FPOK Teachers' Training
College in 2013 sex male many as 39 people. Simple random sampling is a sampling
technique that provides equal opportunity for individuals who are members of the
population to be elected as members of the sample (Maksum,2012:55).Techniques done
by making a random lottery. In this study sample choose their own lottery had written the
name of each subject are 39 people who will be sampled in this study. Determination of
grouping samples returned using randomize control group in which grouping samples in
this study carried out by making as many as 39 at any lottery draw is made in content
with groups and each group was filled by 13 students becoming members of the sample,
the draw of each student will be entered in accordance lottery selected. Then the
distribution of the experimental group 1 crossover cable group, the experimental group 2
the shoulder press group and the experimental group 3 to the control group.

RESEARCH RESULT
Description of data to be presented in the form of test data arm muscle strength before
(pretest) and after (posttest) is given to the treatment of each group that includes: cable

399
 crossover exercise group I, group II shoulder press exercises. This research was
conducted at the Teachers' Training College student son Mataram force in 2013, as many
as 39 people and is divided into three groups, and each group numbered 13 people.
In this research will be discussed the results of research that includes descriptions of data,
data analysis, testing requirements analysis, and hypothesis testing based on the results
and interpretation of data by using Microsoft Excel 2007 and SPSS 16.0
Analysis
1. Test Data Start and End Test Experiment Group I Namely Training Cable crossover
Arm Muscle Strength

Pretest Posttest
36 40
35 38
29 33

32 35
32 35
21 26
32 33
26 24
34 35
40 42
31 32
30 27
31 35
Average 31.46 33.46
Std. Deviation 4.67 4.67
Enhancement 6,36%

Based on the measurement results in the above table in group I can see that
there is an increase in mean values between pretest and posttest on the dependent variable
(the arm muscle strength). This is evident from the posttest mean value greater than the
mean value of the pretest. Where it appears that an average value for an increase in power
in the measurement results posttes (174.64 joules), is seen higher than the measurement
results pretest of (150.55 joules), and muscle strength arm of the measurement results
posttest (33.46 Kg), it looks higher than with the measurement results of the pretest
(31.46 Kg). The result can be drawn a conclusion that the provision of treatment in group
I, can improve arm muscle strength.
2.Test Data Start and End Test Experiment Group II Namely Exercise Shoulder press
Arm Muscle Strength

Pretest Posttest
35 38
41 48
35 38

20 26
40 43
40 43
23 25
30 32
45 47
25 30
30 35
34 40
30 35
Average 32.92 36.92
Std. Deviation 7.49 7.49
Enhancement 12,1%

Based on the measurement results in the above table in the second group
can be seen that an increase in mean values between pretest and posttest on
the dependent variable (the arm muscle strength). This is evident from the
posttest mean value greater than the mean value of the pretest. Where it
appears that an average value for the power of the measurement results
posttest (234.87 joules), this looks lebik large compared with the

400
 measurement results pretest of (158.73 joules) and muscle strength arm of
the measurement results posttest (36.92 Kg), is seen higher than the results
pretest measurements of (32.92 Kg). From these results can be drawn a
conclusion that the provision of treatment in group II, can improve arm
muscle strength.

Hypothesis testing
1. Effect of Exercise Program Crossover Cable and Shoulder Press Against
Increased muscle strength of arms.
To determine the effect of the training program of cable crossovers and
shoulder press, then step testing using the t-test in SPSS called a paired t-test. The
results of processing the data in the table below:

2. Test Results The mean difference between groups (ANOVA)

To determine differences in dependent variables between groups used
analysis of variance. As was explained earlier that to test the hypothesis can be
done after the data were normally distributed and homogeneous. Therefore, these
criteria have been met, then the next step could be used One Way ANOVA. For
the purposes of One Way Anova, data control groups were tested together with the
data in the two experimental groups. The results of One Way Anova is testing the
difference difference difference results from the dependent variable is the speed
and explosive power in the limb muscle groups is based on independent variables
can be done with One Way Anova. The test results can be seen in the table below.
Calculation Results Table Group Bede Test between Speed and Explosive
Power Arm Muscles.
source of F count
Df Sig. Information
Variation Strength of arm muscle
inter-group 2
12.762
In Group 36 0,000 Significant

Total 38

According to the table above calculation results of different test between

groups using One Way Anova possible to conclude that the results of the mean
difference between groups, because the calculation results show the value of Sig.
0,000 <value α = 0.05 and the Sig. 0,000 <value α = 0.05 In other words, that
there are significant differences between the results of the exercise group weight
training, resistance groups and the control group of the arm muscle strength, it can
be said that Ho is rejected and Ha accepted.
If there is a difference between groups influence the continued analysis
using the test Post Hoc Test by using the least significant analysis of a diffrence
(LSD) in the series SPSS 16.0, an attempt to see the independent variables which
provide significant influence on the increase in the dependent variable.
The results of the LSD post hoc test for variable speed can be seen in the
following table.

401
 Multiple Comparisons
LSD
Dependent (I) group (J) Mean Std. Error Sig. 95% Confidence Interval
Variable group Difference (I- Lower Upper Bound
J) Bound
group 2 2.00000* .76150 .013 .4556 3.5444
group 1 *
group 3 3.84615 .76150 .000 2.3018 5.3905
*
group 1 -2.00000 .76150 .013 -3.5444 -.4556
strength group 2 *
group 3 1.84615 .76150 .020 .3018 3.3905
*
group 1 -3.84615 .76150 .000 -5.3905 -2.3018
group 3 *
group 2 -1.84615 .76150 .020 -3.3905 -.3018
*. The mean difference is significant at the 0.05 level.
Calculation Results Table Post Hoc Test.
The above table shows that there are significant differences among the three groups. The
difference can be seen from the mean difference. So from the mean difference effect
difference gives a meaning to the increased arm muscle strength between groups. Thus
from different test results between groups dependent on the dependent variable was
concluded that the shoulder training group provides a significant improvement of the
training and the crossover cable to the control group arm muscle strength.

REFFERENCE
Aagaard P., Simonsen EB., Andersen J.L., Magnusson P., & Dyhre-poulsen P. 2002.
Increased rate of force development and neural drive of human sketel
muscle following resistance training. Journal Appl Physiol. Vol. 83.pp1318-
1326.
Ambarukmi, D, H., Pasurney. P., Sidik. D. Z., Irianto, D. P., Dewanti., Sunyoto.,
Sulistyanto.D., dan Harahap.2007. Pelatihan Pelatih Fisik Level 1. Jakarta :
Asdep Pengembangan Tenaga dan Pembinaan Keolahragaan Deputi Bidang
Peningkatan Prestasi dan IPTEK Olahraga Kementrian Pemuda dan
Olahraga.
Sulistyanto. D, dan Harahap.2007. Pelaihan Pelatih Fisik Level 1. Jakarta: Asdep
Pengembangan Tenaga dan Pembinaan Keolahragaan Deputi Bidang
Peningkatan Prestasi dan IPTEK Olahraga Kementrian Pemuda dan
Olahraga.
Arikonto, S. 2010. ProsedurPenelitianSuatuPendekatanPraktik. Jakarta: RinekaCipta.
Baechle, T. R. and Groves B. R. 2003.LatihanBeban. Jakarta: PT Raja Grafindo
Persada.
Bird, S.P., Tarpenning, K.M., & Marino, F.E. 2005. Designing Resistance Training
Programmesto Enhance Muscular Fitnes a Review of the Acute Programme
Variable. Sport Medicine. 35 (10): 841-845.
Bompa, and Haff, G, 2009. TheoryandMethodologyofTraining. United States : Human
Kinetics.
Chandler, T.J. and Brown, L.E. 2008. Conditioning for Trength and Human Performance.
United States. Human Kinetics.
Calhoon, G., & Fry, A.C. 1999. Injury Rates and Profiles of Elite Competitive
Weightlifters. Journal of Athletic Training. Vol.34 (3), pp. 232-238.
Chien-Lu, T., Chan-Chang, Y, Mei-Shiu, L and,Kuei-Shu, H. 2005. “The Surface EMG
Activity Analysis between Badminton Smash and Jump Smash”. pp.483-486.
Delavier, F. 2005. Strength Training Anatomy. United States Human Kinetics.

402
Downey. J, 2008.Get Fit For Badminton A Practical Guide to Training For Players and
Coaches. Pelham Books Ltd. London.
Fox, E., Bowers, A.D.,Farland, J. R. 2008. “The Physiological basis for evercise and
Sport”. United States: Human Kinetics.
Goldberg, A.L, et al. 2005. “Mechanism of Work Induced Hypertrophy of Skeletal
Muscle Fiber” Med. Sci. Sport, Vol 7 No.4 Juni 2005.

403
TRAINING MODEL DEVELOPMENT OFDRIBBLING - SHOOTINGAND
DRIBBLING - PASSING IN FOOTBALL

RUMI IQBAL DOEWES

SEBELAS MARET UNIVERSITY
SURAKARTA

Abstract:
The ability of dribbling- shooting and dribbling - passingare very important for football players, because
they are a basic technique in football playing by protecting the ball from the opponent and giving space to
be able to do a passing to a teammate and effort can be goals. To the researchers will develop training
models, dribble- shoot and dribble - pass in football that can later be used as a reference by the coach in
applying models of training required. The purpose of this study was to develop a variety of exercises
dribbling and passing in football aged 11-12 years in school education Football (PSB) Surakarta which can
be used as a reference in implementing dribbling- shooting and dribbling - passing. Model development in
this research used the research and development of Borg and Gall. The results of the model development
exercise, dribbling- shooting consists of 30 models training and dribbling - passing consists of 15 models
of training, dribbling- shooting and dribbling - passing in football areattracting basic technique for students
do in PSB.
Keywords: Football, Model Exercise of dribbling- shooting and dribbling - passing, Research and
Development.

INTRODUCTION
A football team must have the ability to control the ball while playing or just
"ball possession" but not only that, the other players at least have the ability to create
opportunities for his friends or to make goal. To be able to create opportunities and make
the goals in football that required accuratedribbling- shooting and dribbling - passing for
all players. A player must have the skills dribbling- shooting and dribbling - passing that
combines elements of the basic techniques in football. Mielke (2007) In conducting the
dribbling there are some touching foot on the ball, the touching have their respective
functions: a) dribble uses the inner side of the foot; b) dribble uses the outer side foot; c)
dribble uses the instep. Luxbacher (1998) divides the basic techniques passes into three:
inside-of-the-foot (by the side of the foot), outside-of-the-foot (by the side of the outside
of the foot) and Instep (with instep ). Basic skills of shooting techniques in football there
are several kinds. Luxbacher (2001: 105) divides the basic techniques of shooting into
five types,: 1) shot Instep drive, 2) full shot volley, 3) half volley shots, 4) side shot
volley, and 5) a swerving shot
To prove that the dribbling- shooting and dribbling - passingare important thing
in football playing, the researchers conduct research and development activities (research
and development) used the research subjects 12 years soccer players in the PSB
Surakarta. Based on observations, football players 12 years in the PSB Surakarta lacked
the ability to do the dribbling- shooting and dribbling - passing, it emerged after
researchers conducted observations of each club school education football in Surakarta
while the clubs was doing regular exercise, of some basic techniques of
football.Dribbling- shooting and dribbling - passingskills in PSB Surakarta still less it is
because when training dribbling- shooting and dribbling - passingall of the playersnot
gave attention to the techniques and principles of dribbling and passing.

RESEARCH METHODS
The method in this research used development Borg and Gall model (1983: 775),
with modifications to the following steps: 1) Conducting research and data gathering
initial information INCLUDING field observations to theoretical studies; 2) Develop the

404
initial product form (in the form of training dribbling- shooting and dribbling - passing
the football in the form of text with pictures); 3) The evaluation of the experts, two
expert coaching football, football experts 1; 4) Trial small groups, with the testing of the
revised initial product. Tests performed on a football player at 10 members of PSB in
whole Surakarta 12 years used 50 subjects to be studied using the technique of
questionnaires were analyzed; 5) Revision of the products from small group trial; 6)
Field test used 100 subjects. Tests performed on football players aged 12 years PSB in
whole Surakarta studied used the technique of questionnaires then analyzed; 7) The
results of variation product development dribbling- shooting and dribbling - passing
generated after revision of the field test. Sources of data in this study were two experts
coaching and football experts, and players PSB Surakarta. Data analysis techniques used
in this research is qualitative analysis techniques derived from the results of the
evaluation in the form of data input and suggestions from the experts. Qualitative
analysis techniques were used to analyze the data collected from the experts used a
qualitative approach and data analysis descriptive with percentage, used to re-analysis of
the data collecting initial research (needs analysis) and quantitative data obtained from
the small group test and test field in percentage results of the questionnaire collection.
The data was grouped, analyzed and then concluded (Sugiyono, 2007).

RESULTS
The first trial was a trial expert used three football experts with 18 questions,
results of 80% and can be interpreted that the design of the product can be tested at a
later stage. Small group trial with 50 subjects used questionnaires with 12questions.
Small group result test is 72.70%. Big result test with 100 subjects with the result of
84.79%. Research and development produce a product development dribbling- shooting
and dribbling– passing models in football playingaged 12 years PSB in whole Surakarta
that the results model development exercise, dribbling- shootingconsists of 30 models as
well as dribbling - passingconsist of 15 trainings models. The products that will be
produced is in the form variety models exercises and techniques as well as the
implementation principle of dribbling- shooting and dribbling - passingby loading a form
exercise dribbling- shooting and dribbling - passingas well as tools used in support of the
exercise held in books and VCD.

Conclusion
Product development is a variety exercises dribbling- shooting and dribbling -
passing in football aged 12 years in accordance with the needs of PSB players in
Surakarta. Utilization should be considered in the circumstances. Before doing for the
practice of dribbling- shooting and dribbling - passing the players see and learn some
variety exercises dribbling- shooting and dribbling– passing models, so that the players
can know and master the dribbling and passing to be done well. This research and
development was generating dribbling- shooting and dribbling - passingmodels the
football aged 12 years for 45 models of variety exercises dribbling- shooting and
dribbling - passingin accordance with the current state of play.

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Exercises and Sport.Iowa:Madison Winconsin Dubuque.
Hadisasmita, Yusuf & Syarifuddin, A. 1996. Ilmu Kepelatihan Dasar. Jakarta:
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Maksum, Ali. 2009. Metodologi Penelitian Dalam Olahraga. Surabaya: Fakultas Ilmu
Keolahragaan Universitas Negeri Surabaya.
Mu‟arifin. 2001. Materi perkuliahan Sepakbola I. Malang: Departemen Pendidikan
Nasional Universitas Negeri Malang.
Mielke, Dany 2007. Dasar-Dasar Sepak Bola. Jakarta: Pakar Raya.
Moleong, J. L. 2005. Metodologi Penelitian Kualitatif. Bandung: PT. Remaja
Rosdakarya.
Muchtar, Remy. 1992. Sepak Bola Pembinaan Pemain. IKIP Negeri Medan. Olahraga
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Nala, Ngurah. 1988. Prinsip Pelatihan Fisik Olahraga. Denpasar: UNUD Denpasar.
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407
THE PROVISION OF SUPLEMENTASI EXTRACT PAULLINIA CUPANA
AND CAMELLIA SINENSIS IN PRE ELDERLY OF THE
PERFORMANCE OF PHYSICAL WHEN EXERCISING

SAPTO WIBOWO, M.Pd

State University of Surabaya, Surabaya
bowowibs@mail.com
LUCY WIDYA FATHIR, M.Pd
State University of Surabaya, Surabaya
lucywidya91@mail.com
Introduction
Health is one important things that must be protected by someone to avoid of disease .The
fact the survey found that age 45 years is golden age to health , some people at the age of this is
taken all measures to reduce sickness as much as possible .This is because at age 45 years often
associated the health of declining , like start suffer joint pain , having high blood pressure ,
experienced suffocation , and increased risk of heart attack , stroke , and dementia ( a collection of
disease by symptoms which have caused the changes to a person in ways of thinking and interact
with others ) The impact of declining physical activity to simplify risk factors fall , led fracture ,
and disability ( dayhoff , suhrheinrich , wigglesworth , opp & amp; moore: 1998 ) .Now the
number of elderly ( elderly ) in indonesia ranked third in the world .Elderly is people aged over 60
years .One of the elderly and pre elderly decline in physical activity in addition to health , because
also rarely exercising or even have absolutely no exercising the reason is no longer , easily tired
and so on .While exercising very helpful for elderly decreasing physical activity than not
exercising seniors Because faced with such a poor condition , then required nutrients to
supplement pre elderly need to complement them and does not contain cholesterol and fatty acids
.According to liwang ( 2015 ) ketercukupan nutrition pre elderly equipped with consuming
supplement good will help pre the elderly adapt to changes in the capacity of organs and sustain
sel-sel change in the body . Luke (2000) revealed that instead of nutrition and supplement
apparently herbs has been used in history to improve their performance physical .
Likewise the crowd and world heath , namely consuming vitamins and supplement would
cause of be fit , and no ( corcoran disease , onneil , web , and ho , 2009 , p. 9 ) .Paullinia cupana
or guarana is dietary supplements in the form of a very efficacious , and acknowledged that
women in brazil and latin america generally has the body was fair and picturesque , among other
susceptibility to the guarana.selain have an effect as a stimulant , guarana was also have efficacy
analgesic , anti-amnesik , antibakterial , an anticoagulant , anti-obesitas , anti-oksidan ,
aphrodisiak , astringent , kardiotonik , diuretic , hiperglikemik , a stimulant , tonic , increasing the
speed and resilience , increase the concentration and memory , and preventing senilitas / senility (
decline in strength of physical and spiritual as a result age and vasodilator ) .Even can improve
performance cognitive and reduce mental weariness ( kennedy , 2007 )
Paullinia cupana, camellia sinensis or black tea is also dietary supplements in the form of
herbaceous plant taken leaves role expedite the flow of blood vessels to the heart and inhibit
plutonium cholesterol ( schreuder, 2014 ).Black tea has any rich antioxidant benefits, caffeine,
vitamin a, b complex, c and e to maintain and taking care of your body.In addition, there are also
catakin content, monocitrat and fluoride in the form of manganese, zinc, and potassium.According
to luke ( 2000 ) supplement has been used in history to improve their performance with physical
exercise.
Recency Study
Research on seniors ever done ketcham and stelmach ( 2000 ) with the subject of adults
classified aged more than 60 years compared with young adult children aged between 18-30 in on
major changes that occurs in the number of older in control and coordination of movements in
connection with aging .Besides noortje ( 2013 ) with the subject of pre elderly 45-59 modify
kelentukan year , balance and coordination using gymnastic exercises porpi and yoga .Then
wibisono ( 2010 ) assess the impact of exercise durability to give a supplement karnitin on

408
 increased vo2 max , besides grido ( 2013 ) assess the combination of vitamin supplements b1 , b6
and phosphate against vo2 max and endurance muscle
Waldecir , dkk ( 2005 ) prove effect of a supplement guarana could reduce fat content in the body
and levels of free radicals .Besides deng ( 2010 ) research purine metabolism profile of material
roots and leaves seeds camellia sinensis.lingkup granting suplementasi extract paullinia cupana
and camellia sinensis on pre elderly of the performance of the physical exercise is done just in the
provision of suplementasi shaped extract paullinia cupana and camellia sinensis on pre elderly
before , during and after activity and increased measured influence on the performance of the
physical exercise and measured also a sugar in the blood
The benefits suplementasi extract paullinia cupana and camellia sinensis on pre elderly of
the performance of the physical exercise
1. Theoretical Benefit
The results of the suplementasi extract paullinia cupana and camellia sinensis on pre elderly on
performance physical exercise can add the principle of science in sport , nutrition and health (
sport , nutrition and health ) of the influence of suplementasi extract paullinia cupana ( guarana )
and delivery of a supplement extract camellia sinensis ( black tea ) on performance physical pre
elderly when berolahragadan a sugar in the blood but it is empirical data to do more research .
2. Practical Uses
a. For the community
Provide information to the public about the importance of consuming supplements that are very
useful in the process of energy metabolism to increase physical performance and the levels of
sugar in the blood
b. For Educational Institution
Was expected can be used in the development of science especially in the field of sport, nutrition,
and health ( sport, nutrition, andhealt ). ~
c. For Research
Development of materials for science vocabulary and reference materials, as well as supporting
data for further research.

REFERENCE

Corcoran, T.B, Onneil M.P, Web S.A and Ho K.M. 2009. Inflammation, Vitamin
Deficiencies and Organ Failure in Critically III Patients. European Journal of Applied
Physiology and Occupational Physiology. Vol. 3 No. 7, pp. 9-12
Dayhoff, N.E, Suhrheinrich, J. Wiggleworth, J. Oppo R, and Moore, S. 1988. Balance
Muscle Strength as Predictors of Neuromuscular Performance, Functional Status and
Falls Between Japanese and White Women.J. Gerontal. 1998 : 54A (6) : M288-M292
Jong Baw, P.G., and Hoek, H.W. 2008. Thiamine Deficiency Caused by Malnutrition.
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pp. 8-17.
Ketcham, CJ and Stelmach, G.E. 2000. Control Movement in The Eldery. American
Journalof Clinical Nutrition, Vol. 72, No. 2, 541S-550S, August : 2000
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409
 doi:10.1093/pcp/pcq175. Published by Oxford University Press on behalf of Japanese
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VO2 Max. Desertasi PPs. Unesa

410
A TALE OF TWO CITIES: LEGACIES OF THE 2012 UEFA EURO CUP IN
GDANSK AND LVIV

PhD. Serkan Berber

Anadolu University- Turkey
Phd. Douglas Michele Turco
U.S.A

Introduction
The UEFA EURO Cup is one of the world‟s most popular sport events. The latest
edition was a 16-nation tournament co-hosted by Poland and Ukraine 8 June to 1 July
2012. The tournament took place in four Ukrainian cities: Kiev, Lviv, Donetsk and
Kharkov and four Polish cities: Warsaw, Gdansk, Wroclaw and Poznan. EURO 2012
represented a significant capital investment for the host countries leading to billions spent
on stadia, transport and infrastructure.
Over 1.4 million spectators attended EURO 2012 matches in Poland and Ukraine,
and 7 million people visited official EURO fan zones. For the final match, 539,300
spectators attended fan zones in Poland and Ukraine– a record for the EURO Cup
(uefa.com).
Legacy is now a primary consideration for major sport event organizers and potential
hostcities/countries. Most governments are loathe to spend billions on an event that
appears attractive but in reality is too expensive and offers little return on investment aka,
“white elephant.” Astute event planners prepare for legacy during the pre-bid stage of the
event lifecycle. For the Olympic Games, FIFA World Cup, or UEFA EURO Cup, this
could be four to nine years before the first contest.
Preuss (2007) defines legacy as “all planned and unplanned, positive and negative,
tangible and intangible structures created for and by a sport event that remain longer than
the event itself.” An unplanned positive intangible legacy was the increased
levels of national pride and solidarity experienced by Germans while hosting the 2006
FIFA World Cup (Maennig & Zimbalist, 2012). Aplanned negative tangible and
intangible legacy occurred during the 1976 Munich Olympic Games when terrorist
captured and killed members of Israel's Olympic team. The attack cast a pall over the
remainderof the Games and forever linked the attack with the Games. Elaborate and
expensive security measures were implemented for subsequent Olympiads, extending this
legacy for decades. A positive tangible legacy is Seoul's Olympic Park, constructed for
the 1988 Summer Games. The park is used daily by thousands of residents and visitors
alike who may exercise and socialize, free of charge. The natatorium is open daily for
public swimming, lessons, and training. A negative tangible legacy would be the
abandoned Olympic venues in Athens following the 2004 Games. Most are dilapidated
and have been vacant for years.

Purpose
This paper examines two host cities - Gdansk and Lviv - since the UEFA EURO
Cup 2012 in terms oftheir legacies.

Methods
Key informant interviews, primary data from spectators during EURO 2012
(Turco et al 2013), literature reviews, and secondary data from government and private
sector sources were analysed to fulfill the study‟s purpose.

411
Findings
Tangible Legacies
War broke out in Ukraine following the ouster of President Viktor Yanukovich in
February 2014. To date, the conflict involving Russian forces and separatists from Crimea
is concentrated to the eastern region ofthe country though there are widespread
repercussions. Ukraine's economy has been in free-fall with devalued currency, mounting
debts, and foreign investments halted. If misery loves company, then Ukraine can take
some solace in that Portugal and Greece experienced similar economic hardship following
the EURO 2004 and Athen Olympics, respectively.
The Economist reported that Ukraine spent $US 13 billion, more than half of it
public money, for EURO 2012 stadiums, airports, trains, hotels and other projects, though
Deputy Prime Minister Borys Kolesnikov countered that no more than $55m would be
spent on projects devoted exclusively to the event (economist.com).Financial debt
is a burdensome legacy associated with many mega events. For Greece, hosting the 2004
Olympic Games cost €9 billion and Greek taxpayers were on the hook for €7 billion
(excluding the cost of a new airport and metro system) (Bloomberg.com).Since EURO
2012, Lviv Arena has hosted some concerts, conferences and recently, the
matches ofShakhtar Donets. Previously, Boyko (2013) reported that the 35,000-seater was
vacant and loaded with debts, 2m hrivnas (£160,000) for just electricity and water. In
addition the construction company that built the stadium claimed they were owed 4.3m
hrivnas.
Applebaum (2015) reported that Lviv attracts more domestic visitors since EURO
2012, who cannot travel to Crimmea (or obtain visas to go elsewhere) as alternatives
(wsj.com). "Lviv has the ambience ofPrague or Krakow, but without the prices or the
crowds....in Lviv, you can eat a good meal for a few euros, go to the opera or just sit in the
parks and watch people for free."

Intangible Legacies
Survey results by Rasku et al (2014) show that over 80 percent of EURO 2012
fans were male (80.5%, n = 1180) and 19.5% (n = 285) were female; their average age
was 31 years. Approximately 14 percent ofEURO 2012 spectators reported attending the
EURO 2008 hosted by Austria and Switzerland (n = 213). How likely were EURO 2012
fans to return to Lviv? A 2013 study found Lviv was the most probable cityfor re-visit by
fans who attended the EURO Cup (approximately 70%). However the war may have
erased these desires to re-visit Ukraine. Should fans return Lviv, their arrivals and local
spend will further add to the tangible effects of EURO 2012.
EURO in Lviv became a stimulus for young people to learn English.
Knowledge of another language opens opportunities to meet people, work for
international companies, and travel. According to Mariya Chubata, Lviv Volunteer
Project Coordinator, 900 young people in Lviv were EURO volunteers, gaining
experience in European standards of hospitality management. Was it worth it for Lviv to
cohost the EURO Cup? According to Chubata, "Definitely, otherwise we would not have
the Arena, the Airport and close to 100 km of newly renovated roads."
Gdansk
In Poland, infrastructure spending associated with EURO 2012 amounted to €25.6bn, the
lion‟s share ofwhich (€15bn) was connected with infrastructure development, according
to the Polish Ministry of Sport and Tourism Master Plan (2014). Poland built or
modernized four soccer stadiums for the event. In the hotel sector, 1,300 branded rooms

412
were added during from 2009-2012. Overall, infrastructure projects added approximately
1.5% to the Polish GDP (Bloomberg.com).
Euro 2012 became a catalyst for changes in Poland, especially with respect to
transport infrastructure. In 2012 alone 953 km of expressways were constructed across the
country. Stadium financial solvency remains an issue. The venues in Gdansk, Warsaw
and Wrocław recorded losses in 2013, with the National Stadium in the Warsaw losing
nearly €5m. Poles‟ enthusiasm for Euro 2012 has waned somewhat but this is typical for
mega events. Once the games leave town however, euphoria fades and the hangover
begins. A 2013 survey found 64% of Poles were satisfied with the way the country
handled the tournament. Gdansk residents were most satisfied with the city's
improvements in sport facilities since 2009, according to the European Commission
Quality of Life in Cities (2013) report.
Gdansk left a positive impression on many EURO 2012 visitors. When asked
during the tournament why they would recommend Gdansk as a tourist destination 635
foreigners replied: `people` (35.3% ofrespondents), followed by `atmosphere` (14.8%),
`friendly` (12.1%), `women` (7.7%) and `scenic beauty` (7.1%) (Rasku, et al 2014).The
volume of passengers using Gdansk airport increased by 14.6 percent between 2013 and
2014, the highest growth rate of all major airports in Poland. Over 3.2 million arrivals
were recorded at Lech Walesa Airport in 2014, up from 2.8 million in 2013. By
comparison, Lviv Danylo Halytsky Airport saw 700,800 passengers in 2013 and 585,200
in 2014, a 16.5 percent decrease.
Statistics from the Ministry of Sport and Tourism in Poland reported 15.8 million
tourists traveling to Poland in 2013, a 6.8% increase from 2012. In 2013 Gdansk city and
region hosted over 7,100 business meetings (compared to 5,098 meetings in 2012)
attracting 630,000 delegates (from 400,000 delegates in 2012). Among the total were 830
international business meetings held in 2013, a figure up from 525 in 2012.
Gdansk ranked 94th among European cities on the 2014 Innovation Cities Index,
ahead of Venice, Athens, and Valencia, among others.Gdansk has parlayed its role co
hosting EURO 2012 to win rights to stage other events. Gdansk was oneof seven cities to
cohost the 2014 FIVB Mens World Championships. In 2016, it will cohost the European
Handball Championships. Further evidence exists of Gdansk's elevated sport standing
since EURO 2012. In 2014, sportcal.com Global Sport Cities Index Project ranked
Gdansk 84th worldwide among the best sport cities, besting such cities as Amsterdam,
Boston, and Singapore.

Conclusions
Post-EURO 2012, Gdansk has benefitted from a robust Poland economy. The country was
set to double its pace of growth, according to the European Commission, which predicted
GDP will rise 3.2 percent in 2014 and 3.4 percent in 2015 after last year‟s 1.6 percent
expansion (Bloomberg.com). A strong national economic environment aids consumer
confidence and spending in sport and entertainment in Gdansk.
Ukraine's economy lagged behind Poland's prior to EURO 2012 but it could
hardly be worse since. In 2014 the economy contracted by a tenth, and the hryvnia lost
half its value. Inflation has approached 25 percent. EURO 2012 seems a long-ago dream
for Ukrainians. A brutal combination of war and currency devaluation has pushed the
country to the brink of insolvency. Its debts are nearly 100 percent of GDP. Corruption
continues to plagued Ukraine, further minimizing its prospects for a turn around. In 2014,
Ukraine was ranked 142 out of 175 countries in Transparency International's Corruption
Perceptions Index (transparency.org). By comparison, Poland ranked 35th. Located in

413
western Ukraine, Lviv may be partially insulated from the brunt forces of the war's
economic, political, and social fallout, but it has not fared as well as Gdansk, post-EURO
2012.

References
Applebaum, A. (2015). Ukraine's most hopeful city: Lviv. The Wall Street Journal.
Available on-line:wsj.com.
Boyko, I. (2013). Euro 2012 one year on. Was it worth it for Ukraine? The Guardian.
Available online:guardian.com.
Maennig, W., and Zimbalist, A. (2012). Future Challenges: Maximizing the Benefits and
Minimizing the Costs, in: W. Maennig, A. Zimbalist (Eds.), International
Handbook on the Economics of Mega Sporting Events, Cheltenham,
Northampton: Edward Elgar Publishing, 571-586.
Preuss, H. (2007). The conceptualisation and measurement of mega sport event legacies,
Journal ofSport & Tourism, 12, 3-4, 207-228.
Rasku, R., Puronaho, K., Zaharia, N., Turco, D. M., Berber, S., and Tınaz, C. (2014).
Football Fans in the Emerging EU: Profile of Spectators of 2012 UEFA EURO
Cup, Proceedings of the 3rd İnterdisciplinary Tourism Research Conference,
Istanbul.
EURO 2012 one year on: Are international football tournaments worth it? The
Economist. Available online: economist.com.

414
 EFFECT OF CIRCUIT EXERCISE AND TRAPPING CIRCUIT WITH
REGULAR AND DECREASED REST INTERVAL TOWARD THE
ABILITY OF STRENGTH, SPEED, AGILITY, VO2 MAX, POWER AND
RECOVERY

Sigit Nugroho

ABSTRACT
This study intended to assess and examine whether there was any difference in the effect of the type of
circuit training and trapping circuit with regular and decrease rest interval to the increased ability of
strength, speed, agility, VO2 Max, power and recovery.The research was conducted by using a quantitative
approach with quasi experimental method. The design used in the research used a design with 2 times
factorial design (22). The research population were all male students who live in Wisma Olahraga in 2015.
The samples were taken of the total population by means of "Purposive Random Sampling". The amount of
sample was determined by the formula of Isaac and Michael gained for 48 samples. The samples were
divided into 4 groups by means of ordinal pairing, so that each group consisted of 12 male students. The
instrument used to measure in this research was a back and leg dynamometer, 30 meterrun, the T-test,
Multistage Fitness Test (MFT), Jump-DF and pulse oxymeter. The data analysis technique used to test for
normality, homogeneity and test box test was as a prerequisite test. Meanwhile, for the hypothesis test used
multivariate analysis (MANOVA) with 2² factorial analysis with a significance level of 0.05.The
calculation result of multivariate test showed significant results proven bythe results of the calculation of
Sig. point<0.05 (p<0.05). In training method, rest interval, and exercise method interaction with rest
interval, all three show significant point that is equal to 0.000. Based on data analysis, it can be concluded
that there is significant influence on the four treatment groups towards dependent variables which include
strength, speed, agility, VO2 Max, power, and recovery. In terms of the effectiveness of training methods, it
can be concluded that the most effective training methodto improve VO2 Max is by using10-second
decreased rest interval, to increase the speed and agility is by using trapping circuit method with 45 second
regular rest interval, and to improve strength, power and recovery is by using trapping circuit training
method with 10 second decreased rest interval. While seen from the difference of rest interval, 10-second
decreased rest intervalis more effective in improving all of the dependent variables that consist of strength,
speed, agility VO2 Max, power, and recovery than 45 second regular rest interval.
Keywords: circuit training, trapping, rest interval, strength, speed, agility, VO2Max, power and recovery.

INTRODUCTION
Excellent physical condition is a factor that should be owned by every athlete. The
physical condition is seen by the indicator of physical fitness which is the foundation for
the subsequent exercises primarily to acquire technical skills and tactics. Perfect technical
skill is a factor that is crucial in achieving the highest achievement, without the perfect
mastery of the skill, an athlete finds it hard to achieve the high performance. The tactical
ability and strategy is the vital ability to win the game in a positive way. Mental health is
a psychological aspect that must be possessed byan athlete. Those psychiatric aspectsare
moral, sportsmanship, the real sportsman character, discipline, confidence, concentration,
thinking, and creativity, willpower and fighting spirit, responsibility, self-esteem,
courage, and collaboration (SetyoBudiwanto, 2012: 4).
The suitable physical exercise method to improve physical conditions should include
aerobic capacity and anaerobic capacity. The training methods include the use of circuit
training. Bompa (2015: 230-231) arguesthat the circuit training was first proposed by
Morgan and Adamson (1959) from the University of Leeds as a method to develop
general fitness. Circuit training consists of several stations that are arranged in a circle so
that muscle groups can work interchangeably from station to station. From the research
results after doing a circuit trainingconsisting of two programs, namely the use of weight
and aerobic programs, it can improve the health, cardiorespiratory, and muscular fitness
(Shawn Simonson, 2010: 2). Brett Klika and Chris Jordan (2013: 11) suggest a circuit
training with high intensity (HICT) which is an efficient way of exercises to help

415
reducing the body fat, improvinginsulin sensitivity, improving VO2 max and muscle
fitness. Chtara et al (2008: 1037) argue that the circuit training is a useful method to
improve strength and cardiovascular performance. Chittibabu and Akilan (2013: 22)
suggest a circuit training for 3 times per week for six weeks with a time of 2 minutes at an
intensity of 90% - 95% of the target of the heart rate with the addition of reps for about 8,
10, or 12 reps for every week, followed by the active rest at 60% - 70% of the heart rate
indicate that there is a significant increase in aerobic capacity and improve cardiovascular
fitness. While circuit training is carried out in 15 weeks that lasts about 45 minutes with
intensity 60% - 85% of the heart rate, it can affect significant changes in anthropometric
variables and physical condition (Leonardo Gomes Ferreira, 2013: 3).The physical
condition can be improved by a kind of full exercise from the unity of the components
that cannot be separated, both for the increases and maintenance. In order to find out the
necessary physical training methods, it is important to know the extent to which the
method of circuit training and circuit trapping affect the ability of the physical conditions
which include strength, speed, agility, VO2 Max, power, and recovery.

METHOD
The research method was based on quasi-experimental research using 2 x 2 factorial designs.
The research population was all male students who lived in the sports dorm in 2015 with the total
of 55 persons. The samples were taken of the total population by "Purposive Random Sampling".
The amount of sample was determined by the formula of Isaac and Michael (Sugiyono, 2013:
128). Once inserted into the sample size calculation formula,the samples were for about 48
persons. The instrument used to measure the six components of physical condition in this study
were: a) for the strength of the back and leg, it used digital dynamometer, b) for the speed,it used
30 m sprint, c) for the agility with T-test, d) for VO2 max,it used multistage fitness test, e) for the
power,it used Jump-DF and f) for the recovery,it used a pulse oxymeter. The data were analyzed
by using the prerequisite test comprising: a test for normality with the Kolmogorov-Smirnov Z,
homogeneity test with F-test, and the test box test. While to test the hypothesis, it was using
multivariate analysis (MANOVA) with 2² factorial analysis with a significance level of 0.05.

RESULTS AND DISCUSSION

Based on the MANOVA analysis on training methods, it obtainsthe value of p <0.05
(sig. Less than 0.05), so that all four methods of exercise with the regularrest intervals of
45 seconds and decreased rest interval for 10 seconds by using four statistical models: 1 )
Pillai's Trace, 2) Wilks' Lambda, 3) Hotelling's Trace and 4) Roy's Largest Root, show the
significance value of 0.000, less than 0.05 (p <0.05), so it can be said that the method of
circuit training with regularrest interval for 45 seconds (cell 1), a circuit training with
decreased rest interval for 10 seconds (cell 2), circuit trapping with regular rest interval
for 45 seconds (cell 3) and circuit trapping with the decreased rest interval for 10 seconds
(4 cells), significantly influence the improvement of strength, speed, agility, VO2Max,
power, and recovery. Based on the results of inferential statistics on the value of the lower
bound in each cell of the MANOVA analysis, the method of circuit training and circuit
trapping combined with a regularrest interval for 45 seconds and a decreased rest interval
for 10 seconds, it is found that: a) the most effective increase in VO2 Max is gained
fromthe circuit training method withthe decreased rest interval for 10 seconds, b) the most
effective increase in speed and agility is gained from the circuit trapping with
theregularrest interval for 45 seconds, and c) the most effective increase in strength,
power, and recovery is gained from the method of circuit trapping with the decreased rest
interval for 10 seconds. Summary of the research results can be seen in the following
table:

416
 Table1.Summary of Lower Boundfrom 4 Training Methods
Training Method Dependent Rest Interval
Variable Regular Decreased
Lower bound Lower bound
Strength 204,706 242,915
Speed 3,448 3,593
Agility 10,109 10,537
Circuit Training VO2 Max 42,894 49,736
Power 65,296 73,879
Recovery 18,812 32,812
Strength 252,081 257,456
Speed 3,005 3,510
Circuit Trapping Agility 10,056 10,083
VO2 Max 42,844 43,761
Power 66,879 89,546
Recovery 27,396 51,562

From thosecircuit training methods that have been made in the implementation of the
study, it shows that there is some significant influence of the circuit training and circuit
trapping method with the regularrest interval for 45 seconds and the decreased rest
interval for 10 seconds on the ability of strength, speed, agility, VO2 max, power and
recovery. Baljinder Singh Bal (2013: 8) states that all forms of exercise can change the
atmosphere of life, attitude and bring rhythm and it can improve the appearance of better
performance. Louisa Beale et al (2013: 1)argue that circuit training with moderate
intensity (40% - 70%) is more effective for the treatment of cardiac rehabilitation when
compared with high-intensity interval training. Pedro Alcaraz et al (2008: 667) find that
the prisoners‟ circuit training is an excellent method to stimulate an increase in muscle
size, strength, power, and local muscular endurance. Numerous studies show that the
ability of the power is influenced by anthropometric variables such as body mass, height,
leg length, width calf, thigh length, arm length and hand width (Jayakumar, 2013: 12).
Menzies (2010: 14) finds that active recovery after strenuous aerobic activity will
increase lactate clearance compared with passive recovery. Other studies have also found
that active recovery can increase blood flow, thus increasing the translocation of lactic
acid from the muscles into the blood (Spierer, 2004: 5). The research conducted
byConolly et al (2003: 49) found that there was no significant difference in the
concentration of blood lactate between active recovery and passive recovery donein 3
minutes, but when seen from the graph, an increase in blood lactate on active recovery
was lower than the passive recovery.

CONCLUSION
Based on data analysis, it can be concluded that there is significant influence on the
four treatment groups on the dependent variable which include strength, speed, agility,
VO2 Max, power and recovery, shown by the results of the calculation of the value of
Sig. <0.05 (p <0.05) which is equal to 0.000. In terms of the effectiveness of training
methods, it can be concluded that the most effective training method: a) increase VO2
max by the circuit training method with the decreased rest interval for 10 seconds, b)
increase the speed and agility by the circuit trapping methodwith the regular rest interval
for 45 seconds, and c) increase the strength, power, and recovery by the circuit trapping
method with the decreased rest interval for 10 seconds. While looking at the differences
in training methods, there is a significant difference on the circuit training and circuit
trapping method as the method of circuit training workout is more effective in improving
the speed and agility, while the method of circuit trapping is more effective in improving
the strength, power and recovery. However the circuit training and circuit trapping
417
method show that those methods give no significant difference in the increase of VO2
Max. Judging from the difference interval break, the decreased rest interval for 10
seconds is more effective in improving all of the dependent variable that consists of
strength, speed, agility VO2 Max, power, and recovery compared to the regular rest
interval for 45 seconds. There is a significant interaction of circuit training methods and
circuit trapping with the regular rest interval for 45 seconds and the decreased rest
interval for 10 seconds on the ability of strength, speed, agility, VO2 Max, power, and
recovery.

REFERENCES
Alcaraz, Pedro E; Sanchez-Lorente, Jorge; Blazevich, Anthony J. (2008).Physical Performance
And Cardiovascular Responses to an Acute Bout of Heavy Resistance Circuit Training
Versus Traditional Strength Training. Journal of Strenght and Conditioning
Research.Volome: 22. Number 3. May 2008. Cowan University. Australia
Baljinder Singh Bal and Ranjeet Singh Sandhu. (2013). A Comparative Studyon Selected
Psychomotor Abilities Between Male BaseballPitcher and Cricket Fast Bowler.
International Journal of Physical Education, Fitness and Sports-IJPEFS.Vol.2
No.4.ISSN 2277-5447.Non Olympic Times.
B. Chittibabu and N. Akilan. (2013). Effect of Basketball Specific Endurance Circuit
Training on Aerobik Capacity and Heart Rate of High School Male Basketball
Players.International Journal of Physical Education, Fitness and Sports-
IJPEFS.Vol.2 No.4.ISSN 2277-5447.Non Olympic times.
Bompa, T.O. and Buzzichelli, C. (2015).Periodization Training for Sport. United States:
Human Kinetics.
Brett Klika and Chris Jordan, (2013). High Intensity Circuit Training Using Body
Weight: Maximum Results with Minimal Investment. ACSM‟S Health & Fitness
Journal Vol 17/No 3. Www.Acsm-Healthfitness.Org. American College of Sports
Medicine.
Conolly, Declan A.J., Brennan, Kevin, danLauzon, Christie D. (2003).Effects Of Active
Versus Passive Recovery on Power Output During Repeated Bouts of Short Term,
High Intensity Exercise. Journal of Sports Science and Medicine, 2, pp 47-51.
Chtara, M, Chaouachi, A, Levin, GT, Chaouachi, M, Chamari, K, Amri, M, Laursen,
PB.(2008). Effect of Concurrent Endurance and Circuit Resistance-Training
Sequence on Muscular Strength and Power Development.Journal of Strenght and
Conditioning Research.Volome: 22. Number 4. July 2008.
C. Jayakumar,S.RameshkananandB.Chittibabu (2013). Analysis Of SelectedHand
Anthropometric MeasurementsAmong SouthWestZone Inter University Male
Handball Players. International Journal of Physical Education, Fitness and Sports-
IJPEFS.Vol.2 No.4.ISSN 2277-5447.Non Olympic Times.
Leonardo Gomes Ferreira. (2013). EffectsofaProgram "Circuit Training" on
Anthropometric Variable and Composition Bodyin Military Police.Physiol an
open access journal volume 3 isssue 2. ISSN: 2161-0940. Universe. Brazil.

Louisa Beale, Robert Mclntosh, PrashanthRaju, Guy Lloyd and Gary Brickley. (2013). A
Comparison of High Intensity Interval Training with Circuit Training a Short-Term
Cardiac Rehabilitation Programme for Patients with Chronic Heart Failure.
Internation Journal of Physical Medicine & Rehabilitation.Volume 1.Issue 6. ISSN:
2329-9096. University of Brighton, UK
Menzies, P., Menzies, C., McIntyre, L., Paterson, P., Wilson, J., danKemi, O.J.
(2010).Blood Lactate Clearance During Active Recovery After an Intense Running

418
 Bout Depends on The Intensity of The Active Recovery.Journal of Sport Sciences, 28
(9). Pp. 975-982. ISSN 0264-0414.
SetyoBudiwanto. (2012). MetodeLatihanOlahraga.UniversitasNegeri Malang: UM Press.
Shawn R. Simonson. (2010). Teaching the Resistance Training Class: A Circuit Training Course
Design for the Strength and Conditioning Coach.Strength and Conditioning Journal
Volume 32 (3).Copyright
restrictionsmayapply.doi:10.1519/SSC.0b013e3181df4502.Departmen Kinesiology. Boise
State University.
Spierer, D. K., Goldsmith, R., Baran, D.A., Hryniewicz, K., dan Katz, S. D. (2004).Effec of Active
VS. Passive on Work Performed During Supramaximal Exercise Test. International Journal
Sport Medicine, 25: pp 109-114.
Sugiyono.(2013). MetodePenelitianKombinasi (Mixed Methods). Bandung: Alfabeta.

419
 EFFECT OF EXERCISE LADDER CROSSOVER DRILL AND LADDER
SPEED RUN AGILITY AND SPEED ( STUDI STUDENTS FKIP JPOK
BANJARBARU 2012 UNIVERSITY LAMBUNG MANGKURAT )
Sitti Maifa (082154341026)
Email : maifa_sitti@yahoo.co.id.
ABSTRACT
This study aims to determine: (1) Provision of training programs ladder drill crossover to
increased agility (agility). (2) The provision of training programs ladder drill crossover exercise program to
increase velocity (speed). (3) Provision of training program training program between drill ladder ladder
speed run to the increased agility (agility). (4) Provision of training program training program between drill
ladder ladder speed run to the increased velocity (speed). (5) The training program ladder ladder speed drill
crossover and run the agility (agility). (6) Provision exercise workout program and ladder ladder drill
crossover speed run to the velocity (speed).
Goal of this research is the male students in 2012 FKIP JPOK Banjarbaru force and the number
of samples taken as many as 33 people, divided into three groups (two experimental groups and one control
group), with the number of each group of 11 people. The process of data collection is done by pretest and
posstest agility tests run back and forth, test running speed of 30 meters.
The results showed that the method of training ladder ladder speed driil crossover and run
significantly to increased agility (agility) and velocity (speed) (sig. 0.000 <α = 0.05). Group I, II, and III
have significant differences (sig. 0.000 <α = 0.05). Average peningkata agility (agility) for group I =
11,66detik, II = 10,13detik, III = 3,90detik. The average increase in speed (speed) for group I = 11,67detik,
II = 10,42detik, III = 3,89detik. So it can be concluded that exercise drill ladder and ladder crossover speed
run had an influence on agility (agility) and velocity (speed) on male students FKIP JPOK Banjarbaru force
in 2012.
Keywords: Ladder Drill Crossover, Ladder Run Speed, Agility (agility) and speed (speed).
INTRODUCTION
The physical condition is one of the indispensable prerequisite and as a support in an
effort to improve the performance of an athlete . As disclosed Sajoto (1988 : 57 ) physical
condition is one perasyarat very important in efforts to increase achievement ,can even be
regarded as the initial basis of achievement , athlete's performance can not be separated from the
physical aspect . Because physical condition is a very important factor throughout the sport . As
noted Harsono (1988 : 153 ) before it goes into a race , athletes should be in a good physical
condition in order to avoid the intensity of work and all kinds of stress that will be faced in the
match , therefore, without good physical condition of athletes can not be training well .Ladder
Drill is a form of exercise to improve agility (agility ) , velocity ( speed), coordination ( coordinasi
) leg as a whole ( Tsivkin , 2011) . Meanwhile, according to Schirm (2011 ) ladder training drill
by using a tool such as stairs Gym where athletes will run , jump and jump with the movement of
the legs quickly past the stairs so you can help develop agility (agility ) and velocity (speed )
.Agility (agility ) is the ability to change the direction and position of the body quickly and
precisely at the time on the move, without losing balance and awareness of body position.
Benefits in the can of agility athlete is an athlete can coordinate multiple movements or stimulants
, facilitate mastery of the techniques of high , movements efficiently , effectively and
economically as well as facilitate the orientation towards the opponent and the environment .
While the velocity (speed ) is the ability to perform similar movements in a row in the shortest
possible time or the ability to travel a distance in the shortest possible time .
But the reality is that the current field training conducted so far is still conventional .
The point here is that conventional athletes come then warm up and go straight to the core
activities . So the training program Ladder Ladder drill crossover and run speed has not been
previously drilled in the campus environment FKIP JPOK Banjarbaru Mangkurat University .
Training drill Ladder Ladder crossover and run speed is one exercise that can be used in
improving agility (agility ) and velocity (speed ) . To the researchers interested to apply the
training program Ladder Ladder speed drill crossover and run this on male students FKIP JPOK
Banjarbaru force in 2012 , the University Mangkurat . In addition, the researchers wanted to prove

420
the existing theory , that the training program and Ladder Ladder crossover drill speed run can
increase agility (agility ) and velocity (speed ) ( Tsivkin , 2011)

RESEARCH METHODS
This research uses a quantitative approach , whereas the method used is the quasi-
experiment ( quasi-experimental design) . The research design uses Matching - only
design . This design does not use random as a way to enter a subject into or with another
based on specific variables ( Infallible , 2012: 100 ) .
Research variable
The variable is a concept that has variability or diversity are the focus of research , and
variables can be classified into two independent variables (independent variables) and the
dependent variable (dependent variable ) ( Infallible , 2012: 29-31 ) . population in this
study is a whole generation of students FKIP JPOK Banjarbaru 2012 University
Mangkurat which amounted to 165 people . sample in this study 20 % of the total student
population FKIP JPOK Banjarbaru 2012 University Mangkurat forces numbering 33
people .
Research Instruments
Research instrument is a measuring instrument used for research in data collection (
Infallible , 2011: 111 ) . To get the data the effects of exercise ladder drill crossover and
training ladder speed run to agility (agility ) and velocity (speed ) , while the pre -test and
post-test conducted by using the test run back and forth to agility (agility ) and a test run
of 30 meters for velocity (speed ) ( Kemenegpora : 2005: 29-30 )
Data analysis technique
The type of data to be collected in this study is to test agility (agility ) run back and forth
was to test the velocity ( speed ) to run 30 meters . Data subject is in the form of scores
obtained before treatment (pre - test) , and the scores obtained after treatment ( post-test )
. The data in this study using the program Statistical Product and Service Solutions (
SPSS ) 17.0

Test Data Requirements

a. Normality Test Distribution
To test the normality of the data distribution method amirnov Kolomogrov (Infallible,
2012: 161). For normal menebtukan whether or not the data distribution is a significant
level calculation compares the data with the level of 5%. If a significant level in the static
test is greater than 0.05, otherwise normal distribution.
b. Homogeneity test
Homogeneity test aims to ensure that variants of each group of the same or similar, so that
comparisons can be conducted in a fair (Infallible, 2012: 162). This study used levene's
test. If the statistics levene's value is greater than 0.05 then it can have a homogeneous
variants
b. test Hipotestis
1. In accordance with the hypothesis and the type of research used in this study, the
statistical analysis used to determine and assess comparative crossover exercise drill and
ladder ladder speed run toward agility (agility) and velocity (speed) on male students
FKIP JPOK Banjarbaru University of Hull Mangkurat, is paired sample t-test tests,
decisions to reject the hypothesis at α = 0.05 ..
1. For one to four hypothesis comparing two samples and for five and six hypotheses
using Analysis Of Variance (ANOVA) with significance level of 5% as compared more
than two samples. By using SPSS 17.0

421
2. To determine differences in treatment effect to the increased agility (agility) and
velocity (speed) before and after treatment between groups used statistical analysts Way
Anova or variants of the lane.

RESEARCH RESULT
Group I ( Exercise Ladder Drill Crossover ) Results of tests agility (agility ) and velocity
(speed ) before and after exercise drill ladder crossover at 11 students FKIP JPOK Unlam
Banjarbaru are as follows in group I can be illustrated in the following diagram :
15
Pretest
10 Kelincahan
LDC
5
Posttest
0 Kelincahan
1 3 5 7 9 11 LDC

Figure 4.1 Average results for Exercise Group I

Group II ( Exercise Ladder Speed Run ) Results of tests agility (agility ) and velocity
(speed ) before and after speed ladder drills run at 11 students FKIP JPOK Unlam
Banjarbaru . The overall results of the exercise in group II can be illustrated in the
following diagram :
14 Pretest
12 Kelincahan
10 LSR
8 Posttest
6 Kelincahan
4 LSR
2 Pretest
0 Kecepatan
1 3 5 7 9 11 LSR

Figure 4.2 Average results for Exercise Group II

Group III ( control ) test results agility (agility ) and velocity (speed ) before and after are
not given training on 11 students FKIP JPOK Banjarbaru , the overall results of the data
in the control group can be illustrated in the following diagram :
15

Pretest
10 Kelincahan
Kontrol
5
Posttest
Kelincahan
0 Kontrol
1 3 5 7 9 11

Figure 4.3 Average results for Exercise Group III

Based on the diagram above shows that the results of the exercise drill crossover ladder ,
ladder speed runs and turns control varies . The average value generated indicates that the

422
training ladder drill crossover has influence differed significantly from the control group
but did not differ significantly from the training ladder speed the run as well as the
training ladder speed run does not differ significantly from the control group of the
velocity (speed ) to students FKIP JPOK force Banjarbaru 2012. With descriptive results
above states that the provision of training in group I and II can increase the speed (speed )
on the student FKIP JPOK Banjarbaru force in 2012 .

DISCUSSION
The discussion in this chapter discusses the decomposition results of research on the
effects of exercise administration ladder and ladder drill crossover speed run to agility
(agility ) and velocity (speed ) .
Agility (agility ) and velocity (speed ) are the two most significant components of the
exercise of some of the components in the success in any sport kecabangan . All
kecabangan sport requires agility (agility ) and velocity (speed ) is good , while sporting
agility (agility ) an important role in changing directions ( Young 2001: 315 ) . Agility
(agility ) also needs to be supported by some combination of the other components of the
physical condition , one of which is the speed (speed ) . As disclosed Bompa (1999 : 5 ) ,
that agility (agility ) is the result of a complex combination of speed , flexibility , and
strength . The exercise program crossover ladder and ladder drill aims to improve the
speed run agility (agility ) and velocity (speed )
Group training programs ladder drill crossover showed an improvement in
agility (agility ) and velocity (speed ) . Ability to agility (agility ) and velocity (speed )
crossover drill ladder training group increased from pretest to posttest . The results of
these studies can be said that the training ladder drill crossover effect on agility (agility )
and velocity (speed ) . The findings in this study supported the results of the study Miller ,
2001; Parsons , 1998; Young , 2001; Yep, 2000; Craig, 2004; ( In Kaur Bal , and Singh ,
2011) , that the exercise by starting to move , exercise with stop and change direction
quickly is a component that can assist in developing agility (agility ) .
Speed ladder training program groups run also showed improvement in agility
(agility ) and velocity (speed ) . Ability to agility (agility ) and velocity (speed ) group run
speed ladder training programs increased from pretest to posttest . Speed capability (speed
) can be maximized by use of an effective exercise program that can improve nerve and
muscle characteristics ( Johson and Bajjibau 2012) . Movements ladder speed run is a
component which can assist in developing agility (agility ) and velocity (speed ) .
The results of the study researchers found that early difficulties when students
follow the shape of the training provided . Student difficulties in the rhythm of the
training movements crossover ladder drill . But after several attempts student no more
difficulty . It is necessary for tracking or gesture recognition crossover drill ladder
training will be done by the next student . To run student movement speed ladder did not
find it difficult because before students get to know the movement.
research that there are significant differences despite peningkataan ability agility
(agility ) and velocity (speed ) . This is because there are other factors beyond research
that may affect such activity or other activities the same as the experimental group ,
training factors that promote movement and the skill level in this case is helpful in the
right to increase agility (agility ) and velocity (speed ) , So there is a yield increase from
pretest to posttest . When compared to the three groups , the training ladder ladder speed
drill crossover and run has a better effect on the results of agility (agility and speed (speed
).
The results showed an increase in agility (agility ) and velocity (speed ) as a
result of the provision of a training program and a crossover drill ladder ladder speed run

423
is applied to the male students JPOK FKIP Banjarbaru with the principles of training and
tailored to the needs of athletes . In particular , aspects of the administration of training
programs in order to increase agility (agility ) and velocity (speed ) in athletes . It can be
concluded that in order to increase agility (agility ) and speed in athletes can be given a
training program and a crossover drill ladder ladder speed run .

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 THE EFFECTIVENESS TRAINING LOAD OF DYNAMIC INCREASING
CAPABILITIES PHYSICAL CONDITION
Siti Nurrochmah
sitinur_pjk_fik@yahoo.com
Department of Physical Education and Health
Faculty of Sport Science Malang State University

Abstract
The study aims to assess the effectiveness of the training of dynamic loads at enhancing physical condition.
Using a randomized design pretest-posttest control group design. These samples included 36 people divided
into two groups using ordinal pairing shape matching technique matched. Data were analyzed by using
MANOVA. The results showed sig. F < α 0.05, meaning training dynamic load effectively to the
improvement of the physical condition variable. The results of the analysis of paired comparisons showed
that T2 > table F α of 0.05. Conclusion The research concludes that the effective dynamic load training to
improve the physical condition significantly.
Keywords: training, dynamic load, improvement of physical condition.

INTRODUCTION
The process of coaching in a sport achievement was time to make changes in the training
model used. The current conventional practice models such as the load connected to the engine,
limited movement in one direction and are static, so as to be used for static exercise like weight
lifting. In sports activities badminton, football is dynamic, then the model given exercise should
also be dynamic. Setiono (2010) divides the sport, into three groups, namely sports static, semi-
dynamic and dynamic, looking for a dynamic sport is still divided into semi-complex and
complex.
In connection with a variety of movement patterns in sporting activities, it is important to
do reform (innovation) training model that is appropriate to the characteristics of the sports
movement were trained. Alternative models of appropriate training solutions to solve these
constraints required training model that is dynamic and continues to be supported with training
that is static. Has developed a training model that is dynamic by using modern tools such as
elastic ribbon, thera-band or kinesis tool that can be utilized in training activities physical
condition. Component of the physical condition of muscle strength and explosive power as a key
determinant of performance in the field, so it is important to be increased (Bompa & Haff, 2009).
Elements physical condition improved in this study in the form of muscle strength: legs and arms
(LMS and AMS), and the explosive power of muscles: legs and arms (EPLM, and EPAM).
Power, Dodd, & Jackson (2011) said muscle strength is maximum contraction produced a
muscle or group of muscles. Maximum contraction can be done in various ways and the results
obtained depend on the coordination of agonist and antagonist muscles. Strength is a physical
component that is very important because the power is the driving force and the main factors to
create a performance and as a foundation for any motion activity. Activities skills and different
techniques in addition to requiring muscle power element also requires an element of explosive
muscle power (Brawn, 2008).
Muscle explosive power is a combination of two elements, namely the physical condition
of muscle strength and speed of movement were conducted simultaneously. Corbin, Welk, and
Corbin (2009) found an explosive muscle power is the ability to transfer energy into the force of
muscle contraction in a very fast time. The elements of explosive muscle support and make a
meaningful contribution in each skill and technique in certain sports are characterized by
explosive movements (explosive) such as passing and shooting the ball to the basket basketball,
smash in volleyball, punching and kicking in sports pencaksilat, hitting and throwing ball in
baseball.
Elements of physical condition explosive power and muscular legs and arms plays an
important role in the performance on the field, so it is important improved through physical
training, through resistance training (weights) such as dynamic load training using kinesis tool.
Training dynamic loads form of exercise using a kinesis, as media training physical condition

426
dynamic and combined with some movements such as forward quickly, squat, move to the side
while pulling the cable load of training and training target on several muscle groups (not just one
muscle) ( Bradley, 2010). Dynamic load training forms studied in the form of alternate diagonal
step to lunge and squat alternate to lateral hops. Circuit training forms the second movement
performed for 15-30 seconds and a minimum of six repetitions each one setnya (Setiono, 2010).
Cormie, McGuigan, and Newton (2010) research report that after the training the strength
and ballistic power can improve jumping ability to generate explosive muscle power significantly
(p <α 0.05). It was reported that strength training using weights that are stacked on the engine
increases muscle strength which is greater than the power of training, the percentage of the results
of research that strength training increased 31.2% and explosive power training resulted in an
increase of 4.5%.
The issues regarding improvement of the physical condition (LMS, AMS, EPLM, and
EPAM), training dynamic load, the tool kinesis, it is interesting to study through a research on
"The Effectiveness of Training Load of Dynamic Increasing Capabilities Physical Condition”
of the Students S1 Department Coaching Education Sports Faculty of Sport Science UNESA" ,
The purpose of this research is to study "The Effectiveness of Training Load of Dynamic
Increasing Capabilities Physical Condition” of the Students S1 Sports Coaching Education
Faculty Of Sport Science Department UNESA".

METHOD
The study design in the form of an experimental form of randomized pretest-posttest
control group design (Baumgarthner & Hensley, 2006). S1 student population Sports Coaching
Education Faculty of Sport Science UNESA class of 2009. Purposive sampling technique in the
form of systematic random sampling and division of the group using ordinal pairing shape
matching matched (Baumgarthner & Hensley, 2006) is a group (a) diagonal and (b) lateral. The
research method in the form of experimentation and observation and data collection using a
technique of measuring a test that tests physical condition (Baumgarthner & Hensley, 2006) in the
form of the test leg dynamometer, push-ups 30 seconds, jumping for six seconds (force plate) and
throwing a ball medicine without prefix.
Data were analyzed by using Multivariate Analysis of Variance (Manova), and
requirements analysis techniques in the form of normality test Kolmogorov-Smirnov (Johnson &
Wichern, 1992) and homogeneity of variance in Levene's engineering group (Montgomery, 1997).
Manova techniques used in the form of paired comparisons single sample Hotelling's method (T2)
(Johnson & Wichern, 1992) and a further test using the technique of simultaneous confidence
intervals of 95% of each treatment on the dependent variable (Johnson & Wichern, 1992).

RESULTS
The results of the analysis of data normality test each training group, as a whole at the
time of the initial test and final test of the dependent variables obtained significance of p > 0.05
α, variable depending beginning of test and final test of each group normal distribution. Results of
Levene's test of homogeneity techniques, the results of beginning of test and final test on the
dependent variable, the significance F > α of 0.05, meaning variable LMS, AMS, EPLM, and
EPAM variants showed homogeneous.
Test for equality in the dependent variable group together through Manova technique
results found significant F 0.093 > α 0.05, means the dependent variables simultaneously, showed
no differences for all training groups. The increase in the dependent variables simultaneously due
to the dynamic load of training, the results Manova using Hotelling's Trace, the coefficient F =
17.283 and significance of F = 0.000. The magnitude of the increase in the dependent variable due
to the dynamic load training, through MANOVA analysis techniques paired comparisons obtained
results of the analysis on the dependent variable analysis results LMS, AMS, EPLM, and EPAM
together on the training diagonal step, coefficient T2 = 1013.083.
Training lateral hops, coefficient T2 = 1169.690, and the table F for the number of
samples of each group of 18 people and the dependent variables were four variables, tables α F
0,05 = 15.106. Overall, the coefficient T2> table F α of 0.05, so it was concluded there is an

427
increase in variable LMS, AMS, EPLM, and EPAM together as a result of training diagonal step
and lateral hops. The results of data analysis via the simultaneous confidence interval of 95%,
found a large increase in generated varies. The results of the analysis of simultaneous 95%
confidence intervals are summarized in Table 1 on the following page.
Table 1. Presentation of Analysis Results Simultaneous Confidence Intervals Efektiftas
Against Variable Load Training Depends

Type Exercise Dynamic Load

Depending Variable Explanation
Diagonal Step Lateral Hop
2
The coefficient T 1013,083 1169,690 There was an increase in the
dependent variable due to the
dynamic load training
Leg Muscle Strength 21,252 kg 13,14 kg Diagonal step more effective
(LMS) in improving LMS
Arm Muscle Strength 11,21 = 11 times 3,7 = 4 times Diagonal step more effective
(AMS) step increases AMS
Explosive Power Legs 7,14 kg.m/sec. 16,51 kg.m/sec. Lateral hop effectively
Muscles (EPLM) improve the EPLM
Explosive Power Arm 0,118 m = 11,8 0,332 m = 33,2 Lateral hop more effectively
Muscles (EPAM) cm cm improve the EPAM

Based on the analysis in Table 1 it can be concluded for a population that dynamic weight
training more effective form of diagonal step increase LMS variables and AMS. Dynamic load
training more effective form of lateral hops increases variable EPLM and EPAM.

DISCUSSION
The results of the analysis techniques Hotelling's Trace coefficient F = 12,345 and sig. F
= 0.000, meaning the null hypothesis is rejected and the working hypothesis is accepted. So
concluded the training diagonal and lateral hops effective step towards improvement LMS, AMS,
EPLM, and EPAM together. The increase in the dependent variables together as a result of the
administration of repetitive stimulation in the form of training for eight weeks, every week three
times training and charges received by limb muscle groups the range of 55-70%. Increased muscle
strength in reaction to the training load caused by the adaptation of trained muscles and the
nervous system activation which is set as a reflex when training (Bompa & Haff, 2009).
Training is giving as excitatory motor load on the body, causing a response of response
and adaptation. Adaptation main muscle hypertrophy and increased muscle size (Anderson, et al.,
2008). Richard and Dawson (2009) found that using a variation of forms of training against
resistance multidirectional with greater results to the adaptation process of muscle tissue
compared with conventional training movements that are commonly used in the training of
muscle strength. Conclusion of the study reported that conventional training and new forms of
training (such as weight training multidirectional thera-band) can both improve muscle strength of
the upper arm.
Łukasz, József, and Zbigniew (2010) conducted a study in the form of conditioning
training combined with plyometric, its effect on muscle strength and explosive power. Conclusion
of the study reported that an increase in leg muscle strength and explosive power as measured by
vertical jump due to conditioning and plyometric training (p <α 0.05). Training diagonal step and
lateral hops training including training forms kinesis. Bradley (2010) found a dynamic kinesis
training is used to improve cardiovascular training, strength, balance and flexibility. Characteristic
kinesis exercise free movie, guided by the joint system involving more than one type of joint
(multi-joint), so that the perpetrators can move in any direction flexibly by pulling or pushing the
cable connected to the training load. Kinesis training forms, is also useful to train all parts of the
body or the whole body as well and be able to train more than one muscle group for instance
training arm muscle group while training leg muscles, so the training more effective.
Results Manova analysis techniques Hotelling's method of paired comparisons (T2) found
the coefficient table T2 = 1013.083 and α F 0,05 = 15.106. Therefore T2> F α of 0.05, meaning the

428
null hypothesis (Ho: δi = 0) "rejected", and the alternative hypothesis (Ha: δi ≠ 0), "acceptable".
The magnitude of the increase in the results of analysis of simultaneous confidence interval 95%
on variable LMS = 21.252 kg, AMS = 11.21 times, EPLM = 7.14 kg-m /sec., and EPAM = 0.118
m = 11.8 cm. Step diagonal form of training as one form of kinesis training. Dravus, et. al. (2011)
found "Training using kinesis machine tool can change the angle of movement is done directly,
can be stretched wider joints (expansion joints), and the training load placed on the muscle being
trained, so that the athlete's performance can be maximized. Kinesis training form can incre-ase
muscle strength and endurance. Form of training using the tool kinesis trai-ning load placed on
the muscle during exercise, as a result the body is able to res-pond to the additional workload by
increasing the size and capacity of muscle work, so that the muscles can be stronger, including
tendons, ligaments and bones.
Results found Manova analysis coefficient table T2 = 1169.690 and α 0,05 F 0,05 =
15.106. Therefore T2> tab. F α 0.05, meaning Ho: δi = 0 "rejected", and the alternative hypothesis
(Ha: δi ≠ 0), "acceptable". The magnitude of increase in a row using simultaneous analysis of
95% confidence interval together LMS variables obtained a minimal increase = 13.14 kg, AMS =
3.7 = 4 times, EPLM = 16.51 kg-m/sec., and EPAM = 0.332 m = 33.2 cm. So training squat
lateral hops alternate to affect the increase in variable LMS, AMS, EPLM, and EPAM
together.Squat training movements alternate to lateral hop has the characteristics of motion that
involves concentric contraction. Concentric contraction begins with stretching movements
persendiaan then quickly and stronger muscles shorten, so that the arm muscles change. Explosive
capability will be bigger muscles after contraction close to maximum, and involves concentric
contraction as a training jump, bounding, are hoping is a form of training with close to maximum
contraction to produce the explosive movements (Brown, 2008).Tricoli, et. al. (2005) conducted a
study on strength training and training by using motion hops, the conclusion of the study reported
that "Olympic weight-lifting training form and training improve motion jump jumping upright
signifi-cantly (p < α 0.05) and vertical jump ability is coupled with halfsquat strength training
better improve the performance of the explosive power of the body (p < α 0.05) compared with
the group of Olympic weightlifting.Dale (2011) found kinesis training with tools including a form
of training load, as kinesis tool can be used to place a significant load on the muscles during
exercise. This causes the body is able to respond to the additional workload by increasing the size
and working capacity of the muscles, so that the strength and muscle endurance increased,
resulting in increased sports performance. Beside that also by using the tool kinesis training the
actors can move in different positions and can change the angle of practice directly.
So training dynamic loads using kinesis tool to alternate forms of squats and squat lateral
hops alternate to lateral hops can increase dependent variable has been supported by relevant
theory and confirmed by some of the findings of previous studies related.
CONCLUSION
Conclusion of the study as follows:
1. Training dynamic load alternate diagonal step to lunge and squat alternate to lateral hops
significantly effective against the increase in leg muscle strength, muscle strength of arm,
leg muscle explosive power and explosive power arm muscles simultaneously on S1
Student Sports Coaching Education Department Faculty of Sport Science UNESA "(p < α
0.05).
2. Training is more effective diagonal step increases variable leg muscle strength and arm (p <
α 0.05).
3. Training squat lateral hops alternate to more effectively enhance the explosive power
variable leg muscle strength and arm (p < α 0.05).

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0/The_Effect_of_a_Short_Term_Combined_Conditioning.31.aspx.
Montgomery, D.C. 1997. Design and Analysis of Experiments. 5th . Toronto: John Wiley &Sons,
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Powers, S.K., Dodd, S.L. & Jackson, E.M. 2011. Total Fitness & WellnessMedia Up Date. Brief
Edition. San Fransisco: Benjamin Cummings Pearson.
Richards, J.A. & Dawson, T.A. 2009. ”Optimizing Exercise Outcomes: The Effi-cacy of
Resistance Training Using Conventional vs. Novel Movement Arcs”. J Strength Cond Res.
Vol. 23 (7) October 2009. Suplement Abstract. Diunduh
darihttp://journals.lww.com/nscajser/Abstract/2009/10000/Optimizing_
Exercise_Outcomes_The_Efficacy_of.15.aspx.
Setiono, H. 2010. “Analisis Cabang Olahraga”. Jakarta: Koni Pusat.
Tricoli, V., Lamas, L., Carnevale, R., & Ugrinowitsch. C. 2005. ”Short Term Effects on Lower
Body Functional Power Development: Wightlifting vs Vertical Jump Training Programs”.
Journal of Strength and Conditioning Research. Vol. 19 (2) Jun. Suplement Abstract.
Diunduh dari http://
journals.lww.com/nscajscr/Abstract/2005/06000/Short_Term_Effects_on_Lower_
Body_Functional_ Power_Development_ aspx.

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PREPARING THE INDONESIAN OLYMPIC TEAM: APPLICATIONSOF
SPORT SCIENCE IN FATIGUE MONITORING AND RECOVERY
MANAGEMENT
Stephen P. Bird1,2
1
Associate Professor, Sport and Exercise Science, James Cook University, Cairns, AUSTRALIA.
2
Head, Physical Performance and Sport Science, Indonesian High Performance Sport Program
Program Indonesia Emas (PRIMA), Jakarta INDONESIA.
1,2
stephen.bird@jcu.edu.au

Abstract
The importance of sport science in the physical preparation of Olympic athletes‟ is unquestionable;
with sport science often highlighted by athletes as one of the most important factors in fatigue
monitoring and recovery management. Coaches, athletes, sport scientists, medical staff must center
on the fundamental principle of the „training response‟, of which, the stress/fatigue state is a key
component. That is to say – the ability to monitor and manage the stress/fatigue state ultimately
determines the athlete‟s training response. Therefore, if an athlete is not closely monitored
imbalance in the stress/fatigue state will often lead to diminished performance. As such,
development of an elite athletes‟ performance potential requires a systematic approach to training,
with the use of sport science methods an integral component of the overall training plan. This
paper shall (1) overview current concepts in sport science aimed at monitoring athletes training
response and stress/fatigue state; and (2) describe the physical preparation strategies utilized by the
Indonesian High Performance Program for the Games of the XXXI Olympiad, Rio de Janeiro,
Brazil.
Keywords: Sport science; Fatigue monitoring; Recovery management.

INTRODUCTION
Development of an elite athletes‟ performance potential requires a systematic approach to
training, and this includes addressing physical, psychological, technical, and tactical
preparation (Bangsbo et al. 2006). Specifically, physical preparation strategies have
centerd on the use of strength and conditioning methods to improve athletic performance
(Newton et al. 2002; Bangsbo et al. 2006; Kraemer, Duncan, and Volek 1998), and this is
an integral component of the overall training plan (Kearney 1996). The importance of
sport science in the physical preparation of Olympic athletes is best highlighted by
Greenleaf, Gould and Dieffenbach (2001), who report several physical preparation factors
that influence elite performance. Sport science was identified as a significant
performance factor contributing to Olympic success due to its potential role in fatigue
monitoring and recovery management. A former gold medalist said, “the timing of my
preparation [and of the races] was very poor and that contributed to overtraining and my
performance was probably 80% at the Games due to fatigue and lack of recovery.”
Therefore, the purpose of this paper is to (1) overview current concepts in strength and
conditioning aimed at monitoring athletes training response and stress/fatigue state; and
(2) describe the physical preparation strategies utilised by the Indonesian High
Performance Program for the Games of the XXIX Olympiad, Beijing, China.

DEVELOPING AN ELITE SPORTS SYSTEM

Meetings were conducted between October and December 2015 with delegates from
James Cook University (JCU) and Ministry of Youth and Sports Republic of Indonesia,
Program Indonesia Emas (PRIMA) regarding the collaborative establishment of sport
science and strength and conditioning programs for PRIMA as per our previous works
from 2006-2008 (Bird 2007). It was determined that Indonesian sporting success was not
a short-term vision but rather a long-term goal that would be best achieved by planned

431
investment in an elite sport system. An overview of elite sport systems presented by
Green and Oakley (2001) outlines four key areas which are pertinent to the achievement
of international sporting success, these include; (1) Sport organisation efficiency; (2)
Identification of human resources; (3) Methods of coaching and training; and (4)
Knowledge and application of sport science and sport medicine. The authors highlight
that many nations have embraced elements of this systematic approach in the
development of an elite sport system. Ultimately, international sporting success requires
planned investment (Hogan and Norton 2000). As such, JCU was contracted by PRIMA
as the international industry partner responsible for the development, coordination, and
implementation of sport science and strength and conditioning for the Indonesia High
Performance Sport Program in preparation for the with three main competitions being
2016 Olympic Games, 2017 South East Asian Games, and 2018 Asian Games, which
would be hosted by Indonesia. The first priority was gaining a current perspective of the
elite sport system structure employed by the key sport stakeholders, as previous work in
this area by the Australia-Indonesia Sport Program (Williams 2002) emphasises the
importance of such an approach. PRIMA and Komite Olimpiade Indonesia (KOI -
Indonesia Olympic Committee) highlighted 12 primary focus sports for periodization and
Olympic Qualification (January-June 2016). The 12 Sports are: Badminton, Weight
Lifting, Archery, Athletics, Swimming, Taekwondo, Judo, Cycling (BMX), Beach
Volley, Rowing, Equestrian and Canoeing

Preparation Strategies for the Rio Olympic Games XXXI/2016

Athletic Performance Model
Due to the relative short preparation period (36 weeks), the preparation strategies
employed focused on the Athletic Performance Model present by Smith (2003). This
model outlines several factors that influence peak athletic performance and provides a
practical representation of five key components critical in optimizing athletic
performance, these being; (1) physiology; (2) biomechanics; (3) psychology; (4) tactics;
and (5) heath/lifestyle. Therefore, peak athletic performance can be defined as an
integrated performance outcome, which requires a delicate balance between optional
loading (training and non-training stress) and the recovery process. However, in order to
achieve a positive performance outcome one must consider the role of the stress-fatigue
state to identify signs and symptoms of overtraining syndrome and under-performance
(Budgett 1998). Kentta and Hassmen (1998) describe the stress/fatigue state as a
psychosociophysiological phenomenon (Figure 1), with psychological, social, and
physiological factors recognized to have the greatest impact on this state. Collectively,
when these factors are considered in relation to their potential effects on the stress/fatigue
state and achievement of a positive performance outcome, the focus of our physical
preparation was selectively targeting three key components from the athletic performance
model (Figure 1). As previously reported (Bird 2011) the training philosophy employed
by the national coaches was that of high-volume, and this was consistent across the 12
sports preparing for Rio. This was further compounded by a lack of athlete recovery
practices which resulted in a significant number of athletes presenting with high stress-
fatigue states (Bird 2015). Therefore, a primary goal was to develop a central „fatigue
monitoring and recovery managing‟ theme which was addressed as one of five priority
strength and conditioning areas and provided the theoretical basis for the physical
preparation strategies employed.

432
Fatigue Monitoring and Recovery Management
The first step in the developing a fatigue monitoring and recovery management focus is
gaining athlete wellness and recovery data. In high performance sporting environments,
self-report questionnaires identifying perceived changes in muscle soreness, feelings of
fatigue and wellness, sleep quality and quantity and a variety of other psychosocial
factors are relied upon for „flagging‟ athletes in a state of fatigue (Taylor et al. 2012;
Corcoran and Bird 2012). This is further support by the recent works of Shaw (2015a;
2015b), highlighting the importance of subjective well-being measures for athlete
monitoring. Given that subjective measures reflect changes in athlete well-being and
provide a practical method for athlete monitoring, coaches can employ self-report
measures with confidence (Saw, Main, and Gastin 2015a). As such, PRIMA employed an
online wellness and recovery program consisting of daily questionnaires (AccelerWare,
Sports Performance, Systems Brisbane, Australia). Wellness and recovery questions
examined fatigue, sleep, soreness, stress, recovery, sickness and injury status, along with
training load quantification via session RPE method (Foster 1998). Results of the data are
compiled with daily reports sent to the head coach when an athlete is flagged „at risk‟.

Figure 1. The Athletic Performance Model as related to the stress/fatigue state. Three
priority areas are circled, each with one targeted component (boxed) that was the focus of
program design. Modified from Smith (2003).

Recovery Management
It has long been recognized that without adequate recovery an athlete will not achieve
their full performance potential (Kentta and Hassmen 1998) due to the accumulation of
progressive fatigue, often termed „overtraining syndrome‟(Budgett 1998). Therefore,
optimizing recovery is an essential component of the overall training plan. The 100 point
weekly recovery checklist (Bird 2011) provides a useful tool for athletes to implement
self-initiated, proactive recovery strategies thereby educating athletes on the importance
of post-training and post-competition recovery. The numerical value of each recovery
strategy has been determined by the evidence-based effectiveness of the strategy and the
level of athlete proactive engagement required, please see Bird (2011), for complete

433
description of the 100-point recovery checklist. Two primary considerations were (1) the
effectiveness of the recovery modality (research evidence supporting use of the modality);
and (2) the level of athlete engagement (self-initiated, proactive recovery). Therefore, the
numerical recovery point value was to represent a combination of effectiveness and
engagement. Experience tells us that athletes who score less than 65 weekly recovery
points are „at risk‟, and this significant impact both training and performance.

CONCLUSION AND SUGGESTION

The purpose of the fatigue monitoring and recovery management is to gather athlete
wellness data and provide feedback with a primary goal of encouraging active athlete
engagement in the recovery management of their stress/fatigue state (McFarland and Bird
2014). The system outlined above employs commonly used subjective self-reported
measures delivered in a format considered to be easily adhered to by the athlete.
Additionally, such subjective self-reported measures are suggested to trump commonly
used objective measures in providing (Saw, Main, and Gastin 2015a). A key feature of
the fatigue monitoring and recovery management process is complete „buy in‟ from all
involved in the training process (coaches, athletes, sport scientists, medical staff). This
will allow appropriate allocation of resources in the event that an athlete is flagged „at
risk‟. Finally, it is important that all data is analyzed with appropriate statistical methods
in order to identify potential problems, providing confidence in the process being
undertaken.

REFERENCES
Bangsbo, J., Magni Mohr, Allan Poulsen, Jorge Perez-Gomez, and Peter Krustrup. 2006.
“Training and testing the elite athlete”. Journal of Exercise Science and Fitness.
Vol.4.p.1-14. 2006.
Bird, Stephen P. 2007. "Strength and Conditioning Department Executive Summary
Report and Proposal: National Olympic Committee of Indonesia." In. Bathurst,
NSW: Charles Sturt University.
Bird, Stephen P. 2011. “Implementation of recovery strategies: 100-point weekly
recovery checklist”. International Journal of Athletic Therapy and Training.
Vol.16.p.16-19. 2011.
Bird, Stephen P. 2015. "Applications of sport science in monitoring fatigue and managing
recovery. ." In High Performance Operation Plan (HIPOP) Seminar - Road to the
18th Asian Games. Bandung, Indonesia.
Budgett, R. 1998. “Fatigue and underperformance in athletes: the overtraining
syndrome”. British Journal of Sports Medicine. Vol.32.p.107-10. 1998.
Corcoran, G., and Stephen P. Bird. 2012. “Monitoring overtraining in athletes: A brief
review and practical applications for strength and conditioning coaches”. Journal
of Australian Strength and Conditioning. Vol.20.p.45-57. 2012.
Foster, C. 1998. “Monitoring training in athletes with reference to overtraining
syndrome”. Medicine and Science in Sports and Exercise. Vol.30.p.1164-8. 1998.
Green, Mick, and Ben Oakley. 2001. “Elite sport development systems and playing to
win: uniformity and diversity in international approaches”. Leisure Studies.
Vol.20.p.247 - 67. 2001.
Greenleaf, Christy, Daniel Gould, and Kristen Dieffenbach. 2001. “Factors influencing
Olympic performance: Interviews with Atlanta and Negano US Olympians”.
Journal of Applied Sport Psychology. Vol.13.p.154 - 84. 2001.
Hogan, Kieran, and Kevin Norton. 2000. “The price of Olympic gold”. Journal of Science
and Medicine in Sport. Vol.3.p.203-18. 2000.

434
Kearney, J. T. 1996. “Training the Olympic athlete”. Scientific American. Vol.274.p.52-7,
60-3. 1996.
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Sports Medicine. Vol.26.p.1-16. 1998.
Kraemer, W. J., N. D. Duncan, and J. S. Volek. 1998. “Resistance training and elite
athletes: adaptations and program considerations”. Journal of Orthopaedic and
Sports Physical Therapy. Vol.28.p.110-9. 1998.
McFarland, Megan, and Stephen P. Bird. 2014. “A wellness monitoring tool for youth
athletes”. Journal of Australian Strength and Conditioning. Vol.22.p.22-26. 2014.
Newton, Robert U., Julian Jones, William J. Kraemer, and Harry Wardle. 2002. “Strength
and power training of Australian Olympic swimmers”. Strength and Conditioning
Journal. Vol.24.p.7-15. 2002.
Saw, Anna E, Luana C Main, and Paul B Gastin. 2015a. “Monitoring the athlete training
response: subjective self-reported measures trump commonly used objective
measures: a systematic review”. British Journal of Sports Medicine. 2015a.
Saw, Anna E., Luana C. Main, and Paul B. Gastin. 2015b. “Role of a self-report measure
in athlete preparation”. Journal of Strength and Conditioning Research.
Vol.29.p.685-91. 2015b.
Smith, D. J. 2003. “A framework for understanding the training process leading to elite
performance”. Sports Medicine. Vol.33.p.1103-26. 2003.
Taylor, Kristie-Lee , Dale W. Chapman, John B. Cronin, Michael J. Newton, and
Nicholas Gill. 2012. “Fatigue monitoring in high performance sport: A survey of
current trends”. Journal of Australian Strength and Conditioning. Vol.20.p.12-23.
2012.
Williams, H. 2002. "Submission No 40: Inquiry into Australia's relations with Indonesia."
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Technology and the Arts.

435
 INFLUENCE OF TRAINING METHODS AND MOTOR EDUCABILITY
TO ABILITY OF PLAYING FOOTBALL

Sulaiman
Radita Dwi Candra
Post Graduate Program, Semarang State University
Email : lemans_fik@yahoo.co.id

Abstract
This research aims to determine the effect of differences in tactical and technical training methods, the
difference between the influence of high motor educability and low motors educability and interaction
between training method and motor educability to ability of playing football. This experiment used 2x2
factorial design. The population is 58 students of Camar Mas Jaya‟s football school Ungaran, in Semarang
District. Samples were 40 students. The instrument of this research are: 1) test of motor educability using
Iowa-Brace. 2) Program tactical and technical training methods. 3) Test offootball basic techniques
(passing-stopping, dribbling and shooting). Data were analyzed with Anova 2 ways with a significance
level α = 0.05. Kolmogorov-Smirnov used as normality test and Lavene's testfor homogeneity. The results
were: 1) there is the influence of tactical training methods and technical training methods. 2) there is a
difference effect between the motor and the motor educability high educability. 3) There is no interaction
between the practice and the ability of motor educability. Coaches can use this method as an alternative
method in tactical training and the other researchers doing similar research, could develop the research with
a largest scope.
Keywords: Training Methods, Motor Educability, Ability of playing football.

INTRODUCTION
Football is a very popular sport in the world. Football is played by millions
people, whether male or female, young or old, tall or short. Everybody know this game.
Almost everyone can play football, because it‟s a simple sport and fun to play.
Acquisition of all basic techniques will help the players to do ttheir role in
football. In other word, players having good basic technique will playingwell the football.
It suits the opinion Maimun (2012: 633) that mastery of basic technique is one of
condition to be a good player in football. The basic technique according Muaro Lubis
quoted by Lingling et al, (2007: 38) is the basics skills that must be mastered to be a good
player. Luxbacher (1987) in Fetty et al, said the basic technique is that all the motions
pincipals in game, and with that skill, someone can play well or practice correctlly.
Basic techniques of playing football that must be mastered by a football player,
are shooting, stopping, dribbling, heading, tackling, throw-in, feinting and goal keeping
(Sucipto, et al., 2000: 17). The basic technique has the position and role equallyin a series
of pattern of attack and defense.
Internal factors that affect performance personal to make movements or basic
technique in a game is called physical ability. Physicals abilities are associated with
motor skills (motor educability). The time needed for someone to master a new skill
accurately is known as motor educability (Nurhasan, et al., 142: 2007). If someone shows
a good motion in quantity and quality, he could be consideredhaving a good motor
educability. A coach should have to know the level of motor educability of his students
first before giving a subject matter or training because it will make easier for him to
define the desired objectives and the form of evaluation.
Observations in the field on 6 to 15 February 2015, the School of Football (SSB)
involve players in 14-16 years ol in the competition arena. When the team is targeting the
championship in a competitive event, it‟s preparing the exercises to achieve these
targets. The intensity and volume of training given to the player often does not
appropriate with their physical maturity. 32 of the 58 players who did the training
436
provided by coach felt tired when they undertake the exercise program. The coach giveda
method / technical approach, the players are instructed by coaches to do a certain
technique repeatedly (Carpenter, 2010: 45), it risesa boredom on the player, so that the
goalto win in the game of football is not achieved. Meanwhile Carpenter (2010: 48) states
that other training method is the method of tactical, players learndirectly technical
movement by applying in a real game, so they do not get bored during practice.
Inaccuracy application of training methods, neglect o needs and character of the
players, neglect the differences of player‟s motor educability, coach tend to give the same
exercise for all players. Coaches should understand player‟s characteristic and apply the
training respecting individual differences in implementation of training program.
To overcome these problems, it is important to require a research about
application of appropriate training methods and the player's ability to adapt to new skill or
mastery of motor educability to mastery of basic skills in football.
This study, focusing in depth to measure the impact of training methods (technical
and tactical methods) and abilities of motor educability (high and low) on palaying
footbal in football school Camar Mas Jaya Ungaran, Semarang regency.

RESEARCH METHODS

This study used an experimental method with 2 x 2 factorial design (Sugiyono, 2005:
284), the two variables are manipulated simultaneously to measure the effect on the
dependent variable and the interaction of two variables. Factorial experiments attention to
the possibility of (independent) of the results (independent variable).
Tabel 1. 2 x 2 factorial design
Football basic technique
Motor Educability (A)
(B) Tactical Methods Technical methods
(A1) (A2)
High A1 B 1 A2 B1
(B1)
Low A1 B2 A2 B2
(B2)

Note :
A1 B1: a group of players having a high motor educability with tactical training methods.
A2 B1: a group of players having a high motor educability with technical training
methods.
A1 B2: a group of players having a lowmotor educability with tactical training methods.
A2 B2: a group of players having a low motor educability with technical training
methods.

The population used in this study is 58 (14-16 years old) football player in football
school Camar Mas Jaya Ungaran, in Semarang regency. The sample used 40players
football school Camar Mas Jaya Ungaran in 2015. Sampling used Brace IOWA Test
(Nurhasan, 2007: 142) with a purposive sampling technique. 58 players were ranked. This
research used 20 players who have high ability of motor educability and 20 players who
have lower ability of motor educability. Every 20 players were divided into two training
groups, the first group was given tactical training methods and the second group were
given technical training methods. 20 players who have high ability of motor educability
and 20 players who have lower ability to the motor educability divided into four groups
exercise the same amount.

437
 Table 2 Grouping of samples experiment
Group Training sample
A1 B1 a group of players having a high motor educability with tactical training methods. 10
a group of players having a high motor educability with technical training
A2 B1 10
methods
A1 B2 a group of players having a low motor educability with tactical training methods. 10
A2 B2 a group of players having a low motor educability with technical training methods 10

Data analysis technique used the technique of analysis of variance (ANOVA), 2x2
factorial design at α = 0.05. If Fcount is significant, it used range test bewman-Keuls
(Sugiyono, 2010: 36). Before using the ANOVA technique, it‟s used normality test (Test
Lilliefors) and homogeneity of variance (with the test of Bartlet).

RESULTS AND DISCUSSION

Description of the data analysis are presented in the following table.

Table 3 Description of Pre Test and Post test Results for basic techniques of footbal
Motor educability
(B)
Training method (A) High motor educability Low Motor educability
(B1) (B2)
PT D S PT D S
Mean 8,70 19,4980 9,60 8,20 22,7690 8,20
Pre
Std. 1,8493 4,24 3,1483
Tactical test 1,947 3,048 3,615
devisiasi 4 8 2
Methods
Mean 22 20,50 19 11,20 20,3370 10,90
(A1) Post
Std. 1,5139 2,64
test 2,283 3,084 2,10812 3,414
devisiasi 8 4
Mean 9,60 20,0610 9,70 8,90 21,9130 9,50
Pre
Std.
Technical test 1,897 1,24999 3,093 3,035 3,035 2,635
devisiasi
Methods(
Mean 10,90 20,5430 11,30 9,70 21,2960 9,90
A2) Post
Std. 2,00 3,0672 2,23
test 2,183 2,34553 3,129
devisiasi 3 1 4

Note :
PS : passing-stopping
D : dribbling
S : shooting

Normality test of sample used Kolmogorov Smirnov or Lilliefors test is presented

in table 4
Table 4 Data of Normality Test
Data Significance A Note
Passing- Pre test 0.100 0.05 Normal
stopping Post test 0.191 0.05 Normal
Pre test 0.074 0.05 Normal
Dribbling
Post test 0.058 0.05 Normal
Pre test 0.075 0.05 Normal
Shooting
Post test 0.200 0.05 Normal

438
 Homogeneity test in this study is conducted by levene's test homogeneity of variance.
Homogeneity test was used to test the similarity variance between sample of group 1 to
sample of group 2.
Table 5 Homogeneity test
Data df1 Df significance A Note
Passing-stopping 3 36 0,71 0,05 Homogen
Dribbling 3 36 0,073 0,05 Homogen
Shooting 3 36 0,432 0,05 Homogen

Hypothesis testing used ANOVA two ways analysis technique with a significance
level of 95% (α = 0.05). Calculation summarized as shown in Table 6 as follows:
Table 6 Summary of Results of Anova Two Way with significance of α = 0.05
Mean
Effect Fcount Significance Α Note
Square
Training methods 250,866 11,935 0,001 0,05 Accepted
Motor educability 269,141 12,804 0,001 0,05 Accepted
Traning methods
and motor 82,800 3,939 0,055 0,05 Refused
educability

The difference between the effect of tactical and technical training to ability in
playing football
The first hypothesis testing, results of variance analysis show that the value of F =
11.935, while Ftable at significance level of 0.05 had a value of 4.11. Fcount is greater than
the value of Ftable (F count> F table), it can be concluded that there are significant different
between the tactical and technical training methods to ability of football at football school
Camar Mas Jaya Ungaran, in Semarang District.
Mean of groups using tactical training was 30.312 and groups‟ using technical
methods was 22.426. It showed that mean of groups using tactical method was bigger
than technical method. In conclusion, training using tactical methods had better effect to
ability of playing football compared to practice using technical methods. This can be
explained that the tactical training methods have advantages compared to technical
methods. The advantage of tactical methods: 1) players could play according to the
situation and condition on real game of football in fact, it was interesting, and the players
didn‟t get bored, 2) Stimulate critical thinking in doing technique and tactics given by
coach on the field, 3) Exercisee the improvisation of players in field: sensitivity of body
to practice or do the techniques will be better. While players got bored to do technical
training methods, because the players must repeat the technique constantly, it couldn‟t
develop the ability to think the players because it was only a routine, and players couldn‟t
develop a sensibility to do the improvisation.
The difference influence between the high motor educability and low motor
educability to ability of playing football
The second hypothesis was accepted: there is a difference between the effect of players
having high motor educability and low motor educability to ability of playing football. It
shows on results of group of players having high motor educability Fcount = 12.804, while
F table significance level of 0.05 was 4.11. Fcount is greater than Ftabel (F count> F table), it can
be concluded that there is a difference between high motor educability and low motor
educability to ability of playing football.

439
Players who have high motor educability had better results than the player who has low
motor educability and motor educability had a different effect on the ability to do basic
techniques of football. Players having high motor educability had a better basic skills in
learning to master the skills (technique), because they have body kinesthetic and they
could adapt quickly (adjust) their movement skills on situation appropriate.

The interaction between training methods and motor educability to ability of

playing football
The third hypothesis, analysis of variance showed that Fcount = 3.939, while Ftable in
significance level of 0.05 was 4.11. F count is smaller than F table (Fcount< F table), it can be
concluded that there is no interaction between training methods and the motor educability
to ability of playing football in football school Camar Mas Jaya Ungaran, Semarang
district. The third hypothesis testing showed that the results isn‟t significant between
factor A (training method of basic technique) and factor B (educability motor) to ability
of playing football. In other word, there is no interaction between training methods and
motor educability to ability of playing football.The results showed that training of basic
techniques in football: stopping passing, dribbling and shooting during 4 weeks with
frequency of exercise three times a week, motor educability was not measurable, because
the ability of motor educability is a person's ability to learn new movement. Potential
quality of motor educability will provide a description of a person's ability to learn new
movements. A person having high potential educability, could mastery the new
movements easily (Nurhasan, 2007: 142). Capability of motor educability provided with
training methods can not automatically improve the basic skills. This means that motor
educability have not a significant effect on the technical and tactical training methods.
This is why there is no interaction between the methods and motor educability and ability
to play football.

CONCLUSION
This study can be summarized as follows:
1) There is a significant difference between the methods of tactical training and
technical training to the basic techniques of football (passing-stopping, dribbling and
shooting). Effect of tactical training is better than the method of technical training.
2) There are differents effects on player who has a high motor educability and a low
motor educability to acquisition the basic techniques of football (passing-stopping,
dribbling and shooting). Players who have a high educability is better than players
having a low motor educability.
3) There is no significant interaction between training methods and motor educability to
practicing basic techniques of football (passing-stopping, dribbling and shooting).

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Vol. 12 No 063. Hal 853-874.
Yudiana, Yunyun. 2009. Implementasi Model pendekatan Taktis dan Teknis untuk
Pembelajaran Permainan Bolavoli. Jurnal Pendidikan Olahraga FPOK-UPI,
Vol.1, nomor 2.

441
 CONTRIBUTION TO GOAL SETTING AND CONCENTRATION
SWIMMING ATHLETES OF ACHIEVEMENT
(CURRENT ISSUES AND NEW IDEAS IN SPORT SCIENCE TO
PROMOTE SPORT FOR ALL)

Sungkowo
PKLO FIK UNNES, email: sungkowo80@yahoo.co.id

ABSTRACT
The Swimmer in face of exercise and race, only if athletes are not motivated, especially if there is
no clear goal setting and concentration. Goal setting is ongoing can cause mental athletes be decreased,
even quit the sport practiced. Goal setting is a mechanism to identify what we want to accomplish or
achieve. Basically, goal setting is a series of activities that we will do in achievement. Concentration is
indispensable so that athletes can focus on the task by not distracted by stimuli that are external or internal.
Goal setting is one effective technique to motivate athletes achieve goals. In improving the
athlete's performance there is some form of goal setting objectives which can be used as the reference
standard against which the performance of athletes barpengaruh pool. Athletes who have a concentration to
be able to control the flow of positive energy and negative energy, so by having a concentration of goal
setting and clear then it can support outstanding athletes.
Key words: Goal setting, concentration, achievement swimm

INTRODUCTION
The complexity of the human body in response to face and pressure is a common thing in
during training and during competition. In connection it is clear that it was all
psychological symptoms will affect the performance and achievements of athletes. In this
context the influence of emotional disorders need to be considered, because it can affect
the emotional disturbance "psychological stability" or psychic balance as a whole, and
this is a great result against attainment athlete's performance. In sports activities, more to
be able to achieve high performance, needed the proper function of certain psychological
aspects; for example to achieve a high achievement in sports swimming, the athlete
should be able to concentrate well, confident, calm, has a target (goal setting clear l),
motivated high.
Often teams or athletes do not practice really - really or poorly motivated to practice
because there is no purpose or goal (goal setting) and concentration clearly for what the
team or athlete that practice. It is often caused by the trainers themselves are not clearly
explained to the athletes sense of purpose given exercise, where athletes will be taken and
what is expected at the end of the exercise. therefore, to set goals and objectives and
concentration is important.
In the above problems presenter emphasized several issues including:
1. Is goal setting has the effect of improving the performance of athletes?
2. How exercise tips improve concentration ?
The author's writing a paper with the aim of:
1. Knowing how much influence the goal setting and the concentration of an athlete
swimming in the face of an exercise program and swimming races.
2. Keep task and the fundamental role of a coach to be able to build the confidence of an
athlete with a well that in the end the main purpose of sports performance can be
achieved.

DISCUSSION
1. Goal setting in sport
Goal setting is the foundation for achieving success daflam mental skills training
program. According to Hacker (2004), Apruebo (2005: 263) goal setting is stressed that

442
the goal or purpose is the achievement of a certain capability in the form of a standard
task in a specific time limit. Goal setting is a mechanism to identify what we want to
accomplish or achieve. Basically, goal setting is a series of activities that we will do in
achievement.
Goal setting is a mechanism to identify what we want to accomplish or achieve.
Basically, goal setting is a series of activities that we will do in achievement. In the world
of sport, goal setting is an important part and have a direct impact on the achievement of
the athlete.
In experimental studies, the application of a proven goal setting can improve
performance. According to Locke (1990), goal setting have any effect in improving
performance in four ways, namely: 1) Goal setting the focus on attention. 2) Mobilize
efforts are proportional in each tasks and goals. 3) Increase the persistence of purpose. 4)
Targetting have indirect impact on the individual to establish and develop a strategy to
achieve the target.
Then there are some requirements for goal setting techniques is functioning optimally,
namely: 1) Targets should be specific. 2) Target should be measurable. 3) Target is
relatively difficult to be better than the targets that are too easy. 4) The short-term target
would be useful to achieve long-term targets. 5) Target targeting would look better than
the targets that focus on outcomes. 6) The target must be written and constantly
monitored. 7) Target must obtain the agreement of the athletes and coaches. Seventh these
guidelines must be met to ensure the success of this technique of goal setting. If the
athletes focused on the target, then the anxiety will be relatively resolved because athletes
will concentrate on targets to be achieved.

2. Tips to improve concentration

concentrate on training and competition must be maintained in order to remain effective
appearance. Tips to increase the concentration is performed by focusing on something
that is being done, tips improve concentration (Weinberg & Gould, 1995) describes it as
follows: 1) Exercise by presenting disorder (in the form of voice, sound, movement of
people). 2) Using keywords (aimed at providing instruction or motivation: strong, move,
relax, get tough, explode). 3) Using the idea is not to judge (assessing the performance of
good and bad may be just but aim to see to learn to see penempilan ourselves, not to
judge, so that the athlete is able to correct errors and deficiencies appearance). 4) Develop
a routine (when pre match athletes always remember every movement technique). 5)
Practice control eyes (his technique: keep / maintain eyes on the floor, focus on tools,
focus on a spot on the wall). 6) Focus (avoid negative thoughts and feelings, stay focused
on what is happening, mark key words to yourself, berorintasi on the task instead of
outcomes, relaxes between one point to another while avoiding external interference, keep
yourself and avoid talking with the opponent when the round turns, use certain rituals,
remain vigilant when tired, attention and passion related to each other, the coach should
have training sessions fun and varied).

CONCLUSION
From the discussion above, the writer can conclude, among others:
1. Athletes must have their own reasons to determine goal setting, but sometimes the
behavior to achieve the goals or targets for various reasons, because the target is in
charge is not clear and measurable so it is difficult to evaluate the various barriers that
prevent the achievement of goals.
2. Athlete must have a goal setting and always concentrate, (b) the exercise goal setting
and the concentration must be trained continuously and (b) his ambition to win

443
 intensified.
3. The primary role of a coach to be able to build goal setting and the concentration of
an athlete with a well that in the end the main purpose of sports performance can be
achieved.

REFERENCES
Frans Nurseto. (2009) Psikologi Olahraga (Kunci Sukses Mencapai
Prestasi).Bandung: Remaja Rosdakarya.
https://siswasehat.wordpress.com/2013/08/24/bab-vi-goal-setting-dan-pencapaian-
prestasi
Komarudin. (2013) Psikologi Olahraga (Latihan Mental Dalam Olahraga Kompetitif).
Bandung: Remaja Rosdakarya.
Komarudin. (2015) Psikologi Olahraga (Edisi Revisi) (Latihan Keterampilan Mental
Dalam Olahraga Kompetitif). Bandung: Remaja Rosdakarya.
Weinberg and Gould. (2007). Foundations of Sport and Exercise Phychology. Human
Kinetics.

444
 EFFECT OF EXERCISE HEXAGON DRILL AND LATERAL JUMP
OVER BARRIER AGAINST INCREASED AGILITY AND LIMB MUSCLE
POWER ON STUDENTS
EXTRACURRICULAR TAEKWONDO AT SMAN 7 MATARAM

Suryansah, M. Pd
STKIP Hamzanwadi Selong
Herman Afrian, M. Si
STKIP Hamzanwadi Selong

ABSTRACT
The physical condition of agility and leg muscle power is a necessary part in the sport of
taekwondo martial. Agility necessary to support the attack, avoiding the opponent's attack and the shift of
evasion to attack and vice versa. Power leg muscles needed when the motion of double roundhouse kick
(front foot, reart foot), pushing kick, front foot jumping ax kick and front foot roundhouse kick (body, face)
where these movements dominated to produce a point in the match martial arts taekwondo. So that the
physical conditions in the martial art taekwondo need to be trained with a good workout. Exercise is meant
to improve the agility and muscle power of the legs is hexagon exercise drill and lateral jump over the
barrier.
The purpose of this study was to analyze about: (1) the effects of exercise on agility drill
hexagon; (2) the effects of exercise on muscle power drill Hexagon leg; (3) the effects of exercise lateral
jump over the barrier to agility ; (4) the effects of exercise lateral jump over the barrier to the limb muscle
power; (5) differences in the effects of exercise Hexagon drill and lateral jump over the barrier to agility;
(6) differences in the effects of exercise Hexagon drill and lateral jump over the barrier to the leg muscle
power. Goal of this research is the students who take extracurricular martial arts taekwondo at SMAN 7
Mataram with a total sample of 39 people.
This type of research used in this research is quantitative with quasi-experimental methods. The
research design uses only matching design, with data analysis using ANOVA. The process of data
collection was done with the test T -test for agility and DF Jump tests for leg muscle power during the
pretest and posttest. Furthermore, the data were analyzed using SPSS 20.0 series.
The results showed: (1) There is a significant influence hexagon drill program on agility drills;
(2) There is a significant effect of exercise hexagon drill program on limb muscle power; (3) There is
significant influence lateral exercise program jump over the barrier to agility; (4) There is a significant
impact training program jump over the barrier to the lateral leg muscle power ; (5) There is a significant
impact training program hexagon drill and lateral jump over the barrier to agility; (6) There is a significant
effect of exercise program hexagon drill and lateral jump over the barrier to the leg muscle power.
Result: The training methods Hexagon drill and lateral jump over a significant barrier to
increased agility and leg muscle power (sig. 0.000 < α = 0.05). Group I, II, III have significant differences
(sig. 0.000 < α = 0.05). The average increase agility to group I = 1.45 sec, 1.19 sec = group II, group III =
0.65 seconds. The average increase in limb muscle power to group I = 28.94 Joul, group II = 12.85 Joul,
group III = 10.15.
Based on the above analysis, it can be concluded that there is an increase agility and leg muscle
power for each of the groups after being given a workout. In addition, there are differences among the three
groups seen the effect of an increase in agility and leg muscle power through ANOVA test , where the
practice drill Hexagon gives a better effect of exercise lateral jump over the barrier and the control group on
agility and leg muscle power

445
INTRODUCTION
Physical conditions must be owned by an athlete in an effort to optimize its
capabilities, in order to achieve maximum achievement. But there are special physical
conditions that must be possessed athletes and seriously affected the ability of athletes in
an effort to win the game, namely agility and leg muscle power in taekwondo martial,
motion elements indispensable as: strength, agility, speed, balance and power. Each of
these physical elements are mutually supporting one another, because there will be better
coordination if only the elements of movement only. According Pasurnay and Sidik
(2007:154 ) that " the needs of specific physical training taekwondo sport is aerobic
endurance, anaerobic endurance, strength endurance, agility, speed of action-reaction ,
maximal strength, rapid strength and flexibility ".
Agility necessary to support the attack , avoiding the opponent's attack and the shift
of evasion to attack and vice versa. Both athletes competing have the same goal of
attacking the opponent as often as possible and thwart attacks that leveled opponents.
Power leg muscles is indispensable assault , according Ismaryanti (2009:111) power is the
ability of muscles to work quickly and suddenly, this is usually done by martial arts and
sports that require quick movements and sudden. Plyometric exercises combine strength
and agility to generate power, which involve more muscle fibers to produce muscle
spindle. , According Shallaby (2010 ) found a plyometric exercise can improve physical
abilities and skills. This is in line with research Pour (2011:34) that plyometric exercises
that can affect, speed,agility, flexibility and strength of the explosive power of taekwondo
athlete's foot.
Various types of training methods been applied to improve the agility and leg
muscle power, among others Hexagon drill and lateral jump over barriers. Observing the
pattern of movement of both the practice exercises with jump forward, backward,
sideways left and right buttons on each side of the hexagon.. Added by Mackenzie (2003 )
that :
“Tape is used to create a hexagon on the floor (sides of 20 inches plus), using the T as
the centre. The athlete stands in the centre of the hexagon and responds to a starting
signal by jumping two footed across one side of the hexagon and then back to the
centre. The athlete proceeds around each side of the hexagon in this manner for a
prescribed period. A visual clue is given to the athlete at the mid-point of the
prescribed time, at which point the direction of the hexagon travel is reversed. This
drill develops ankle stability, acceleration, lateral change of direction and ability to
centre body following a change of direction”.
Results of research McCurdy, et al (2005) training one leg and two legs are equally
effective for improvement of the initial phase of the strength and power of the foot and
two feet in men and women. Bubanj (2010) the results of the two legs is better than one
foot to make the leap in performance. The pattern of movement of the foot will exert a
force output and hips are relatively high and relatively low around the ankle area while
the pattern of movement two feet high boost output patterns at the ankle joint
(Kariyama,et al, 2011). Impellizzeri research results, in Vaczi et al (2013) exercise one
foot in the short-term training program will be helpful with the aim of gaining strength
quickly. Similar results were reported by Dalacore, et al in McCurdy, et al (2005)
plyometric exercises one leg is better than two feet to improve limb muscle power of the
legs and two legs. One leg exercises will lead to a heavier burden by using two legs while
sharing the same by using his own body to exercise one leg more difficult or difficult due
to the squat exercise with two legs while implementation is not too difficult to be
appointed.

446
 Based on the above , the researchers were interested in examining the future to be
answered in a study. The focus of this study is " Effect of exercise Hexagon drill and
lateral jump over the barrier to agility and leg muscle power”. (Studies in athletes who
follow extracurricular son at SMAN 7 Mataram).

RESEARCH METHODS
1. Type and Design Research
Research type is quantitative study using a quasi-experimental methods (quasi-
experimental design). The research design uses Matching - only design. This design does
not use random as a way to enter a subject into or with another based on specific variables
(Infallible, 2012:100).
The study design is described as follows :

Pretest Treatment Posttest

M T11 X1 T21
M T12 X2 T22
M T13 - T23

2. Population and Sample Research

Registered as an active student of SMAN 7 Mataram year 2014/2015. The
population used as subjects in implementation is the son who followed extracurricular
student at SMAN 7 Mataram totaling 39 students, with a lifespan of 15-17 years.
Referring to the design of the study above, the population at the top will be a member of
the overall sample, in other words, this study was population research. In this research,
after pretest on each athlete, in which each athlete will be ranked from athletes who value
high pretest results and the athletes were the result of a low pretest. Then the distribution
of experimental group 1, the group Hexagon drill (T1), the experimental group 2 lateral
group jump over the barrier (T3), and the control group (T5).
3. Implementation Research
According to research in the Brooks and Fahey (Sayoto,1995) implementation of
treatment (treatment) on plyometric drills with hexagon drill exercises in group I and
lateral jump over the barrier in group II is for 8-15 weeks of training with a frequency of
3 times per week. Fox in Nala (1998) said that the frequency of anaerobic training for
athletes pretty much as three times per week, with a duration of training for 8 weeks. Set
used in this study were 3- 5. Bompa (2009:273) intensity workout for a power of 30% -
80 %. With repetisis 12-15 RM.
4. Place and Time Research
The study took place , at SMAN 7 Mataram . The research was conducted 8 weeks
from the date of 12 January to 23 March 2015 with details, 8 weeks of treatment
(treatment) with a frequency of 24 meetings were held three times a week.
5. Research Instruments
Agility with t –test, Power leg muscles to jump DF
6. Analysis technique
In accordance with the hypothesis and the type of research used in this study, the
statistical analysis used to determine the effect of exercise Hexagon drill and lateral jump
over the barrier to agility and muscle power leg at SMAN 7 Mataram, is a t-test paired
sample test, refusal hypothesis at α = 0.05. For a hypothetical one to four comparing two
samples and for five and six hypotheses using of Varians Analysis (ANOVA) with
significance level of 5 % as compared more than two samples.

447
RESEARCH RESULT
Result: The training methods Hexagon drill and lateral jump over a significant
barrier to increased agility and leg muscle power (sig. 0.000 < α = 0.05) . Group I, II, III
have significant differences (sig . 0.000 <α = 0.05). The average increase agility to group
I = 1.45 sec, 1.19 sec = group II, group III = 0.65 seconds. The average increase in limb
muscle power to group I = 28.94 Joul, group II = 12.85 Joul, group III = 10.15.

Rerata Delta
Rerata Delta
Kelompok
Kelincahan
Power Otot Tungkai
Kelompok I 1.45
28.94
Kelompok II 1.19
12.85

Kelompok III 0.65 10.15

DISCUSSION OF RESEARCH
Found that exercise hexagon drill turned out to have a greater influence than the
lateral exercises jump over the barrier to increased agility and leg muscle power. This
type of exercise plyometric hexagon drill is a type of exercise that can be used to develop
agility and leg muscle power. Through the opinion of Miller, et al (2006:459) that
plyometric exercises where such exercises are exercises in drill Hexagon that can
effectively improve agility. This study is also consistent with research Roper (1998) in
Miller, et al (2006:463) that uses a four- point drill where training very similar to hexagon
drill because of the pattern of movement is also using back and forth and change laterally,
he stated that with exercise almost the same agility can improve performance
significantly. Therefore, it can be defined if the exercise of Hexagon drill into one of the
exercises that are suitable for agility training in accordance with the statement of the
Kingdom , et al (2013:952) examples of agility test include the Hexagon Test, Agility
Test 505, 40 yard Shuttle Run and T- Test. This type of exercise plyometric lateral jump
over the barrier is a type of exercise that can be used to develop agility and leg muscle
power. According to Quinn, (2011:1) increased the exercise showed that introducing
lateral jump over the barrier really affect the increased agility and leg muscle power.
There are differences in the influence of agility and leg muscle power drill
which drills Hexagon better than the lateral jump over the barrier. This happens because
the hexagon drill exercise muscle contractions leg and groin muscle increased by 2 times
compared with the contraction of muscles on the lateral exercises jump over the barrier .
When viewed on the basis of " agility is the product of speed, balance, and coordination "
Pasurnay and Sidik (2007:154). The basic theory is known very clearly that the
magnitude of the speed, balance, and coordination is directly proportional to the amount
of agility, meaning that if the speed, balance, and coordination increases the agility is also
getting bigger.

448
COVER
Based on the results of research and discussion that has been described in the
previous chapter, the research conclusions can be stated as follows:
1. There is a significant effect of exercise program hexagon against pningkatn agility drill.
2. There was a significant effect of exercise program hexagon drill against pningkatn leg
muscle power.
3. There is a significant effect of exercise programs lateral jump over a barrier against
pningkatn agility.
4. There is a significant effect of exercise programs lateral jump over the barrier to
pningkatn leg muscle power.
5. There is a difference between the effects of exercise drills and exercises Hexagon
lateral jump over the barrier to agility.
It can be concluded that the hexagon drill exercises give better effect of exercise lateral
jump over the barrier and the control group to increase agility.
6. There is a difference between the effects of exercise drills and exercises Hexagon
lateral jump over the barrier to the leg muscle power.
It can be concluded that the exercise lateral jump over the barrier provides better effect
than hexagon drill exercise and control groups to increased leg muscle power.

REFERENCES
Arikunto, S. 2010. Research Procedure A Practice Approach. Jakarta: Rineka Reserved ..
Ambarukmi, D.H., Pasurney.P., Sidik.D.Z., Irianto, D.P., Dewanti., Sunyoto.,
Sulistyanto.D., And Harahap.2007. Physical Training Level 1. Jakarta: Deputy
Assistant Power Development and Construction of Sport Deputy for Performance
Improvement and Sport Science and Technology Ministry of Youth and Sports.
Bal, B. S., Kaur, P. J., and Singh, D. 2011. "A Shart Term Effects of Plyometric Training
Program of Agility In. Young Basketball Players. "Brazilian Journal of
Bimotricity. Vol. 5 No. 4. Pp. 271-278.
Bompa, T. O., 1983. Theory And Methodology of Training: The Key To Athletics
Performance. Dubuque: Kendaill Hunt Publishing Company.
Bompa, and Haff, G, 2009. Theory and Methodology of Training. United States: Human
Kinetics.
Bubanj, S., Stankovic, R., Bubanj, R., Dimic, A., Bednarik, J., Kolar, E. 2010., "One-leg
vs. Two-legs Vertical Jumping Performance". Physical Education and Sport Vol.
8, No. 1, 2010, pp. 89-95
Baljinder, S.B. Parminder, J.K. Davinder. S. 2011. Effects Of A Short Termplyomertic
Training Program Of Agility In Young Basketball Players. Brazilian Journal of
Bimotricity, vol. 5, April 2011. pp.271-278.
Chelly, MS, Ghenem, MA, .Abid, K., Hermassi, S., Tabka, Z., And Shephard.RJ, 2010.
"Effects of In-Season Short-Term Training Program on Leg Plyometric Power,
Jump- and Sprint performance of Soccer Players ". Journal of Strength and
Conditioning Research. 24 (10) / 2670-2676.

449
THE EFFECT OF JUMP BOX EXERCISE INFLUENCE AND REACTIVE
JUMP OVER HURDLES TO LIMB MUSCLE STRENGTH AND POWER

Thoriq Rahmad Wakhid

PhysicalEducation,Post Graduate Program, State University of Surabaya

ABSTRACT
Exercise is a process of change for the better is to improve the quality of physical, functional abilities of the
body , and psychological quality of athletes . Plyometric exercise is a technique used by athletes in all types
of exercise to improve strength and explosive power . To develop leg muscle strength and leg muscle
explosive power it is necessary to jump box exercise and reactive jump over hurdles .The purpose of this
study was to analyze about : ( 1 ) the effects of exercise on the box jump leg muscle strength ; ( 2 ) the
effects of exercise on muscle power box jump leg ; ( 3 ) the effects of exercise reactive jump over hurdles to
the leg muscle strength ; ( 4 ) the effects of exercise reactive jump over hurdles to limb muscle power ; ( 5 )
differences in the effects of exercise box jump and jump over hurdles reactive against leg muscle strength ;
( 6 ) differences in the effects of exercise and reactive box jump over hurdles to jump explosive power leg
muscle Goal of this research is the male students of Health Education and Recreation Sport Sciences , State
University of Surabaya force in 2015 of the 36 students .This type of research used in this research is
quantitative with quasi-experimental methods . The research design uses Non - Randomize Control group
pretest - posttest design , with data analysis using ANOVA . The process of data collection was done with
the test leg muscle strength using a strength test by means of back and leg dynamometer and limb muscle
power tests with instrument standing broad jump during the pretest and posttest . Furthermore, the data
were analyzed using SPSS 17.0 series .
The results showed : ( 1 ) There is a significant influence on the jump box exercise program leg
muscle strength ; ( 2 ) There is a significant influence on the jump box exercise program leg muscle
explosive power ; ( 3 ) There is a significant impact training program reactive jump over hurdles to the leg
muscle strength ; ( 4 ) There is a significant impact training program reactive jump over hurdles to the
explosive power of leg muscles ; ( 5 ) There is a significant impact training program box jump and jump
over hurdles reactive against leg muscle strength ; ( 6 ) There is a significant effect of exercise program box
jump and jump over hurdles reactive against explosive power leg muscle .Based on the above analysis , it
can be concluded that an increase in leg muscle strength and leg muscle power for each of the groups after
being given a workout . In addition , there is a difference in effect between the three groups seen from the
increase in leg muscle strength and explosive power leg muscle through ANOVA test , which exercises the
box jump gives a better effect on the exercise of reactive jump over hurdles and a control group of the leg
muscle strength and explosive power of muscles leg .
Keywords : Exercise , Box Jump And Reactive Jump Over Hurdles , Limb Muscle Strength , Muscle Burst
Power Limbs
INTRODUCTION
Exercise box jump and a reactive jump over hurdles will get very many uses for
a wide variety of muscles used for strength and explosive power leg muscle. In addition
to numerous beneficial, exercise box jump and jump over hurdles reactive is also very
simple and can be done anywhere. box jump and jump over hurdles reactive helpful to
improve the agility of feet and the ability of coordination between the limbs, in addition
to strengthening the cardiovascular system and stamina. By practicing reactive box jump
and jump over hurdles, as well as well as train the calf muscles, thighs, abdominal, back,
chest and shoulders (Femina, 2011: 1). Exercises are given in efforts to increase muscle
power is increased to the imposition of muscle fibers to contract. In this case there are
many ways of the system, One attempt to improve muscle strength and explosive power is
loading on the leg muscles. While exercises to improve strength and explosive force of
leg muscle exercises can be done by means of reactive box jump and jump over hurdles.
Exercise box jump and a reactive jump over these hurdles can increase the
strength , agility , balance and much more in the can by exercising reactive box jump and
jump over hurdles . Exercise box jump and a reactive jump over hurdles until now is still
the choice of a variety of sports to gain increased strength and explosive power leg
muscle .

450
 Based on the description of the background above the researchers wanted to
provide an alternative exercise to improve physical conditions in particular in increasing
leg muscle strength and leg muscle power . So that researchers interested in conducting
research on the effects of exercise and reactive jump box jump over hurdles to the power (
strenght ) and explosive power (power ) leg muscle .
RESEARCH
Type and Design Research
This research uses a quantitative approach. The method used in this research is
quasi-experimental research methods (quasi experiment). Research design in studies used
non-Randomize Control group pretest-posttest design
Population and Sample Research
The study population was all male students Force 2015 courses S1 Sport
Science Department of Health Education and Recreation ( IKOR ) Faculty of Sport
Sciences UNESA totaling 36 students. The formation of the group in this study will be
split three groups: the experimental group 1 , experiment 2 , and the control group , the
technique used is ordinal pairing . Based on the technique of ordinal pairing , so that the
sample in this study will be grouped as follows , group A = 12 people were treated
workout box jump , group B = 12 people were treated workout reactive jump over hurdles
, group C = 12 people as a control group , so that the number of the overall sample of 36
people .
Research Instruments
The strength of leg muscles vertically with back and leg dynamometer. Power
limb muscles is to use a standing broad jump.
Data Analysis Technique
Data analysis using descriptive statistical techniques and analyzed with the aid of
a computer program SPSS (Statistical Program for Social Science) 17.0.
RESEARCH RESULT
Hypothesis testing
To determine the effect of exercise zig zag double-leg hops and hop the barrier
dept squat jump and jump rim, then step testing using the t-test in SPSS called a paired t-
test.
1. Test Results Mean Inter-group difference (Anova)
To determine differences in dependent variables between groups used analysis of
variance. As was explained earlier that to test the hypothesis can be done after the data
were normally distributed and homogeneous. Therefore, these criteria have been met,
then the next step could be used analysis of variance. For the purposes of analysis of
variance, the data control groups were tested together with the data in the two
experimental groups. The results of the ANOVA test was to examine differences in
outcome differences of the dependent variable is the difference in explosive power and
leg muscle vertical leap away without prefix in the group based on the independent
variables can be done by Anova. The test results can be seen in the table below.
From the results table above calculation results of different test between groups
using One Way Anova possible to conclude that the results mean different between
groups, because the calculation results show the value of Sig. 0.00 <value α = 0.05 and
0.00 Sig value <value of α = 0.05, so it can be said that H0 rejected and Ha accepted. In
other words, that there are significant differences between the results of the exercise
group I (box jump) group II (reactive jump over hurdles) and the control group to increase
leg muscle strength and leg muscle power.

451
Calculation Results Table LSD Post Hoc Test with explosive muscle Limbs
Kelompok Mean difference Signifikansi (p)
box jump reactive jump over hurdles 0.66667* .015
Control 4.16667** .000
reactive jump over box jump -.66667* .015
hurdles Control 3.50000* .000
Kontrol box jump -4.16667* .000
reactive jump over hurdles -3.50000* .000
The table above shows that there are significant differences among the three
groups. The difference can be seen from Mean difference . So from the Mean difference
memberian a significance difference in effect on the increase in leg muscle strength
among research groups . It can be known from the value Mean difference , that a more
optimal jump box provides improved leg muscle strength compared with the reactive
group jump over hurdles and control . The following table test results Post Hoc Test
explosive muscle Limbs.

Calculation Results Table LSD Post Hoc Test with explosive muscle Limbs
Kelompok Mean difference Signifikansi (p)
box jump reactive jump 46.70250 .015
over hurdles
Kontrol 209.88500* .000
reactive jump box jump -46.70250 .015
over hurdles Kontrol 163.18250* .000
*
Kontrol box jump -209.88500 .000
*
reactive jump -163.18250 .000
over hurdles

From the above shows that no significant changes among the three groups. The
difference can be seen in Mean difference , resulting from the difference in giving a
meaning to the increasing differences in the effect of leg muscle explosive power between
groups I, II and control . It can be known from the value Mean difference , that the group
box jump over give rise to leg muscle explosive power than the reactive group jump over
hurdles and control . Based on the results of different test between groups dependent on
the dependent variable ( leg muscle strength and leg muscle explosive power ) can be
concluded that the box jump training program provides a greater improvement when
compared to reactive training program jump over hurdles or exercise in the control group
.
DISCUSSION OF RESEARCH
A. Exercise Experiment Group I ( Box Jump)
Exercise box jump effect on leg muscle strength due to the leg constantly ongoing
contraction while doing the exercise. Thus the leg muscles are required to work
continuously because in doing this exercise should be continuous or sustained.
B. Exercise Experiment Group II (Reactive Jump Over Hurdles)
Exercise reactive jump over hurdles to have a significant effect on leg muscle
strength and explosive power leg muscle contraction due to leg constantly
continuously while doing the exercise. Thus the leg muscles are required to work
continuously because in doing this exercise should be continuous or sustained .

452
 C. Comparison Exercise Reactive Box Jump Over Jump and Hurdles
There are differences in the effect of leg muscle strength and muscle power leg
where the practice box jump is better than the practice of reactive jump over hurdles this
occurs because the exercise box jump contraction of the muscles in the limbs increased 2
times as compared to contraction of muscles in exercise reactive jump over hurdles.
Based on the results of Award exercise and mean test revealed that the exercise
box jump gives better results than the provision of training reactive jump over hurdles to
the leg muscle strength and muscle power leg on S1 students Force 2015 program of
study Sport Science Department of Health Education and Recreation Nikken UNESA .
From the test results significantly using posthoc test states that there is no significant
difference from the provision of training box jump and a reactive jump over hurdles to the
leg muscle strength and explosive power leg muscle on S1 students Force 2015 program
of study Sport Science Department of Health Education and Recreation Nikken UNESA .
This is in line with what is said by Johnson (2012 : 4 ) plyometric exercise is a type of
exercise that is used to increase strength and explosive power .
Thus concluded that plyometric training is an effective exercise for increasing
leg muscle strength and leg muscle explosive power . So it can serve as a reference on
exercises to increase leg muscle strength and leg muscle explosive power in those sports
that focus using leg muscle strength and explosive power exercises leg muscles especially
reactive box jump and jump over hurdles.
CLOSING
Conclusion
There is a significant impact exercise program box jump to the leg muscle
strength and explosive power limb muscles, there is a significant impact exercise program
reactive jump over hurdles to the leg muscle strength and explosive power limb muscles,
there are differences in effect between workouts box jump with exercises reactive jump
over hurdles to the leg muscle strength and explosive power exercises leg muscles box
jump give better effect than reactive exercise jump over hurdles and a control group to
increase explosive power leg muscle .
Suggestion
Further studies regarding plyometric exercises , especially exercises reactive
box jump and jump over hurdles with different sample conditions . For the trainers, so in
preparing the training program must consider the characteristics of each athlete's
capabilities so that the athlete is able to carry out the exercise program , and so that the
process undertaken training can run smoothly and get the results as much as possible .
REFERENCE
Bompa, T.O and Haff, G.G. (2009). Periodezation Theory and Methodology of Training.
New York: Human Kinetics.
Chandler, T.J and Brown, L.E. 2008. Strength and Conditioning for Human Perfomance.
United Sates. Human Kinetics.
Chelly, MS, Ghenem, MA, .Abid, K., Hermassi, S., Tabka, Z., And Shephard.RJ, 2010.
"Effects of In-Season Short-Term Training Program on Leg Plyometric
Power, Jump- and Sprint performance of Soccer Players ". Journal of Strength
and Conditioning Research. 24 (10) / 2670-2676.
Chu, D. A. 1998. Jumping Into Plyometric (second edition). United State Of America:
Human Kinetic
Clarkson P. M, Hubal MJ, 2002 Exercise-induced muscle damage in humans. American
Journal of Physical Medicine &Rehabilatition. 81: S52-S69.

453
Elsayed, Mohammed, 2012. "Efect of Plyometric Training on Specific Physical Abilities
in Long Jump Athletes". Faculty of Physical Education for Boys, Zagazig
University, Egypt. Vol. 7 No. 2. Pp. 105-108.
Kusnanik, N.W., Nasution, J, and Hartono, S. 2011. Fundamentals of Sport Physiology.
Unesa: UnesaUneversity Press.
Lakshmikrishnan, R and Silvakumar, K. 2013. Effect Of Weight Training And
Plyiometric Endurance Training On Strength And Leg Strength. International
Journal of Health, Physical Endurance and Computer Science in Sport. Vol.
11. No. 1. pp. 152-153.
Infallible, Ali.2012. Education Methodology. Surabaya: Unesa University Press.
Nagarajan, S. Damodharan, C. Praven, A. 2013 Effeck of aerobic circuit training and
parcours Training on Selected Physiological Variables Among college
Student Men, Jornal International, Vol. 11, 1 PP 149-151.

454
 THE DEVELOPMENTOF AEROBIC GYMNASTICS WITH
ZUMBACOMBINATOIN THROUGH LEARNING VIDEOS FOR
STUDENTS OF CLASS VIII IN SMP NEGERI 2 MALANG

Tiassari Janjang Suminar, S.Pd

Universitas Negeri Surabaya, Surabaya
tiassarijanjang@gmail.com
Oktanda Prima Utama, S.Pd
Universitas Negeri Surabaya, Surabaya
okta.galang@gmail.com

ABSTRACT
To ease the learning of rhythmic gymnastics material, the researcher developed a learning media containing
material with aerobics gymnastics by the combination of zumba. The method used was based upon the
development model of research and development Borg and Gall consisting of 10 steps, and the researcher
simply applied seven steps only. Taken from the analysis of the data of small group trial results, it is
obtained the 81.25% result and the test of large group is 84.49%, so it can be concluded that the
development of the product can be used as an alternative source of learning.
Keywords: development, learning videos, aerobics zumba combination

INTRODUCTION
Aerobics is a series of movements combined with a rhythm chosen with a specific time
duration. Aerobics is one of systematic activities that combines both movement and music
to create a particular purpose. Gymnastics aerobics with a combination of zumba is a
combination of aerobics basic with basic of zumba.
To facilitate and ease the learning of rhythmic gymnasticsmaterial, the teacher
uses media such as tape or video. Interesting learning media can stimulate interest,
attention, thoughts, and one's own understanding of the information presented. Delivery
systems and learning materials is growing rapidly, as well as one of the growing media is
the audio-visual media. By having this learning video, it is hopefully in presenting the
study of gymnastics aerobics with basic of zumba can be more effective and efficient.
Brick (2002: 4) states, "aerobic movements align the upper and lower body
simultaneously".So in aerobics among one movement with other movements should be in
harmony and are accompanied by music that is in harmony with the
movements.According to Perez (2013), "the zumba is similar to the movements of Latin
dance style accompanied by more upbeat tempo and the mix of various dance movements
like cha-cha, salsa, tango, flamencoby the accompaniment of music into a sport which is
both interesting and fun ".

METHOD
The research model and development of aerobic exercise with zumba combination
on the subjects of rhythmic gymnastics chosen is the procedural model,therefore, the
steps of the research and development used referredto Borg and Gall (1983:775)
development modelby having simplified then. According to Ardhana (2002: 9),
"procedures for implementing the research and development is not the raw steps, to be
followed in orderly,any development can choose and decide appropriate steps for
themselves based on specific conditions encountered in the development process".
The research and development procedure in the development of aerobic
gymnasticswithzumbacombination for class VIII students of SMP Negeri 2 Malang
conducted through several stages:1) Conductingpreliminary observation, including the
requirement analysis, data collection, and information to the teacher and class VIII
students in SMP Negeri 2 Malang. Based on the observation and the distribution of needs
455
analysis done by the researcher, it was found that in SMP Negeri 2 Malang requires
development of aerobics gymnastics with zumbacombination.2) Making the initial
product design.3) Expertsubjects tasked tojustifythe product of the aerobics gymnastics
development with zumbacombination for VIII graders of SMP Negeri 2
Malang,includinganexpert ofphysical education and health learning, an expert of media,
and an expert of aerobics gymnastics and zumba.4) Revision of product design based on
the evaluation of experts.5) The field trials of small groups and large groups that will be
tested later on is the product that has been revised by experts.6) Final product revision,
and the revision will be carried out in accordance with the advice of a large group trial.7)
The final result of the Aerobic Gymnastics Development With ZumbaCombination
Through Learning Videos VIII Graders of SMP Negeri 2 Malang.
At the stage of need analysis, the researcher conducted observation and
interviewto the teacher of physical and health education in SMP Negeri 2 Malang and
distributed the need analysis questionnaires to 30 students of class VIII of SMP Negeri 2
Malang.Evaluation by experts positioned to justify the product development of aerobics
gymnastics with zumbacombination for VIII graders of SMP Negeri 2 Malang includes an
expert of physical education and health, an expert of media, and an expert of aerobics
gymnastics and zumba.
There were data collection instruments used in this research and development such
asthe questionnairesofneed analysis, revision by experts, small group test and large group
test. The instruments ofquestionnaire used to collect the data were, as follows:a)
preliminarystudy (need analysis),b) student responses study on the development of
aerobic gymnastics with zumba basic c) research and expert of aerobics feedback,d)
research and expert of aerobics feedback and zumba.
Descriptive analysis technique was used in this study. The descriptive analysis
was usedin processing the data in the form of reviews and suggestions from aerobics
gymnastics expert and zumbaexpert, media expert, physical education expert, and the
students of SMP Negeri 2 Malang.

RESULT
Based on the results of preliminary study and need analysis through questionnaires
conducted randomly by the researcherin SMP Negeri 2 Malang, it was obtained the
information as follows: from the 30 students,it was examined that 30 students of class
VIII (100%) have done rhythmic gymnastics, 20 students (66.7%) got difficult to accept
instructions from the teacher while doing rhythmic gymnastics, 25 students (83.3%) did
aerobics gymnastics once, 23 students (76.6%) have never doneit and did not know what
zumba gymnastics is, 26 students (86.6%) were interested in if the researcher developed
the aerobics gymnastics with zumbacombination in rhythmic gymnastics material, 30
students (100%) agreed if the aerobics gymnastics is developed with zumbacombination
inthe learning of rhythmic gymnastics.

CONCLUSION
The research product and the development of aerobic
gymnasticswithzumbacombination for students of class VIII of SMP Negeri 2 Malang is
learning video which contains about aerobic gymnastics with zumba combination to use
in rhythmic gymnastics learning material which is interestingly served, so that in can help
the students easier to learn the rhythmic gymnastics material.

456
REFERENCES

Arikunto. S. 2001. Prosedur Penelitian. Jakarta: PT Rineka Cipta

Arikunto, S. 1998. Prosedur Penelitian suatu Pendekatan Praktek. Jakarta: PT Rineka
Putri
Ardana, W . 2002. Konsep Penelita Penembangan dalam Bidang Pendidikan da
Pembelajaran. Malang: Universitas Negeri Malang
Arsyad, Azhar. 2011. Media Pembelajaran. Jakarta: PT. Raja Grafindo Persada.
Borg, W.R. & Gall, M.D. 1983 Educational Research An Introduction. Fourth Edition.
New York: Longman
Brick, Lyne. 2002. Bugar dengan Senam Aerobik. Jakarta: PT Raja Grafindo Persada.
Delextrat, Anne. 2015 Physiological Load Assosiated With A Zumba Fitnes Workout: A
Comporison Pilot Sutdy Between Classes And A DVD. Departement of Sport and
Health Sciencs, Oxfod Brookes University: Oxford.
Mahendra, A. 2000. Senam, Jakarta: Dirjen Dikdasmen Depdiknas
Muhajir, 2007. Pendidikan Jasmani Olahraga dan Kesehatan. Bandung: Yudistira
Mutia, Nur L. 2013. Model Pembelajaran Senam Irama Degan Modifikasi Alat Gada. Semarang.
Shoimatul, A. 2013. Revolusi Belajar. Yogyakarta: Ar-Ruzz Media.

457
 THE INFLUENCE OF BALINESE TRADITIONAL GAME TO THE
PHYSICAL FITNESS AND BASIC MOTORIC SKILL OF THE 5TH
GRADERS MALE STUDENTS IN ELEMENTARY SCHOOL 1 MELAYA
Wawan Setiawan
ABSTRACT
The background of the title selection is based on the existing problems in elementary school, which
is the lack of interest and preservation of Balinese traditional games among primary school students,
especially regarding the components of physical fitness and basic motor skills in primary school students in
particular.The purpose of this study is to analyze: (1) the influence of Balinese traditional game to physical
fitness, (2) the influence of Balinese traditional game to basic motoric skills, (3) the influence of Balinese
traditional game to physical fitness, and (4) differences in the influence of Balinese traditional game basic
motoric skills. This research target involves the 5th graders male students in Elementary School 1 Jembrana
Bali with total sample of 36 people.This research type used in this study is quantitative with quasi-
experiment. The research design used matching only design, and data analysis using ANOVA. The process
of data collection is done by physical fitness and basic motoric skills tests during the pretest and posttest.
Furthermore, the data were analyzed using SPSS 21.0 series.
The results of the study as follows: (1) „juru pencar‟ game significantly affects the improvement of
physical fitness and basic motoric skills (2) „megoak-goakan‟ game significantly affects the improvement of
physical fitness and basic motoric skills (3) There are differences in the effects given by„juru pencar‟and
„megoak-goakan‟ games to the physical fitness (4) There are differences in the effects given by
„jurupencar‟ and „megoak-goakan‟ games to the basic motoric skill. Post hoc measurement indicates that
„juru pencar‟ game is more effective to improve physical fitness, while „megoak-goakan‟ game is more
effective to improve basic motoric skills.
Based on data analysis, we can conclude that „juru pencar‟ and „megoak-goakan‟ games
significantly affect the improvement of physical fitness and basic motoric skills.
INTRODUCTION
Many activities in Balinese traditional sport fulfil components and principles of
physical fitness. In addition, Balinese traditional sport tend to be playful and competitive,
make them interesting for children Therefore, the use of traditional Bali game as training
method is potential as an alternative to improve the physical fitness of primary students.
Traditional games have positive value for child‟s development of the child. (Darmanto,
2015)
In other words, the government also supports and guides to preserve traditional
sports or games in Indonesia, including the Balinese traditional games. Many traditional
games in Bali including, meong-meongan, megoak-goakan, jurupencar, mekepung,
metajog, slodor, etc. Among these games, game megoak-goakan and jurupencarare very
suitable to be played by children because the games have teamwork value, and all the
participants move throughout the game; so the games are expected to be beneficial to the
players‟ physical fitness.Based on several scientific studies which have explained
theoretically, including the relation of traditional game with physical conditions and low
physical fitness of elementary school, junior high and high school students; researchers
try to find solutions in order to improve students‟ physical condition. The researcher
implies in the research proposal to examine "The Influence of Balinese Traditional Game
to the Physical Fitness and Basic Motoric Skill of the 5th Graders"to be alearning
alternative for physical education teachers in improving students‟ physical fitness and
basic motoric skills and can be a reference for teachers and students to determine the
ability of movement with the aim of choosingany sports in accordance with their motor
skills and physical fitness.
METHOD
This research uses descriptive quantitative approach. Methods used in this study is
quasi-experiment. Experimental research is a study done strictly to determine the causal
relationship between the variables (Maksum, 2012: 65). Research design used is

458
Matching-Only Design (Maksum, 2012: 100). Data obtained through validated and
reliable tests and measurements and processed by Analysis of Variance, “ANOVA".

RESULTS AND DISCUSSION

The average score obtained shows that jurupencartraining has significant
difference with the control group and did not significantly differ with megoak-
goakantraining; and megoak-goakantraininghas significantly difference with the control
group regarding physical fitness of 5th Graders Male Students in Elementary School 1
Melaya. Descriptive results above states that the provision of training in group I
(jurupencar) and group II (megoak-goakan) can improve the physical fitness of 5th
Graders Male Students in Elementary School 1 Melaya.
The average score obtained shows that jurupencartraining is not significantly
different from the megoak-goakangroup and control group, and megoak-goakan training
has significant different from the control group regarding basicmotoric skills on of 5th
Graders Male Students in Elementary School 1 Melaya. Descriptive results above states
that the provision of training in group I (jurupencar) and group II (megoak-goakan) can
improve the basic motoric skill of 5th Graders Male Students in Elementary School 1
Melaya.
Jurupencar game has significant influence to the dependent variable of physical
fitness and basic motoric skills, but jurupencarsignificantly influences basic movement
skills. This is supported by the game strategy in which jurupencaris a game which relies
on speed and agility. Speed and agility factors influence the player‟s basic motoric skills
(Zuvela: 2012).
Megoak-goakangamehas significant influence to the dependent variable of
physical fitness and basic motoric skills, but megoak-goakansignificantly influences basic
movement skills. This is also corroborated by the Kardiawan‟s(2012) finding that the
Balinese traditional games can increase physical fitness.

CONCLUSION
Referring to the results of data analysis, discussion of research results and
discussion of research results, it can be specified into several research conclusions
including: 1) Jurupencarand megoak-goakanBalinese traditional gamesaffect the
improvement of physical fitness. 2) Jurupencarand megoak-goakanBalinese traditional
games affect the improvement of basic motoric skills. 3) There is a difference between the
influence of jurupencarand megoak-goakanBalinese traditional games to the
improvement of physical fitness. 4) There is a difference between the influence of
jurupencarand megoak-goakanBalinese traditional games to the improvement of basic
motoric skills 5) From the Balinese traditional game given, jurupencargame has
significant influence to physical fitness. 6) From the Balinese traditional game given,
megoak-goakangame has significant influence to basic motoric skills.

REFERENCES
Darmanto, F.2015. Perbandingan Prmainan Kecil Menggunakan Alat dan Permainan
Tradisional Terhadap Keterampilan Motorik Kasar Anak Usia 5-6 Tahun. Jurnal
Terapan Ilmu Keolahragaan Pscasarjana Universitas Negeri Surabaya. Vol. No. 1.
77-90.
Kardiawan, H. 2012. Pengaruh Pelatihan Olahraga Tradisional Bali Terhadap Kebugaran
Jasmani Siswa Sekolah Dasar. Tesis. Surabaya: PPS Universitas Negeri Surabaya.
Maksum, Ali. 2012. Metodologi Penelitian dalam Olahraga. Surabaya: Unesa University
Press.

459
Zuvela, F. 2011. Polygon– A New Fundamental Movement Skills Test For 8 Year Old
Children : Construction And Validation. Journal Of Sport Science and Medicine.
Vol. 10.157-163.

460
 "EFFECT OF TRAINING IKIE PUNCH, CHIMNEY JUMP, CHEST
PRESS SEATED ON WELLNESS BALL, AND LEG EXTENSION
STANDING AGAINST AGILITY, BALANCE, POWER ARM AND LEG
ON STUDENT S1 SPORT COACHING EDUCATION DEPARTMENT
FACULTY OF SPORT SCIENCE UNESA"

Yonny Herdyanto

Abstract
This training aims to assess the magnitude of the increase in agility, balance, power arm and leg
together as a result of the training arm muscles and leg muscles. Arm muscle training such as training ikie
punch and chest press seated on wellness ball. Leg muscle training in the form of jump chimney training
and leg extensionstanding training. Data were analyzed by using MANOVA (Multivariate Analysis of
Variance). Methods Wilks' Lambda. Data analysis included descriptive analysis, data normality,
homogeneity of variance and paired forms Comparisons MANOVA analysis methods Wilks' Lambda.
Hypothesis testing using α 0.05. Results of the data analysis variables increase agility, balance, power arm
and leg power jointly acquired F = 17.859 (p <α 0.05), provision of training of the four treatment groups
could be concluded H0: μ1.1 = μ1.2 = μ2. 1 = μ2.2 = 0 is rejected, H1: μ1.1 = μ1.2 = μ2.1 = μ2.2 ≠ 0 is
received. This means that there are components of factors mean μ1.1, μ1.2, μ2.1, μ2.2 are not worth 0. seen
that each component of the mean factor μ1.1, μ1.2, μ2.1, μ2.2 is positive, means training ikie punch and
chimney jump (cell 1), ikie punch and leg extension standing (cell 2), chest press seated on wellness ball
and chimney jump (cell 3), chest press seated on wellness ball and leg extension standing (cell 4 ) can
significantly increase four dependent variables, namely: agility, balance, power arm and leg power. training
model chimney jump and ikiepunch (group I) can improve: The agility of at least 0,270 times, a minimum
balance of 3,207 seconds, Power Arm minimum of 3.128 watts, and a minimum of 11,220 watts Power Leg.
training model leg extension standing and ikie punch (group II), training model chimney jump and chest
press seated on wellness ball (group III), can improve: The agility of at least 1,270 times, balance of at least
3,025 seconds, Power Arm minimum of 15.092 watts, and Power Leg of at least 11.738 watts can improve:
The agility of at least 2,906 times, a minimum balance of 10.480 seconds, Power Arm minimum of 3.973
watts and 3,011 watts Power leg minimal. training model Leg Extension Standing and Chest Press Seated
On Wellness Ball (group IV) can improve: The agility of at least 3633 times, a minimum balance of 12.480
seconds, Power Arm minimum of 11.710 watts, and a minimum of 4.193 wattsPower Leg.

INTRODUCTION
Sports coaching achievements of today still use the traditional system,namely
training using weights that are connected with simple machine that produced very limited
movement in one direction and target only one muscle group only. In certain sports that
require movement activity moved around the place and the movement of more than one
direction, and many involve movement of the joint training that is traditional is less
appropriate given. Model selection and appropriate training in accordance with the
characteristics of a sport that occupied is very important, this is to minimize errors in the
guidance system, so that the training process to achieve the expected accomplishments to
be achieved.
Training by using kinesis tool has many variations of movement and do a variety of
combinations of movement so very helpful for dynamic sports. Bradley (2010) states that
the training load dynamically using kinesis tool can be combined with several movements
such as fast forward, crouch, move to the side while pulling wires piled training load on
the engine. Besides a transfer from one training to other types of training that can be done
easily and training are targeted at multiple muscle groups. Training agility ladder also has
many types of movement with the aim to improve agility, power and balance. One of the
principles that movement can use the agility ladder is a plyometric movements. Issues
examined in this study is "Effect of Training Ikie Punch, Chimney Jump, Chest Press
Seated on Wellness Ball and Leg Extension Standing against Agility, Balance, Power arm
And leg".

461
METHOD
This study uses a quantitative approach, applied, quasi-experiment (quasi
experiment). Research Design factorial 2 X 2. Data obtained from tests and measurements
has validity and reliability and has been processed by Multivariate Analysis of Variance
test form "MANOVA" (Singgih Santoso, 2014).

RESULTS ANDDISCUSSION
Based on statistical analysis MANOVA (Multivariate Analysis Of Variance)
Estimates of Marginal Means Training Arm muscles (Ikie Punch and Chest Press Seated
On Wellness Ball) * Training Muscles Legs (Chimney Jump and Leg Extension
Standing), it can be concluded from 4 cells were analyzed, which the most effective are:
a) To improve agility and balance are most effective in cell 4 (Leg
ExtensionStanding Training and Chest PressSeated On Wellness Ball)
b) To increase the Power Sleeves and Power Limbs were most effective in cell 3
(Chimney Jump and Chest Press Seated On Wellness Ball).
Increased physical elements can be done in various ways including using body weight and
weight machine. Both forms have proven to improve agility, balance, and power. So the
use of the two forms are not so much among the community to improve the athletes
physical maximum. Power, Dodd and Jackson (2011) argued that the granting of the load
on the body give rise to a response of response and adaptation. The response was a direct
response of the body when the training process is temporary as the body temperature rises
and the heart rate increases. While adaptation is the body's response to the imposition of
the training that occurs in a relatively long period of time and are relatively permanent as
morphological adaptations in the form of stronger muscles and hypertrophy. Muscle
adaptation is influenced by many factors such as the status of training, training type, dose
training, genetics and gender. It also said that for the initial phase of training that the
process of adaptation and training response can be achieved, the training should take
place between 6-10 weeks depending on the type of training and forms of training given
load (Bompa & Haff 2009).
Dale (2011) found kinesis training with tools including a form of resistance training, as
kinesis tool can be used to place a significant burden on muscle while training. This
causes the body is able to respond to the additional workload by increasing the size and
working capacity of the muscles, so that the strength and muscle endurance increases, the
impact experienced by sportsmen is with increased performance capabilities.Provision of
training model ikie punch and chimney jump can improve: The agility of at least 0,270
times, a minimum balance of 3.207 seconds, Power arm minimum of 3.128 watts, and a
minimum of 11,220 watts leg Power. If the terms of the four dependent variables then the
power arm highest increase when given training ikie punch and chimney jump. It is also
consistent with studies conducted by Taheri et al (2014) showed that plyometrics and
weight training exercises improve agility, power, and speed.
The balance is a supporting factor in terms of agility, leg extensionstandingand ikie
punchtraining very effective way to improve agility and balance. Dynamic balance is
needed in a sport that requires a lot of vigilance or fast movement and in many directions.
The results showed that the Land Plyometric Training (LPT) is better than Aquatic
Plyometric Training (APT) in enhancing the dynamic balance (Arazi and Asadi, 2011).

462
Conclusions.
1. There are exercise influence ikiepunch and chimney jump to a minimal increase agility
(0.270 times), balance (3.207 seconds), the power arm (3,128 watts) and leg power
(11,220 watts).
2. There are exercises influence ikie punch and leg extension standing against a minimal
increase agility (2,906 times), balance (10,480 seconds), the power arm (3,973 watts) and
leg power (3,011 watts).
3. There is the influence of exercise chest pressseated on wellnessball and chimney
jumpagainst a minimal increase agility (1,270 times), balance (3,025 seconds), the power
arm (15 092 watts) to power the legs (11 738 watt)
4. There is the influence of exercise chest pressseatedon wellnessball and leg extension
standing against a minimal increase agility (3,633 times), balance (12 480 seconds), the
power arm (11 710 watt) and leg power (4,193 watts)
5. Training is more effective to increase agility and balance training ie chest
pressseatedon wellnessball and leg extension standing, while training more effective to
increase the power arm and leg power which is chest pressseated on wellnessball and
chimney jump.

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strength, sprint, and balance in young basketball players”. Journal of human
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Bradley. D. (2010). Kinesis Wall Exercise. Diunduh dari http://www.
Livestrong.com/article/327500-kinesis-wall-exercises/.
Bompa T.O & Haff, G.G (2009). Periodization Theory and Methodology of Training.
Fifth Edition. Canada: Human Kinetics.
Dale (2011). What Are The Results From Using Kinesis Exercise Machines?.
http://www.Livestrong.com/Article/176171-What-Are-The-Result-From-
Using-Kinesis-Exercise-Machines.
Singgih Santoso, 2014. Statistik Multivariat, Jakarta: PT Alex Media Komputindo.
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463
 PERFORMANCE EVALUATION REFEREE - JURY EAST JAVA
REGIONAL CHAMPIONSHIP 2016

Zakaria Wahyu Hidayat4

zakariahidayat11@gmail.com
Silvia Mega Novita5
rivia_senya@yahoo.com
Choirul Umam6
umam_renang@yahoo.co.id

ABSTRACT
In the regional championship iven Referee-Jury is one of the most important parts of success or the
success of a championship. The method in this research use qualitative research. This study aimed to
evaluate the performance of the referees-judges East Java swimming championships Regional
Championship (Regional Championship) in 2016. The instrument used in this research was a questionnaire.
The questionnaire contains statements concerning the answers about the opinions of coaches and athletes to
performance-judge referee pool Regional Championship (Regional Championship) in 2016. Based on the
results that the performance of the referee in eastern Java championship in 2016 received an average of
3.18%. So we can conclude that the performance of the referee in the championship jatim eastern Java in
the category less.
Keywords: Evaluation Referee-Jury Swimming Regional Championship

INTRODUCTION
Iven the many championships in East Java, one of which is the regional
championship which is held every year, in the region championship iven Referee-Jury is
one of the most important parts of success or the success of a championship.Based on the
background described above, the issues discussed in this study are: How is the
performance of referee-jury pool in East Java in 2016 regional championship?The
purpose of this study was to evaluate the performance of the referee-judge swimming
Regional Championship 2016.
METHOD
The method in this research use descriptive method that aims to gather real-time
information that describes in detail the existing symptoms, identify the problem or check
the conditions and practices that apply.
Qualitative research is a study undertaken to understand the phenomenon in depth by
researchers as the main instrument. This study aimed to evaluate the performance of the
referees-judges East Java swimming championships Regional Championship 2016
Sources of Data
Retrieval of data obtained through the focus groups conducted in iven
Championship Regional Championship 2016 housed in the pool GOR Sidoarjo on 30
maret, 1-2 April 2016 at 08.00 pm until 20:00 pm. Questionnaires were distributed to all
coaches and athletes sporting participants in the Regional Championship 2016 amounted
to 31 regions (Based on the book sporting events Regional Championship 2016). The data
obtained are presented in the data tables filling the questionnaire resultsPopulation
sampling using a sample in which all the participants who were taken as well as sample
population. In 2006 Arikunto mention if the population is less than 100 then the
population sampled, so in this study the researchers used whole existing population to be
sampled is a number of 31 participants that included trainers in each region.

4
Dosen Pendidikan Jasmani dan Kesehatan STKIP PGRI Jombang
5
Alumni Pascasarjana S2 Prodi Pendidikan Olahraga Unesa
6
Mahasiswa Pascasarjana S2 Prodi Pendidikan Olahraga Unesa

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 Research Instrument
Instruments used in this research is a questionnaire, because the questionnaire can
be answered by the speed of each, and according to respondents' leisure time. The
questionnaire is closed or existing answer so that the respondent can just choose
(Arikunto, 2006: 152).The questionnaire contains statements concerning the answers
about the opinions of coaches and athletes to performance-judge referee pool Regional
Championship 2016
Data Collection Techniques
Mechanical pngumpulan data is the most strategic step in the study, because the
POINT Avarage
NO Regional
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

1 Kota Surabaya 2 3 3 2 3 3 3 2 3 2 3 3 3 3 3 3 3 3 3 3 2,79

2 Kab. Jember 3 3 3 3 3 3 3 3 4 4 4 3 3 3 3 3 3 3 4 3 3,21

3 Kab. Magetan 4 3 3 3 4 4 3 4 4 3 4 4 4 3 4 3 4 4 4 4 3,63

4 Kab. Madiun 3 4 4 4 4 4 4 4 3 4 4 4 4 4 4 3 4 3 4 3,78

5 Kab. Banyuwangi 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3,00

6 Kab. Sidoarjo 3 4 2 3 3 3 3 2 3 2 3 3 3 3 3 3 3 3 3 4 2,89

Kab.
7 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4,00
Tulungagung

8 Kab. Tuban 4 2 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 4 4 3,84

9 Kab. Pacitan 3 3 3 3 3 3 4 3 3 4 4 3 3 4 3 3 3 3 3 4 3,21

10 Kota Probolinggo 3 3 4 3 3 4 3 3 3 3 3 4 4 3 3 3 3 3 4 4 3,26

11 Kab. Malang 3 3 3 3 3 4 4 3 0 3 3 4 3 3 3 3 3 3 4 3 3,22

12 Kota Mojokerto 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3,00

13 Kota Kediri 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3,00

14 Kab Jombang 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 3 3 3,11

15 Kab. Mojokerto 3 4 4 4 4 3 3 4 3 4 3 4 4 4 4 4 4 3 3 4 3,63

16 Kab. Probolinggo 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3,00

17 Kab. Lumajang 1 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2,89

18 Kab. Bondowoso 4 4 3 3 3 2 2 2 2 3 2 3 3 3 2 2 2 3 4 2 2,74

19 Kab. Pasuruan 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3,00

20 Kota batu 4 4 4 4 3 4 4 3 3 4 3 3 4 4 3 3 3 3 4 4 3,53

21 Kab. Bojonegoro 4 3 3 3 3 3 3 3 3 4 4 3 4 0 3 3 3 3 4 3 3,28

22 Kab. Gresik 3 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 3 3 2,95

23 Kota blitar 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3,00

24 Kota Pasuruan 3 3 3 3 3 3 3 3 3 3 2 3 3 3 4 3 3 3 3 3 3,00

25 Kota Malang 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3,00

26 Kab. Ponorogo 3 3 3 3 3 3 3 3 2 3 3 3 3 2 3 3 3 3 2 3 2,84

27 Kab. Blitar 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 3 3 2,95

28 Kota. Madiun 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

29 Kab. Sumenep 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

30 Kab. Ngawi 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

31

Result 3,11 3,19 3,19 3,15 3,19 3,22 3,19 3,04 3,08 3,22 3,19 3,26 3,30 3,19 3,11 3,07 3,15 3,19 3,30 3,30 3,18

main

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 goal of the study is to get the data. Without knowing the data collection
techniques, the researchers will not get the data that meets the standards of data set
(Sugiyono, 2008: 224).The next step is to coordinate especially on the side that will be
used as a place of research, field surveys to determine the actual condition and provide
information related to research activities to be conducted.After all it was carried out the
next step is to prepare research instruments in the form of a questionnaire as a benchmark
for collecting data filled by the respondent (the coach).The next step to validate a
questionnaire made herein investigators identified three experts to be a validator among
expert organization and administration of swimming races, expert Referee-Jury and the
expert commission swimming technique.

Result
Based on the results of the above table Preparation before the referee in charge of
3,11%, the Referee has full control of the swimmers as much as 3.19%, stipulate
disqualification against swimmers who violates the rules of 3,19%, coordination between
the referee referee the other three, 15%, referee make decisions autonomously and
independently set by regulatory swimming (FINA rule) 3.19%, referee already carrying
out tasks according to the race regulations swimming (FINA rule) 3.19%, reporting the
results of the corresponding record time and passed by the head of the race at 3.22%, the
Professional referee in charge of 3,19%, referee perform key functions in earnest 3.04%,
3.08% Neatness in uniform, ability to carry out the task with the work that is far in excess
of the results the average work defined, both in terms of quality and quantity of 3.22%,
ability to utilize the facilities provided in carrying out the task to produce something that
maximum (effectively and efficiently) 3.19%, Obedience in running order of the head of
the race 3 , 26%, Obedience to follow the activity in charge of 3.30%, discipline in
complying with the duty of 3.19%, the ability to submit an explanation verbally or in
writing (description disqualification) 3.11%, ability to coordinate the implementation of
the tasks 3.07%, ability to appreciate the opinions of others in carrying out the duties of
3.15%, ability to act decisively, fair and thoughtful 3.19%, ability finish the job that is
charged with the task as instructed 3.30%
Conclusion
Based on the results that the performance of the referee in eastern Java
championship in 2016 received an average of 3.18%. So we can conclude that the
performance of the referee in the championship jatim eastern Java in the category less.

Refrences
Arikunto, Suharsimi. (2010). Management Research. Jakarta: Rineka Reserved
Haller, David. (2010) .Belajar Swimming. Bandung: Pioneer Jaya
Setiawan. Tri Tunggal (2014). FINA Rules 2013-2017 Magelang
Sugiyono. (2009). Quantitative Research Methods, Qualitative and R & D. Bandung:
Alfabeta
Sugiyono. (2011). Educational Research Methods. Bandung: Alfabeta

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