The present study examined the effect of cooperative games in physical education (PE) and sports classes on the stress coping and problem-solving skills. The fifteen elementary schools in the volcano disaster area assigned to the intervention and two control groups. The intervention group received PE and sports lessons with cooperative games while the control groups completed PE and sports lessons consistent with each school's existing curriculum over 28 weeks. The stress coping and problem-solving skills scales, previously developed for use with students, was implemented before and after the program. Two-and one-way analysis of variance and paired sample t-tests used to compare the three groups, and a Pearson correlation analysis used to examine the relationship between skills at pre-and post-test. The analysis showed a significant increase in stress coping and problem-solving skills in the intervention group over two control groups. The PE and sports lessons with cooperative games could effectively promote both students' stress coping and problem-solving skills.

The study's purpose was to improve students’ Higher Order Thinking Skills (HOTS) through learning using the Teaching Game For Understanding (TGfU) as a medium. This study uses purposive sampling with the provision of classes that have a low average value of physical education.  Materials and methods. This research is classroom action research (CAR). The sample used in this study consisted of one class totaling 32 students.  Results. The results of the study were that in the first cycle there were two assessments carried out, namely when playing the first game and the second game. In the first game students got a pretty good score, namely for the average SEI (Skill Execution Index) value of 0.72 from the highest score of 1 with a percentage of 72%, In the second cycle, the treatment given to students was still the same as the treatment in 1st cycle. In the second cycle, this time in the 1st game the average SEI value increased to 0.79 with a percentage of 79% then DMI increased to 0.81 with a percentage of 81% and the SI value increased to 0.81 with a presentation of 81%.  Conclusions. The learning process using TGfU can improve students’ HOTS skills. Learning TGfU with attacking and defending games, can improve decision making, execution skills, and player support which can be seen from each indicator that is determined to have increased from each cycle carried out by students. Hopefully, this research can be a support for Physical Education to grow more advanced.

The current study examined the effects of physical education (PE) and sports programs in reducing children's negative emotional states in disaster-prone areas near the Merapi volcano peak in Indonesia. Participants were 15 physical education and sports teachers, and 810 fourth through sixth grade students at elementary schools. Classes were randomly assigned to intervention and first and second control groups. The intervention group received a specially designed PE and sports program using therapeutic psychosocial practices. The first and second control groups completed the pre-existing PE and sports programs over 28 weeks during the 2014-2015 academic years. Negative emotional states were measured by administering the Depression, Anxiety, and Stress Scales (DASS 42) before and after the education programs. A repeated measures analysis of variance showed significant differences between intervention and control groups.

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The purpose of this study was to empirically determine the provision of small-sided games 4vs2, 4vs3, and 4vs4 exercises on the basic skills of futsal athletes. This research is included in the experimental research. Participants of the study were 30 male teenage futsal athletes in Banyumas Regency. The data retrieval technique of this study used passing-controlling tests. The analysis used the normality test, homogeneity test, paired t-test test, and independent t-test with a significance level of 0.05. This study showed that the administration of SSG 4v2, 4v3, 4v4 exercises significantly influenced the fundamental skill improvement of futsal athletes. The largest increase was achieved by providing the SSG 4vs4 group with an average of ± 13.63. The results of the one-way Anova test showed that there were differences among 4vs2, 4vs3, and 4vs4 exercises. The increase might be because the SSG 4vs4 exercise suits the actual futsal game. Thus it encourages athletes to perform as many passing movements as possible. Therefore, SSG 4vs4 training is more effective in improving the basic skills of futsal athletes. It is crucial for practitioners because it allows the provision of exercises simultaneously so that training stimulus becomes more efficient.