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SPORT LEARNING   Sugiharto Jurusan Ilmu Keolahragaan FIK UNNES Semarang

  PP NO 19 TAHUN 2005 PMP


  (1) subject mastery; (2) pupils understanding; (3) teaching method mastery; and (4) personality and professionalism improvement.

  Those consequences belong to teachers, including physical education and sport teachers

  (Dikti, 2004)


That is why an educator must have academic

qualification and competency as an education

agent, be healthy physically and

psychologically, and be able to perform national

education goal (PP. No.19: 2005)

one of them is learning development

through presenting material interestingly

and humane, and speeding the

competence mastery these needs are



  • Physical education and sport is an effective and efficient mean to increase discipline and responsibility, creativity and innovation, and to develop emotional quotient (Wiranto Arismunandar, 1999)
  • Physical education and sport is an education that uses physical activities as a mean to meet goals. Meeting the goals, a systematic plan to improve an individual organically, neuromuscularly, perceptually, cognitively, socially, and emotionally, is needed (Depdiknas, 2003a)
  •   These are parallel to Annario (1980); he said

    that a good physical education and sport must

    be able to develop four aspects, which are: (a)Physic; (b) psychomotor; (c) cognitive; and (d) affective.


    The aspects can be reached when the

    implementation of Physical education and sport

    considers four aspects:

      (a) principals; (b) contents; (c) learning strategy; and (d) the precision of measurement device used

      Developing Steps Developing The data of the field-needs analysis are available The plan of the development can be made,

      The development of the product can be implemented then Research and development by Borg and Gall (1983) The steps are described as follows:

    • – managing analysis of needs
    • – making plan
    • – developing product (learning)
    • – managing small-group try out of the developmental product

    • – Revision of the product
    • – Managing field-tryout

      1. Analysis of Needs

        The information


        teaching-learning preparation, teaching-learning process, and teaching-learning value


        reading literature, field-observation, and interviewing teachers or students.


      Table 1.

      Data of teaching-learning preparation of state junior

      high schools’ physical-education and sport teachers

      in Semarang city. N=40




        70 %

      1 Annual program

        2 Semestral program 50 %

        3 Arranging syllabus 15 %

        4 Making lesson plans 15 %

        5 Constructing evaluation-form 15 % In accordance to the data above, it seems that physical-education



      Sport teachers in Semarang city need training of

      2. Planning

        Constructing teaching-learning preparation



      Lesson plans, and

      Evaluation forms






      This method must also consider the proportion of the

      training burden, which must be different from a seminar

      3. Product Development


      Preparing determining instructional goals and books or evaluation-tool of the


      Based on the description above, the product development can be training-guidance

      book for teaching-learning preparation, the method of using the book, and constructing evaluation-tools to measure the success of the training

      In this step, a model or prototype as the miniature of the condition needed by the

      trainee has been created.


      The product itself will be used in training

      The product must be constructed by experts and assisted by experts of this field.

        They can be content (material) experts and teaching-learning expert (as the planners)

      Validation is administered by experts of physical-education and sport, lectures of

      physical-education and sport science, or physical-education and sport teachers mastering the materials

      4. Small Group Try- out

      • After the product development produced, then a small group tryout to 6-12 physical-education and sport teachers is administered using the product.
      • The tryout is to find out the difficulty level of the subjects to understand the developmental product so that the subjects are able to construct teaching- learning materials.
      • The weaknesses found in the tryout are then used for revising the product.
      • 5. Revision of The First



        • The result of the small-group tryout is then analyzed and and perfected according to the proposals of the physical education and sport teachers in the training.
        • It is expected that the product revised will be understood easier so that it is helpful for the teachers to construct physical education and sport teaching-learning plan.
        • 6. Field Tryout

            The next step is trying out the revised product to another group. Then, it is be analyzed to be perfected. This step is managed repeatedly until the best result is achieved.

            In brief, the developmental steps can also be described with scientific method cycle, which are:

            1.Identification of the problems

            2.Analysis and determining the problems

            3.Planning action




          The development of physical education and sport teaching learning must be based on the field needs so it will be more functional for users.

            The developmental steps can be administered as follows:

            1.Analyzing the needs

            2.Making plans

            3.Developing product (teaching learning product)

            4.Trying out the product in small group

            5.Revising the product

            6.Trying out the product in field


          To make physical education and

          sport teaching learning better,

          physical education and sport

          teachers should always innovate

          their teaching continuously through

          training, revising their teaching

          preparation, and always up-dating

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