Neurotracker is a 3D technology with Multiple Object Tracking (MOT). This technology has not been developed in Indonesia. Meanwhile, developed countries have implemented this technology in sport training, including in archery sport. In archery sport, the athletes are required to concentrate every time they perform a technique and to be fast and accurate in making a decision when aiming and releasing the arrows.  The problem usually occurs during shooting is that the athlete doubts in aiming and releasing the arrows, thus the shooting result does not hit the target. It is caused by the athlete’s doubt and the lack of concentration. To overcome the problem, a neurotracker training is important to be conducted in every training process to improve the athletes’ concentration. The method used in this study was an experimental method. The samples were 20 persons chosen in a non-random sampling. The subjects were divided into two groups through a random assignment, thus the number of subject in each group was ten persons. The instrument to measure the concentration was the Concentration Grid Test. The design of the study was pretest-posttest control group design. To analyze the data, t-test was used. The result of the study showed that (1) there was a significant effect of the NeuroTracker training on the improvement of the archery athlete’s concentration, (2) there was a significant effect of conventional training on the improvement of archery athlete’s concentration, (3) there was a significant difference of effect between the NeuroTracker training and conventional training in the improvement of the archery athlete’s concentration. The NeuroTracker training was better than a conventional training in increasing the archery athlete’s concentration. It is suggested that the archery trainers implement the NeuroTracker technology in the training process as it could improve the concentration of the archery athletes.

Sports heroes are considered worthy of appreciation, especially for those who contribute to providing achievements for the nation at regional and international levels. The reward is given to athletes and coaches during their productive lives in the present until their retirement period. However, the rewards received by athletes and coaches tend not to be able to fulfill their welfare as a guarantee of life in the future. Therefore, this study was aimed at determining the relationship between rewards and the level of welfare given by the government and sports committees in Indonesia to athletes and coaches. This research was an ex-post-facto study using a self-administered closed-questionnaire conducted on athletes and national coaches on the 30th SEA Games team in Philippines in 2019. The number of samples was determined by using Slovin formula at 5% error rate and carried out on 46 athletes and nine coaches under the authority of the Indonesian National Sports Committee in Bandung. Data analysis was performed by using SPSS. From the results obtained, these rewards also had a direct correlation with the level of welfare of athletes and coaches. Considering that, if a maximum reward is given, the level of welfare will also be increased. The results indicates that there is a robust and significant positive relationship between rewards and welfare. Athletes and coaches expected the government and sports committee in Indonesia to give rewards that are not only limited to bonuses in terms of financial. Other aspects also need a concern when the athletes and coaches are no longer productive in contributing to the national sports achievements.

Self-Efficacy is a person's belief on his ability to complete certain tasks. The purpose of this study was to determine the influence differences between two learning models, namely TPSR and Cooperative Learning on students who have high and low motivation levels to increase self-efficacy of the fifth grade students. Experimental methods with 2x2 factorial design was used. The sample of this research were105 fifth grade students at SDN 208 Luginasari, Bandung, chosen by using total sampling technique. Data analysis used SPSS version 21 with hypothesis testing through Two Way Anova. The results of the analysis and calculation of the data revealed that; there was no significant difference in the effect between the two learning models on increasing students’ self-efficacy; there was an interaction between learning models with motivation towards increasing self-efficacy; there was no significant difference in the effect between the two learning models with high levels of motivation towards the increase of self-efficacy; and there was no significant difference in the effect between the two learning models with low motivation levels on increasing self-efficacy. The conclusion of this study is that both of the learning models have the same effect on both high and low motivation levels on the student self-efficacy and there is an interaction between learning models and motivation on increasing the student self-efficacy.