The Implementation of Tactical Approach in Big-Ball Game

Learning to Improve Student’s Creativity

Bayu Adiyaksa Juanda, Didin Budiman and Rusli Ibrahim

Faculty of Sport and Health Education, Universitas Pendidikan Indonesia, Jln. Dr. Setiabudhi No.299 Bandung, Indonesia

bayu@gmail.com

Keywords: Tactical Approach, Big-Ball Game, Student’s Creativity, Improving Creativity.

Abstract: The lack of practicing and understanding of the teachers in basketball game learning will weaken the students’

creativity and play skill in the activity. Forming teaching strategy to improve student’s creativity and play

skill needs to be done by the teacher to understand the physical education studying process. The method used

in this research is Class Action Research (CAR). The writer uses questionnaire to research the creativity of

the fifth grade UPI Labschool Elementary School students with 25 student samples, and use chosen

observation sheet to test the students’ play skill. The processed data result from preliminary observation shows

that the students’ ability value is still very low in basketball game creativity and skill, thus the writer continues

the research until it reaches the standard set by the writer, and also there has to be an improvement in every

cycles from preliminary observation research until cycle 2 step 2. The final result proves that there is an

improvement in basketball game performance and creativity of fifth grade students of Labschool UPI

Elementary School Bandung.

1 INTRODUCTION

One of the physical education materials is basketball

which is included in required material that has study

result as one of its purposes. It is positioned for the

physical education teachers or educators to be

oriented to basketball competency standards and it is

also necessary for them to pay attention to the

students’ contentment, creativity, characteristic,

ability and competency standards development that

also have to be adjusted with the learning objectives

that have to be achieved (Beebout, 1916). In

basketball learning, there are many teachers that

haven’t given a suitable basketball learning method

which is monotonous. Basketball has been taught

from early age, so the learners need the right learning

materials that are correctly and creatively arranged.

Based on the writer’s observation, the study results of

some fifth-grade students of Labschool UPI

Elementary School already own the ability and skill

in basketball game, but their lack of interest and

creativity raise a perception that basketball is not too

exciting, thus the potential possessed by the fifth-

grade students of Labschool UPI Elementary School

to join some basketball championships and

competitions is just passed by. There are a lot of

factors that cause the fifth-grade students’ of

Labschool UPI Elementary School’s basketball study

result and interest are still low.

2 METHODS

In this study improvement process the writer

conducted a study that consists of pre-cycle, cycle 1,

and cycle 2. Each cycle needs 4 steps, they are

planning, implementation, observation, and reflection

(Kemmis et al., 2014). The writer conducted cycle 1

and cycle 2 studies at Lab School Elementary School

Bandung consecutively in March, school year of

2016/2017 according to the schedules approved by

the school. The writer arranged the lesson plan in

every cycle in order to improve the study explicitly

and unravel the study improvement strategy for the

study components in the core of main activity by

using tactical approach learning method (Grubesic et

al., 2017).

458

Juanda, B., Budiman, D. and Ibrahim, R.

The Implementation of Tactical Approach in Big-Ball Game Learning to Improve Student’s Creativity.

In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 2, pages 458-460

ISBN: 978-989-758-317-9

2.1 Research Instrument

Research instrument can be seen on the table 1 as

follows:

Table 1: Students’ Creativity Test Students’ Creativity

Instrument Grille.

2.1.1 GPAI (Game Performance Assessment

Instrument) Test

Game performance assessment basically needs

observation accuracy during the game. Griffin et al.

(1997) in Hoedaya’s writing (2001) have created an

assessment instrument named GPAI. Henceforward,

GPAI translated to Indonesian becomes Penilaian

Penampilan Bermain shortened to IPPB (Kirk, 2007).

It aims to help the teachers and coaches in observing

and logging the game performance during the game.

Teachers (Observers) can find by themselves what’s

need to be observed that’s adjusted with the main

lesson given that time. The data assessment forward

can be seen on the table 2 as follows:

Table 2: Game Performance Setting.

Game performance described on table 2.

Table 3: Game Performance Observation (Hoedaya, 2001).

Notes: C= Correct, IC = Incorrect, E = Efficient, IE =

Ineffecient.

In table 3 above is a game performance

observation. The advantage of GPAI is its flexibility.

Teachers (observers) are able to decide the

components observed at that time. When using GPAI,

the writer identifies all of the seven components that

are applied to the game and review one or many

criteria. In every component that identify the good

decision and tactical performance. In this research the

writer focuses on the three game performance aspects

in every component, they are: decision making

(Correct or Incorrect), performing skills (efficient or

inefficient), and giving support (correct or incorrect).

Then we observe every student in the game study and

record events from the knowledge and tactical

performance on certain component.

3 RESULTS AND DISCUSSION

From the class actions implementation, the gained

results for creativity pre-observation are 3,2. 3,81 for

Cycle 1 Step 1, 4,81 for Cycle 1 Step 2. Whereas for

basketball game performance pre-observation gains

50, 51 for Cycle 1 Step 1, 62 for Cycle 1 Step 2, 72

for Cycle 2 Step 1, 86 for Cycle 2 Step 2. It shows the

fact that the teaching presentation using tactical

approach with various games described

systematically by the teachers can improve the

students’ game performance creativity (Griffin et al.,

Date

GPAI

Group

Game Performance

Components

Criteria

Decisions taken

The players try to pass to the

free team mates

Support

Controlled pass to the target

Skill Execution

The players move to take free

position to receive the pass

No.

Name

Decision

Performance

Support

etc

Components

Sub- Components

Indicators

Creativity

(Supriadi , 2001) quoted by

Jamridafrizal (link)

Creativity is a process of

creating something unique,

original, and valuable. the

characteristics of creativity

can be grouped into two

categories, cognitive and

incognitive: "Cognitive

characteristics are:

1. Originality

2. Flexibility

3. Smoothness

4. Elaboration

5. Evaluation

While the characteristics of

incognitive are:

Originality

a. Thinking different

b. Not doing the same

thing

c. Finding new

movements

d. Having different

ways

e. Thinking of another

things

Flexibility

a. Making movements

creativity

b. Giving various

interpretations

c. Doing it different

ways

d. Looking at different

point of view

e. Using variations

Smoothness

a. Asking a lot of

questions

b. Giving a lot of

answers

c. Learning faster

d. Enthusiastic

e. Confident

The Implementation of Tactical Approach in Big-Ball Game Learning to Improve Student’s Creativity

459

1997). This is in line with Subroto (2002) that

described about the aims of tactical approach in

teaching for the students as follows:

 Mastering game performance through the

relation between game tactics with skill

development;

 Giving pleasure in activities;

 Solving problems and taking decisions during

the game.

Based on the facts in the field and strengthened by

the theory, the writer concludes that the tactical

approach can be done by the school teachers on

physical education study because there are so many

benefits gained especially for the students’ creativity

and game performance prompt development (Dyson

et al., 2004).

According to the research result from the

beginning of the observation until cycle 2 step 2, it is

acknowledged that the students’ game performance in

basketball study is improved. The final result’s data

and the summary from the beginning of the

observation until cycle 2 step 2 can be described in

the table 4 as follows:

Table 4: Percentage Value.

4 CONCLUSIONS

Based on the researched done by the writer from the

beginning of observation until cycle 2 step 2, it is

known that the basketball game performance and

creativity includes the assessment of (dribble,

passing, and shooting) (Perkos et al., 2002). The

writer concludes that the fifth-grade students of

Labschool UPI Bandung’ basketball creativity

improvement using game implementation that

includes passing dribbling and shooting like 5 on 5

game has elevated, and it is useful to be implemented

to physical education study at elementary school.

REFERENCES

Beebout, J. L., 1916. Basket-ball and similar playing-ball.

U.S. Patent. 1,187,029.

Dyson, B., Griffin, L. L., Hastie, P., 2004. Sport education,

tactical games, and cooperative learning: Theoretical

and pedagogical considerations. Quest. 56(2), pp.226-

240.

Griffin, L. L., Mitchell, S. A., Oslin, J. L., 1997. Teaching

sports concepts and skills: A tactical games approach.

Human Kinetics Publishers (UK) Ltd.

Grubesic, T. H., Wei, R., Nelson, J., 2017. Optimizing oil

spill cleanup efforts: A tactical approach and evaluation

framework. Marine Pollution Bulletin.

Hoedaya, 2001. Esensi Pembelajaran Melalui Pendekatan

Taktis, Tarsito. Bandung.

Kemmis, S., McTaggart, R., Nixon, R., 2014. The action

research planner Á doing critical participatory action

research.

Kirk, D., 2017. Teaching Games in Physical Education:

Towards a pedagogical model. Revista Portuguesa de

Ciências do Desporto.

Perkos, S., Theodorakis, Y., Chroni, S., 2002. Enhancing

performance and skill acquisition in novice basketball

players with instructional self-talk. The Sport

Psychologist. 16(4), pp.368-383.

Subroto, 2000. Pembelajaran Keterampilan Dan Konsep

Olahraga Di Sekolah Dasar: Sebuah Pendekatan

Permainan Taktis, Dirjen Dikdasmen bekerjasama

dengan Ditjora Depdiknas. Jakarta.

Activities Performed

Creativity

Results Average

Skill Results

Average

Notes

Pre-observation

3.2

Incompleted

Cycle 1 Step 1

3.81

Incompleted

Cycle 1 Step 2

4.81

Incompeleted

Cycle 2 Step 1

Incompleted

Cycle 2 Step 2

Completed

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