1.png)
Email this article The Effect of Small-Sided Games on The Development of Student Leadership and Motivation
Abstract
Leadership has been identified as an important life skill but less developed among young athletes. Therefore, the researcher aimed to examine the development of the leadership by taking a formal educational approach for giving experience to the sport captains. Giving a motivation is one of captain's important tasks that must be faced in regular physical education classes. A captain must implement strategies or ways to motivate students who are not motivated to get involved and also maintain the motivation of students who are already involved. In addition, captains often report that their leadership tasks are mostly organizational tasks. The main objective of this study was to find out the relationship between the small-sided games model intentionally structured and non-intentionally structured on students’ developments and to know which one is better for early adolescents (12 -15 years), in junior high school. The population of the study were 48 students of SMPN 1 Subang who took part in the extracurricular activities of the National Basketball Association. The Random Cluster Sample technique was used to select the samples. The samples were 20 students for the control group and 20 students for the experimental group. There were two instruments used, namely IMI (Intrinsic Motivation Inventory) and Leadership Instruments. The results showed that the value of the motivation of the experimental group (M = 68.7) was higher than the value of the motivation of the control group (M = 43.6). The results of the experimental group Leadership value (M = 73.1) also showed a higher value than the control group Leadership value (M = 34.2). The results of the research conclude that a structured small-sided games are effective in increasing the students’ leadership and motivation.
Keywords
Full Text:
PDFReferences
Arau ́ jo, D. (2013). The study of decision-making behavior in sport. RICYDE: Revista Internacional de Ciencias Del Deporte, 9(31), 1–4. doi:10.5232/ricyde2013.031
Barnett, L. M. 2015a. “Active Gaming as a Mechanism to Promote Physical Activity and Fundamental Movement Skill in Children. Available from Deakin Research Online :” (February 2017)
Biddle, S. J. H., Gorely, T., & Stensel, D. J. (2004). Health-enhancing physical activity and sedentary behaviour in children and adolescents. Journal of Sports Sciences, 22(8), 679–701. https://doi.org/10.1080/02640410410001712412
Blanchard, C. M., Kupperman, J., Sparling, P., Nehl, E., Rhodes, R. E., Courneya, K. S., … Hunt, T. (2007). Ethnicity as a moderator of the theory of planned behavior and physical activity in college students. Research Quarterly for ExerciseandSport,78(5),531–541. https://doi.org/10.1080/02701367.2007.10599452
Boiché, J., Sarrazin, P., Grouzet, F., Pelletier, L., Chanal, J., Boiché, J., … Motiva-, J. C. S. (2009). Students ’ Motivational Profiles and Achievement Outcomes in Physical Education : A Self-Determination Perspective To cite this version : HAL Id : hal-00389858.
Cairney, J., Kwan, M. Y., Velduizen, S., Hay, J., Bray, S. R., & Faught, B. E. (2012). Gender, perceived competence and the enjoyment of physical education in children: a longitudinal examination. International Journal of Behavioral Nutrition and Physical Activity, 9(1), 26. https://doi.org/10.1186/1479-5868-9-26
Carl, L. 2015. “Fundamental Movement Skills ‘ Mastery ’and Habitual Physical Activity in British Primary School Children Fundamental Movement Skills ‘Mastery ’ and Habitual Physical Activity in British Primary School Children A Thesis Submitted in the Fulfilment of the.” (February).
Cliff, D. P., Okely, A. D., Smith, L. M., McKeen, K. 2009. Relationships between fundamental movement skills and objectively measured physical activity in preschool children. Pediatric exercise science, 21(4), 436-449.
Cloes, M. (2005). Research on the students ’ motivation in physical education. The Art and Science of Teaching in Physical Education and Sport, 197–210.
Csikszentmihalyi, M., & Rathunde, K. (1993). The measurement of flow in everyday life: Toward a theory of emergent motivation. In J. E. Jacobs (Ed.), Developmental perspectives on motivation (pp. 57-97). Lincoln: University of Nebraska Press.
Davids, K., Arau ́jo, D., Correia, V., & Vilar, L. (2013). How small-sided and conditioned games enhance acquisition of movement and decision-making skills. Exercise and Sport Sciences Reviews, 41(3), 154–61. doi:10.1097/JES.0b013e 318292f3ec
Davids, K., Button, C., Arau ́ jo, D., Renshaw, I., & Hristovski, R. (2006). Movement models from sports provide representative task constraints for studying adaptive behavior in human movement systems. Adaptive Behavior, 14(1), 73–95. doi:10.1177/ 105971230601400103
deCharms, R. (1968). Personal causation. New York: Academic Press
Dellal, A., Jannault, R., Lopez-Segovia, M. y Pialoux, V. (2011). Influence of the numbers of players in the heart rate responses of youth soccer players within 2 vs. 2, 3 vs. 3 and 4 vs. 4 small-sided games. Journal of Human Kinetics, 28, 107-114.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2013) Gano-Overway, L. A., Newton, M., Magyar, T. M., Fry, M. D., Kim, M., & Guivernau, M. (2009). Influence of caring youth sport contexts on efficacy-related beliefs and social behaviors. Developmental Psychology, 45, 329–340. doi:10.1037/a0014067.
Goudas, M., Biddle, S., & Fox, K. (1994). Perceived locus of causality, goal orientations, and perceived competence in school physical education classes. British Journal of Educational Psychology, 64(3), 453–463. https://doi.org/10.1111/j.2044-8279.1994.tb01116.x
Gould, Daniel & Dana K. Voelker (2010) Youth Sport Leadership Development: Leveraging the Sports Captaincy Experience, Journal of Sport Psychology in Action, 1:1, 1-14, DOI: 10.1080/21520704.2010.497695
Gould, Daniel & Dana K. Voelker (2012) Enhancing Youth Leadership Through Sport and Physical Education, Journal of Physical Education, Recreation & Dance, 83:8, 38-41, DOI: 10.1080/07303084.2012.10598828.
Gould, D., Smith, P., White, J., & Chung, Y. (2006). Future directions in coaching life skills: Understanding high school coaches’ views and needs. Athletic Insight: The Online Journal of Sport Psychology, 8, 1–11
Gray, Shirley, John Sproule, Kevin Morgan. 2009. “Teaching Team Invasion Games and Motivational Climate.” European Physical Education Review 15(1): 65–89.
Greco, P., Memmert, D., & Morales, J. C. P. (2010). The effect of deliberate play on tac- tical performance in basketball. Perceptual and Motor Skills, 110(3), 849–856. doi:10.2466/PMS.110.3.849-856
Gunarsa S.D., (2008). Psikologi Perkembangan Anak Remaja. PT BPK Gunung Mulia, Jl. Kwitang 22-23, Jakarta.
Hagger, M. S., Barkoukis, V., Chatzisarantis, N. L. D., John Wang, C. K., & Baranowski, J. (2005). Perceived autonomy support in physical education and leisure-time physical activity: A cross-cultural evaluation of the trans-contextual model. Journal of Educational Psychology, 97(3), 376–390. https://doi.org/10.1037/0022-0663.97.3.376
Hassandra, M., Goudas, M., & Chroni, S. (2003). Examining factors associated with intrinsic motivation in physical education: A qualitative approach. Psychology of Sport and Exercise, 4(3), 211–223. https://doi.org/10.1016/S1469-0292(02)00006-7
Hoffmann, J. J., Reed, J. P., Leiting, K., Chiang, C. Y., & Stone, M. H. (2014). Repeated sprints, high-intensity interval training, small-sided games: Theory and application to field sports. International Journal of Sports Physiology and Performance, 9(2), 352–357. doi:10.1123/IJSPP.2013-0189
Hill-Haas SV, Dawson B, Impellizzeri FM, Coutts AJ. Physiology of small-sided games training in football: a systematic review. Sports Med. 2011;41(3):199–220. doi:10.2165/11539740-000000000-00000
Hill Haas, S., Coutts, A. J., Rowsell, G. J. y Dawson, B. T. (2009). Generic versus small-sided game training in soccer. International Journal of Sports Medicine, 30(9), 636-642.
Impellizzeri, F. M., Marcora, S. M., Castagna, C., Reilly, T., Sassi, A., Iaia, F. M. et al. (2006). Physiological and performance effects of generic versus specific aerobic training in soccer players. International Journal of Sports Medicine, 27(6), 483-492.
Koklu Y, Asci A, Kocak FU, Alemdaroglu U, Dundar U. Comparison of the physiological responses to differ- ent small-sided games in elite young soccer players. J Strength Cond Res. 2011;25(6):1522–1528. doi:10.1519/ JSC.0b013e3181e06ee1
Kolovelonis, A., & Goudas, M. (2013). The development of self-regulated learning of motor and sport skills in physical education: A review. Hellenic Journal of Psychology, 10(3), 193–210.
Memmert, D. (2010). Game test situations: Assessment of game creativity in ecological valid situations. International Journal of Sport Psychology, 41, 94-95.
Memmert, D. y Roth, K. (2007). The effects of non-specific and specific concepts on tactical creativity in team ball sports. Journal of Sports Sciences, 25(12), 1423-1432.
Monks, 2009. Tahap Perkembangan Masa Remaja. Medical Journal New Jersey Muagman, 1980. Defenisi Remaja. Jakarta : Penerbit Grafindo Jakarta
Ntoumanis, N., and Standage, M. (2009). Morality in Sport: A Self-Determination Theory Perspective. Journal of Applied Social Psychology, 21(4), 365-380.
Okely, D. 2012. “Prevalence and Correlates of Low Fundamental Movement Skill Competency in.” (July).
Ortega, E., Alarcón, F. y Piñar, M. (2012). Modificaciones reglamentares en baloncesto de formacion: Un nuevo equipamento, una nueva perspectiva.
Owen, A., Twist, C., & Ford, P. (2004). Small-sided games: The physiological and technical effect of altering pitch size and player numbers. Insight: The F. A. Coaches Association Journal, 7(2), 50-53.
Reilly, T. (2005). An ergonomics model of the soccer training process. Journal of Sports Sciences, 23(6), 561-572.
Reinboth, Michael; Duda, Joan; Ntoumanis, N. (2004). Dimensions of Coaching Behavior, Need Satisfaction, and the Psychological and Physical Welfare of Young Athletes. European Science Editing, 38(2), 35–37. https://doi.org/10.1023/B
Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Ryan, R. M., Kuhl, J., & Deci, E. L. (1997). Nature and Autonomy: An Organizational View of Social and Neurobiological Aspects of Self-Regulation in Behavior and Development. Development and Psychopathology, 9, 701-728.
http://dx.doi.org/10.1017/S0954579497001405
Ryan, R. M. (1995). Psychological needs and the facilitation of integrative processes. Journal of Personality, 63, 397-427.
Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization.JournalofPersonalityandSocialPsychology, 57,749- 761.
Ryan, R. M., Deci, E. L., & Grolnick, W. S. (1995). Autonomy, related- ness, and the self: Their relation to development and psychopathology. In D. Cicchetti & D, J. Cohen (Eds.), Developmental psychopathology: Theoo' and methods (pp. 618-655). New York: Wiley.
Thornburgh, N. (2006). Special Report - Dropout Nation, (April), 1–9.
Travassos, B., Araujo, D., Davids, K., Vilar, L., Esteves, P. y Vanda, C. (2012). Informational constraints shape emergent functional behaviours during performance of interceptive actions in team sports. Psychology of Sport and Exercise, 13(2), 216-223.
Vallerand, R. J., Gauvin, L. I., & Halliwell, W. R. (1986). Negative Effects of Competition on Children’s Intrinsic Motivation. The Journal of Social Psychology, 126(5), 649–656. https://doi.org/10.1080/00224545.1986.9713638
DOI: https://doi.org/10.17509/jpjo.v5i2.25439
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Yugi Rahmanudin Lugaya, Amung Ma’mun, Yudy Hendrayana
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.