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(1)

THE DEVELOPMENT OF

PHYSICAL EDUCATION AND

SPORT LEARNING

 

Sugiharto

(2)

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

(3)

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

(4)

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

(5)

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

(6)

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 needsmaking plan

developing product (learning)

managing small-group try out of the developmental productRevision of the product

(7)

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.

(8)

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

(9)

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

(10)

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

(11)

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

(12)

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

(13)

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

(14)

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

(15)

SUGGESTION

To make physical education and

sport teaching learning better,

physical education and sport

teachers should always innovate

their teaching continuously through

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