Performa maksimal dan tren positif selalu menjadi tujuan setiap pelatih yang dipercayakan untuk melatih sebuah tim olahraga, namun ekspektasi tersebut belum terealisasi dengan baik. Stagnansi prestasi olahraga beregu di Provinsi Nusa Tenggara Timur perlu dicarikan langkah solutif untuk memperbaikinya, psikologi sebagai salah satu bidang kajian yang dapat digunakan untuk memperbaikai stagnansi prestasi pada cabang olahraga beregu. Ada banyak konsekuensi positif jika ditingkatkannya kohesivitas dalam olahraga beregu. Konsekuensi positif kohesivitas dalam olahraga telah dijelaskan dalam berbagai literatur ilmiah, misalnya latihan kohesivitas mempengaruhi performa, kohesivitas dan keberhasilan kolektif berkontribusi terhadap performa tim, kohesivitas dapat digunakan untuk membangun tim. kohesivitas dan kecemasan merupakan faktor penting untuk performa atlet. Dengan demikian, dalam olahraga beregu, kohesivitas sangat berkontribusi terhadap peningkatkan performa atlet.

Living the life of the 21st century, one of the essential things that the world of education pays attention to is the development of students' analytical thinking skill activities. Research in various countries found only a few studies on developing analytical thinking instruments for Micro Teaching courses. Reports of several studies are limited to developing analytical thinking instruments for elementary school students. This research aims to construct analytical thinking skill instruments for Micro Teaching courses by adopting a development research model (test design, test trials, and test assembly). Nine items were designed using the concept of analytical thinking skills from Anderson and his colleagues; differentiation, organizing, and attributing, then validated by nine raters and tested on 30 students. Content validity testing (rater assessment) uses the Aiken–V formula, reliability testing uses Cronbach's alpha formula, Inter–Rater Reliability testing from Pearson's Intraclass Correlation Coefficients, construct validity testing uses Exploratory Factor Analysis (EFA), as well as analyzing the difficulty and discrimination item. The research results prove that the validity of the content of each item and the reliability test has been fulfilled. While the results of the trial using EFA confirmed the formation of three dominant factors with a loading factor value of ˃0.50, with a reliability coefficient of 0.82. The instrument is appropriate to use because, in addition to fulfilling the parameters of statistical testing, this instrument is also more operational, contextual, and practical to use to measure and assess analytical thinking skills for Micro Teaching courses.

Oral presentations have become pivotal in recent learning. Students must communicate their work or experiments to colleagues and lecturers through scientific protocols. In many cases, it was detected that students often experienced difficulties making oral presentations, resulting in irritation in critical and constructive class discussions. This service aims to conduct presenting with impact training to train students' oral presentations using lecture and discussion methods, exercises and peer-reviews, and oral presentations. Participants involved as many as 16 people. As a result, there was an increase in the participants' oral presentation skills in terms of content accuracy, effective communication, and clarity of speech. However, it still needs to improve various indicators to characterize oral presentation skills in various conditions. Presentation training should be a regular agenda to equip students with the latest oral presentation instruments to strengthen their professional skill profile as prospective teachers.

Physical education is a subject that requires students to perform openly in public. It seems a more critical way because it needs feedback from teachers and classmates. Many students experience a crisis in social self-esteem because of negligence in their performance. This study aims to test the determination of teacher and classmate support for students' social self-esteem. The participants were 94 junior high school students, grade 7 (M = 12.7660; SD = 0.53733). We collected the data using The Teacher and Classmate Support Scale and Social Self-Esteem Inventory. The data were analyzed descriptively and with the t-test. The results of teacher and classmate support and students’ social self-esteem variables show positive results, as well as proving that teacher and classmate support affects students' social self-esteem during physical education learning activities. The presence of teachers in the learning class is necessary to provide social, emotional, and cognitive support to students so that they become more confident in performing their abilities and also feel comfortable with every performance they produce in some learning experiences and expressive learning cultures.