Grade 3 students at Kebayoran Lama Elementary School 19: Game-Based Model for Throwing and Catching Movements

Objectives. The objective of the research is to develop a game-based model for fundamental manipulative movements like throwing and catching. The model can be used in physical education classes in elementary schools to assist teachers in teaching these fundamental movements. The created model is expected to be an effective tool in enhancing the learning process of basic manipulative movements in students. Materials and methods. The ADDIE model was utilized in this research which involved five stages - analysis, design, development, implementation, and evaluation. The research resulted in the development of a validated model for basic manipulative throwing and catching movements. The model underwent revision by basic movement expert lecturers, game experts, and elementary school physical education teachers, resulting in a total of 15 lessons. The data collection process consisted of documentation and observation, while data analysis was carried out descriptively. Results. At SD Negeri 19 Kebayoran Lama, a game-based model has been developed to teach third-grade students the fundamental skills of throwing and catching. The purpose of this research is to enhance the basic manipulative abilities of elementary school students through immersive and interactive gameplay. By utilizing a game-based approach, students are motivated to learn and practice the essential skills of throwing and catching. The game-based model provides a fun and engaging way to teach the students, which can lead to improved learning outcomes. This research seeks to contribute to the development of effective teaching methods that can enhance the learning experience of young students while promoting their physical development. Conclusion. The implementation of basic movement models in physical education is a valuable tool for teachers, particularly in the instruction of basic manipulative movements such as throwing and catching. This study examines a game-based manipulative throwing and catching basic movement model for Grade 3 students at SD Negeri 19 Kebayoran. The aim of this model is to provide students with a comprehensive understanding of manipulative movements, while simultaneously engaging them in a fun and interactive manner. By employing this approach, educators can facilitate the acquisition of essential motor skills, improve hand-eye coordination, and promote physical fitness among students.Objectives. The objective of the research is to develop a game-based model for fundamental manipulative movements like throwing and catching. The model can be used in physical education classes in elementary schools to assist teachers in teaching these fundamental movements. The created model is expected to be an effective tool in enhancing the learning process of basic manipulative movements in students. Materials and methods. The ADDIE model was utilized in this research which involved five stages - analysis, design, development, implementation, and evaluation. The research resulted in the development of a validated model for basic manipulative throwing and catching movements. The model underwent revision by basic movement expert lecturers, game experts, and elementary school physical education teachers, resulting in a total of 15 lessons. The data collection process consisted of documentation and observation, while data analysis was carried out descriptively. Results. At SD Negeri 19 Kebayoran Lama, a game-based model has been developed to teach third-grade students the fundamental skills of throwing and catching. The purpose of this research is to enhance the basic manipulative abilities of elementary school students through immersive and interactive gameplay. By utilizing a game-based approach, students are motivated to learn and practice the essential skills of throwing and catching. The game-based model provides a fun and engaging way to teach the students, which can lead to improved learning outcomes. This research seeks to contribute to the development of effective teaching methods that can enhance the learning experience of young students while promoting their physical development. Conclusion. The implementation of basic movement models in physical education is a valuable tool for teachers, particularly in the instruction of basic manipulative movements such as throwing and catching. This study examines a game-based manipulative throwing and catching basic movement model for Grade 3 students at SD Negeri 19 Kebayoran. The aim of this model is to provide students with a comprehensive understanding of manipulative movements, while simultaneously engaging them in a fun and interactive manner. By employing this approach, educators can facilitate the acquisition of essential motor skills, improve hand-eye coordination, and promote physical fitness among students

PENGGUNAAN PENDEKATAN BERMAIN UNTUK MENINGKATKAN KETERAMPILAN GERAK DASAR LEMPAR TANGKAP DALAM PEMBELAJARAN PERMAINAN KASTI

The arising problems of the physical education learning in the field were the lack of the students’ basic movement skills in throwing and catching. The formulation of problem in this study was whether the playing approach could improve the basic movement skills of throwing and catching in kasti game learning on the students at the fourth grade of SD Negeri Kadipaten VII. The aim of the research was to know the improvement of the basic movement skills of throwing and catching on the students at the fourth grade of SD Negeri Kadipaten VII by holding playing approach in kasti game learning. The method used in this study was classroom action research or penelitian tindakan kelas on the students at the A fourth grade of SD Negeri Kadipaten VII Majalengka regency totally 34 students. The instrument used in this study was the assessment format of the basic movement skills of throwing and catching (psychomotor skills), field record sheet and documentation. the action implementation began by the first observation. the next step was to create an action planning that consisting of two cycles with each cycle consisting of two actions. Improved the average percentage of the students who carried out the basic movement of throwing and catching at the beginning test achieved 41.07%, in the first cycle, the first action achieved 48.63%, and the second action achieved 62.55%, while in the second cycles, the first action achieved 74.00%, and the second action achieved 81.03%. These results indicated that by applying the playing approach, then the basic movement skills of throwing and catching on the students could be improved, and the students' understanding in physical education learning especially the kasti game could be better and improved

小学校１年生を対象にした投運動学習に関する研究 ：用具としての楕円ボールがこどもの投運動に与える影響

　Despite an increase in physical characteristics,children's hrowing performance has been declining　over the past 20 years. This is problematic as it is vital for children at the elementary age to master individual gross-motor skills, including ball play. Although many elementary school educational programs incorporate ball play activities such as dodge ball, basketball or baseball, many children lack age-specific throwing and catching skills. Consequently, children become sedentary with little or no physical activities in their later lives. The aims of this study were to examine the effect of throwing ability on children's ball skills, and motivation to engage in throwing performance during ball related activities using the unique ball. 　For this study, 89 participants (1st grade elementary school) were placed into three groups: Play with an ellipse ball; Play with a regular ball; and, Control. 86 participants completed the tests. The study measured throwing distance with a softball that required proper throwing mechanics for quantifying throwing ability. Throwing mechanics, participant's expression to the ball play, and learning strategy were measured by applying kinematic analyses on the ball's trajectory, body movement, and their behavior. 　The results showed the participants in the ellipse ball group showed significantly greater development of precision grip skill, release angle and cooperative movement skills with enjoyment

BADAS ROUNDERS GAME LEARNING FOR CLASS V MIS BUSTANUL ULUM BADAS: A STUDY BASIC SKILL LEVEL

Physical education, sports, and health are some of the most popular subjects for elementary school children. In addition, through learning physical education, sports and health, children can learn while playing, because many of the materials taught are related to games. The rounders game is a material in the fifth-grade elementary school learning curriculum. So, research on basic skills in learning the rounders game is very necessary to understand the learning process and the development of students' skills. This research is descriptive research with a survey method that aims to determine the level of basic skills, especially in the rounders game material. The data obtained through the test of practice and practice was analyzed using descriptive statistical techniques in the form of percentages. The instruments used to collect data through skill tests are ball throwing, catching, and hitting ball tests with a validity level of 0.413, with a throwing reliability level of 0.765, a hitting reliability level of 0.723, and a catching reliability level of 0.785. The results of the research on the basic skills of playing rounders are divided into several categories: "very high, high, medium, low, and very low." The results of the research on the basic skills of the rounders game from 26 students were found to be 11.5% very high, 23.0% high, 30.7% medium, 26.4% low, and 7.6% very low

Acting and being aware

One often assumes that we, rational human beings, first think and than act. This paper is an attempt to describe the mental characteristics governing the performance of regular everyday actions; and shows that no mental act has to precede our actions, instead of consciously thinking before we act, we mostly act while simultaneously overseeing our acting. The case of ball juggling is used to underpin the analysis with practical facts

Run, Jump, Throw and Catch: How proficient are children attending English schools at the Fundamental Motor Skills identified as key within the school curriculum?

This study examined proficiency levels in fundamental motor skills (FMS) in children within Key Stage 1 and 2 of the English school system. Four hundred and ninety-two children aged 6–9 Years old (245 boys, 247 girls) from school Years Two (n = 130), Three (n = 154) and Four (n = 208) participated in this study. FMS for the run, jump, throw and catch were assessed using the Test of Gross Motor Development – 2. The proportion of children who achieved mastery or near mastery of the skills was determined. For the whole sample, 18.5% (n = 91) did not achieve mastery in any of the four skills. A similar proportion (18.7%, n = 92) achieved mastery in all four of the FMS examined in this study. The proportion of children achieving mastery of all four skills was lower for Year Two children (0%) compared to children in years Three (24%) and Four (25%). More boys (25.7%) achieved mastery in all four of the FMS compared to girls (11.7%). Individual behavioural components in skill performance were also examined. The results of the present study highlight that less than one-fifth of children aged 6–9 years old have mastered the four key FMS identified by the physical education (PE) curriculum despite having the developmental potential to become fundamentally competent by six years of age. Fostering positive trajectories of FMS development presents a challenge for PE specialists given the association between FMS mastery in childhood and physical activity, weight status and health.N/

The Application of a Scientific Approachusing the TGT Type of Cooperative Learning Model to Improve the Learning Outcomes of Throwing and Catching Balls in Ball Kasti Games

The study aims to improve the learning outcomes skills of throwing and catching the ball in the fourth-grade students at State Elementary School 202 Balleanging in Ujungloe subdistrict in Bulukumba district by applying the cooperative learning model of TGT type in physical education and sports to 17 fourth grade students, consisted of 10 male students and 7 female students. This study is a Classroom Action Research which was conducted in 2 cycles, that each cycle has 2 meetings and is designed through 4 stages, namely Planning, Implementation, observation, and Reflection. Then, the aspects observed in the learning process are Spiritual, Psychomotor, Affective, and Cognitive. Before conducting the research, Preliminary Observations Was conducted and the data were obtained descriptively by using the percentage of learning completeness technique based on the Minimum Completion Criteria (KKM) = 75. The results of the study reveal that the percentage of completeness of students in (Pre-cycle) is only 1 student who completes with a percentage of 5.88%, (cycle I, meeting 1) 4 students completed with a percentage of 23.52%, (cycle I, meeting 2) 6 students completed with a percentage of 35.29%, (cycle 2, meeting 1) 6 students completed with a percentage of 70.58%, (cycle 2, meeting 2) 17 students completed with a percentage of 100%. Therefore, in conclusion, the improvement of the learning outcomes skills in throwing and catching a ball in the fourth-grade students at State Elementary School 202 Balleanging in Ujungloe subdistrict in Bulukumba district by implementing the cooperative learning model of TGT type can increase significantly

Fundamental Movement Skills (Fms) Learning Model for Primary School

Learning fundamental skills movements can be done with a game approach and using simple tools. This study aims to develop a game-based basic motion learning model in elementary schools, and to see the effectiveness of the developed model. The subjects in this study amounted to 158 consisting of 5 elementary schools, experimental and control subjects were taken from a sample of 68 students. The research method used is Research and Development from Borg and Gall. Based on the results of the validation of physical education learning experts, movement learning experts and game experts declared valid for trials with locomotors obtaining percentages of 80.00% and 85.00%, non-locomotor basic movements obtained percentages of 80.26% and 82.89% and in The manipulative basic movement learning model obtained a percentage of 80.88% and 84.38%, respectively. The results of the small group trial state that the learning model developed can be implemented by students with a percentage of 79.79% and the large group at gets a percentage of 82.14%,. The results of the effectiveness state that the developed model can improve the basic movement skills of walking, running, throwing, catching and jumping with a mean difference of t0 is 15,462 > t-table 1,668, degrees of freedom 66 = 0.05. The conclusion is that the developed model is valid and can be applied to physical education learning, and can improve the basic movement skills of elementary school students

Calibration and Cross-Validation of Accelerometery for Estimating Movement Skills in Children Aged 8-12 Years

This study sought to calibrate triaxial accelerometery, worn on both wrists, waist and both ankles, during children’s physical activity (PA), with particular attention to object control motor skills performed at a fast and slow cadence, and to cross-validate the accelerometer cut-points derived from the calibration using an independent dataset. Twenty boys (10.1 ±1.5 years) undertook seven, five-minute bouts of activity lying supine, standing, running (4.5kmph−1) instep passing a football (fast and slow cadence), dribbling a football (fast and slow cadence), whilst wearing five GENEActiv accelerometers on their non-dominant and dominant wrists and ankles and waist. VO2 was assessed concurrently using indirect calorimetry. ROC curve analysis was used to generate cut-points representing sedentary, light and moderate PA. The cut-points were then cross-validated using independent data from 30 children (9.4 ± 1.4 years), who had undertaken similar activities whilst wearing accelerometers and being assessed for VO2. GENEActiv monitors were able to discriminate sedentary activity to an excellent level irrespective of wear location. For moderate PA, discrimination of activity was considered good for monitors placed on the dominant wrist, waist, non-dominant and dominant ankles but fair for the non-dominant wrist. Applying the cut-points to the cross-validation sample indicated that cut-points validated in the calibration were able to successfully discriminate sedentary behaviour and moderate PA to an excellent standard and light PA to a fair standard. Cut-points derived from this calibration demonstrate an excellent ability to discriminate children’s sedentary behaviour and moderate intensity PA comprising motor skill activity.N/

The Development of V2 Playmat Game to Increase Movement Skill Children with Intellectual Disability (ID)

Children with mild ID are also referred to as debilitating or able to educate. Children with a mild ID can receive education like other normal children. Most of the Children with mild ID experience delays in physical development that have an impact on basic movement skills problems such as locomotor movements of running, jumping and jumping, as well as manipulative throwing and catching an object. The purpose of this study is to develop a learning model through V2 playmat games which are designed and developed to stimulate basic movement skills in children with mild ID in the Adaptive Physical Education learning process. The subjects of this study were children with mild ID aged 8-12 years totaling 10 people in the narrow-scale trial and 25 people in the wide-scale trial. Involving 3 experts consisting of learning media experts, learning material experts and Physical Education practitioners. The method used in this research is the Lee and Owens Analysis, Design, Development Implementation, and Evaluation (ADDIE) research and development method. The results of the validation test by experts using the Content Validity Index (CVI) and Content Validity Ratio (CVR) tests which show an average CVR value of 0.27 in other words the Playmatt game model developed is appropriate or relevant, or good and also has high content validity. in improving basic movement skills, cognitive, and mild ATG pleasure