Development of Physical Education Training Model for Upper

Grade Student in Elementary School

Aflaharani Uhacham

, Panggung Sutapa

Graduate School of Sport Sciences, Universitas Negeri Yogyakarta, Sleman, Yogyakarta, Indonesia

Keywords: Training Model, Circuit Training, Upper Grade Student of Elementary School.

Abstract: This study aims to produce physical fitness training model for upper- grade students in elementary school.

Development research was carried out with following steps: (1) data collection in the field, (2) data analysis,

(3) initial product development, (4) expert validation andrevision, (5) small-scale trial, (6) revision, (7) large-

scale field trial, (8) final revision, and (9) final product development. Small-scale trial was performed to 24

students. The large-scale trial was conducted in three schools. Research instruments included(1) interview

guideline, (2) questionnaire, (3) observation guideline, (4) effectiveness test questionnaire, and (5) student

questionnaire. The data were analyzed by descriptive quantitative and qualitative. The result of this study is

physical fitness training model for upper grade elementary school students use circuit training method.

Assessment of material experts and students show that the model developed is considered good and effective,

and students give positive response, so that the learning model developed is feasible to use.

1 INTRODUCTION

Along with the rapid development of Science and

Technology (IPTEK), children's activities are easier,

more enjoyable, faster and smoother. In other words,

children are truly spoiled by development of science

and technology. This is worsened by reduced spaces

for children to play in the form of field as an area to

exercise, especially in urban areas. As a result,

children’s habits are changed; they are usually active,

but now they tend to bepassive or lazy. Elementary

school children spend more hours sitting in front of

television, video games, or other electronic games

than playing outside requiring moves or basic motion.

Direct impact felt by such lifestyle affects the

children ability to move.

The purpose of teaching physical fitness to

children is not result-oriented but it prioritizes the

process. Children experience in teaching activities is

about the use of useful energy, responsible learning,

and healthy lifestyle. Lessons learned from everyday

life to get good physical fitness are doing physical

activity or training 2-5 times a week for 30-45

minutes and joining Physical Education (PE) at

school.

Based on the observation in several elementary

schools in Special Region of Yogyakarta (DIY), the

researcher found various problems related to physical

fitness of elementary students. One of them was the

low quality of students' fitness in performing sport

practices conducted by teachers in their schools. It

was proved by the phenomena thatthe students often

felt lazy, experienced fatigue and injury while

practicing sports. Sport teachers actually have

performed the procedure at the beginning of the class

by giving warm-up and stretching before doing core

training. In addition, there is still a lack of pleasant

training variations to increase motivation in doing

sports at school.

The researcher found several problems faced by

the teachers at schools, including A lack of teacher

knowledge in applying appropriate training model in

the learning process to improve children's physical

fitness. It results in the lack of teacher creativity in

preparing varied and interesting physical learning

model to avoid boredom. A lack of facilities and

infrastructure can also play a role in students’ low

motivation in sports. Facilities can support the PE and

its learning process. A lack of sport facilities and

infrastructure might cause teachers to use only

available practice tools, while the other practice

material was not even given because the required

tools are not damaged.

There are still limited references or reading

resources about how the educatorr teaches the

386

Uhacham, A. and Sutapa, P.

Development of Physical Education Training Model for Upper Grade Student in Elementary School.

DOI: 10.5220/0009786903860391

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 386-391

ISBN: 978-989-758-457-2

appropriate physical learning model to support the

achievement of desired learning. This makes the

teacher still confused to give physical learning model

which is particularly design for upper grade students

in elementary schools especially with prolonged

learning hours, which is 4 x 35 minutes.

The fact shows that almost 50% of students feel

tired when doing these sport activities for such a long

period because children rarely got these practices in

previous learning experience. Thus, the children

physical fitness abilities have not been maximized.

Children are less enthusiastic and tend to be lazy to

exercise actively, because learning is less interesting.

Children are more interested in doing online games,

gadgets and other electronic games. Children feel

very comfortable to do the game without feeling

bored with a long period of time. On the other hand,

the children state that they only felt tired and bored

with what is taught by the teacher and do not like

running and jumping activities. Games played for a

long time (≥2 hours) without being balanced with

good physical activity will have negative impact on

the children’s physical and psychological health.

Griffiths (2010) states, Boys and girls who used

screen-entertainment for any duration, and

participated in sport, had fewer emotional and

behavioural problems, and more pro-social

behaviours, than children who used screen-

entertainment for ≥ 2 hours per day and did not

participate in sport.

Students can be observed on how good their

physical fitness is with the assumptions that

elementary school students already have the ability to

adjust easily with their daily activities, especially

those involving moves. Therefore, PE, sport, and

health program is expected to contribute to children’s

growth process and development. Success of physical

education programs at school is strongly influenced

by many factors such as teacher, student, facilities

and infrastructure factors. To develop elementary

school students’s motor skills, it demands the model

that is suitable with the characteristics of children

who like to play.

Based on the statement of Metzler & Michael (in

Nasution & Suharjana, 2015), "someone

demonstrates the way others should act or think to be

a model by example". Physical fitness training for

elementary school students have the characteristics

and intensities adjusted to students’ age and stages of

development. The intensities and principles of

training that need to be considered are the right

frequency, intensity, type and duration for elementary

students, for example the frequency of good physical

training for children constitutes 3 times per week. The

main goal of physical training is to maintain or

improve physical fitness. Statement above is

reinforced by Lumintuarso (2013) who states that the

frequency of training for multilateral athletes ranges

only 3 times a week. Therefore, it can be concluded

that physical fitness training for elementary students

is sufficiently carried out in 3 times per week.

Based on the information above, the researcher

attempts to develop an attractive physical fitness

training model that suits the needs of elementary

school students. The new model is created with circuit

system from step 1 to the next step. PEteachers need

to do it as a variety and solution to sport materials in

physical fitness development so that students do not

experience boredom in doing sports and can do it

independently in their home.

The training consists of sport activities related to

health such as muscle strength, muscle endurance,

heart-lungs endurance, flexibility, and body

composition. The research participants include

students and teachers from Muhammadiyah Sapen

Elementary School, Muhammadiyah Gendeng

Elementary School, and Muhammadiyah

Purwodiningratan 2 Elementary School in the

Yogyakarta. The reason why the researcher selected

sports related to health was because these health

factors are initial foundation in physical fitness.

2 METHODS

The type of this study was research and development

which aims to develop certain products and test the

effectiveness of those products (Sugiyono, 2014).

2.1 Development Procedure

This study uses simplified steps of Gall, Gall, & Borg

(2007). Gall’s et al. development model was later

modified more simply into nine steps including (1)

data collection in the research site, (2) data

analysis(3) initial product development, (4) expert

validation and revision, (5) small-scale field trial, (6)

revision, (7) large-scale field trial, (8) final revision,

and (9) final products development.

2.2 Research Participants

Research participants in this study were students of

upper grade elementary schools. Small-scale trial was

conducted at Muhammadiyah Sapen Elementary

School to 24 students. Large-scale research was

conducted in three schoolsinvolving 26 students of

grade IV at Muhammadiyah Sapen elementary

Development of Physical Education Training Model for Upper Grade Student in Elementary School

387

school, 22 students of grade IV at Muhammadiyah

Gendeng elementary school, and 24 students of grade

V atMuhammadiyah Purwodiningratan Elementary

School 2.

2.3 Research Instrument and Data

Collection Technique

The instruments used were interviews, observation

sheets, and a set of questionnaires for material experts

and media experts, questionnaire for participants in

the field trial, and instruments for observing model

effectiveness.

2.4 Data Analysis Technique

This study employs qualitative and quantitative data.

Effectiveness test was performed by quasi-

experimental method by comparing the results of the

pre-test with the post-test results. The data were

analysed using statistical tests called T-test.

RESULTS

Based on results of field studies and literature reviews

related to the needs of upper grade students in

elementary school to improve physical fitness, the

initial product design should consist of six post

circuits; (1) running, throwing, and ball catching post,

(2) deer jumping post, (3 ) sit up and back up post, (4)

stretching with ball posts, (5) aerobic gymnastics

post, and (6) hunter and predator post. The initial

product design which had been arranged was then

validated by experts to determine product feasibility

before being tested in the field. Physical fitness

training program model for Upper Grade elementary

school students is as follows:

3.1 Post of Running, Throwing, and

Chest Pass Catching Ball

Figure 1: Post of Running, Throwing, and Chest Pass

Catching Ball.

How to Play:

a) The student should work in pairs, starting from

initial marker, moving to the last marker and then

finishing simultaneously in the initial marker.

b) First student throws and the second student

catches the ball, then both students run sideways

together. After arriving at the marker, the second

student throws the ball back and the first student

receives the ball.

c) The moves are performed alternately until the two

students arrive at the final marker.

d) Direct moves continued from the final marker

back to the initial marker without break.

e) The session finishes after 25 seconds, when the

teacher makes a stop signal by blowing the whistle

and the student immediately moves to the next

post.

3.2 Post of Leg Raise

Figure 2: Post of Leg Raise

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)

388

How to Play:

a) Each student lifts the leg with the starting position

of the horizontal body with shoulder-width- feet.

b) The student lifts one right leg up straight until it

forms 90 degree angle, then changes to lower the

right leguntil it touches the mat.

c) In the second move, the student alternates lifting

the left leg until it is straight up and forms 90

degree angle, then changes to lower the left leg

until it touches the mat.

d) The moves are carried out repeatedly until the

specified time limit.

e) After 25 seconds, the teacher will blow the whistle

as session for each post finishes and moves to the

next post.

3.3 Post of Plank

Figure 3: Post of Plank

How to Play:

a) The student does plank position by holding the

weight on the arm with bent position, and the knee

should be in parallel position with the back.

b) The student starts moving from the middle

position, then the first student shifts to right and

vice versa. The second student shifts to the left by

passing the predetermined marker.

c) Both students return to the centre; the first child

shifts to the left and the second child shifts to the

right.

d) For girls, it is possible to do plank position with

both knees touching the floor.

e) The session is completed after 25 seconds when

the teacher makes a stop signal by blowing the

whistle and the child moves to the next activity

post.

3.4 Post of Super Kids

Figure 4: Post of Super Kids

How to Play:

a) This activity is performed in pairs and groups.

b) The student moves with prone position then raises

hands and feet together, then does push-ups.

c) For girls, it is allowed for both knees to touch the

floor when doing push ups.

d) After 25 seconds following the training session,

the teacher blows the whistle as the post finishes

and the student moves to the next post.

3.5 Post of Balancing

Figure 5: Post of Balancing

How to Play:

a) This activity is carried out in groups and in pairs.

b) The moves are performedwith the body standing

on the right leg first, and the left leg is pulled back

with the lower back down parallel to the left leg.

Hands are down by holding the ball.

c) The student changes the leg, and practice the same

moves as the previous one.

d) Post activity session finishes when the teacher

blows the whistle after the time limit (25 seconds)

and the students move to the next post.

Development of Physical Education Training Model for Upper Grade Student in Elementary School

389

3.6 Post of Jumping Jacks

Figure 6: Post of Jumping Jacks

How to Play:

a) This post is carried out in pairs and in groups.

b) Student moves jumping jacks by jumping and

raising both hands until they clap on top of the

head simultaneously then the feet land and both

hands are back down to the side of the body.

c) Students jump dynamically and without

interruption.

d) After predetermined time limit (25 seconds), the

teacher blows the whistle as a signal that one

training session for each post is complete and the

students move to the next post.

3.7 Post of Squat with the Ball

Figure 7: Post of Squat with the Ball

How to Play:

a) This post is performed together with their

partners/pairs.

b) Student performs squat with initial position

holding the ball in front, then lifts the ball straight

up and back position. This is performed by

pressing forward and both knees slightly bend

while squatting down.

c) The moves are practised dynamically.

d) After predetermined time limit (25 seconds), the

teacher blows the whistle as a signal that one

training session for each post is complete and the

students move to the next post.

3.8 Post of Squat Trush

Figure 8: Post of Squat Trush

How to Play:

a) This post is performed together and in pairs.

b) Students perform the activity with initial standing

position, and then the hip is pulled back with a

slightly lowered back position while facing

forward. Hands are straight forward and the body

jumps up straight up.

c) This is practised several times up to the specified

time limit.

d) This activity session finishes when the teacher

blows the whistle as a stop signal.

DISCUSSION

The final goal of this development research is to

develop a product of physical fitness training model

for upper grade elementary school students. This

model is packaged into a VCD equipped with a

guidebook. The guidebook is intended to explain

more specifically about the model, so that the teacher

as a field practitioner and the readers will understand

the purpose, the tools needed, the tool preparation,

and how to do physical fitness training model for

upper elementary school student.

The final product consists of 8 posts, which are:

(1) running, throwing, and catching ball (chest pass),

(2) leg raise, (3) plank, (4) super kids, (5) balancing,

(6) jumping jacks, (7) squats with ball, and (8) squat

thrush. Development of physical fitness training

model for upper grade elementary school starts from

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)

390

stage (1) data collection, (2) data analysis, (3) initial

product development, (4) expert validation and

revision, (5) small-scale field trial, (6) revision, (7)

large-scale field trial, (8) final revision, and (9) final

product development. The product of this

development research is a training model guidebook

entitled "Physical Fitness Training Model for Upper

Grade Student in Elementary School ".

The model is appropriate for students of upper

grade elementary school. This research model has

been tested in a small-scale and in large-scale area.

Evaluation from experts and teachers show that this

training is suitable as one of the physical activities to

improve the elementary school students’ physical

fitness. The physical fitness training model for upper

grade elementary school students is developed in

accordance with children’s characteristics of.

Observed from the learning process, children get

bored quickly, so the developed game model consists

of playing activity. Games provide many benefits for

children, such as (1) get joy and entertainment; (2)

develop intelligence/intellect; (3) develop fine motor

skills; (4) develop rough motor skill; (5) improve the

ability to concentrate; (6) improve the ability to solve

problems; (7) develop social skills; (8) serve as a

medium for expressing thoughts; (9) improves

healthiness. In terms of the possible challenges of the

training model, it also adapts to the abilities of upper-

grade elementary school students and equipment used

in the game are safe as it has been modified using soft

balls and non-hazardous tools (Achroni, 2012).

5 CONCLUSION

From the results of material experts and student

questionnaires, it can be concluded that the product is

packaged in forms of VCD and guidebook entitled

"Physical Fitness Training Model for Upper Grade

Elementary School Student". The developed training

model is suitable to improve physical fitness of upper

grade elementary school students. This training

model was designed for upper grade elementary

school students consisting eight posts, which are (1)

running, throwing, and catching balls (chest pass), (2)

leg raise, (3) plank, (4) super kids, (5) balancing, (6)

jumping jacks, (7) squats with ball, (8) squat thrush.

The physical fitness training model for upper grade

elementary school students was arranged effectively

for improving physical fitness. Achievement level

values indicate an increase in physical fitness during

the effectiveness test.

REFERENCES

Achroni, K., 2012. Mengoptimalkan tumbuh kembang anak

melalui permainan tradisional. Javalitera. Yogyakarta.

Borg, W.R. & Gall, M.D., 2007. Educational research. (An

introduction), 7th edition. Longman. New York &

London.

Griffiths, L.J., 2010. Association between sport and screen-

entertainment with mental health problems 5-year-old

children. International Journal of Behavioral Nutrition

and Activity. (87): pp. 512-37.

Lumintuarso, R., 2013. Pembinaan multilateral bagi atlet

pemula pedoman latihan dasar bagi atlet muda

berbakat. UNY Press. Yogyakarta.

Metzler & Michael, W., 2011. Instructional models for

physical education (3rd ed). Holcomb Hathaway,

Publishers, Inc. USA.

Sugiyono., 2014. Cara mudah menyusun skripsi, tesis, dan

disertasi. Alfabeta. Bandung.

Development of Physical Education Training Model for Upper Grade Student in Elementary School

391