Implementation of Rules and Routines in Physical Education

Teaching and Learning in Yogyakarta

Sriawan

, Abdul Mahfudin Alim

Faculty of Sport Sciences, Universitas Negeri Yogyakarta, Jl. Colombo No.1 Yogyakarta, Indonesia

Keywords: Rules, Physical Education, Special Region of Yogyakarta

Abstract: The purpose of this study is to identify the implementation of rules and routines in physical education

teaching and learning in Special Region of Yogyakarta (DIY). The design and methodological approach

employed in this study is descriptive method study. The descriptive method design used is descriptive

quantitative. The population in this study is physical education teachers who teach at public elementary

schools, public junior high schools and public senior high schools in Yogyakarta. Using purposive sampling

as the sampling technique, this research only took those who teach at public schools as the samples of the

research. Furthermore, this research also used proportional sampling; the researchers only took 12.5% of

physical education teachers at each level of education. To collect the data, questionnaire was used. The

research subjects consist of 233 teachers who are teaching at different levels; 185 teachers are teaching at

elementary school level, 27 teachers are teaching at junior high school level, and 21 teachers are teaching at

high school level. Based on the results of data analysis, identification of the implementation of rules and

routines in physical education teaching and learning in Yogyakarta as a whole are categorized sufficient,

with the average value (mean) of 35.57 (64%). The identification of the implementation of rules falls into

the category of sufficient with the mean value of 20.45 (54.1%) while the implementation of routines falls

into the category of good with the mean value of 14.91 (54.1%).

1 BACKGROUND

There are no productive activities that can work in a

group without cooperation among its members. We

all have seen or felt a learning stopped because of

the attitude of one or two students. Therefore, the

basic task of teachers in the classroom is to create

orders to obtain and maintain collaboration with

students in various activities or class activities.

The purpose of classroom management is to

maintain positive and productive learning

environment. Classroom management is a complex

behavior problem, and teachers use it to create and

maintain classroom conditions in such a way where

students can learn well and achieve the learning

goals effectively and efficiently.

Handling a multidimensional physical education

classroom where many physical activities are carried

out in an open space becomes a challenge for

physical education teachers. To make the students

cooperative, a teacher needs to plan various

activities, prepare materials, make behavioral and

academic guidance which are appropriate for

students, provide clear signals, make smooth

transitions, and many more. In other words, a

physical education teacher must know good

classroom management.

Many studies have found that not all time

allocated for academic activities is actually spent on

those activities. The time of engagement depends on

the teacher's ability to organize and manage the

classroom as an effective and efficient learning

environment where tasks or activities run smoothly,

transitions are brief and regular, and little time is

spent due to disturbances related to student behavior.

Without efficient rules and procedures, a lot of time

is only spent on controlling the students’ behavior.

Physical education teachers must create a

positive atmosphere by managing the learning

environment so that the students feel safe and

comfortable. Classroom management is therefore a

technique used by a teacher to maintain learning

environment that is relatively free from various

behavioral problems. A managerial system related to

classroom management in an effective physical

Sriawan, . and Alim, A.

Implementation of Rules and Routines in Physical Education Teaching and Learning in Yogyakarta.

DOI: 10.5220/0009788904710479

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 471-479

ISBN: 978-989-758-457-2

471

education learning begins with rules and routines or

procedures that are applied.

Physical education does not only pay attention to

the activity taken place; it also takes into

consideration the beginning and the completion of

activities such as the arrangement of physical

education class, the ways the students come to the

class, how they change clothes, until how they leave

the class. Therefore, a physical education teacher

must be able to arrange the class in a such way so

that there will be no problem that can disrupt the

learning process.

Generally, the problems that often emerge in a

physical education class are related to student

behavior problems which tend to inhibit learning

activities. To anticipate those problems, the teacher

must always have awareness of what is happening in

the classroom, pay attention to all students, and be

aware of potentially deviant behavior.

Problems faced by teachers, both beginner and

experienced ones are related to classroom

management. The challenge as a teacher of physical

education is to create learning environment that

supports the implementation of teaching and

learning process so that the students can achieve

their learning goals. Success in the teaching and

learning process begins with good class

management.

Based on a focus group discussion (FGD) of

physical education teachers conducted in

Gunungkidul regarding classroom management, it is

found that some teachers still faced several

challenges in managing student behavior. Physical

education teachers said they already have rules and

routines/procedures. Actually, they would not

experience many difficulties if they had

implemented those rules and routines. The problem

is that they did not have them in a written form. In

fact, rules and routines should be published to all

people who are involved, so that the learning process

will not be disturbed because of problems related to

attitudes (behavior). Early handling in classroom

management refers to proactive actions, not reactive,

which are done by applying rules and routines.

From the background above, the researchers

conducted a limited survey to the teachers of

physical education in Special Region of Yogyakarta

as a preliminary study to amplify data collection.

This limited survey was carried out through online

surveys using quisionaire. The results of the limited

survey conducted by researchers through online

surveys show that in general, each school already

has school rules and procedures (school policy).

However, not all schools and physical education

teachers have rules and routines for their classes,

especially in the form of written rules. The results of

the survey furthermore show that there are only

18.18% of respondents who made written rules and

routines.

As we know, the rules will be strong if it is

made in a written form and it is clearly explained

and understood by those who are involved in this

matter, including the principal, other subject

teachers, the students itself, and more importantly

the parents / guardians of the students. So, when the

students get the consequences of violations they

have made, their parents will also know it.

Therefore, the researcher continued to conduct

broader research to find out more clearly the

identification of the application of rules in physical

education learning in Special Region of Yogyakarta.

2 THEORITICAL REVIEW

2.1 Implementation

Webster mentions that "short to implement” (means)

means to provide the means for carrying out;

(providing a means to implement something); to

give practical effect to (cause impact / effect on

something). Implementation is where the action is

(Wahab, 2008). Implementation is a strategic stage

where closeness to customers, achievement of

competitive advantage, and pursuit of excellence

come true (Pearce and Robinson, 2008).

Implementation is as implementation or application.

The definition of implementing is implementing or

implementing (Ministry of National Education,

2008).

According to some experts above,

implementation can be defined as a realization in the

form of action. So it can be concluded that the

implementation / application in a learning is more

directed to the application in the form of actions that

are in accordance with existing theories in a real way

to support a learning process.

2.2 Rules and Routines

A successful managerial system begins with the

development and formation of rules and routines in

the class. In planning rules and routines, the teacher

must consider the needs of students and the physical

environment of the class. Some literature states that

it is very important for teachers to create the right

learning environment on the first day at the

beginning of the new school year. Why should it be

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)

472

at the beginning? Because if it is done in the middle

of the semester, there are things related to

inappropriate behavior the teachers cannot control

since there is not any clear rule regarding the

behavior. On the other hand, if the rules have been

explained from the beginning, everything will go

well. Therefore, it is suggested that teachers need to

explicitly teach the rules and routines and to

constantly monitor them, and make these activities

as their routine afterward.

Rules refer to general expectations for behavior

in specific tasks. We identify appropriate and

inappropriate behavior and situations in certain

behaviors that are acceptable or unacceptable.

Routines are procedures which need to be followed

in daily classroom activities. In particular, routines

refer to specific procedures for carrying out tasks in

the class. The teacher must establish routines

frequently and make them as assignments so that

more time can be dedicated to the substantial part of

the lesson. If we do not have rules and routines, our

time will be wasted because it is only spent to

remind students of their attitude (behavior).

Siedentop explained in Mawer (1995) that rules

and routines are the foundation of a "managerial

work system" which is a structure that is

unambiguous and clearly defined, and which

regulates the limits of behavior and expectations of

the teacher. Meanwhile, Tannehill (2013) explained

that an effective management system have a

beginning from the development of routines and the

determination of class rules for appropriate behavior.

The two experts above explain that rules and

routines are an important unity and are a foundation

for managing classes in order to create behavior as

desired. Applying clear rules and routines will

certainly create an effective learning atmosphere

while forming student behavior or character.

According to Kamus Besar Bahasa Indonesia

(KBBI) rules are the order (instructions, rules,

provisions) that are made to regulate things. Hurlock

(1978) argues that rules are a pattern which is set for

behavior. Rules or orders are something to regulate

behavior that is expected to occur to someone

(Ekosiswoyo and Rachman, 2002). Rules and orders

are something to regulate the behavior expected of

students. Arikunto (1993) also suggests that class

rules are applied to provide control of student

behavior expected by the teacher. Likewise,

Ambarita (2006) defines classroom rules as

guidelines agreed upon between the teacher and all

class members which are used to manage all

available resources in the class.

Based on the above understanding, it can be

concluded that rules are things provided to regulate

something as desired. Therefore, the application of

rules in the classroom is a key to control a class that

is expected by the teacher so that the learning can

take place efficiently. The learning process in

physical education classroom is slightly different

from other learning classes. Physical education

learning process is often done outside the room or at

the sports hall / gymnasium, so the rules that must be

applied are of course a little bit different. Rink in

Evridiki, et al. (2010), provides the following

guidelines for teachers in preparing rules: (1) rules

should be developed cooperatively with students

when it is possible, (2) rule should be communicated

in language that is age appropriate, (3) rules should

be few (four to seven) so the students will remember

them, (4) state rules positively and provide both

positive and negative examples, (5) rules must be

consistent with school rules, (6) develop the

consequence and clearly identify their relationship to

rules violation, (7) reinforce the rules consistently

and fairly, and (8) make sure the students understand

the rules

Physical education classes may be slightly

different compared to regular classroom settings. In

addition, the unique context of physical education

learning requires additional rules to make the

learning meaningful and positive. Siedentop and

Tannehil (2000) suggest that the rules for physical

education class must include the following

categories: (1) safety, (2) respect for other, (3)

respect for the learning environment, (4) support for

other learning, and (5) trying hard.

According to Rink (2006) in (Evridiki, et al.,

2010), the following rules are generally the basis for

making positive and safe environment in physical

education: (1) when others are talking, we try not to

talk, (2) we are supportive of our classmate’ effort,

(3) we respect the rights of others, (4) we take care

equipment, and (5) we try our best.

Rules consist of written rules and unwritten rules

in which written rules have legal or formal legal

power while unwritten rules are limited to verbal

agreement. Good way to teach students about class

rules and let them do a review is to publish the rules

in a public area, such as locker room or the entrance

of a gymnasium (Matzler, 2005) explains that a.

Brenny and Martin (2005) also suggests several

consideration in implementing rules: (1) spend time

introducing classroom rules by explaining,

modeling, and practicing the rules, (2) post the rules

of the classroom on the wall near the designated area

where you will talk to students who misbehave, (3)

Implementation of Rules and Routines in Physical Education Teaching and Learning in Yogyakarta

473

send a copy of the rules home with students with a

section for parents/guardians and students to sign

that they agree and will abide by the established

rules.

When establishing rules, develop the

consequences that will result in if the rule is not

followed. State rules positively to show students

how to behave instead of stating how not to behave.

A negative indicates that students are doing

something wrong.Physical education learning must

indeed have a good learning atmosphere so that

problems can be minimized. Good rules will

certainly support the learning atmosphere. Rules will

help children learn behaviors needed to work with

others and make children learn discipline. According

to some experts above, rules are something that is

sought to regulate and the means to achieve

something to fit the desired goals. Rules will also be

better if they are written, so that they will be legaly

strong. Rules are studied through written rules and

through continuous examples, so that they get the

right and appropriate responses to the rules. In order

for rules to be more effective, rules must be clear

and enforced fairly and consistently.

Based on the above explanation, it can be

concluded that several things need to be considered

in applying / implementing rules in physical

education classroom, namely: rules should be

developed cooperatively with students; rules should

be communicated in language that is age

appropriate; rules should be few (four to seven) so

the students will remember themrules should be

stated positively with the provision of both positive

and negative examples; rules must be consistent with

school rules. Furthermore, several things can be

done to implement the rules: develop the

consequence and clearly identify their relationship to

the rules’ violation; reinforce the rules consistently

and fairly; make sure the students understand the

rules. Lastly, the rules should include several ideas,

namely safety, respect and be polite with others;

respect for the learning environment; support for

other learning; trying hard and must be published.

2.3 Routines/Procedure

Routine comes from the word "routine", which

based on Kamus Besar Bahasa Indonesia, it has two

meanings: the skills (intelligence) obtained by

someone because it is done repeatedly; habits, or

anything that is usually done (Poerwadarminta.

2006). Routines specify procedures for performing

tasks within the classroom. Any tasks that are

repeated frequently (for example, attendance, stop

and start signals) should be made into a routine

(Tannehil, 2013). It can be concluded that a routine,

which can be called as procedure, is an activity

carried out regularly and repeatedly to achieve a

thing.

Procedures, often called routines, describe how

various activities are carried out in the classroom;

procedures are a way to solve various things in the

classroom. As mentioned before, routines, or the

procedures for completing assignments or special

tasks in class differs from regulations. In this case,

routines / procedures usually refer to special

activities and they are usually intended to complete

tasks rather than prohibiting behavior (Graham et al.,

2001). Routines must also be taught at the beginning

of the year. Students will need more practice in

doing their routines and constant reinforcement.

Literature shows that the most important factor that

influence the formation of routines in the classroom

is the level at which teachers consistently strengthen

routines. Research also shows that routines need to

be taught specifically as one of the teaching content.

Teaching routines mean that the teacher must use

explanation, demonstration, practice with feedback,

and all other elements related to learning. In other

words, the key to teaching routines effectively is not

different from the key to teaching sports skills

(Siedentop & Tannehil, 2000). Siedentop &

Tannehil (2000) provide the following teaching

strategies in determining routines: (1) explain and

show. Explain procedures in comprehensible

language for a certain age, and show them clearly to

the students, (2) show by example. Showing the

wrong way to do something rather than showing it

the right way, (3) practice. Provide opportunities to

practice routines or procedures, (4) expect

perfection, reward direction. You must expect

children's perfection and support them because they

gradually get better and better, (5) use a positive

model. When students or groups successfully carry

out the procedure, show it to the whole class, (6)

provide feedback. Strengthen success and

improvements and provide behavioral feedback

specifically rather than general feedback, (7) use

activities to practice the routine. Use several

activities that allow children to practice certain

routines, and (8) check children's understanding.

Ask them to explain the procedure and why it's

important to do it right.

Routines must be taught for all procedural

aspects of the lesson. For example, children must

know what to do when the teacher gives a signal for

attention or how to return to the class. Literature

shows that successful teachers must establish

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)

474

routines for activities that commonly occur in

physical education lessons. To run smooth and

efficient learning, routines must be established

during the following events: (1) Entering the

gymnasium, (2) Getting Equipment, (3) Gathering,

(4) Gaining attention, (5) Choosing partners, (6)

Taking drinking water, (7) Establishing boundaries,

(8) Finishing, (9) Leaving the gymnasium

(Siedentop and Tannehill, 2000)

Children need to know the right procedures to

handle those events. When the teacher has set a

routine for physical education learning, students

know what the expected behavior is and are more

likely to behave appropriately (Rink, 2006). Fink

and Siedentop also point out that to create effective

physical education learning, the teacher must bring

this up in his or her routine: (1) pupil method of

gaining teacher attention, teacher method of learning

pupil attention and request for quiet, (2) transitional

management routines - subsidiary dispersals, pupils

‘gathering’ together (to a designated area) equipment

(how to get equipment out, put equipment away, and

ways of handling equipment); organizing pupils into

pairs; up to returning to a central base, (3)

instructional management routines –starting activity;

defining boundaries of the class work space;

defining boundaries of individual work space;

retrieval of equipment (e.g. ball, shuttlecock, etc.)

that may have invaded other pupils’ work areas, (4)

housekeeping routines or general knowledge of

school procedures, such as: fire drill; dress;

collection of valuables; grading/assasment; going for

drink; accidents, and (5) closure routines –finish or

end of activity routines and leaving the work space

(gym or field) routines.

Carol Weinstein and Andy Mignano in Anita

(2007) recommend teacher routines as follows: (1)

administrative routine, (2) movement of students,

such as entering and leaving or going to the

bathroom, (3) housekeeping, such as watering plants

and tidying their own things, (4) routines for lessons

to be achieved, such as collecting assignments or

returning homework, (5) interaction between teacher

and student, and (6) talk to students.

Some of the above theories explain what

technical aspects which must be present in a physical

learning routine so that it can take place effectively.

Using class routines consistently would lead to

benefits for students' behavior and learning

(Tannehill, 2013). It would be very useful if students

practice and repeat classroom management routines,

such as gathering, finding their own space, and

putting equipment properly (Matzler, 2005).

Although this will take a little longer at the

beginning, it will be very useful in the future since

the routines will be done in an efficient and correct

way. Kathleen Brenny (2005) recommends making a

list of procedures that you must explain before

school starts, demonstrations, and exercises.



Periodically, hold class meetings to find issues that

exist in the class, explain new procedures, or

develop plans to create projects. Give students a way

to show themselves, solve problems, and support

one another.

From some expert opinions above, it can be

concluded that the routine or procedure is an activity

carried out regularly and repeatedly. Routine in

physical education learning is also a procedure for

carrying out tasks in physical education. Some

things that need to be considered in designing

physical education learning routines include practice

and review, preliminary routines, transitional

management routines, instruction management

routines, housekeeping routines or general

knowledge of school procedures, and closure

routines.

3 RESEARCH METHOD

3.1 Design

The design and methodology approach in this study

is quantitative descriptive. Descriptive research is a

study conducted to see the description of the

research objectives based on existing data.

Particularly, this study is aimed to get an overview

of implementation of rules and routines in physical

education learning in Special Region of Yogyakarta.

3.2 Research Population and Samples

The population in this study was Physical Education

teachers in DIY who teach at public elementary

schools, junior high schools, and senior high schools

in Yogyakarta. The sample techniques used were

purposive sampling and proportional sampling.

Purposively, this study involved those who teach at

public schools as the sample. Proportional sampling

technique was chosen because researchers only took

12.5% of physical education teachers at each level of

education in DIY area.

Implementation of Rules and Routines in Physical Education Teaching and Learning in Yogyakarta

475

3.3 Data Collection Techniques and

Instruments

Data collection techniques and instruments

employed a questionnaire with two answers, namely

“Yes” or “No”. The research involved 233 teachers

consisting of 185 elementary school teachers, 27

junior high school teachers, and 21 senior high

school teachers. In total, 162 teachers filled in online

form while 77 people filled in the form manually

because they were not used to filling out

questionnaires online.

The data were analyzed quantitatively through

statistical techniques by looking at the frequency and

percentage of the data distribution. The next stage of

the study was analyzed in a descriptive analysis of

the percentage (Syarifudin, 2010). The results of the

data analysis were then categorized into good,

sufficient and low.

4 RESULTS

Statistical calculations identified that the

implementation of rules and routines as a whole in

physical education class in Yogyakarta falls into the

category of sufficient. Statistical data calculations

show mean: 35.37, std. deviation: 2.93, range: 15,

minimum: 15, and maximum: 40. The

categorization of the implementation of rules and

routines as a whole is shown in the table below:

Table 1: Categories of the implementation of rules and

routines as a whole.

Range Score Category

>38.3 Low

32.44 ≤ 38.3 Sufficient

<32.44 Goo

Table 2: Categories of the implementation of rules and

routines as a whole based on percentage.

Interval Frequency Percentage Category

1 18 8 % Low

2 150 64 % Sufficient

3 65 28 % Goo

Total 233 100%

Figure 1: Pie chart of the implementation of rules and

routines as a whole.

3.4 Rules Variable

Statistical calculations identified that the

implementation of rules in physical education class

in Yogyakarta falls into the category of sufficient.

Statistical data calculations obtained show mean:

20.45, std. deviation: 2.15, range: 11, minimum: 11,

and maximum: 24. The categorization of the

implementation of rules is shown in the table below:

Table 3: Categories of the implementation of rules.

Range Score Category

> 22.61 Low

18.3 ≤ 22.61 Sufficient

<18.3 Goo

Table 4: Categories of implementation of rules and

routines as a whole based on percentage.

Interval Frequency Percentage Category

1 20 8.6 % Low

2 126 54.1 % Sufficient

3 87 37.3 % Goo

Total 233 100%

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)

476

Figure 2: Pie chart of the implementation of rules.

Table 5: Percentage of answer “Yes” and “No” for each

indicator of rules.

No Indicator

Answer

Yes

(%)

Rules should be developed

cooperatively with students

Rule should be

communicated in language

that is age appropriate

97 3

Rules should be few (four to

seven) so student will

remember the

79 21

State rules positively and

provide both positive and

ative exam

les

Rules must be consistent

with school rules

Develop the consequence

and clearly identify their

relationship to rules

violations

Reinforce the rules

consistentl

and fairl

98 2

Make sure the students

understand the rules

90 10

9 Safet

83 17

Respect and be polite with

others

95 5

Respect for the learning

environment

12 Support for other learning

13 Trying har

94 6

14 Publishe

39 61

Total percentage 89 11

From the table above, it can be concluded that

the rules have been implemented well. However,

there is still an indicator that need to be considered,

namely the indicator of publication. It can be seen

that only 39% of the respondents said they had

published the rules, while 61% of them had not yet

published the rules. Occasionally, a theoretical study

of the subject is conveyed to the local government

and announced in a public area, such as in the

changing rooms or at the entrance of a sports

hall/gymnasium.

3.5 Routines Variable

Statistical calculations identified that the

implementation of rules in physical education class

in Yogyakarta falls into the category of sufficient.

Statistical data calculations obtained show mean:

20.45, std. deviation: 2.15, range: 11, minimum: 11,

and maximum: 24. Categorization of the

implementation of rules is shown in the table below:

Table 6: Categories of the implementation of rules and

routines as a whole.

Ran

e Score Cate

> 16.208 Low

13.61 ≤ 16.208 Sufficient

< 13.61 Goo

Table 7: Categories of the implementation of rules and

routines as a whole based on percentage.

Interval Frequenc

Percentage Categor

1 76 32.6 % Low

2 49 21.0 % Sufficient

3 108 46.4 % Goo

Total 233 100%

Figure 3: Pie chart of the implementation of routines.

Implementation of Rules and Routines in Physical Education Teaching and Learning in Yogyakarta

477

Table 8: Percentage of answer “Yes” and “No” for each

indicator of routines.

No Indicator Answer

Yes

(

)

(

)

1 Practice and review 82 18

2 Preliminary routines 98.5 1.5

3 Transitional

mana

ement routines

97 3

4 Instruction

management routines

96 4

5 Housekeeping routines

or general knowledge of

school

rocedures

84 15

6 Closure routines 98 2

Total percentage 93 7

From the table above, it can be concluded that

the application of routines can be said to have been

implemented very well. It can be seen that only 7%

of the respondents who said no (did not implement

the routines) while 97% of them said they had

implemented the routines.

4 CONCLUSIONS

Based on the data from the results of the

questionnaire described above, it is evident that the

implementation of rules and routines as a whole falls

into the category of sufficient. The results

furthermore show that overall physical education

teachers already have rules and routines in their

classroom.

The implementation of the rules is categorized as

sufficient. The results of the identification of the

indicators show that the indicator for publication of

rules requires attention, because most of the physical

education teacher did not publish their rules.

The implementation of routines falls into the

category of good. The results of the identification

show that there was not any problem found in

implementing routines in the physical education

classroom.

The implementation of rules and routines in

several literatures is always discussed together in

one theme. The application of good rules and

routines will create a conducive classroom

atmosphere. Therefore, it is necessary for physical

education teachers to understand the rules and

routines, how they are made and applied, since

physical education class sometimes involves oudoor

or field activity which makes the subject have

greater challenges compared to other subjects at

school.

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