Sports | Football » Arsil-Komaini - The Learning Result of Football Basic Technique Skill

Source: http://www.doksinet The 1st Yogyakarta International Seminar on Health, Physical Education, and Sports Science 2017 THE LEARNING RESULT OF FOOTBALL BASIC TECHNIQUE SKILL Arsil1,Anton Komaini1 1 Faculty of Sport Science, Universitas Negeri Padang arsilfik@yahoo.coid, anton chzicho@yahoocom Abstract Objectives: Based on the preliminary observation, it was found that the students’ learning result of the football basic technique skill at Faculty of Sport Sciences Universitas Negeri Padang was still low. It was assumed that the teaching method used by lecturers was still less effective and also less attention to the level of students’ motor skills. This study was aimed at determining the effect of the whole method and the portion method on the learning outcomes of football basic technique skills. Methods: It was a quasi experimental research. The population of this study was the students of Physical Education, Health and Recreation of Sport Education Department Faculty of

Sport Sciences, Universitas Negeri Padang, who took the Basic Football course in semester of January to June 2016 as many as 223 people. The sampling technique used in this research was simple random sampling. This technique was chosen based on the considerations of researchers, so the number of samples in this study was 44 people. The instrument used in this study was a test of football basic technique skills. The quality was taken from the average value of 3 judges and the quantity was taken by using batteray verducci test. Meanwhile, physical fittnes test was used to measure the motor skills. The data was analyzed using two-way analysis of variance (ANOVA) and Tuckey test Results: The first research hypothesis mentions the average score of teaching method of group A1 = 52.08 higher than the average score of teaching methods group A2 = 47.92 (Qh = 368> Qt = 295) The second research hypothesis states that Fcount = 39.44> Ftable = 406 The third research hypothesis stated that the

mean score of teaching method of group A1B1 = 59.81 was significantly higher than the mean score of teaching method of group A2B1 = 45,64 (Qh = 8.86> Qt = 379) The fourth hypothesis of research indicates that the mean score of the method of teaching the sample method of the whole method group A1B2 = 44.34 is lower than the mean score of the method of teaching group method of part A2B2 = 50.21 (Qh = 367 <Qt = 379) Conclusions: The results of the data analysis show that: (1) Students’ overall learning outcomes of football basic technique skill taught by whole method was better than the group of students taught through the portion method; (2) There is an interaction between teaching method and motor ability toward the learning result of students’ football basic technique skill; (3) the learning results of students group with high motor skills taught through the whole method were better than those who taught by the portion method; (4) the learning results of students group with

low motor skills taught through the overall method were lower than those who taught by the section method. Keywords: Learning Outcomes, Whole Method, Part Method, Basic Football Technique INTRODUCTION Football is one of the sports skills that is very popular within community, regardless of age from children to adults and even the elders love football. Football sport is played on a flat and rectangular shape field. Nugraha (2012: 27) states that the normal size of a football pitch is 100 meters x 64 meters (110 yards x 70 yards). The larger size is about 110 meters x 75 meters (120 yards x 80 yards) On both sides of the field wide, there are two goalposts in the middle. The goalpost consists of two vertical posts in which at its top end is connected to a horizontal straight rod with a length of 7.32 meters and a height of 2.44 meters Two lines are drawn perpendicular from the goal The distance between the corners of the field with the goalpost is about 5.5 meters The ends of the both

lines are connected by a straight line which is parallel to the goal line and this area is called the goal area. Two lines are perpendicular to the goal line between the goalpost and the field angle at 16.5 meters from 451 Source: http://www.doksinet The 1st Yogyakarta International Seminar on Health, Physical Education, and Sports Science 2017 the goalpost. This area is called a penalty kick area Penalty point kick is measured from the midpoint of the goal line with a distance of 11 meters. Further, Nugraha (2012: 10) states the main purpose of the football game is to make goals as much as possible. As a football player, to make goals as much as possible to the opposing goal is not easy. For that, it is required a complete bodybuilding activities, starting from the preparation followed by the implementation and follow up. Preparation, as well as in dribbling, is an upright posture, ball close to the foot, and head upright to see the field well. In the practice, the attention only

focuses on the ball, then kick the ball with instep or outstep surface completely and thrust the ball forward with several feet. Furthermore, follow-Through moves closer to the ball and push the ball forward as long as it is possible. Thus, the indicators of these basic football technical skills movements are the preparation phase, the implementation phase and the follow-through as stated by Luxbacher (2012: 12), they are: 1) preparation (initial phase); 2) implementation (main phase) and; 3) follow-through (final phase). For the students of the Faculty of Sport Science at Universitas Negeri Padang, it was found that the results of students’ basic football learning were still low. This can be seen from the score of football learning results, especially on the learning outcomes of football basic technique skills which was below the ideal value. Many students’ score were below the average (C +) and there were many students got C and C-in the basic football skills, while there was no

student got A. From the facts above, it is assumed that the cause of the low learning outcomes of football basic technique skills was the teaching methods used by lecturers which had not been in accordance with the needs of movement characteristics that exist in football. Nevertheless, the teaching materials had not been adjusted to the development of students’ physical characteristics. To overcome the low learning outcomes of students’ basic student soccer skills, it is necessary to find the method to teach football basic technique skills in accordance with the growth and development of students motor skills. Learning is done by human from birth, in childhood, adulthood, and until the end of his life. Learning according to the supposition of a person is a process that occurs in the human brain. The nerves and brain cells collect all seen by the eye, heard by the ear, and others, and then they are composed by the brain. Learning can be done formally in educational institutions or

nonformally As stated by Sobur (2003: 235) that learning essentially is "A process of psychology or personal events that occur within each individual. Learning process itself when running well will produce results later, in which we call learning outcomes ". Furthermore Hamalik (2013: 30) reveals evidence that a person has learned if there is the change in behavior of the person, for example from not knowing to know, and from not understand to understand ". Furthermore, related to motor skills, Sugiyanto (1993: 45) suggests that motor skills are the ability to function the organ systems in the bodys activities. Thus, motor skills are a persons ability to learn a new skill. How long someone mastering a new skill is closely related to his motor skills Someones success in learning a sports skill indicates that the person has good learning skills. To be able to determine the success of a person in learning sports, is by harnessing the potential of self that support the

success of individuals in learning sports skills, in this case is the football basic technique skills. Komaini (2017) Movement is a nature of life and it is changed by time which could be observed from the human’s birth to adulthood. From the free, gross, and random movements changed into meaningful, soft, well-organized movements. There are so many types of movement that needed to be learned and trained based on one’s need, development, and the social norm. Kogert (2007: 131) states the basic technical skills of football sport is a process of movement and it is proved in practice as best as possible to complete the task with certainty in the sport. The skills of playing football includes the basic techniques, in this case it is divided into several elements as well as biomechanics of the elements of football skills. Biomechanics is studying the forms and movements based on principles of mechanics and analyzing those motions for understanding. The elements of football skills as by

stated Mielky (2007: 19) namely: 1) Passing, it is the art of moving the ball momentum from one player to another player; 2) Stop the ball (Trapping), stop the ball by holding and control the ball can be done when the ball is low, the ball is flat on the ground, or when the ball is floating in the air by using all part of body except the hand; 3) Dribbling, it is a basic skill in 452 Source: http://www.doksinet The 1st Yogyakarta International Seminar on Health, Physical Education, and Sports Science 2017 football because all players must be able to control the ball while moving, standing, or preparing for an oper and or a shot; 4) Kicking the ball (Shooting), it is kicking the ball into the goal. Therefore, the lecturers who teach football are encouraged every time to load technical materials about ball kicking and to remind that the main goal of the game is to make goals against the opponent as much as possible. This means kicking practice should be a core program at every

meeting Thus, one of the methods of teaching football basic technique skills is the consistency of the growth and development of students motor skills is the overall method and part method. Syahara (2011: 156) stated that the whole learning is defined as action or learning of motion skills as a whole, while section learning is defined as action or learning of motion skills in the form of parts of motion. The use of the whole method to improve the learning outcomes of football basic technique skills is a complex set of engineering movements. So in the whole method, the students are required to have high motor skills. On the contrary, the use of portion method to improve the learning outcomes of football basic technique skills is learning the technique in stages or in part. Relevant research is needed to support the theoretical studies stated above: 1) Soekardis research (2008) under the title, "The Influence of Teaching Methods, Group Co-operation and Coordination Capabilities of

Dribel Skill and Shooting Basketball of Secondary School Male Students". In this study, it was stated that there was a difference between the mixed teaching method and the whole mixed teaching method. It turned out that the whole mixed teaching method was better than the part mixed teaching method (Fh 8,979 and Ft 4.08); 2) Semarayasa and I Ketut research (2010) under the title “The Influence of Learning Method and Motor Educability Level to the Mastery of Basic Technique Skill of Playing Takraw”. The result of the research stated that according to the average score of Sepak Takraw basic skills between groups of students who follow the whole practice method ( Y A1B1 = 44.30) was greater than the average score of those treated by the Section practice method ( Y A2B1 = 39,00 ). METHOD The aim of this research is to know the effect of different treatment in basic football lecture taught by using whole method and section method by considering motor ability possessed by students,

that is high and low motor ability. Specifically, this study has the objectives of: 1) Knowing the overall difference in learning outcomes of football basic techniques skills between groups of students taught through the whole method with groups of students who were taught by part method; 2) To know the interaction between teaching method and motor ability toward learning result of students’ football basic technique skill; 3) Knowing the difference in learning outcomes of football basic technique skills of high motor skills students group taught through the whole method with those who taught through the part method; and 4) Knowing the difference in learning outcomes of football basic technique skills of low motor skills students group who taught through the whole method with who taught through the section method. The method used in this research was experiment one with design of ANOVA by level 2x2. The population in this study was the students of Physical Education, Health and

Recreation of Sport Education Department ,Faculty of Sport Sciences Universitas Negeri Padang who took the basic football course at January-June 2016 as many as 223 students. The sampling technique used in this research was simple random sampling by choosing 80 students from the affordable population. For the purposes of analyzing the research data, the students selected from affordable populations were performed motor skills tests. After performing the motor skills test, it was known finally the students motor ability both high and low one. To determine the group, it was taken based on the percentage students of Verduci (1980: 176) ie 27% group of students who have high motor skills, and 27% group of students who have low motor ability level. Then it is proceeded with the calculation of 27% x 80 = 21.60 rounded up to 22 people So the sample in this study was 22 people with high motor skills and 22 people with low motor skills. The indicators of students’ learning outcomes of basic

football techniques are measured through quality and quantity tests. In terms of quality, it was judged by 3 judges Each judge assesses: 453 Source: http://www.doksinet The 1st Yogyakarta International Seminar on Health, Physical Education, and Sports Science 2017 1) 14 points of short pass and control judgment with 6 initial phase items, 6 items of main phase and 2 items of final phase; 2) 12 point dribbling assessment consisting of 5 items of initial phase, 4 items of main phase and 3 items of the final phase; 3) 17 grains of long passing accuracy of 18.20 meters consisting of 8 items of initial phase, 6 items of main phase and 3 items of final phase; 4) 9 ball fielling-jugling rating items consisting of 5 items of initial phase, 2 items of main phase and 2 items of final phase. From the observation,the judges assessed each item within range of 5 to 1 in which score 5 (excellent category), score 4 (good category), score 3 (medium category), score 2 (poor category) and, score 1

(very poor category). The scoring scale for learning result of football basic technique skills was taken in qualitatively from the average score of 3 judges’ judgments. Furthermore, the quantitative learning outcome of football was tested by using batteray test of Verducci (1980: 335). The indicators are football dribbling test, aerial pass for accuracy, ball control test and passing control tests of AFC 2015. The scale assessments for football basic technique skills was quantitatively taken based on the average score of 4 tests indicators conducted by students which were initially scored in T-Score. RESULTS AND DISCUSSION Result Based on further test results using Tuckey test, it can be said that: The first research hypothesis stating that the learning outcomes of football basic technique skills of the students group taught through the overall method (A1) is better than the group of students taught through the section method (A2) was accepted. The average score of teaching method of

group A1 = 52,08 is higher than average score of teaching method of group A2 = 47.92 (Qh = 368> Qt = 295) The second research hypothesis stating that there is an interaction between teaching methods and motor skills on the learning outcomes of football basic technique skills is accepted. This is indicated by the result of sum calculation of interaction squares (column x row) in which the mean indicates that Fcount = 39.44> Ftabel = 406 Based on the data from the results of the study, it was obtained that the average score of learning outcomes of football basic technique skills of students who have high motor skills taught through whole method was 59.81 and the average score of of student groups with low motor skills was 44.34 Whereas the average score of learning outcomes of football basic technique skills of students with high motor skills taught by part method was 45.64 and the group of students with low motor skills was 50.21 A third research hypothesis which states that the

learning outcomes of football basic technique skills of students with high motor skills taught by whole method (A1B1) is better than the group of students taught by the part method (A2B1) is accepted. The mean score of teaching method of group A1B1 = 59.81 was significantly higher than mean score of teaching method of group A2B1 = 45,64 (Qh = 8.86> Qt = 379) The fourth research hypothesis stating that the learning outcomes of football basic technique skills of students with low motor skills taught through the whole method (A1B2) is lower than the group of students taught by part method (A2B2) is accepted. The sample mean score of whole method group (A1B2) = 44.34 is lower than the mean score of part method (A2B2) = 5021 (Qh = 367 <Qt = 3.79) Discussion Through descriptive analysis, it was obtained that the average score of football basic technique skills of students taught by the whole method is different from the score generated by the group of students taught by the

section/part method, respectively 52.08 and 4792 This fact is supported by the results of an inferential analysis stating that there is a significant difference between the football basic technique skills on the group of students taught by the whole method and those who were taught by the section method. If it seen based on the average score generated by both methods of teaching, it can be said that the whole method produces higher skill of football basic techniques than those who taught by part method. Thus, in overall the whole method is more effective than the part method to improve the football basic technique skills, especially the subject of the study. 454 Source: http://www.doksinet The 1st Yogyakarta International Seminar on Health, Physical Education, and Sports Science 2017 The standard deviations generated by the whole method and part method of were 9.76 and 5.14 From this results, it appears that the whole method yields a larger standard deviation than the part method.

This means that the students football basic technique skills score generated by the whole method have smaller value variations and are more centered on values that are relatively larger than the variations in value generated by part methods. For it is said that the scores generated by the whole method are more stable than the skill score of football basic technique skills produced by part method. The result related to hypothesis testing of interaction, it proves that there is interaction between teaching method and motor ability in its effect to learning result of students’ football basic technique skill, or in other words that proposed hypothesis is tested its empirical truth. It shows that to improve the learning outcomes of football basic technique skills not only by using teaching methods, but it is also determined by the motor skills possessed by students. Although the lecturers have applied good teaching methods, but without the support of good motor skills, students will find

it difficult to absorb or accept teaching materials given by lecturers. So, the students will find it hard to adjust to new conditions and are lazy to perform their duties. Thus, it is needed to select effective teaching methods within the support of good motor skills. The group of high-skilled motor students who were taught by the whole method obtained a higher score than the group of students who were taught by section method. This happens in learning activities where the students have good capability and ability to adjust to the things that are new in learning. As for the low-skilled student group taught through the section method, they obtained the average score of learning achievement of football basic technique skills which is higher than those taught by the whole method. In other words, in the category of low motor skills, the teaching using part method is better than teaching using the whole method. This is due to the group of part methods, the students feel comfortable and

follow the learning without any burdens that will interfere when the teaching material is given by the lecturer. Based on the discussion above, it can be concluded that there is an interaction between teaching methods and motor skills on the learning outcomes of football basic skills. The interaction between teaching methods and students motor skills as described above can be illustrated by comparing the average score of learning outcomes of students groups having high motor skills and students group having low motor skills who were treated differently on the following picture. 80 60 40 59,81 45,64 50,12 44,34 20 Whole Method Part Method 0 High Motor Low Motor Fig. 1 Interaction between teaching methods and motor capabilities to the learning outcomes of students’ basic football technique skills of FIK UNP Based on the picture above, it can be seen that the difference of learning result of football basic technique skill is significant between the teaching method given to the

group of students who have high motor ability and the group of students who have low motor ability. In the group of students who have high motor skills, the descriptive statistic approach shows the average difference of the students football basic learning achievement result between the group of students taught by the whole method with the group of students taught by the section method. The average score of the overall method score is 59.81 and the section method was 4564 Of the two scores, the difference is quite large, so that it can be descriptively said that both are different. The results of the hypothesis test reinforce the difference, ie there is a significant difference in learning outcomes of football basic technique skills of the students group taught by the whole method and the group of students who 455 Source: http://www.doksinet The 1st Yogyakarta International Seminar on Health, Physical Education, and Sports Science 2017 were taught by the section method. With these

facts, it can be said that the whole method is better than the section method to improve the learning outcomes of the football basic technique skills of students who have high motor skills. Different things are shown in the group of students who have low motor skills where the skill of football basic technique of students group taught by the part method is higher than those who taught by the whole method. The average score of section method was 5021 and the whole method was 44.34 The difference between these two average scores can be proved by the results of inferential testing, so the data shows a difference. These results show that the whole method is lower than the part method for low motor skills students. From all the analyses that have been described either by descriptive analysis or by inferential analysis, it is reasonable to say that the whole method is more effective in improving the football basic skills compared to the use of part methods. In the application of using this

whole method, it is necessary to note the characteristics of students based on their motor skills, because this method gives more effective results in groups of students who have high motor skills. This is proved by the significant differences in students’ football basic skills produced between groups of students having high motor skills and groups of students having low motor skills. CONCLUSION AND SUGGESTION As the result of the research, it can be stated that: 1) Overall learning result of football basic technique of Faculty of Sport Science Students at Universitas Negeri Padang (FIK UNP) between those taught by the whole method is better than student group taught by part method; 2) There is an interaction between the teaching method and the motor skills toward the learning outcomes of football basic technique skills of Faculty of Sport Sciences students at Universitas Negeri Padang (FIK UNP); 3) In groups of students who have high motor skills taught by the overall method, the

results are better than the group of students who were taught by part method; 4) In groups of students with low motor skills taught by the whole method, the results are lower than in the group of students taught by the section method. Thus, the teaching methods should be adjusted to the students motor skills. Because the students motor skills are very helpful to the success of students and lecturers in carrying out the learning process. The implication of research findings is that in the overall method, the results of the learning process obtained by students will achieve learning objectives, not only the achievement of motor goals, but also the football course can contribute to their skills such as observing, clarifying, measuring, predicting and students can self-evaluate the moves performed. Students are given the opportunity to actively engage in the movement and gain experience of movement and if they find difficulties, they can get the way out. REFERENCES A, Komaini. 2017

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