THE DEVELOPMENT OF
PHYSICAL EDUCATION AND
SPORT LEARNING
Sugiharto
PP NO 19 TAHUN 2005 PMP BBAN-PT
(SNP)
(1) subject mastery;
(2) pupils understanding;
(3) teaching method mastery; and
(4) personality and professionalism improvement.
Those consequences belong to teachers, including physical education and sport
That is why an educator must have academic
qualification and competency as an education
agent, be healthy physically and
psychologically, and be able to perform national
education goal (PP. No.19: 2005)
one of them is learning development
through presenting material interestingly
and humane, and speeding the
LIBRARY RESEARCH
•
Physical education and sport is an
effective and efficient mean to increase
discipline and responsibility, creativity and
innovation, and to develop emotional
quotient (Wiranto Arismunandar, 1999)
•
Physical education and sport is an
education that uses physical activities as a
mean to meet goals. Meeting the goals, a
systematic plan to improve an individual
organically, neuromuscularly, perceptually,
cognitively, socially, and emotionally, is
These are parallel to Annario (1980); he said
that a good physical education and sport must
be able to develop four aspects, which are:
(a)Physic;
(b) psychomotor;
(c) cognitive; and
(d) affective.
The aspects can be reached when the
implementation of Physical education and sport
considers four aspects:
(a) principals; (b) contents;
(c) learning strategy; and
Developing Steps
Developing
The data of the field-needs analysis are available
The plan of the development can be made,
The development of the product can be implemented then
Research and development by Borg and Gall (1983)
The steps are described as follows:
– managing analysis of needs – making plan
– developing product (learning)
– managing small-group try out of the developmental product – Revision of the product
DISCUSSION
1. Analysis of Needs
The information
teaching-learning preparation,
teaching-learning process, and
teaching-learning value
reading literature,
field-observation, and
interviewing teachers or students.
‘
Table 1.
Data of teaching-learning preparation of state junior high schools’ physical-education and sport teachers
in Semarang city. N=40
NO KIND OF ACTIVITY PERCENTAGE OF IMPLEMENTATION
DESCRIPTION
1 Annual program 70 %
2 Semestral program 50 %
3 Arranging syllabus 15 % 4 Making lesson plans 15 %
5 Constructing evaluation-form 15 %
In accordance to the data above, it seems that physical-education and
2. Planning
Constructing teaching-learning preparation
Syllabus,
Lesson plans, and Evaluation forms
Man Money Material Methhod
This method must also consider the proportion of the training burden, which must be different from a
3. Product Development
Preparing determining instructional goals and books or evaluation-tool of the program
Based on the description above, the product development can be training-guidance book for teaching-learning preparation, the method of using the book, and
constructing evaluation-tools to measure the success of the training
In this step, a model or prototype as the miniature of the condition needed by the trainee has been created.
The product itself will be used in training
The product must be constructed by experts and assisted by experts of this field. They can be content (material) experts and teaching-learning expert (as the
planners)
Validation is administered by experts of physical-education and sport, lectures of physical-education and sport science, or physical-education and sport teachers
4. Small Group Try- out
•
After the product development produced,
then a small group tryout to 6-12
physical-education and sport teachers is
administered using the product.
•
The tryout is to find out the difficulty
level of the subjects to understand the
developmental product so that the
subjects are able to construct
teaching-learning materials.
•
The weaknesses found in the tryout are
5. Revision of The First
Product
•
The result of the small-group tryout is then
analyzed and and perfected according to
the proposals of the physical education
and sport teachers in the training.
•
It is expected that the product revised will
be understood easier so that it is helpful
for the teachers to construct physical
6. Field Tryout
The next step is trying out the revised product to another group. Then, it is be analyzed to be perfected. This step is managed repeatedly until the best result is achieved.
In brief, the developmental steps can also be described with scientific method cycle, which are:
1.Identification of the problems
2.Analysis and determining the problems 3.Planning action
Conclusion
The development of physical education and sport teaching learning must be based on the field needs so it will be more functional for users.
The developmental steps can be administered as follows:
1.Analyzing the needs 2.Making plans
3.Developing product (teaching learning product)
4.Trying out the product in small group 5.Revising the product