This research objective was to determine the effects of Learning Strategies on Motivation and Learning Outcomes of Overhead Passing in Volleyball. The research sample consisted of 40 eleventh-grade senior high school students using a treatment by level 2x2 research design with the Tukey’s test at Qh level = 28.99 and Qt level = 3.79. The results significantly affected overhead passing learning outcomes in volleyball games between contextual teaching-learning (CTL) and expository learning strategies. The research results obtained FhFt, namely 47.80 4.06. Therefore, the overall conclusion reported an interaction between learning strategies and motivation on learning overhead passing in volleyball games. The Tukey’s test in groups A1B1 and A2B1 resulted in Qh= 17.42 and Qt=2.95. Based on these results, it can be concluded that the results of learning overhead passing in volleyball games on highly motivated students who were taught using the contextual teaching-learning strategy (CTL) were better than those taught using expository learning strategy. The Qh= 2.16 and the Qt = 2.95, meaning that the results of learning overhead passing in volleyball games of low motivated students who were taught using the contextual teaching-learning strategy (CTL) were not better than those taught using the expository learning strategies.

This research aims to determine the impact of Galah Asin games with parental support on the fundamental movement skills of elementary school students. The sampling technique by dividing the population into two groups: a group that used the Galah Asin game (group I) and a group that used a modified Galah Asin game (group II) in the test of the level of support from the student's parents in carrying out movement activities. Based on test results, each group was ranked, and then 27% from the top were taken as a group with high parental support and 27% from the bottom as a group with low parental support. The method employed in this research was an experimental method with a 2x2 ANOVA design. Based on the results, the modification of the Galah Asin game has no better impact than the Galah Asin game on fundamental movement skills in elementary school students. There is an interaction between the Galah Asin game and parental support of fundamental movement skills in elementary school students. Students with high parental support do not have a better impact on fundamental movement skills than students with low parental support in elementary school students. Galah Asin game modifications have a better impact than Galah Asin games on fundamental movement skills for students with high parental support in elementary school.