Balance is the ability to react to any change in body position so that the body remains stable and in control. A right balance will enable a person to carry out activities and movements effectively and efficiently with minimal risk of falling. A balanced training program is given as many athletes get injured during peak periods and training for patients with Multiple Sclerosis and Down Syndrome. The author is interested in proving and implementing various forms of balance training applied to children who participate in various sports at primary school age to prevent them from avoiding injury. Therefore, all physical conditions must be met so that they are ready to receive training at the next stage. This study aims to determine the effect of learning static and dynamic balance in elementary school students. The method used is a pretest-posttest control group design experimental random sampling method. The sample is elementary school students in grades 5 and 6. The instruments used in the form of tests are the standing crane test and the Star Balance Excursion Balance Test (SEBT). The results showed that static and dynamic balance learning significantly influenced the improvement of balance in elementary school students. In conclusion, learning static and dynamic balance together provides increased balance in elementary school students
This study focused on higher education and learning environments within the context of the flipped classroom (FC) approach. Using a mixed-methods approach, this study aimed to identify how the various components of the learning environment affected higher education students' (N=414) positive learning experience in FC courses. The results highlighted that students with different levels of satisfaction with the FC courses differed significantly in terms of their perspectives regarding the guidance received in the FC study method, teaching aimed at understanding, teachers' pedagogical content knowledge, the creation and maintenance of a safe course atmosphere for learning, support from peers and teachers, and the use of technology in learning. The findings offer valuable insights into what creates a positive learning experience in a university course incorporating the FC 1 This paper has two first authors with equal contribution 2 Corresponding author: Erkko Sointu, erkko.sointu@uef.fi ©2019 The authors and IJLTER.ORG. All rights reserved. approach and how this experience can be supported by both the teacher's personal actions and the institutional training.
A sports competition is a measure of success for an athlete. However, factors affecting an athlete's success come from the athlete and all competition aspects, including referees. Referees need to have a good reputation before and after carrying out their role as court judges. A referee must have competencies, including refereeing skills, rules of the game/competition, physical condition, mental-psychological conditions (self-confidence, calm, consistency, the assertiveness of attitudes and actions, accuracy in weighing and deciding, high motivation, honest & sincere, socializing). Thus, this research aims to examine the effect of physical conditions, primarily components of endurance, eye-hand coordination, and self-confidence, as psychological aspects that strengthen the referee's performance. To achieve this research's objectives, a survey method was used using path analysis and measurement techniques in tests through standard performance evaluation of volleyball referees, confidence questionnaires, 12 minutes running fitness test, and eye-hand coordination. The population involved in this research was 335 referees who had regional and national diplomas. The sample of this research used the Slovin pattern with an error rate of 10%, so that the sample amounted to 77 volleyball referees in West Java. The conclusions of this research are (1) Endurance affects the performance of the referee by 42.9%, (2) Eye-hand coordination affects the performance of the referee by 39.6%, (3) Confidence affects the performance of the referee by 45.8%, (4) Endurance affects self-confidence by 51.2%, (5) Eye-hand coordination affects self-confidence by 40.8%.
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