Physical Literacy in the Culture of Physical Education in Elementary Schools: Indonesian Perspectives

Abstract

Several countries around the world have promoted, advocated, and developed the concept of physical literacy. The concept of physical literacy is being believed to offer alternative solutions in the future as an effort to overcome global problems related to the lack of interest in individuals in performing physical activity. This research aims to develop a model of physical literacy in the culture of physical education in elementary schools, reviewed from the perspective of West Nusa Tenggara and the Special Region of Yogyakarta, Indonesia. The research method uses a mixed method with sequential exploratory strategies. The research procedure consists of three phases; Phase 1. Design of Physical Literacy; Phase 2. Expert Consensus (n=8); and Phase 3. Practitioners Assessment (n=12). The results of the study in Phase 1, which was analyzed qualitatively, produced three main themes, namely; (a) theoretical foundation, (b) construction of physical literacy, and (c) operationalization of physical literacy. In Phase 2 and 3, which were analyzed quantitatively, experts and practitioners reached a statement of agreement regarding the physical literacy model which was developed, with a percentage value of 86.01% (Phase 2) and 91.84% (Phase 3). These results show that the physical literacy model developed is in accordance with the culture of physical education in elementary schools, and can be implemented in the physical education learning process.

Distance Learning: Does it Have an Impact on the Readiness of Physical Education Teachers in Coastal Areas?

“…This direct learning model is preferred by teachers to virtual learning. Another finding shows that teachers lack confidence in conveying emotional expressions in virtual media so that the message that will be conveyed to students does not arrive (Irmansyah et al, 2021). This low self-confidence interferes with teachers in interacting with students virtually so that it can affect the learning process (Fiorilli et al, 2020;Nolan & Molla, 2017).…”

A Rhythmic Activity Learning Model Based on Javanese Traditional Dance to Improve Rhythmic Skills

“…To be able to perform rhythmic activities well, one must have good motor skills [22]. The motor process is a movement that directly involves the muscles to move and the innervation process that makes a person able to move his limbs [23].…”

Hybrid Learning Space as an Alternative for Physical Education Learning Post Covid-19 Pandemic

“…The assessment results emphasized on the assessment of each indicator covered in the design of HLS, namely; design, material, and application. The assessment uses recommendations from the research of Irmansyah et al [26] to determine the percentage threshold, namely that the percentage value of expert approval must be more than (> 80%). The results of the assessment from PE teachers regarding the efficiency of the design of HLS can be seen in Table 4.…”

“…Therefore, teachers must be able to use various approaches that have been proven effective and efficient in improving the quality of PE learning, namely; Cooperative Learning: focuses on social learning outcomes such as cooperation and the ability of students to support each other [53]; Teaching Games for Uderstanding (TGfU): develops the decision-making and performance of students' skills in games and sports [54,55]; Teaching Personal and Social Responsibility (TPSR): facilitates positive social and moral behavior, and identifies the transfer of learning as an integral part of the pedagogical approach [52,6]; Sport Education Model (SEM): allows sports-based activities to have a broader meaning and value for students [21,57]; Games Centred Approach: is student-centered with a focus on the game as the center of a lesson to create a fun learning environment [58,59]; and Model of Physical Literacy in Indonesia: provides a variety of approaches and assessments holistically in PE learning [26].…”

“…Based on theoretical and empirical support related to the effectiveness and benefits of using flipped classroom approaches and model-based practice in PE, the hybridization of these two models becomes an innovation or something new in the context of PE learning in Indonesia. These type of hybridization has also been adapted to the PE curriculum standards in Indonesia, which emphasizes the competence of knowledges and skills related to the physical fitness, physical activity/exercise, maintaining a healthy dietary habit, and a healthy living behavior [26]. Therefore, the purpose of this research is to produce a design of HLS as an alternative method to PE learning post the pandemic of Covid-19.…”