Physical Education Program in Elementary School: Motivation

Comparison to Learn Table Tennis using Mini-pong based on Gender

Rizal Ahmad Fauzi

, Indra Safari

, Muhammad Nur Alif

, and Entan Saptani

Primary School Teacher Education Physical Education,Universitas Pendidikan Indonesia,

Jl. Dr. Setiabudhi No. 229, Bandung,Indonesia

Keywords: Modification (Mini-pong), Learning Motivation, and Table Tennis

Abstract: This research was conducted based on the problems in table tennis learning in elementary school. The

problem is lack of motivation to learn table tennis, especially for female students. The purpose of this

research is to examine the difference in students’ motivation in table tennis learning between male and

female students. In this research, 10 treatments were given. The participants were grade 5 students of

elementary school, consisting of 20 males and 15 females. Before and after receiving the treatment, the

participants had motivation tests and were scored using a motivation scale developed by Marten &

Weiber on the pretest and posttest. It is revealed that p-sign value was 0.015 < 0.05, meaning that there

was a significant difference between the motivation in learning table tennis for male and female

students.

1 INTRODUCTION

This research was initiated from problems in table

tennis in elementary school. Some of the apparent

problems were: (1) the standard table was

considered too large for elementary school students

(especially in West Java region), although it had

changed in several regions, which was observed

from the progress of table tennis learning on the

intra curricular level or on the extracurricular level;

(2) the lack of students’ motivation in learning table

tennis games especially for the female students

which was due to the difficulty of table tennis

learning by using standard tables. The female

students were less interested in learning table tennis.

Furthermore, the level of participation seemed

lower; (3) there was not any table tennis learning in

most elementary schools in Indonesia. This was

because table tennis was considered not practical for

learning. In contrast to other materials—such as

soccer which only requires a ball and a field,

volleyball which only requires a net and a ball, and

basketball which only requires a ball and basketball

hoop—table tennis requires a table, a net, a bat and a

ball. In this case, the table can only be used by 8

students. If a class consists of 32 students, there is a

need for at least 4 table tennis tables. These are the

reason why table tennis is not intracurricular.

Table tennis is a sport that has a lot of fans

among the people of Indonesia (Asri, Soegiyanto, &

Mukarromah, 2017); (Safari, 2016; Pujianto, 2015);

(Nuansari, Purnomo, & Yunitaningrum, 2016);

(Jumadi, Simanjutak, & Hidasari, 2017); (Helmi,

2016; Hirdausa, Atiq, & Supriatna, 2014). Table

tennis is the most frequent game played among

children, and it loses its popularity among adults. In

general, the tennis table is visibly more popular

among men, but there is a clear age-related pattern

for this gender gap (Biernat E, Sonia Buchholtz &

Justyna Krzepota, 2018). “In the case of children,

increasing the popularity of tennis tables should start

from teacher-led training” (Herrero, R., Pradas, F.,

Castellar, C.; Díaz, A, 2016).

However, table tennis games were still

unfamiliar for elementary school students in several

regions in Indonesia, especially in West Java

Province. This occurred because the game was not

taught in the elementary school level. Hence, the

game was only known by students of adolescence as

they increase their knowledge and level of

education. One of the classic reasons why table

tennis was not included in curriculum was because

the available facilities and infrastructure were quite

minimal and inadequate (Pairin, 2013). This was

very unfortunate because there were many benefits

from the game including that the table tennis had a

Fauzi, R., Safari, I., Alif, M. and Saptani, E.

Physical Education Program in Elementary School: Motivation Comparison to Learn Table Tennis using Mini-pong based on Gender.

DOI: 10.5220/0009307602030210

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 203-210

ISBN: 978-989-758-457-2

203

greater influence on cognitive functions than that of

other exercise types. (Jeoung, B.J., 2014).

In Sumedang, one of cities in Indonesia, the

elementary schools generally had one table for

tennis table and some had two tables. However,

table tennis material had never been taught to the

students. The reason was that the students' interest in

playing table tennis was considered low, unlike in

other materials such as soccer, volleyball, and other

game materials. The lack of interest (motivation) in

students towards table tennis games was due to the

difficulty of students in learning table tennis games.

Another reason was because the students

experienced difficulties when they learned to play

table tennis with a standard table. Thus, the students

judged that table tennis was difficult to learn.

Another problem was that the female students

seemed to be less interested in learning table tennis,

unlike the male students. In previous research, it was

found that the college students’ exercise motivation

was different acording to the gender, revealing that

that the male students had a tendency to be more

motivated by intrinsic factors, whereas the female

students were more motivated by extrinsic factors”

(Egli et al., 2011; Gao & Xiang, 2008; Gillison,

Standage, & Skevington, 2006).

2 THEORETICAL

BACKGROUND

A table tennis game is played by two or four players

by hitting a ball over the net using a bat. Table

tennis is a game that uses a table as a field bounded

by a net that uses a small ball made of celluloid and

the game uses a bat or a bet (Sudrajat, Nasuka &

Irawan, 2019).

Table tennis game skills include: (a) grip, (b)

stance, (c) types of strokes, and (d) footwork”

(Utama, 2004).” There are four types of strokes,

including: (1) drive, (2) push, (3) chop, and (4)

block (Sutarmin, 2007).

Modifications in general is defined as changing

or adjusting certain tools to make them easier to use

and cheaper to make. Modification can be

interpreted as an effort to make changes with

adjustments both in terms of physical material

(facilities and equipment), as well as in purpose and

manner (methods, styles, approaches, rules and

judgments) (Bahagia, 2010).

Mini-pong is a name of a modified tool from a

standard table tennis game tool. It is made by

reducing the size of the table as the playing medium.

Therefore, it is possible to be used by elementary

school children because of the mini size, with the

length of 100-140 cm, width of 65-76 cm, and height

of 50-66 cm, or they can be adjusted with the player.

This means that it does not have a standard size.

These measurements were obtained from several

sources including http://sportovarylviv.com.

Motivation is a change in energy within oneself

as a strength and drive to meet individual needs

(specified goals). Motivation is a process to increase

a motif or motives into actions or behaviors to

satisfy or fulfill needs or to achieve goals (Nursalim,

et al, 2007). Motivation is divided into two types,

intrinsic motivation and extrinsic motivation.

Intrinsic motivation is a form of encouragement to

learn that comes from within a person and does not

need external stimulation. While extrinsic

motivation is the encouragement to learn that comes

from outside of one’s self (Hapsari, 2005).

Figure 1: Mini-pong Table

(https://aussietabletennis.com)

3 METHOD

This research involved fifth grade elementary school

students, having 20 male students and 15 female

students in total. All the research subjects had

approval from their parents and the school where

they studied. This research was conducted by giving

10 treatments. Before and after the treatments, the

subjects were given an instrument.

The motivation scale developed by Marten and

Weiber (Hidayat, 2010) was built by three

dimensions of motivational constructs, namely 1)

intrinsic motivation, 2) extrinsic motivation, and 3)

amotivation. These three dimensions were then

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)

204

developed into seven indicators, namely 1) intrinsic

motivation to know, 2) intrinsic motivation toward,

3) intrinsic motivation to experience simulation, 4)

external regulation, 5) introjection regulation, 6)

identified regulation, and 7) amotivation.

Table 1: Predictors (Constant), Posttests female students

(Decy and Ryan in Duda and Treasure, 2001)

Regulatory Type of

Motivation

Behavior

Amotivation Nonregulasi

There is not

any internal

or external

motivation,

no perceived

reason for

participation

Non- self-

determined

External

regulation

An athlete/

student is

driven by a

desire to

receive

external

reward

Extrinsic

Motivation

Introjected

regulation

Athlete’s

internalized

reason for

participation

are tied to

internal

Identified

regulation

Participation

is self-

determined

but that

activity is

not

considered

fun

Intrinsic

Motivation

Internal

motivation

Participation

is self-

determined

and is

inspired by

the inherent

pleasure of

the activit

Self-

determined

4 RESULTS AND DISCUSSION

Based on the calculation results using the SPSS

program, the following results were obtained:

a R Square Test (Simple Regression) in

the Male Students

Table 2: Predictors (Constant), Posttest male student

Model Summary

del

R R Square Adjusted R

Square

Std. Error of

the Estimate

Ml .651a .424 .392 3.38825

From the data, it can be seen that the value of the

determination coefficient (R Square) in the

experimental class is 0.424. This means that male

students’ motivation increased by 42.4%.

b R Square Test (Simple Regression) in

the Female Students

Table 3: Predictors (Constant), Posttests female students

Model Summary

Model R R Square Adjusted R

Square

Std. Error of

the Estimate

Fml .607a .368 .319 1.94420

From the data above, it can be seen that the

coefficient of determination (R Square) in the

experimental class is 0.368, which means that the

motivation of female students is 36.8%).

Physical Education Program in Elementary School: Motivation Comparison to Learn Table Tennis using Mini-pong based on Gender

205

c Difference Test of the Two Average

Values at P-Value ≤ 0.05

Table 4:Difference test of Female and Male

Variable T

Sig.

(2-tailed)

Motivation

Male >< Female

2,55 0,015

P ≤ 0.05; there were significant differences before

and after the treatment (there was a significant

increase).

P > 0.05: there was no significant difference before

and after the treatment (there was no significant

improvement).

Based on the calculations, the motivation

variable to learn table tennis games between male

and female students obtained p-sign value 0.015 <

0.05, meaning that there was a significant difference

between the motivation to learn table tennis for male

students and female students.

At the beginning of learning, most students

refused to use mini-pong because they thought that it

was difficult in using the mini pong. In addition, the

skills they had were still inadequate. In order to

make the learning process of table tennis enjoyable,

the teachers must try to stimulate the students to be

motivated because “motivating students is one of the

essential tasks physical education (PE) teachers have

to face in regular PE classes (Rolf Kretschmann,

2014). Therefore, PE teachers had to apply

motivational strategies to engage unmotivated

students and to sustain motivation in the engaged

students (Rolf Kretschmann, 2014).

This situation did not last long; the learning

process gradually gained student responses because

the students were provided with simple games in

learning table tennis games using a mini table.

The motivation to learn table tennis games began

to appear at the 4th meeting. This could be seen

from their involvement in the activity of table tennis.

Some students, especially the boys, competed to do

more and longer drills. This motivation increased

along with their ability which continued to improve.

Student’s motivation affects every aspect of school

life, attendance, academic performance, to extra-

curricular activities (Baranek, 1996).

Student's learning motivation is a form of

encouragement under student psychology and the

level of motivation cannot be observed directly

without using certain tools. However, the impact of

motivation can be observed through behavior. In the

learning process, the researchers could see the

students’ enthusiasm in learning the game of table

tennis. It was indicated by the students that eagerly

wanted to get another turn. For example, when the

students stood in line to take turns to practice with

the specified number of rallies, a student who had

taken his or her turn cuts the line when he or she

should have moved to the back of the line to get

another turn as soon as possible. This is a behavior

of motivation that was shown by students when

learning to play table tennis.

The motivation aspect plays a very important

role in one’s mentality because motivation is one of

the determining factors that affect human behavior.

Having the motivation, one can push himself to

practice more actively and achieve maximum

results. Motivation will encourage someone to

practice, work hard, and endure longer in

participating in a sport or learning activity.

“Motivation is a mental impulse that exists in a

person to drive behavior, to determine the level of

activity, intensity, and consistency to achieve certain

goals." (Hamzah, 2006; Dimyati & Mudjiono,

2002). From a psychological perspective, motivation

is an innate and autonomous mental process (Reeve

J, 1996). In this perspective, motivation depends on

the internal mental processes including needs,

emotions, and cognition. Particularly, the process of

cognition is driven by aspects such as thoughts,

beliefs, and expectations (Chen, A. 2015).

Learning that uses a peer teaching model and a

playful approach encourages students to compete to

be the best. Moreover, giving rewards that stimulate

extrinsic motivation plays a role in these activities or

external factors. External factors include

environmental situational variables (e.g.

motivational climate of the class, teacher’s expertise,

school characteristics, social environment, parents'

involvement, providing choice), and contextual

variables (e.g. curriculum, comprehensive

intervention or PE programs, organized sports

programs, and PE teachers (Blanchard et al., 2007;

Cloes, 2005; Xu F & Liu, 2013). However, this

provoked intrinsic motivation to further strengthen

the motivation in students to do their best in the

activity of table tennis. First, intrinsic motivation

occurs when the students participated in class

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)

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because they enjoyed learning and experiencing the

different practices, which is the most self-

determined form of motivation (González-Cutre,

Sicilia, & Moreno, 2011). Intrinsic motivation

occurs when students participate in class because

they enjoyed learning and experiencing the different

practices, which is the most self-determined form of

motivation (Rolf Kretschmann, 2014).

The motivation that the students had was the

impact of the use of learning tools that could

accommodate student learning. Several

investigations showed that self-determined positive

motivation relates to greater commitment and

adherence to the practice of sport (Standage, Duda,

& Ntoumanis, 2003); (Moreno et al., 2007). The use

of learning aids in the teaching and learning process

can generate new desires and interests, generate

motivation and stimulation of learning activities, and

even bring psychological influence to students

(Hamalik in Arsyad, 2005).

Figure 2: Students Activity with Use Mini-pong

Learning will attract students' attention so that it

can foster learning motivation (Sudjana & Rivai in

Arsyad, 2005). The male students’ motivation was

higher than that of female students, as seen from the

male students’ enthusiasm in taking turns in the

learning process. They wanted to repeat the table

tennis movement more than the female students did.

The male students were more likely to mention

enjoyment, challenge, social recognition, affiliation,

competition, and strength and endurance as

motivating factors for exercise, whereas females

were more likely to state ill-health avoidance, to

maintain positive health, weight management, and

appearance (Lauderdale

et al., 2015). Studies in the

field of motivation and gender show that boys and

girls have different motivations and needs for sports

(Azzarito & Solmon, 2009); (Crosnoe, 2001);

(Daley and O'Gara, 1998); (Meece, Lienke and

Burg, 2006). The two opinions above are in line with

the results of the research. The female students were

more motivated to play with friends compared to

competing with friends, so that they avoided

competition between friends. The boys gave more

importance to the ‘status’, to ‘show that I am better

than others,’ or to ‘win or defeat the other.’ The girls

had higher scores related to the competence, the fair

play and sociability (Gonçalves, Silva and Cruz,

2007).

In addition to motivation, gender roles also

influenced student motivation in learning table

tennis. This was because male and female students

were raised differently in the same environment. As

a result, the male and female students had different

perspectives in participating the table tennis

learning.

In a study on more than 100 students, it was

found that the male students were involved in more

interactions than female students. Likewise, in a

research conducted by 24 professors from Harvard

University found that male students dominated

discussion classes (Santrock, 2003). This was

because male students were better at physical and

verbal skills. Meanwhile, female students preferred

private conversations and intimate conversations that

were oriented towards relationships.

The male students play in large, hierarchically

structured groups, and their groups often regard

someone who is more respected as a leader. This

leader usually tells the other students what to do and

how to do it. Another way for male students to get

attention is by performing physical skills that they

master. In games played by male students, winners

and losers are often used as the topic of debate

(Santrock, 2003). On the other hand, female students

often play in small groups or pairs and the center of

social attention is a close friend of the girls. In the

friendship between female students and their peers,

intimacy is preferred (Santrock, 2003).

The female students were not very fond of

competition, in contrast to the male students who

competed to acquire recognition from friends and

teachers. The female students preferred collaborative

learning with friends and carried out learning

activities together without the desire to be more

powerful in learning table tennis. Hence, their

motivation depends on that of the other friends. The

female students would help each other to achieve

mutual success, but this was rarely seen because

they were not too motivated to do strenuous physical

activities.

Several researches support the situation in which

male students are more interested in doing sports

Physical Education Program in Elementary School: Motivation Comparison to Learn Table Tennis using Mini-pong based on Gender

207

activities such as table tennis compared to women.

"Regarding the importance and usefulness of PE,

male students show a higher value than girls,

(Moreno et al. 2006). The male students perceived

that table tennis was more important to them. This is

because table tennis is a physical activity. Thus,

male students preferred physical activity than the

activities dominated by small muscles. On the other

hand, female students were more interested in doing

activities dominated by small muscles compared to

activities dominated by large muscles such as

sewing, weaving, painting, and painting.

Regarding the motivational types, the data from

this study support that the more self-determined

motivational profile fits for students who consider

that PE is more important (Baena-Extremera et al.,

2012); (Gómez-López et al., 2013); (Granero-

Gallegos et al., 2012); (Moreno et al, 2006).

In this regard, Ennis (1996) says that female

students tend to have more negative experiences

about PE and are less interested in participating in

this field and doing physical activities in their free

time. For example, physical activities will have an

impact on the body, such as sweating and discomfort

when doing sports. This perception is a reason why

some female students do not want to be involved too

much in PE activities.

The motivation shown by male students was

rather extrinsic compared to that of the female

students which was rather intrinsic. The desire of the

male students to look better in front of their friends

made their motivation greater than of the female

students. Even though the motivation shown by

female students was intrinsic, they did not care for

their learning ability and they were just

participating. Therefore, it did not encourage greater

learning motivation.

5 CONCLUSION

Based on the results of the calculation and

discussion, it was found that the motivation to learn

table tennis by using tool modification (mini-pong)

was greater in male students compared to that of the

female students. This was due to the different

motivations that male and female students had when

learning. The male students emphasized respect and

status from friends and teachers resulting in

competition, while female students were more

concerned with participating with friends in learning

and not care for status.

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

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