The aim of this research is to find out the difference between teaching styles and motivation toward breast stroke skill in swimming.The sample of this research consists of 32 students who major in Physical Education Health and Recreation, State University of Padang. An experimental study with 2 X 2 factorial was designed. The data were analyzed by using ANOVA (analysis of variance) and continued with Tukey Test. The results of the research showed that (1) In general, experimental group with inclusion style has higher result than those with training style. (2) There is an interaction in the treatment between teaching style and motivation toward breast stroke skill in swimming. (3) The students who have high motivation and got treatment with inclusion style have higher result than those of high motivation in training style. (4) There is no significance difference of breast stroke skill in swim between training style and inclusion style of students who have low motivation.
This study aims to determine the results of developing a sports biomechanics module based on literacy skills to improve conceptual understanding and determine how student responses affect student concept understanding. This module was developed using the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). Before testing, the module must be validated. The results of the material expert validation obtained a score of 4, which was in the excellent category. The media expert validation obtained a score of 4, which was in the excellent category. Moreover, the results of language validation also obtained a score of 4, which means excellent. The results of trials conducted on 90 students showed a positive response where 60% of students stated that this product was good to use. The results of the product effectiveness test were carried out by looking at the effect of the response with the understanding of students' concepts using regression testing. The results of the simple linear regression test showed results of 54.1% on the coefficient of determination which indicated that there was an effect of student responses on understanding the concept. So that the use of this biomechanics module is effective for use in the learning process.
This research aimed to find out the effect of the play method on physical education learning outcomes. The play method could be given to the students to help them understanding and explaining the learning materials. The play method approach introduces a different level of tasks or materials to be carried out because it provides different tasks at each level. The using of the play method could stimulate students performance level in the physical education learning process. The results showed that the play approach affects the learning outcomes of physical education, with a difference of mean = 7.06, which means the difference in the score of physical education learning outcomes before and after being given the play method. The positive value means that after being given the play method, the score for physical education learning outcomes is higher than before being given the play method. This is based on the results of data analysis showing that the statistical price t = 20,276, with db = 43 and the figure sig. or p-value = 0.000 < 0.05. It mean that Play method could enhanching Physical Education learning outcomes.
This study aims to look at the effect of inclusive teaching styles on breaststroke swimming learning outcomes. The teaching style of inclusion has done a lot to understand and explain learners in sports. When using the inclusive teaching style approach, it can introduce various levels of tasks to be performed. Where the inclusion force assigns tasks that vary in their level. In the inclusive teaching style, students are encouraged to determine their level of appearance in doing breaststroke swimming. This article gives an influence on the learning outcomes of breaststroke swimming, with a difference of mean = 7.06, which means the difference in the score of the learning outcomes of the breaststroke renag between after and before being given the inclusion teaching style. The positive price is significant after being given an inclusive teaching style with a score of swimming breaststroke learning outcomes higher than before being given an inclusive teaching style. Furthermore, the statistical value of t = 14.016, with db = 15 and sig. or p-velue = 0,000 <0.05 or H0 rejected. Thus, it was concluded that there were significant differences in student learning outcomes in the breaststroke style between before and after being given an inclusive teaching style.
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