PROCEEDING
INTERNATIONAL SEMINAR ON SPORT SCIENCE 2012
"EDUCATING SPORT PROFESSIONALS:
CONSERVING LOCAL WISDOM AND PROGRESSING FUTURE"
6TH OCTOBER 2012, SEMARANG INDONESIA
VENUE; Amartapura Ballroom Grand Candi Hotel Semarang
Cooperation:
SPORT SCIENCES FACULTY SEMARANG STATE UNIVERSITY
Proceeding international Seminar
On
SportScience
2012 FIK Unnes-AsdepIPTEK
Kemenpora RI- - -
ASSISTANCE FOR SPORT SCIENCES AND TECHNOLOGY IMPLEMENTATION, THE MlNMlSTRY OF YOUTH AFFAIRS AND SPORTS
Content
...
Cover I
Preface
...
ii Content...
iiiPARALLEL SESSIONS
41. Study Evaluation Program As A Basis For Management Model Sons
Meirizal Usra, Sriwijaya University, Palembang
...
266 42. Evaluation Of Development Program On Sekayu Youth Soccer Academy(Sysa) Musi Banyuasin Regency South Sumatera
M. Haris Satria, Bina Darma State University
...
272 43. Effectiveness Winks Ritmik's Learning By Approaching E Learninglpang setiawan, Semarang State University
...
278 44. Development Based Method Of Gymnastics Learning With Audio Visual EquipmentIn 2012
Ranu Baskora, Semarang State University
...
285 45. An Overview Of Sport Pedagogy About Learning Process Of Physical Education,Sports & Health In Elementary School
Kamal Firdaus, IKIP Padang ... 289 46. Coaching Basketball Early Age With Mini Basketball
Priyanto, Semarang State University
...
295 47. Developing Models "Taki" BasketballMirdayani Pauweni, Gorontalo State University
...
301 48. Basketball Learning To Encourage Student Character BuildingAris Mulyono, Semarang State University ... 308 49. Athletes' Physical profile OF Selabora FIK UNY Gymnastics in 201 1
Ch. Fajar Sriwahyuniati, Yogyakarta State University ... 310 50. Physical Education As A Means For Primary School Children Characters
Agus Pujianto, Semarang State University
...
314Proceeding International Seminar On Sport Science 2012 F I K Unnes-Asdep IPTEI< Kemenpora RI
i i i
AN OVERVIEW OF SPORT PEDAGOGY ABOUT LEARNING PROCESS OF PHYSICAL EDUCATION, SPORTS & HEALTH IN ELEMENTARY SCHOOL
Kamal Firdaus IKlP Padang ABSTRACT
The problem in this paper is a model or pattern carried out in motion by Physical Education, Sports and Health teachers as an example to children of school age in order to bring about response (stimulus). The purpose of this problem is to know about the behavior of motion and socialization in elementary school students. While the discussion of this issue in this paper is not too broad, however it will be limited to the characteristics of motor development, maturity, motor behavior and socialization in elementary school. The conclusions in this paper are ( I ) the development of motor behavior reflect changes in a person (child) and changes in how they conduct or interact with the environment (2) changes that describe a mutual relationship among the development of growth, maturity and experience over a span of life (3) during the child's school had a lot of changes in the body such as height, weight, and motor behavior (4) socialization of motion behaviors is very important for students.
It is recommended that (1) in the socialization of motor behavior through physical education in schools, the instructor should be acting as an agent that concern about the aspect of growth and motor development (2) the socialization agents of motor behavior in school are to be able to use a wide variety of games which is in accordance with the situation and condition of the child at that time.
INTRODUCTION
A. Background of the Study
Motion is a basic function in the human life. This motion has important role in all development aspects. When we see the interaction between the motion and the other aspects in children's development, it will be known that the motor development is related to children motor behavior (the totality of the child).
Motor development is a change in the behavior during several periods (Bain, ed, 2001: 1). The Development of the human organism requires a certain period of time to reach adulthood which takes approximately 20 years. According the authority of child development, early years of child is a very important thing. All Experience which is gained during this period will determine the next teenage life (Rahantoknam, 1989: 1 ).
Based on physical and mental growth of children point of view, primary school phase is the faster growth period and it's easy being influenced by environment that are harmful, because in this phase !he children have not been able to give an opinion about the good and bad of environment.
Furthermore, in this age the children are also influenced by a variety of psychosocial factors. The motor behavior development as an important aspect of children growth is also influenced by psychosocial factors in the society.
Socialization is a member of the community who learns to recognize and appreciate the local culture of society (Department of Education, 2000:855). Environment is one of the factors that influence the motor behavior of children. Children learn about behavior in their homes and at school by looking at the motions performed by peers, adults, teachers who are made as a model.
The- model is an abstraction of the real world which simplified so that only the important parameters that appeared (Suriasumantri, 2005:22). Horrow defines the model is a reflection or abstraction of an object, process, event, situation or system. In general, model is something that reveals and explains the relationship between components, as well as action and reaction of cause and effect (2007: 182).
Based on some definitions above it can be concluded that the model is a pattern, (example, reference, range) of something that will be made or produced. In an exercise, some motion models shown by their peers, adults, teachers is used as an example and provides a stimulus to the school- age children so that they try to imitate the motion. As we know that school-age children are more likely to imitate, it means they do some activities (motion) after imitating what they see from others which can make a perception "I cannot do it" in certain activities, if the feel that the activities is not suitable for them (Rahantoknam, 1989:2). On the contrary, if the activities were worthy for them, then it will be done repeatedly so that increase the stimulus (stimulus) and the motivation to repeat the motion which produce motor behavior.
Motor behavior is a response or reaction of a child that is realized in body movement (attitude) or utterance that occurs during school-age. The entire movements which displayed on school-age are characteristics of motion at that time. The rough locomotors movements in the school-age will be more and more refined through motor behavior socialization in school. For achieving that behavior, it needs socialization of behavior movement in accordance with the consideration of growth and physical development of school-age children.
Educating Sports Professionals:
Co~iserving Local Wisdom and Progressing Future
In fact, there are still many socializing agents (teachers) in carrying out the motor behavior socialization gives less attention to growth and development of school-age children. If it is ignored, this issue would endanger the growth and physical development of school-age children.
DISCUSSION
The discussion in this paper includes:
1. The Characteristics o f Primary School Students Development
The explanation of the growth and development are sometimes interpreted in the similar meaning. However, actually their meaning is very different. Arifin said the growth was as an increase in the size, shape, weight or size of the body and its parts. While the development showed the changes in the shape of the body (2007: 102).
From the above description it can be concluded that the growth can be measured while the development is can be observed, namely the changes and the integration. Development and growth are interrelated, for more details can be seen in the diagram below:
INDIVIDUAL
Physical Aspects Psychological Aspects
GROWTH DEVELOPMENT
- PHYSICAL - BEHAVIOR
-
ORGANS-
AlTITUDEMany experts consider that the development of school-age children as the latent period, in which what has happened and kept over in the previous period will be continued for subsequent periods.
This phase also called as the age group (gang age) in which the child begins to divert from attention and intimate relationships of the family's cooperation to friends' attitudes, group work or study.
In general it can be mentioned bellows:
a. Weight
On school-age, weight gain is more variable ranging from 1.5 kg to 2.5 kg per year. While girls who were 11 years old have an average weight of 44.25 kg and 42.75 kg for boys.
b. Height
Increasing of height in the school-age for each people is different. If we pay attention to the girls' height accretion is faster than the boys. In general, the high accretion is be!ween 5- 7,6 cm per-year.
The average height of 11 years girl is 147.3 cm while the boy is 146 cm. it means that at a certain age as 10-13 years of age girls are higher than boys and at age 13-15 boys will be higher than the girls.
c. Proportions and changes in body size
The comparison and the change of body size in the school-age is not so big deal. But it can show some transformation for example the bigger mouth and jaw it will make the bad character disappeared, though the head still too big for the other body parts. Thus, the forehead becomes wider and uneven, the lips are sexier, and the nose becomes larger and more pointed. The body becomes longest and more sexy, a longer neck, chest becomes wider and the stomach is not dilated, arms and legs become longer, hands and feet slowly enlarged body (Hurlock, 2000: 190).
Furthermore Espenschade and Eckert extracting common develop characteristics in the development of schools as follows:
1. Relatively and stable growth.
2. Parts of body continue to grow rapidly in balanced proportions.
3. Some of the changes in pre teenager in the comparison of the shoulder I hip for both boys and girls.
4. The increasing fat in pre teenager for some individuals, especially for boys.
5. The difference of development speeds is more marked over the end of a period as early maturity.
6. The balance development is better.
7. Basic motion patterns are corrected and adjusted.
8. The hand and eye coordination is increased; the increasing of capacity in manipulative skills.
9. Require skills training to make an improvement.
10. High spirit of adventure.
11. Socially becomes more mature; the interest of welfare groups.
12. Curiosity.
13. Greater interest in the skills and competitive spirit.
14. Some differences between men and women in appearance and some hostility 1 in differer~i gender (Ann, 2000: 21 i j.
~roceeding International Seminar On Sport Science 201 2 FIK Unnes-Asdep IPTEI< Ketnenpora RI
The end of the children-age is a critical period, the creative phase, playful times and good times to for making group (Hurlock, 2000: 146-148).
2. The Motor Development and Maturity in the School-Age Period
Motor development is reflected in the appearance of new skills and process improvement (refinement) smoothness of motion and the result (Haywood, 2006: 73). Firstly, the children move involuntarily (involuntary) reflex motion and also with non directional motion of the hands and feet. In general. this reflex will gradually disappear when the babies are two years old; they are getting the imperfect basic motion. Developmental skills of children appear in consistent stages (consistent) from one child to another, although the appearance is different. The children get advanced locomotor skills such as running, jumping jacks (skipping), rotating, circular, manipulative skills such as throwing, catching, and kicking.
However, a child try to perform every skill above for the first time is only the interpretation of the enhanced skills (skill perfected) is seen in actual appearance. Children must practice these skills repeatedly to make them perfect. Then in early motor development of children is for achieving of new skills which is an improvement I refinement of new motion. By the fit repeating and refining according to the principle of the mechanical movement so that the children reach maturity in movement.
Maturity shows the necessary changes through the obstacles of life in the complexity of the anatomical and psychological nature of the organism (Cratty, 1967: 107). There is another opinion who believes that the maturity was assessed as a function of the mechanisms associated with intrinsic setting of an organism (Rarick in Broks, 2001: 167). The intrinsic maturity grows as a characteristic of a child in terms of both genetic and phylogenetic function. Genetics is the branch of biology that explains the nature of the elements heredity plasma cells that control the forwarding characteristics are hereditary while the phylogenetic is the evolution of human developmental processes (MOEC, 2000: 242-269).
In the phylogenetic functions, there are some common functions such as racial crawling, sitting, and walking. This development occurred because of the maturity of the existing functions in the body, a slightly exercise is profitable. Environmental control in any way as limiting the opportunity to train would slow down the progression.
Differ from other skills such as swimming, kicking a ball, archery, shooting. On these skills only can be developed if there is practice. To reach maturity in these skills is also supported by the environment. Therefore, the maturity of the child is influenced by genetic factors and environment.
There are some physical aspects of the child which is determined by the offspring from their parents.
Hereditary factors such as height, skin color, body shape.
Body shape is also by heredity. Children who are actively moving, there is a tendency to have less body fat. Vice versa, if a child is not active then there is a tendency to have a lot of fat.
Based on the description above, motor development isreflected in the appearance of new skills and process improvement (refinement)/ smoothness of motion and its results. Motor development depends on the maturity of muscle and innervations. The children need to learn for process improvement and refinement of movement and the result.
Motor learning is a permanent change in behavior as a result of motion exercises (practice) or experience. While according to Stalling the motor learning objectives are to help connecting the gap between thearies and learning concepts in motor performance through teaching and training practice (in Rahantoknam, 2000: 1-2). Learning motor skills will not happen as long as the child is still immature.
When maturity occurs the children can participate well in motor activity. The quality appearance of the child in the movement should be increased because they have maturity and enhanced through the performance. Some children will be faster 1 or 2 years than the average maturity, while the others 1 or 2 years later than the average level of maturity (Bain, 2001: 8).
The brain development processes that regulate muscle coordination and controls balance cause the child to achieve a practical measure of the maturity in the school-age.
3. Motor Behavior o f Primary School Students
Motor behavior that existed at the school-age is a continuation of the existing motor behavior in pre-school. Motor behavior that exists in the schools-age has function for making the movement more perfect and smooth. Movements that exist in the school such as running, jumping, leaping, and throwing is expected to increase with the steady increasing in body size and strength.
With an increasing body size and strength, the children love moving to gain the skills that are useful for herlhimself like the manipulative movement that is behaviors of motion which is usually described as coordinated footwork and hand that such as manipulation of cutting and blocking.
In general, the investigation's quest successfully identify basic skills the school children include:
balance, agility of body, the quality of the shape of the body, throwing ability, speed, regular hand movements, strength and power (Cratty, 2007: 168).
Harrow said that in the school are more likely to include the main basic classification of motion (Basic Fundamental Movement).
Educating Sports Professionals:
Conserving Local Wisdom and Progressing Future
The main basic movements are motor patterns are inherently based on reflex motions of the child and arise not because of exercise, but can be refined or improved with exercise. Appearance patterns of efficient movement are important because this will give point for increasing perceptual and physical abilities as well as important for the further development of skilled movement.
The main basic motion is the pattern of motion of the internal motion which forms the basis for complex and special skilled movements includes:
I) locomotor movements; include behaviors that change from one place to another. It included in the behavior of the inherent motion like creeping, crawling, sliding, walking, running, jumping, jump, roll and climb.
2) non-locomotor movements; include behavior that involves the movement of limbs or body parts are in the twist motion of the joints or the shaft. Example of this behavior is pulling, pushing, swinging, stopping and turning.
3) The motion consisting of manipulative behaviors are usually described as the motion of the feet and hands like a co-ordinated manipulation of cutting and blocking (Harrow, 2007: 52-53).
During this school-age, the children are able to perform locomotor movement better and increased than the previous period. Because in this school-age the children have already had the motor skills such as physical abilities, skilled movement that serves as the foundation for the next stage. Although the elements of motor skills and the skills have not been so perfect.
Development of specific skills passes through the stages and levels. The stages are based on a qualitative change, characterized by the circuit development (Haywood, 2006: 99).
In order to limit the problem, this paper only discusses the some motor behavior in the school such as running, throwing and jumping.
a) Running
At the school the child is able to run properly. The characteristics of these run are:
-
The distance move using the power-
The side movement is lost, so the power forward and backward planned.-
Step with your heel and whole foot is approximately flat shape and ran in a straight line.-
Support is given to legs and weight moved to the foot.- The rotation of the body increased in order to provids a long stride and arms and legs in opposite directions.
-
Swing arms forward and backward with the elbow in approximately the correct position with opposite leg movements (Haywood, 2006: 106).b) Throwing
The process of throwing at the children school-age is limited to their own arm actions. Boys not stepped when throwing and he use many body actions. Arm in the upward position, the elbow is often upward or forward and make the throw with the elbow extension alone. Cratty Wild in identifying the stages of children's ability to make the throw at the age of 6.5 years and he started throwing with velocity togok; full power total movement and precision; a step taken with the opposite leg with the throwing hand. To see the process and results can be seen in appendix throws.
c) Jumping
Jump development in the school-age is showing better progress now because of increasing age which is support by the degree of boys improvement is greater than the girls.
The characteristic jump in the school as follows:
-
There is a preparation before jumping that is to get maximum muscle stretching and strength as an indication and full existents foot at the moment of jump.- Start a leap with a strong swing arms downward and forward in position of preparation.
- The directly power to the bottom and as wide as the body continued with flying in the high jump. If the object was touched, hand reaches more dominant up and down his swing against the high lateral shoulder. Ankle, knee and hip flexed touches down for landing.
- The direct power of downward and backward in the horizontal jump distance. The body inclination during takeoff is 30" or more from the perpendicular (Haywood, 2006: 113).
To further clarification of the process and the jump can be seen in the appendix.
4. Socialization of Primary School Student's Motor Behavior
Talking about the meaning of socialization, many experts give the opinion that essentially has the same perception. For more details, it will be explained bellow:
-
Based on The Big Indonesian Dictionary; socialization is a member of the community learn to recognize and appreciate the local community culture (MOEC, 2000: 855).- Broom explains that socialization is the need to define themselves for the better grodh and form of identity. For that socialization has two functions: the removal of the social legacy and personality formation. Furthermore, it said that human socialization is based On some innate qualities such as limitations, bonding during the children period, ability to learn, the language capacity. the need to have socialization (2001: 84).
-
While others say that socialization is covering various forms of behavior, social skills* physical skills. traits, values, knowledge, attitudes, norms, and character (Haywood, 2006: 264).proceedi~lg International Se~ninar On Sport Science 2012 FIK Unnes-Asdep IPTEK Kemenpora RI
Based on the above explanation, it can be drawn a conclusion that socialization is a member of community who learn with all the physical and psychological elements involved and interact with the environment.
Previous descriptions explain that socialization is a factor that has contribution in developing children's motor behaviors. These motor behaviors can be got by imitating the examples of movements performed by peers, family members, coaches and teachers. Children's responses will enhance their motivation to repeat the motor behaviors.
Motor behaviors also depend on the existing of infrastructure in an environment. Therefore, the children-age is a good time to stimulate the child for participating as members of society who have social role. This social learning process can be got through social interaction between one individual to another in socialization.
Socialization involves some type of behavior, including social skills, physical skills, knowledge, temperament, values, attitudes, norms and their abuses. Socialization is important for child motion development and for full motion too. Children who are less involved in the socialization of motion then he will have difficulty in mastering motor skills. Through the socialization behavior of motion allows the child to be able to continue learning and mastering the movements and also for refining it.
As a means of socialization; in this paper is physical education subject in primary school. The purpose of physical education subjects in primary schools as follows:
1. Develop good attitudes and gestures.
2. Maintaining a healthy body
3. Provide basic skills of movements and elements of motion 4. Provide all kinds of skills in kids games
5. Provide some numbers in athletic skills, games and gymnastics 6. Improve their physical fitness (MOEC, 2000: 4)
Children are taught using a variety of methods and facilities in order to achieve the goal. The subject of physical education activities have been arranged clearly in such a way in the curriculum. So, the material of subject transformation is going well. It makes children can master the motion skills easily.
Haywood said the children and adults are socialized into active physical activity (2006: 264).
Socialization of motor behavior in physical education courses is one important facror in growth and physical development as well as the development of motion. So that children get used to with the motions of sport in their life.
There are thrae elements that can influence in the motion socialization that refers to the knowledge and have a social role (a) agents of socialization, (b) the social situation, (c) personal characteristics (Kenyon and Mc. Pherson in Haywood, 2006: 264). There are socialization agents who have a role in childhood; they are member of family, peers, coaches- and teachers. In this paper will d~scuss only about the role of teachers as agents of socialization in primary school, especially in physical education subjects.
School-age is the end of children phase for the children who 6 to 12 years old. Socialization process ihat will be discussed during the school is children between the ages of 8 to 9 years. The physical characteristics of children at this age include:
- Improved body coordination in throwing, catchins, hitting and jumping.
- Resilience increase: men like the activity that has physical contact such as fighting and grappling.
- Growth is continued
- Coordination between the eye and the hand is better.
- The bad shape of the body can grow.
- For physiology point of view; the girl is one year faster than boys.
-
There will be some individual differences.Furthermore, the social and emotional characteristics of children aged 8 to 9 years are:
-
Easily influenced, easily hurt by criticism.- Likes to lie.
- Likes paying attention, playing in drama and role.
-
Like making friends (friendly) with other friends and best friends.-
Having desire to participate in groups, sometimes have a special close friend.- Always play.
-
Prefer having team activity to individual activities.-
Often showing the opposite of social traits, because of quarrelling with friends.-
Can solve a small social problems. (Soemitro, 2000: 4-5).Based on the physical characteristics and social behavior, so that will be treated a Process of motion socialization to develop child's motion aspects. As stated in this socialization process is for running where the teacher acts as an agent of socialization. For details, there will be explained a socialization of motor behavior for running.
Educating Sports PI-ofessionals:
Conserving Local Wisdom and Progressing Future
One of the socialization characteristics of the age of 8 to 9 years is playing. To teach running must be in accordance with the child circumstances. The form of the game that used in the socialization process of running motor behavior is the Green Black.
Place I tools : in the yard I gyms: without tools.
Purpose : Each group of chosen teams, trying to run escaping as quickly as possible and return safely to the end of the line.
Implementation: The children were divided into groups with the balance pairs. The group formed in two rows with the distance is 2 meters. While the distance between one child and the others is 1.5 meter. The distance between the rows with the end of the line is 20 meters. Children stand in a ready state to pursue or be pursued. If the teacher says
"Green" the green group (first rows) run to the finish line, then the black group (second row) trying to catch them before they reach the finish line. Soon after that, count how many green groups that can be caught by black team. Play the game over and over, with same opportunities between each group.
Assessment : At the end of the game, count the number of opponents who were arrested. It should be noticed in the distance between one child and the others in the ranks; not to be closer and remember the safety factor (MOEC, 2000: 50).
CONCLUSION
The development of motor behavior reflects a change of person's behavior in their way of how to interact with their environment. The changes of motor behavior that occur along the time reflect the interaction between people with their environment.
Specific changes describe the interrelationship between growth and development of maturity and experience during the life.
During the school-age the children have a lot of changes in their body such as the height, the weight, and the body proportions as well as changes in motor behavior.
Socialization is very important for the motor behavior of school-age children that are useful for developing their basic movements. With the existence of the motor behavior socialization through physical education lessons in schools provides an opportunity for school-age children to master and improve the basic movements.
REFERENCES
Arifin, Psikologi Perkembangan, Jakarta : Remaja Karya, 2007.
Bain, Linda. L (ed), Motor Development, New York : Harper, 2001.
Broks, George. A (ed), Perspectives On The Academic Dicipline of Physical Education, lllionis : Human Kinetics Publisher, 2001.
Broom, Leonard. SosiologiA Text With Adapted Readings, New York : Harper, Raw, 2001.
Cratty, Bryant. J, Motor behavior and Motor Development, Philadelphia : Lea and Febiger, 2007.
Cratty, Bryant, J, Perceptual and Motor Development in Infants and Children, New Jersey : Prentice Hall, 2006.
Depdikbud, Kamus Besar Bahasa Indonesia, Jakarta : Balai Pustaka, 2000.
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Espenschade, Ann S and Ecked, Helen M, Motor Development, Colombus : Charles E, Merril Publishing Company, A Bell and Howell Company, 2000.
ywood, Kathleen M, Life Span Motor Development, lllionis : Human Kinetics Publisher, Inc. 2006.
Harrow, Anita J, A Taxonomy of The Psychomotor Domain. New York : David Mc Kay Company, Inc.
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Hurlock, Elizabeth B, Psikologi Perkembangan : Suatu Pendekatan Sepanjang Rentang Kehidupan, Terjemahan lstiwidayanti dan Soedjanvo, Jakarta : Penerbit Erlangga, 2000.
Rahantoknam, Edward B, Seminar Olahraga PON XI/, Kumpulan Makalah Bidang Pendidikan Jasmani, Panitia Seminar Olahraga PON XI1 16 - 17 Oktober 1989, Jakarta, 1989.
Rahantoknam, Edward B, Belajar Motorik : Teori dan Aplikasinya Dalam Pendidikan Jasmani, Jakarta : Depdikbud Dikti, Proyek Pengembangan Lembaga Pendidikan Tenaga Kependidikan, 2000.
Soemitro, Karakteristik Fisik, Sosial Emosional dan Mental Anak SD, Makalah Untuk Penataran Calon Penatar PGSD d i Cisarua : Bogor 24 Januari - 1 Agustus,, 2000.
Suriasumantri, Yuyun. Pendekatan Sistem, Jakarta : IKlP Jakarta, 2005.
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