The Impact of Sports Infrastructure and Pedagogical Competence of Physical Education Teachers on the Increase of Volleyball
Abstract
This quantitative study investigates the impact of sports infrastructure and the pedagogical competence of physical education (PE) teachers on the interest in volleyball among junior high school students in Medan City, Indonesia. With a focus on addressing the sedentary lifestyle prevalent among adolescents, the research aims to contribute to the enhancement of sports education by examining these key factors. Employing a structured questionnaire and utilizing SPSS version 27 for data analysis, the study analyzed responses from 54 participants through t-test, F-test, and coefficient of determination (R-square) tests. Findings indicate that both the quality of sports infrastructure and the competence of PE teachers significantly influence students' sports interest. Specifically, well-maintained facilities and skilled educators were found to collectively account for 67.1% of the variance in sports interest, highlighting their pivotal roles in promoting physical activities. The study underscores the need for a holistic approach in sports education, emphasizing the development of sports facilities and the enhancement of teacher training to foster a more inclusive and engaging sports culture among students.
Keywords:
Volleyball interest, sports infrastructure, competence of physical education teachers
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References
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[2] I. Julianto, “Peningkatan Hasil Belajar Passing Bawah Melalui Soft Volley & Volley Ball Like Game,” Juara, vol. 1, no. 2, pp. 51–63, 2016.
[3] X. Hao and Y. Yang, “Healthy physical education curriculum model and students’ extracurricular sports participation——test based on the trans-contextual model of motivation,” BMC Public Health, vol. 22, no. 1, p. 2079, 2022.
[4] B. Dauenhauer, P. Kulinna, R. Marttinen, and M. B. Stellino, “Before-and after-school physical activity: Programs and best practices,” J. Phys. Educ. Recreat. Danc., vol. 93, no. 5, pp. 20–26, 2022.
[5] M. M. Abdelhamid and M. M. Elfakharany, “Improving urban park usability in developing countries: Case study of Al-Shalalat Park in Alexandria,” Alexandria Eng. J., vol. 59, no. 1, pp. 311–321, 2020.
[6] K. T. Koh, L. Q. W. Tan, M. Camiré, M. A. A. Paculdar, and W. G. A. Chua, “Teachers’ and students’ perceptions of factors influencing the adoption of information and communications technology in physical education in Singapore schools,” Eur. Phys. Educ. Rev., vol. 28, no. 1, pp. 100–119, 2022.
[7] E. Franco, A. González-Peño, P. Trucharte, and V. Martínez-Majolero, “Challenge-based learning approach to teach sports: Exploring perceptions of teaching styles and motivational experiences among student teachers,” J. Hosp. Leis. Sport Tour. Educ., vol. 32, p. 100432, 2023.
[8] M.-N. Tsai, Y.-F. Liao, Y.-L. Chang, and H.-C. Chen, “A brainstorming flipped classroom approach for improving students’ learning performance, motivation, teacher-student interaction and creativity in a civics education class,” Think. Ski. Creat., vol. 38, p. 100747, 2020.
[9] C. Farias, T. Wallhead, and I. Mesquita, “‘The project changed my life’: Sport education’s transformative potential on student physical literacy,” Res. Q. Exerc. Sport, vol. 91, no. 2, pp. 263–278, 2020.
[10] G. González-Calvo, G. Gerdin, R. Philpot, and D. Hortigüela-Alcalá, “Wanting to become PE teachers in Spain: Connections between previous experiences and particular beliefs about school physical education and the development of professional teacher identities,” Sport. Educ. Soc., vol. 26, no. 8, pp. 931–944, 2021.
[11] S. T. Gultom, R. Sinaga, and R. Silaban, “Application of Scientific Approach-Based Learning Assisted by Question Cards and Ladder Snake Media for Evaluating Learning Outcomes,” J. Penelit. Pendidik. IPA, vol. 9, no. 10, pp. 8091–8098, 2023.
[12] K. Moulds, S. Galloway, S. Abbott, and S. P. Cobley, “Youth sport dropout according to the Process-Person-Context-Time model: A systematic review,” Int. Rev. Sport Exerc. Psychol., pp. 1–42, 2022.
[13] R. Sinaga and E. Sihombing, “Pengaruh Model Problem Based Learning (PBL) Terhadap Kemampuan Pemecahan Masalah Pada Materi Pokok Fluida Statis Di SMA Negeri 1 Silima Punggapungga,” J. Inpafi, vol. 6, no. 4, pp. 1–8, 2018.
[14] A. Sinulingga, F. Lumbaraja, and A. M. N. Pasaribu, “Development of test forms of down passing techniques in sensor-based volleyball games,” J. Sport Area, vol. 7, no. 2, pp. 300–309, 2022.
[15] K.-M. Leung, P.-K. Chung, and W. Chu, “Evaluation of a sitting light volleyball intervention to adults with physical impairments: Qualitative study using social–ecological model,” BMC Sports Sci. Med. Rehabil., vol. 12, pp. 1–10, 2020.
[16] P. Nasrulloh, A. Suherman, and D. Susilawati, “The Relationship of Teacher Competence to the Performance of Elementary School Physical Education Teachers,” JUARA J. Olahraga, vol. 7, no. 3, pp. 570–580, 2022.
[17] J. O’Connor and D. Penney, “Informal sport and curriculum futures: An investigation of the knowledge, skills and understandings for participation and the possibilities for physical education,” Eur. Phys. Educ. Rev., vol. 27, no. 1, pp. 3–26, 2021.
[18] R. E. H. Wertz, “Learning presence within the Community of Inquiry framework: An alternative measurement survey for a four-factor model,” internet High. Educ., vol. 52, p. 100832, 2022.
[19] R. Ladhari, S. Cheikhrouhou, M. Morales, and E. Zaaboub, “Antecedents and consequences of emotional attachment to sport teams brands,” J. Brand Manag., vol. 29, no. 5, pp. 454–469, 2022.
[20] S. Triantafyllidis and L. Darvin, “Mass-participant sport events and sustainable development: Gender, social bonding, and connectedness to nature as predictors of socially and environmentally responsible behavior intentions,” Sustain. Sci., vol. 16, no. 1, pp. 239–253, 2021.
[21] A. Martín-Rodríguez et al., “Sporting Mind: The Interplay of Physical Activity and Psychological Health,” Sports, vol. 12, no. 1, p. 37, 2024.
[22] G. Tidmarsh, F. E. Kinnafick, and J. P. Johnston, “The role of the motivational climate in female engagement in secondary school physical education: a dual study investigation,” Qual. Res. Sport. Exerc. Heal., vol. 14, no. 1, pp. 68–83, 2022.
[23] M. A. Dimas, S. C. Galway, and K. L. Gammage, “Do you see what I see? The influence of self-objectification on appearance anxiety, intrinsic motivation, interoceptive awareness, and physical performance,” Body Image, vol. 39, pp. 53–61, 2021.
[24] J. Durau, S. Diehl, and R. Terlutter, “Motivate me to exercise with you: The effects of social media fitness influencers on users’ intentions to engage in physical activity and the role of user gender,” Digit. Heal., vol. 8, p. 20552076221102770, 2022.
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[26] K. Volf et al., “Evidence of the impact of sport policies on physical activity and sport participation: a systematic mixed studies review,” Int. J. Sport policy Polit., vol. 14, no. 4, pp. 697–712, 2022.
[27] K. Kovács and G. Pusztai, “An empirical study of Bourdieu’s theory on capital and habitus in the sporting habits of higher education students learning in Central and Eastern Europe,” Sport. Educ. Soc., pp. 1–15, 2023.
[28] M.-X. Chang, Y.-O. Choong, and L.-P. Ng, “Local residents’ support for sport tourism development: The moderating effect of tourism dependency,” J. Sport Tour., vol. 24, no. 3, pp. 215–234, 2020.
[29] J. M. Jacobs, K. McDonough, and Z. Wahl-Alexander, “Co-creating a sport-life skills programme for incarcerated youth,” in Sport, Physical Activity and Criminal Justice, Routledge, 2022, pp. 81–95.
[30] Q. Wu, Y. Tan, G. Sun, and Q. Ding, “The relationship between self-concept clarity, athletic identity, athlete engagement and the mediating roles of quality of life and smartphone use in Chinese youth athletes,” Heliyon, vol. 9, no. 10, 2023.
[31] R. Storr, L. Nicholas, K. Robinson, and C. Davies, “‘Game to play?’: barriers and facilitators to sexuality and gender diverse young people’s participation in sport and physical activity,” Sport. Educ. Soc., vol. 27, no. 5, pp. 604–617, 2022.
[32] J. M. Krause, K. O’Neil, and E. Jones, “Technology in physical education teacher education: A call to action,” Quest, vol. 72, no. 3, pp. 241–259, 2020.
[33] S. T. Gultom, P. Siahaan, and A. Suhandi, “The Effect of PBL Hybrid Learning on the Higher Order Thinking Skills of Seventh Grade Students in Global Warming and Their Environmental Care Attitudes,” J. Penelit. Pendidik. IPA, vol. 7, no. SpecialIssue, pp. 272–280, 2021.
Published
2024-04-20
How to Cite
Tuan Anggi Nuhudawi S. (2024). The Impact of Sports Infrastructure and Pedagogical Competence of Physical Education Teachers on the Increase of Volleyball. JUARA : Jurnal Olahraga, 9(1), 656-665. https://doi.org/10.33222/juara.v9i1.3771
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Articles
Copyright (c) 2024 Tuan Anggi Nuhudawi S
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