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MJPES
Musamus Journal of Physical Education and Sport (MJPES) ISSN 2622-7835 (online), ISSN 2622-7827 (print)
Volume 6, No. 1, October 2023 Pg. 83-91
http://ejournal.unmus.ac.id/index.php/physical
The Influence of the Hanging Ball Training Model and the Drill Smash Training Model on the Smash Skills of SMAN 1 Jeneponto
Extracurricular Participants
Yasriuddin1*, M. Said Zainuddin 2, Husriani Husain 3, Wahyudin 4
1,2,3,4Universitas Negeri Makassar, Indonesia
* Corresponding Author: Yasriuddin, e-mail: [email protected]
Received: 14 September 2023, Accepted: 13 October Month 2023, Published: 31 October 2023
Abstract
Objectives. Based on observations, it was found that extracurricular participants at SMAN 1 Jeneponto required further mastery of the basic techniques of Smash volleyball. To address this, an experimental study was conducted to determine the effect of two types of training - the hanging ball training model and the drill smash training model - on the smash skills of these participants. The research method utilized in this study was a group design.
Materials and methods. The study focused on participants of the volleyball extracurricular activity at SMAN 1 Jeneponto. The sampling technique used was proportional sampling with a sample size of 16 participants, and the groups were divided using ordinal pairing. The analysis techniques employed included descriptive test analysis, data normality tests, homogeneity tests, and hypothesis tests. The analysis was conducted using SPPS Version 26.00 at a 95% significance level.
Results. The data analysis shows that both the hanging ball training model and the drill smash training model have a significant impact on the smash skills of extracurricular participants at SMAN 1 Jeneponto. The t-values obtained for both models were much higher than the t-table value of 2.365, indicating a strong impact. Additionally, there is a significant difference in the impact of the two training models on the smash skills of the participants.
Conclusion. Based on statistical analysis, it has been determined that the drill smash training model is more effective than hanging ball training. The analysis revealed that the observed t value of 7,000 is significantly greater than the t table of 2.145, with a significance level of 0.001, which is well below the alpha level of 0.05. In other words, the evidence strongly suggests that the drill smash training model is the more effective of the two training methods.
Keywords: Hanging Ball, Drill Smash, Smash Skill
DOI: 10.35724/mjpes.v6i1.5530
©2023 Authors by Musamus University Merauke
84 Introduction
Achieving academic success in school requires mental and physical excellence.
Physical education should be able to spark the student's interest in exploring their potential in terms of movements. Therefore, students must be encouraged to continuously explore their abilities. This task is not easy, and the results are not immediate. To achieve the goals of physical education, one way or effort that can be made is to develop movement abilities through sports games.
One of the ways to achieve the goals of physical education is by developing movement abilities through sports games like football, basketball, volleyball, and others. The author wants to research volleyball, a sport that requires speed, flexibility, calmness, cohesion, and more.
Volleyball is a game that is played by two teams, each consisting of six players facing each other. The objective of the game is to hit and drop the ball into the opponent's field over the net while preventing the opponent from doing the same (Aip in Irsanto, 2015).
Playing volleyball well requires mastery of basic techniques (Beautelstahl in Mustofa, 2015) states, "Techniques are procedures that are developed based on practice and aim to find a solution to a particular movement problem in the most economical and useful way." The game of volleyball is known to have two playing patterns, namely, the attack pattern and the defense pattern. To implement these two patterns perfectly, players must be able to master the basic volleyball techniques well. The opinion of (Wulandari et al., 2021) is that the basic volleyball techniques are: (1) serving, (2) passing, (3) setup or bait, (4) smash, and (5) blocking.
Achieving achievements in volleyball requires ongoing coaching, which should be carried out at an early age, starting with elementary, middle, and high school or vocational school students. With integrated and continuous coaching, it will grow public interest in creating or giving birth to quality players in the future who will be liked in the community's hearts. Of course, volleyball games for children at school must have modified equipment, fields, and volleyball games using modified game media according to their respective age levels. To achieve volleyball achievements, these basic techniques must be mastered, especially smashes.
A hit or smash/spike is a ball hit to attack the opponent to get points so the team can win the match more quickly. A person who is in a position to smash is called a spiker (Hidayat 2017:47). Furthermore, Soeharno (Perdiansyah & Ilham, 2022) explains that the smash technique is classified as open smash / normal smash, semi-smash, quick smash, push smash,
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and pool straight smash. Volleyball is a fast game, and this can be seen between attack and defense, which could be more balanced.
To improve volleyball smash ability, quality training is required, where the training is structured systematically, programmed, and planned. The main goal of training is to help the athlete improve his skills and performance as much as possible. Achieving a good level of smashing ability requires mastery of smashing technique movements with varied training patterns.
Training, which comes from the word practice, is an activity to improve sports skills (proficiency) by using various equipment following the goals and needs of the sport ( Sukadiyanto in Fardi et al., 2022). (Irianto, 2002) states that training is the process of systematically preparing the athlete's organism to achieve maximum quality of performance by being given physical and mental loads that are regular, directed, increasing, and repeated over time. There are three training principles namely Physiological Law, Law of Specificity, and Law of Reversibility (Sidik et al., 2019).
Several appropriate training patterns must support the ability to smash effectively and optimally. One solution to the smash training model that interests students/athletes is the training model method. The training models are the hanging ball training model and the drill smash training model. Applying this method is an activity of doing the same thing, repeatedly in earnest, to strengthen an association or perfect a skill so that it becomes permanent. The distinctive characteristic of this method is that the activity consists of repeatedly repeating the same thing.
A hanging ball is a medium that can be used as an intermediary to transfer messages from the sender to the recipient, especially in the medium of practicing smash techniques in volleyball. The hanging ball referred to in this definition is a ball that is hung by a rope tied to the end of a pole that pivots on a rope fastener, using a volleyball ball at a height appropriate to the player's reach.
Practice Model Drill is a method that aims to improve technical skills. The fixed target drill method is included in closed motor learning, meaning a person does something in a fixed environment, so an athlete can control it and plan it. Practicing the fixed target drill method will be very useful, and using this method can increase the accuracy of efficient and perfect smashes.
86 Materials and Methods.
Study participants.
The study included 30 male volleyball extracurricular participants from SMAN 1 Jeneponto. Only 16 students met the criteria for the study. A pretest smash skill test was conducted to determine the treatment group. The students were paired into two groups with eight students each, using the ABBA pattern. The sample distribution technique used in this study was ordinal pairing. Ordinal pairing is dividing a group into two to have similarities or even abilities (Sugiono, 2015). The sample was divided into two groups. Group A was given hanging ball training, and B was given drilling smash training to stay on target. This research contains two variables: the hanging ball training model and the drilling smash training model as the independent variable and the smash skill as the dependent variable.
Study organization.
The type of research used in this research is the experimental method using a quantitative approach. According to (Creswell, 2013), quantitative research requires researchers to explain how variables influence other variables. This research is a type of experimental research. The design used in this research is " Two group pretest-posttest Design,
"namely a research design that includes a pretest before being given treatment and a posttest after being given treatment. (Creswell, 2013) population is a group of individuals with similar characteristics. The instrument used in this research is the Volleyball Smash Skills Test, according to (Halim, 2018). Data collection techniques are a way to collect data used in research. The purpose of using this data collection technique is to obtain the correct data.
According to (Sugiono, 2015), there are data collection techniques, namely (1) interviews, (2) questionnaires, (3) observations, and (4) tests.
Statistical analysis.
In this research, the data collection technique used was a test. Test Using the smash Skill test (Halim, 2018). Data analysis techniques, namely, Descriptive Statistical Test, Analysis Prerequisite Test (Normality Test, Homogeneity Test, and Hypothesis Test)
Results
Upon conducting the Volleyball Smash Skills Test, a comprehensive table is generated to showcase the research data obtained. The table offers a detailed and descriptive summary of the results obtained from the test, which can be used to make informed decisions and draw insightful conclusions.
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Table 1. Results of Descriptive Analysis of Experiment 1 and Experiment 2 Descriptive Statistics
N Range
Minimu m
Maximu
m Sum Mean
Std.
Deviation Variance
Statistics Statistics Statistics Statistics Statistics Statistics Std. Error Statistics Statistics
Hanging ball pretest
8 5 6 11 71 8.88 ,549 1,553 2,411
Hanging ball posttest
8 5 12 17 118 14.75 ,590 1,669 2,786 Pretest drill
smash
8 3 7 10 69 8.63 ,460 1,302 1,696
Drill smash posttest
8 6 12 18 125 15.63 ,680 1,923 3,696 Valid N
(listwise)
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This data is from a test measuring volleyball smash ability using two treatments:
hanging ball and drill smash. Hanging ball treatment resulted in a total score of 71, an average score of 8.88, and a standard deviation of 1.553. Drill smash treatment resulted in a total score of 69, an average score of 8.63, and a standard deviation of 1.302. The final test data for hanging ball and drill smash treatments resulted in total scores of 118 and 125, with average scores of 14.75 and 15.63, respectively, and standard deviations of 1.669 and 1.923, respectively.
Table 2. Summary of normality tests Tests of Normality
Kolmogorov-Smirnov a Shapiro-Wilk
Statistics df Sig. Statistics df Sig.
Hanging ball pretest
,162 8 ,200 * ,952 8 ,731
Hanging ball posttest
,185 8 ,200 * ,959 8 ,801
Pretest drill smash ,229 8 ,200 * ,847 8 ,088
Drill smash posttest
,202 8 ,200 * ,939 8 ,603
In Table 2 above, the test uses the Kolmogrov-Smirnov data distribution normality test.
The value for each probability value is obtained, the Kolmogorov – Smirnov Z test value = 0.162 with a probability level = 0.200 and is greater than the α value of 0.05. Final data Kolmogorov – Smirnov Z test value = 0.185 with a probability level = 0.200 and is greater than the α value of 0.05. For the drill smash exercise, the initial test data for smash skills for the
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drill smash exercise obtained a Kolmogorov – Smirnov Z test value = 0.229 with a probability level = 0.200 and more significant than the α value of 0.05. The final smash skill test data from the drill smash exercise obtained a Kolmogorov – Smirnov Z test value = 0.202 with a probability level = 0.200 and more significant than the α value of 0.05
Table 3. Homogeneity Test
Data on smash skills obtained a significance value for posttest data from experimental group 1 and experimental 2 of 0.195, where 0.195 > 0.05, so it can be said that the posttest data for both groups is homogeneous.
Table 4. Hypothesis Testing
From the table above, the t-observation value of 47,000 is greater than the t-table value of2.365 (47,000 > 2.365) with a significant value of 0.000 < α 0.05. There is an influence of the drill smash training model on the smash skills of extracurricular participants at SMAN 1 Jeneponto.
Table 5. Hypothesis Test 2
Hypothesis Mean t-
observation t-table P α Information pretest 8.63
21,385 2, 365 0,000 0.05 Significant posttest 15.63
The t-observation value of 21,385 is greater than the t- table value of 2.365 (21,385> 2.365) with a significant value of 0.000 < α 0.05. There is an influence of the drill smash training model on the smash skills of extracurricular participants at SMAN 1 Jeneponto.
The t-observation value of 7,000 was more significant than the t-table value of 2.145 (7,000 > 2,145) with a significant value of 0.001 < α 0.05. So, H 0 is rejected, and H 1 is accepted. Thus, it can be concluded that there is a significant influence between the hanging ball and the drill smash training model on the skills of volleyball extracurricular participants at SMAN 1 Jeneponto, this data can be seen in the table 6 as follows:
Description Levene
Statistics Sig Post-Test Results for Experiment 1 and Experiment 2
Groups 0.195 _ 0,762 _
Hypothesis Mean t-
observation t-table P α Information pretest 8.88
47,000 2, 365 0,000 0.05 Significant posttest 14.75
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Table 6. Hypothesis Test 3
Discussions
Practicing hitting a hanging ball is an effective way to enhance the accuracy of the smash. The hanging ball, in this case, refers to a ball that is suspended from a wall post using an old tire rope or a volleyball. The ball should be hung at a height that is reachable for the player. By practicing methodically hitting a hanging ball, players can improve their ball-hitting skills. Starting with the basic steps and skills of hitting the ball repeatedly, players can train themselves to respond properly to hitting the ball. This practice can also help them achieve a higher ball reach and jump.
The analysis results show a significant influence of fixed target drilling smash training on the smash skills of extracurricular participants at SMAN 1 Jeneponto. The extent of skill improvement smash after being given drilling practice, the target smash remains at 88%. The drill method is suitable for practice, especially when practicing skills in a sport. In line with expert opinion, the drill method is an exercise method, or training method, which is a suitable teaching method for instilling certain habits, as well as a means of obtaining dexterity, accuracy, opportunities, and skills (Budiwanto, 2012).
The two training methods, namely hanging ball training and the drill smash method, are known to have an influence and can improve each respondent's smash skills. However, both have different improvements to smash skills. The drill smash training method has a better effect and effectively improves smash skills. This shows that the t-observation value of 7,000 is greater than the t-table value of 2.145 (7,000 > 2,145) with a significant value of 0.001 < α 0.05. Based on the percentage increase in each group, group 1 has an increase percentage of 66
% and group 2 has an increase percentage of 88 %.
Conclusions
Through a comprehensive analysis and testing of various hypotheses, the research findings suggest that:
a. The use of the hanging ball training model significantly enhances the smash skills of volleyball extracurricular participants.
b. The drill smash training model also contributes to the improvement of the smash skills
Hypothesis Mean t-
observation t-table P α Information posttest 1 4.75
7,000 2. 145 0.001 0.05 Significant posttest 1 6. 63
90 of volleyball extracurricular participants.
c. However, there is a noticeable difference in the effectiveness between the two training models. The drill smash training model is found to be more effective in enhancing the smash skills of volleyball extracurricular participants at SMAN 1 Jeneponto compared to the hanging ball training model. These findings indicate that the drill smash training model could be a more suitable approach to use in training programs for volleyball extracurricular participants.
Acknowledgment
The author would like to thank the various parties who took part in the process of completing this research. Thanks, are also addressed to the Principal, Teachers, Staff/Administration, and Volleyball extracurricular participants at SMAN 1 Jeneponto, who have helped and provided encouragement in the research process until the completion of the research.
Conflict of interest
The authors declare no conflict of interest References
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Information about authors
Dr. Yasriuddin., M.Pd: [email protected], https://orcid.org/0009-0003-5960-2276 , Departement of Pysical Education Universitas Negeri Makasar, Indonesia.
M. Said Zainuddin, S.Pd., M.Pd: [email protected], Departement of Pysical Education Universitas Negeri Makasar, Indonesia.
Hj. Husriani Husain, S.Pd., M.Pd: [email protected], https://orcid.org/0000- 0002-2283-9558, Institut Turatea Indonesia.
Dr. Wahyudin., M.Pd: [email protected], Universitas Negeri Makassar, Indonesia.
Cite this article as: Yasriuddin, et al. The Influence of the Hanging Ball Training Model and the Drill Smash Training Model on the Smash Skills of SMAN 1 Jeneponto Extracurricular Participants. Musamus Journal of Physical Education and Sport (MJPES), 6 (1) , 83-91.
