Penerapan model latihan small-sided games terhadap peningkatan intrinsic motivation dan social behavior siswa
DOI:
https://doi.org/10.17509/jpp.v19i3.22338Keywords:
motivasi intrinsik, perilaku sosial, small-sided gamesAbstract
Tujuan dari penelitian ini adalah dapat menghasilkan metode pembelajaran yang dapat meningkatkan motivasi intrinsik dan perilaku sosial siswa dalam pembelajaran pendidikan jasmani. Adapun tujuan khusus dari penelitian ini adalah untuk mengetahui pengaruh model latihan small-sided games terhadap peningkatan intrinsic motivation siswa dalam pembelajaran bola basket, dan untuk mengetahui pengaruh model latihan small-sided games terhadap peningkatan social behavior siswa dalam pembelajaran bola basket. Hasil penelitian menunjukkan bahwa model latihan small-sided games yang disusun secara terstruktur dengan proses integrasi intrinsic motivation dan social behavior memiliki hasil dan pengaruh yang signifikan terhadap pengembangan dari keduanya. Selanjutnya, guru pendidikan jasmani dapat menggunakan program yang sengaja disusun tersebut untuk pengembangan aspek afektif melalui berbagai aktivitas olahraga.
References
Araújo, D. (2013). The study of decision-making behavior in sport. RICYDE: Revista Internacional de Ciencias del Deporte, 9(31), 1–4. https://doi.org/10.5232/ricyde2013.031
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
Bandura, A. (1999). Social cognitive theory of personality. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (2nd ed., pp. 154–196). Guilford Press.
Biddle, S. J. H., Gorely, T., & Stensel, D. J. (2004). Health-enhancing physical activity and sedentary behaviour in children and adolescents. Journal of Sports Sciences, 22(8), 679–701. https://doi.org/10.1080/02640410410001712412
Blanchard, C. M., Kupperman, J., Sparling, P., Nehl, E., Rhodes, R. E., Courneya, K. S., Baker, F., & Hunt, T. (2007). Ethnicity as a moderator of the theory of planned behavior and physical activity in college students. Research Quarterly for Exercise and Sport, 78(5), 531–541. https://doi.org/10.1080/02701367.2007.10599452
Boiché, J., Sarrazin, P., Grouzet, F., Pelletier, L., & Chanal, J. (2009). Students’ motivational profiles and achievement outcomes in physical education: A self-determination perspective. HAL, hal-00389858.
Cairney, J., Kwan, M. Y., Velduizen, S., Hay, J., Bray, S. R., & Faught, B. E. (2012). Gender, perceived competence and the enjoyment of physical education in children: A longitudinal examination. International Journal of Behavioral Nutrition and Physical Activity, 9(1), 26. https://doi.org/10.1186/1479-5868-9-26
Cartledge, G., Gardner, R., & Ford, D. (2008). Diverse learners and exceptionalities: Culturally responsive teaching in the inclusive classroom. Pearson.
Chen, K. (2006). Social skills intervention for students with emotional/behavioral disorders: A literature review from the American perspective. Educational Research and Reviews, 1(3), 143–149.
Cloes, M. (2005). Research on the students’ motivation in physical education. In M. Cloes (Ed.), The art and science of teaching in physical education and sport (pp. 197–210). Université de Liège.
Corbin, C. B. (2002). Physical activity for everyone: About promoting lifelong physical activity. Journal of Teaching in Physical Education, 21, 128–144.
Corbin, C. B., & Lindsey, R. (2002). Physical activity for everyone: About promoting lifelong physical activity. Journal of Teaching in Physical Education, 21(2), 128–144.
Davids, K., Araújo, D., Correia, V., & Vilar, L. (2013). How small-sided and conditioned games enhance acquisition of movement and decision-making skills. Exercise and Sport Sciences Reviews, 41(3), 154–161. https://doi.org/10.1097/JES.0b013e318292f3ec
Dellal, A., Jannault, R., Lopez-Segovia, M., & Pialoux, V. (2011). Influence of the numbers of players in the heart rate responses of youth soccer players within 2 vs. 2, 3 vs. 3 and 4 vs. 4 small-sided games. Journal of Human Kinetics, 28, 107–114.
Goudas, M., Biddle, S., & Fox, K. (1994). Perceived locus of causality, goal orientations, and perceived competence in school physical education classes. British Journal of Educational Psychology, 64(3), 453–463. https://doi.org/10.1111/j.2044-8279.1994.tb01116.x
Greco, P., Memmert, D., & Morales, J. C. P. (2010). The effect of deliberate play on tactical performance in basketball. Perceptual and Motor Skills, 110(3), 849–856. https://doi.org/10.2466/pms.110.3.849-856
Gunarsa, S. D. (2008). Psikologi perkembangan anak remaja. BPK Gunung Mulia.
Hagger, M. S., Barkoukis, V., Chatzisarantis, N. L. D., Wang, C. K. J., & Baranowski, J. (2005). Perceived autonomy support in physical education and leisure-time physical activity: A cross-cultural evaluation of the trans-contextual model. Journal of Educational Psychology, 97(3), 376–390. https://doi.org/10.1037/0022-0663.97.3.376
Hassandra, M., Goudas, M., & Chroni, S. (2003). Examining factors associated with intrinsic motivation in physical education: A qualitative approach. Psychology of Sport and Exercise, 4(3), 211–223. https://doi.org/10.1016/S1469-0292(02)00006-7
Hill-Haas, S., Coutts, A. J., Rowsell, G. J., & Dawson, B. T. (2009). Generic versus small-sided game training in soccer. International Journal of Sports Medicine, 30(9), 636–642.
Hill-Haas, S., Dawson, B., Impellizzeri, F. M., & Coutts, A. J. (2011). Physiology of small-sided games training in football: A systematic review. Sports Medicine, 41(3), 199–220. https://doi.org/10.2165/11539740-000000000-00000
Hoffmann, J. J., Reed, J. P., Leiting, K., Chiang, C. Y., & Stone, M. H. (2014). Repeated sprints, high-intensity interval training, small-sided games: Theory and application to field sports. International Journal of Sports Physiology and Performance, 9(2), 352–357. https://doi.org/10.1123/ijspp.2013-0189
Impellizzeri, F. M., Marcora, S. M., Castagna, C., Reilly, T., Sassi, A., & Iaia, F. M. (2006). Physiological and performance effects of generic versus specific aerobic training in soccer players. International Journal of Sports Medicine, 27(6), 483–492.
Kaltiala-Heino, R., Rimpelä, M., Rantanen, P., & Rimpelä, A. (2000). Bullying at school—An indicator of adolescents at risk for mental disorders. Journal of Adolescence, 23, 661–674. https://doi.org/10.1006/jado.2000.0351
Köklü, Y., Aşçı, A., Koçak, F. U., Alemdaroğlu, U., & Dündar, U. (2011). Comparison of the physiological responses to different small-sided games in elite young soccer players. Journal of Strength and Conditioning Research, 25(6), 1522–1528. https://doi.org/10.1519/JSC.0b013e3181e06ee1
Kolovelonis, A., & Goudas, M. (2013). The development of self-regulated learning of motor and sport skills in physical education: A review. Hellenic Journal of Psychology, 10(3), 193–210.
Lirgg, C. D. (1991). Gender differences in self-confidence in physical activity: A meta-analysis of recent studies. Journal of Sport and Exercise Psychology, 13(3), 294–310. https://doi.org/10.1123/jsep.13.3.294
Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning, and instruction: Vol. 3. Conative and affective process analyses (pp. 223–253). Lawrence Erlbaum Associates.
McAuley, E., Duncan, T., & Tammen, V. V. (1987). Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise and Sport, 60(1), 48–58.
Memmert, D. (2010). Game test situations: Assessment of game creativity in ecological valid situations. International Journal of Sport Psychology, 41, 94–95.
Memmert, D., & Roth, K. (2007). The effects of non-specific and specific concepts on tactical creativity in team ball sports. Journal of Sports Sciences, 25(12), 1423–1432.
Merrell, K. W. (2002). Preschool and Kindergarten Behavior Scales (PKBS-2) examiner’s manual (2nd ed.). Pro-Ed.
Moore, R. J., Cartledge, G., & Heckman, K. (1995). The effects of social skill instruction and self-monitoring on game-related behaviors of adolescents with emotional disorders. Behavioral Disorders, 20, 253–266.
Motl, R. W. (2007). Theoretical models for understanding physical activity behavior among children and adolescents: Social cognitive theory and self-determination theory. Journal of Teaching in Physical Education, 26, 350–357. https://doi.org/10.1123/jtpe.26.4.350
Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285, 2094–2100. https://doi.org/10.1001/jama.285.16.2094
National Association for Sport and Physical Education. (2004). National standards for physical education (2nd ed.). NASPE.
Ntoumanis, N. (2004). Dimensions of coaching behavior, need satisfaction, and the psychological and physical welfare of young athletes. European Science Editing, 38(2), 35–37.
Ntoumanis, N., & Standage, M. (2009). Morality in sport: A self-determination theory perspective. Journal of Applied Social Psychology, 39(4), 365–380.
Ormrod, J. E. (1999). Human learning (3rd ed.). Prentice-Hall.
Orpinas, P., & Horne, A. M. (2006). Bully prevention: Creating a positive school climate and developing social competence. American Psychological Association.
Ortega, E., Alarcón, F., & Piñar, M. (2012). Modificaciones reglamentares en baloncesto de formación: Un nuevo equipamiento, una nueva perspectiva. Revista de Psicología del Deporte, 21(2), 293–300.
Owen, A., Twist, C., & Ford, P. (2004). Small-sided games: The physiological and technical effect of altering pitch size and player numbers. Insight: The F.A. Coaches Association Journal, 7(2), 50–53.
Pan, C. Y. (2010). Effects of water exercise swimming program on aquatic skills and social behaviors in children with autism spectrum disorders. Autism, 14(1), 9–28. https://doi.org/10.1177/1362361309339496
Reilly, T. (2005). An ergonomics model of the soccer training process. Journal of Sports Sciences, 23(6), 561–572.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Sallis, J. F., Prochaska, J. J., & Taylor, W. C. (2000). A review of correlates of physical activity. Medicine & Science in Sports & Exercise, 32(5), 963–975. https://doi.org/10.1097/00005768-200005000-00014
Thornburgh, N. (2006). Dropout nation. Time, 167(16), 1–9.
Travassos, B., Araújo, D., Davids, K., Vilar, L., Esteves, P., & Vanda, C. (2012). Informational constraints shape emergent functional behaviours during performance of interoceptive actions in team sports. Psychology of Sport and Exercise, 13(2), 216–223.
Vallerand, R. J., Gauvin, L. I., & Halliwell, W. R. (1986). Negative effects of competition on children’s intrinsic motivation. The Journal of Social Psychology, 126(5), 649–656. https://doi.org/10.1080/00224545.1986.9713638.
Downloads
Published
Issue
Section
License
Copyright (c) 2019 Yuga Rahmatullah Lugaya, Komarudin, Mustika Fitri
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
