The Factors Affecting Learning Difficulties in Gymnastics through

Portfolio Model

Pamuji Sukoco

, Farida Mulyaningsih

, Ranintya Meikahani

Yogyakarta State University, Yogyakarta, Indonesia

Keywords: Difficulty Factors, Gymnastics, Portfolio

Abstract: The purpose of this study was to examine learning skill’s difficulties on gymnastic movement through

portfolio model of PJSD FIK-UNY students. Using interview method, the population of this research were

involving PJSD FIK-UNY students who attended the lecture on basic movement of gymnastics. The data

were analyzed using qualitative descriptive from Mile and Huberman. The process of data analysis in this

study including data reduction, presentation of data, and conclusion. Based on the result, this study

emphasized that the factors affecting the learning difficulties in gymnastic movement were categorized into

physical and psychological factors. Physical factors included strength, power, flexibility and movement

harmonization. On the other hand, psychological factors talked about confident.

1 INTRODUCTION

The present study was grounded from the previous

research entitled “Portfolio Development Model to

Improve Skill Movement in Artistic Gymnastics”

which showed validity about draft of portfolio.

However, it was mentioned that further treatment

draft model needed to be tested for trial. Draft model

appeared to look like learning activity report. The

result was investigated. Then, the students tried to

learn about gymnastic movement skills outside of

lecture hours. It was presented within group learning

activity report in order to understand about artistic

gymnastic movement skills which consisted of

pictures and videos as the result of students’

overview. For instance, the validity of this model

was verified.

Researchers who were involved in Focus Group

Discussion (FGD) activity said that the draft of

portfolio model aimed to increase gymnastic ability

skills in PJSD FIK-UNY students. The content of

the draft could improve the skills of movement,

safety and clarity. Furthermore, the model remained

to be operated, which contained clear indicator and

purpose. The objectives were to determine the

aspects of the contents for the learning assignments,

then to decide the treatment and the assessment.

The selection of contents involving students and

lecturer with their respective roles. Students choose

learning activities which meet their ability. The

lecturer guides students during the learning

activities. Portfolio assessment process emphasized

on students’ achievement to improve their skills and

students’ ways of thinking in solving the problems

in learning artistic gymnastics. Rubric was used in

the portfolio assessment with the criteria as the

evidences of thinking process including the quality

of investigation and variety on problem solving in

the training.

Complexity in the movement becomes a

dangerous factor in the process of training, and the

students must be proficient in helping others during

the artistic gymnastic training. Helping ability is

important to prevent or reduce injury. The artistic

gymnastics skills are needed to create less complex

movements and lower the injury risk. In 2018, the

effectiveness of portfolio model was considered to

be able to improve artistic gymnastic skills. The

result found that portfolio model showed effective

improvement on the artistic gymnastic skills on

PJSD FIK-UNY.

Although portfolio model provides an effective

effect, the difficulties still need to be identified.

Therefore, the research was conducted to investigate

the difficulties factors in learning the skills through

portfolio model, in order to improve the ability on

artistic gymnastics for (PGSD) FIK-UNY students.

After the researchers found out the difficulties to

learn the skills and how to solve it, the further study

needs to investigate about the effectiveness in

Sukoco, P., Mulyaningsih, F. and Meikahani, R.

The Factors Affecting Learning Difﬁculties in Gymnastics through Portfolio Model.

DOI: 10.5220/0009210400590065

In Proceedings of the 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science in conjunction with the 2nd Conference on Interdisciplinary Approach in Sports

(YISHPESS and CoIS 2019), pages 59-65

ISBN: 978-989-758-457-2

learning the skills. Therefore, a guidebook of

portfolio model in artistic gymnastics will be

equipped and developed the results of learning

process with effective model.

2 THEORETICAL REVIEW

2.1 Motor Learning

In general, gymnastics is defined as physical training

on the floor or using tools to improve endurance,

strength, flexibility, coordination and self-control,

especially to arrange our body move functionally

(Wernner, Williams, and Hall, 2012). In gymnastics,

how to develop balance and spatial awareness such

as movement displacement, floated, balance, and

weight transfer are learned. Gymnastic activity must

be fun and challenging in all skills level (Gabbar,

LeBlanc, and Lowy, 1987). Gymnastics gives

opportunity for the athletes to have fun on

discovering their ability and obtain immediate

feedback. Another benefits from gymnastics are the

opportunity to create movements against gravity,

then enhances fitness and skills.

In children, self-assessment is a natural form in

gymnastics and provides challenges. Children can

discover against gravity and transfer weight

effectively, in accordance with their ability. The

gymnastic materials including the activities in

balancing skills, transfer weight and movement

concepts. Teachers cannot force children to try

exercising, whilst they have to develop the

gymnastic learning concepts suitable with the

children’s growth and safety.

The basic of body management and gymnastic

skills must consider several studies discussing about

the teaching process and understanding the

knowledge of the children in gymnastics combined

with the pedagogical knowledge (Graham 2008;

Shulman 1987). When we form gymnastic athletes,

we need to follow this steps; first, starts with the

knowledge about skills components in gymnastics;

second, count on the time that must be provided for

training; third, consider the movement development

system to determine suitable activity; fourth, create

modification for children who experience

difficulties; fifth, develop cognitive and affective

ability; last, create a structured learning

environment.

The instruction will be easier if all schools and

grades can be identified. Then, perform with

standard curriculum and a detail learning plan. The

evidence shows that learning situation have

indistinct similarities and differences (Wernner,

Williams, and Hall, 2012).

Children have opportunities to learn and act in

physical condition. Children learn how to

collaborate by sharing space and tools with the

others. Children also know how to appreciate the

others’ differences. Gymnastics have to provide

opportunity to be successful together through

interpersonal communication. Children learn how to

play with others and cooperate without judging their

gender, ethnics, and level of skills. Additionally,

they learn how to treat other with respects and solve

the problems with good manner. When children are

bound in gymnastic activities, they can enjoy their

participation alone or with the others, then transfer

positive feelings. As children who fulfil the

competencies in gymnastics, they overcome simple

skills and ready to challenge for harder task. For

example when creating a sequence of movements

based on the level of skills development, they can

show their work on the task as self-expression tools.

Psychomotor field provides the developments of

gymnastic skills and fitness. The core of this terms is

that pre-experience must improve the basic skills

appropriate with the movement task. Start with

simple task and increase to the more complex and

difficult ones. Several basic skills, for instance,

displacement with walking or running, balancing,

and rolling.

Learning concepts on body awareness and spatial

can help children to develop any movement

responses in order to challenge or do the tasks. Most

of the children learning in early control level.

Learning experience have to transform the skills to

be more efficient, effective, and easy to be adapted

with simple condition. Practically, the children will

walk, jump, roll and balance focusing on individual

skills then move forward into simple skills sequence.

In cognitive area, gymnastic learning is practical

in developing higher order thinking. Children try to

do basic skills with higher ways of thinking. The

assignments must be oriented toward the process of

problem solving in promoting the understanding and

ability to apply, analyze, synthesize, and evaluate

the movement. For example, an order to be balance

oriented in the fulcrum field and center of gravity.

Then, let them do the balancing with variety of

center of gravity from the lowest to the highest

gravity. Then ask them, “Which one is balance? And

why?” As a teacher, you can give an order to your

students to create a sequence of movement using

each of their body as three axis rotation. Gymnastic

program must provide opportunity for the children to

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

do the movement effectively and understand the

movement.

2.2 Portfolio in Terms of Gymnastic

Quality Improvement

Gymnastic learning depent on physical education

(PE) learning. PE is known as teaching style such as

commanding, reciprocal teaching style, self-

examination, guided findings, and findings

(Pangrazy, 2006). Instructional system thrives on PE

needs a purpose established in instructional program

which is formal, direct, and strategic (Metzler,

2005). Portfolio as alternative assessment can be

used to increase students’ skills (Klicher, 2010). On

the other hand, portfolio become tools to repair the

way of teaching, which can be defined as assessment

for learning (AFL) and as a tool to repair learning

process which can be defined as assessment as

learning (AAL).

Portfolio is a kind of personal information

similar with notes and documentation as personal

achievement in education. Portfolio for playground,

elementary school, junior high school and senior

high school as the collection of results and students’

personal achievement. After documents had been

collected, then the documents were selected, and at

last personal reflection was created. At the end,

notes on the results of activities must be assessed

and this research was considered as the alternative

assessment.

Portfolio is a form of continuous assessment,

systematically gathering information or data on the

results of person’s work. All of the students’

learning outcomes (test results, individual

assignment results, practicum results or homework

results) were recorded and organized systematically.

Akhmad Sudrajat said that a collection of students'

work, as a result of the implementation of

performance tasks, determined by teacher or

students, as a part of an effort to achieve learning

goals, or competencies specified in the curriculum.

(https: // akhmadsudrajat. wordpress. com / 2008-08-

08 / portfolio-assessment /)

Portfolios are the systematic collection of student

work from time to time that show progress,

achievement, and effort in one or more areas of

learning (Graham, Holt, and Parker, 2010). A

portfolio can measure one or several learning

objectives. The portfolio is full of power, because it

can help students learn what they are learning.

Portfolios give students opportunity to share

responsibility in gathering evidence of what they

have learned. Portfolios are the students’ efforts in

learning movement skills in physical education

through self-directed planning, and/or collaboration

with teachers or other students to achieve learning

objectives, and it can be defined as mastering skills.

The process includes how to learn or master the

skills and efforts to solve problems in learning or

mastering these skills. Then, the process is reported

as the students’ works. The activity report includes

the process of learning movement with all its

problems and reporting the results in a form of

report paper for assessment. From the task which is

planned systematically and structurally, it provide

the students with opportunity to do repetitions (drill)

of the material in gymnastics and find ways to learn

it before solving the problema. The teacher then

evaluates the portfolio report.

2.3 Dificulty in Learning Gymnastic

Learning problems are problems that arise and affect

learning activities. There are several factors

affecting the students to experience learning

difficulties both from internal and external (Abu

Ahmadi, 1991).

2.3.1 Internal Factors

a. Physiological factors, physical causes:

1) Due to illness. Someone who is sick will

experience physical weakness, so the sensory

and motor nerves are weak. As a result, stimuli

received through the senses could not be

transmitted to the brain. The more painful it was

for a long time, his nerves got weaker. Therefore,

he could not go to school for a few days, which

resulted in him falling behind in learning

2) Because it's not healthy. Unhealthy children could

experience learning difficulties because they are

easily tired, sleepy, dizzy, lack of enthusiasm in

concentration, have disturbed thoughts. Because

of these factors, the acceptance and response

toward the lessons were lacking. The brain's

nerves were not able to work optimally in

processing, managing, interpreting and

organizing learning material through its senses.

Commands from the brain that go directly to the

motor nerves in the form of speech, writing, the

results of thought become weak as well.

3) Because of disabilities: a) Minor bodily

disabilities such as lack of hearing, lack of

vision, psychomotor disorders. b) permanent

(serious) bodily disabilities such as blindness,

deafness, mute, loss of hands or feet, as well as

The Factors Affecting Learning Difﬁculties in Gymnastics through Portfolio Model

mild bodily disabilities such as hearing loss,

vision loss or psychomotor disorders.

4) Obesity. Being overweight makes it difficult for

children to move swiftly.

5) Psychological factor. Psychological factors also

affect the appearance of students, including:

a) Motivation according to Leohr in Komarudin

(2016) is energy that makes everything work and

function. Thus, when someone having

motivation, that someone will be compelled to do

something in accordance with their goals they

want to achieve. Self-motivation comes from

within oneself as well as from the outside.

b) Confidence according to Saranson in Komarudin

(2016) is a feeling which contains the strength,

ability and skills to do and produce something

based on confidence for success. Thus, in every

performance self-confidence is really needed.

However, it must be in a proper measurement,

and students should not be over-confidence since

it could actually endanger the students as they

tend to be less vigilant.

c) Talent according to Sardiman (2011) is the ability

of humans to do an activity and has existed since

humans exist. It means that each person usually

has a different talent they brought since their

birth.

d) Abu Ahmadi (1991) stated that the absence of a

child's interest in a learning will lead to learning

difficulties. Learning with no interest may not be

in accordance with their talents, needs, skills, and

the special types of children. As a result, it

caused many problems for them. The presence or

absence of interest in a lesson could be seen from

the way the child followed the lesson, completed

notes, their attention towards the lesson.

2.3.2 External Factors

a. Family Environmental Factors,

1) Parents. According to Eveline and Hartini (2011),

in learning activities a child needs

encouragement and understanding from parents.

The role of parents in the learning process is very

crucial because the hours spend at home are

longer than the children's hours spend at school.

Parents are expected to be able to help when

children get into trouble as well as provide

motivation when children grew weaker in

learning interest and so on.

2) The atmosphere of the house. According to

Eveline and Hartini (2011), the lack of harmony

in the relationship between family members lead

to an uncomfortable learning atmosphere for

children.

3) The economic situation of the family. Abu

Ahmadi (1991: 83-84) argues that the lack of

economic conditions can lead to a lack of

learning tools, lack of funds provided by parents,

which resulted in having no good place to study.

While the economic situation of the family is

excessive, the children will be reluctant to learn

because he spends too much time to have fun.

Maybe he was spoiled by his parents, in which

the parents would not have the heart to see their

children learn with difficulty. Those

circumstances can interfere or hinder the

progress of learning.

b. School Factor

1) Teacher. The teacher can be a reason of learning

difficulties, if:

(a) The teacher is not qualified (Abu Ahmadi, 1991)

either in acquiring the methods used or in the

subjects he/she teaches. This could happen because

the one they teach is not appropriate to the point of

lacking of mastery, especially if they lack of

preparation. As a result, the way they explain is

unclear and difficult to be understood by the

students.

(b) Teacher-students relationship is not good (Abu

Ahmadi, 1991: 84-85). This could be due to the

nature and attitude of the teachers that are less

favored by the students such as: rude, easily angry,

cynical, arrogant, annoying, snapping and so forth.

students’ ability (Abu Ahmadi, 1991). It affects the

students to feel depressed because what is given or

taught is not in accordance with the abilities in the

group, causing only few students to succeed in the

learning.

(d) The teaching methods applied by the teachers

can cause learning difficulties.

2) Infrastructure facilities that are incomplete or in

poor condition causing the presentation of lessons

to be not decent. Mainly for practical lessons, the

lack of field tools would cause difficulties in

learning. Many technological advances have led to

the development of learning tools / education, owing

to the tools that used to be non-exist before but

become exist nowadays. The emergence of these

tools will determine (Abu Ahmadi, 1991):

a) Changes in the teaching methods applied by the

teachers,

b) The depth of knowledge in students’ thinking,

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

c) In meeting the demands from various types of

children. The absence of supporting tools affecting

the teachers to be less creative which causes their

teaching methods did not change and resulting in

boredom and even difficulties for students to accept

and participate in learning.

3) The condition of the building (Eveline and

Hartini, 2011) especially in classrooms / spaces for

students’ learning. The condition of this building

will affect the learning process of the students. At

present, with the large number of students, more

spaces are needed, if the room / space is insufficient,

students will be obstructed in following the learning

process carried out by the teacher. Moreover, the

damaged building conditions can endanger students

and make students feel uncomfortable.

4) Curriculum that is not in accordance with the

condition of education in Indonesia and the current

state of students will create difficulties for students

to follow it. Thus, teachers / educators will have

difficulty to implement the curriculum. An improper

curriculum (Abu Ahmadi, 1991) includes:

a) Materials that are too high to be achieved.

b) The distribution of material is not balanced (there

are fewer lessons for the first class compared to the

higher classes)

c) There is material discrepancy.

The abovementioned aspects will cause learning

difficulties for the students. Conversely, if the

curriculum fits the needs of the students it will bring

success in learning.

5) Learning Time is also very influential in a

learning process. Learning in the morning, afternoon

and evening has each advantages and disadvantages.

The best time to carry out the learning process is in

the morning. It is because during the day in a hot

weather condition causing the students to be less

focused, sleepy, hungry and so on. It also applied in

the afternoon as well, since the students are tired of

doing activities from morning till afternoon, if they

are given instruction in the afternoon the results are

not maximum. Morning learning is more effective

than studying at any other times because the mind

and body are still fresh and in good condition.

3 RESEARCH METHOD

3.1 Research Design

The methods applied in this study were survey and

interview. The population and subjects of this study

were PJSD FIK-UNY students who were in charge

of the basic movement gymnastic lecture in second

semester in 2018.

3.2 Research Subject

All subjects were from PJSD FIK UNY students.

Random sampling technique was used with the total

subjects of 194 students involved in this study.

3.3 Instrument and Data Analysis

Technique

Interview guideline was used as an instrument to

collect the qualitative data using Mile and Huberman

method. The data were analyzed using qualitative

data analysis technique interactively and

continuously until it was completed, so the data were

saturated. The steps in data analysis including data

reduction, data display, and conclusion.

Reducing data could be interpreted as

summarizing, choosing crucial data, focusing on

important aspects, looking for patterns and themes.

By reducing the data, it provided clearer picture, and

made it easier for researchers to conduct the next

data collection.

Data display in qualitative data analysis were

presented in short description, chart, relationship

between categories and flowcharts. Sentences were

arranged logically and systematically, so that the

readers easily understand various things happened in

the study.

The conclusion was a new investigation and

never happened before. The investigation was still

indistinct and becomes clear after it was being

studied. Conclusions needed to be verified to be

impressive enough and were able to be answered.

4 RESULT AND DISCUSSION

Portfolio obtained information about changes in

students’ learning behavior on a constant basis.

Portfolio was always carried out in a learning

context and inseparable from the imminent situation.

The portfolio had a very strong psychological

foundation from strong learning theory known as

Spiro and Bruner's learning theory, and Gardner's

learning model, which developed verbal intelligence

and mathematical logic, and also paying attention to

other intelligences.

To improve learning, portfolios should be

emphasized on the thinking process of the students

covered in the contents of the portfolio (Reeves,

The Factors Affecting Learning Difﬁculties in Gymnastics through Portfolio Model

2010). The portfolio presented insightful material

into students' gymnastic movements in their learning

process, way of thinking, their understanding about

gymnastic movements, ability to express their ideas,

and attitude towards gymnastic activities. It also

talked about thinking process and solving problems

in learning gymnastics.

Based on data obtained by the researchers, it was

found that the difficulty factors in learning

gymnastic skills were categorized in physical factors

and psychological factors. Physical factors including

strength, power, flexibility, and harmonization of

movement. Psychological factors including self-

confidence. There was no single sport that could be

carried out properly without involving the support of

someone’s physical quality. Physical qualities such

as strength, power, and strength were essential in

sports such as athletics, games and other sports.

Similarly, the quality of strength was considered to

be needed by almost all branches of sports that

existed. The idea of the importance of physical

quality in supporting the success of the skills was

also applied in the branch of gymnastics.

A person was considered to not be able to do

gymnastic skills properly if he did not possess the

physical quality required in the movement.

Depending on the weaknesses, the implementation

of the skills performed would show imperfections.

For example, if the student did not have enough arm

strength, he certainly would not be able to do a

handstand, etc. Therefore, it was important that the

teacher realized that for the success of gymnastic

learning in school, students needed to be equipped

with a set of physical qualities required to do

gymnastic skills.

Strength is a very important element in sports

activities, because strength is the driving force and

injury prevention. Moreover, strength plays an

important role in the components of the condition of

other physical aspects such as power, agility and

speed. Therefore, strength is considered as the main

factor in creating optimal performance.

The stronger the muscle owned by someone, the

ability in holding the weight would also get better.

Especially in floor gymnastics in doing Stut (back

extension) movements. Muscle strength was very

important in the implementation of Stut (back

extension), particularly the power of arm muscles

which functioned to push the legs up and hold the

body when the body was in handstand position.

Besides the usual benefits, such as good physical

functioning and better appearance, the development

in strength also provided direct benefits in gymnastic

performances including (Mahendra, 2000):

1. Safety: A stronger gymnast were able to prevent

the occurrence of a dangerous injury when they

fell compared to the weaker gymnasts.

2. Ability: Many gymnastic movements could not

be displayed without more power.

3. Supports other abilities: Abilities such as speed,

endurance, power, etc. were to some extent

depended on the power or strength.

Flexibility is the body's ability to do exercises

with a large or broad amplitude of movement. In

other words, flexibility is the ability of the wrist /

joints to be able to move in every directions

optimally. According to Sajoto (1995), flexibility is

one's effectiveness in adapting to all activities with a

great body stretch . Furthermore, a flexible person is

a person with a wide range of movement in their

joints and has elastic muscles (Harsono, 1988). One

of the factors affecting flexibility is muscle

elasticity. People with a stiff muscle elasticity tend

to have limited joint space

In addition, confidence is an important aspect for

students to achieve the highest achievements.

Athletes in general tend to experience tense

situations (stress) more often compared to the non-

tense feeling (Cik Den Patra, 2006). If the tense

continues, it would cause anxiety for the athletes. To

reduce anxiety, confidence is needed. There are

many aspects that could increase an athlete's

confidence. The most frequent aspect is the success

of previous achievements.

5 CONCLUSION

The difficulty factors in learning gymnastic skills in

this study were categorized in physical factors and

psychological factors. Physical factors include

strength, power, flexibility, and harmonization of

movement. Meanwhile the psychological factors

include self-confidence.

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The Factors Affecting Learning Difﬁculties in Gymnastics through Portfolio Model