Physical literacy of elementary school students in Gorontalo 2018

Said, Hariadi

doi:10.2991/icesshum-19.2019.70

Cited by 4 publications

(6 citation statements)

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“…CAPL-2 and the present study both reflect a youth context, as such it could be considered that in this life stage a difference in the relative importance being placed by stakeholders on the physical/psychomotor domain over other domains may exist, which may have implications for the operationalisation of physical literacy in this age group specifically. Findings of this study are consistent with some of the academic literature to date which has prioritised the physical/psychomotor domain (for recent examples, see Said [46] and Warner [47]), albeit against Whitehead's conceptualisation that all domains are equally important [37].…”

Section: Priority Of Physical Literacy Domains Within Stakeholderssupporting

confidence: 85%

Are all domains created equal? An exploration of stakeholder views on the concept of physical literacy

et al. 2022

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Background Developing physical literacy at population levels provides a transformative appeal for those working in sport, health, education, recreation and physical activity settings. Interdisciplinary approaches to development of policy in this area is recommended. The purpose of this study was to gather empirical data from key stakeholders working with young people in areas related to physical literacy across the Republic of Ireland and Northern Ireland, to capture their current understanding and awareness of the physical literacy to help inform the development of the first all-island consensus statement for physical literacy. Methods A total of 1,241 participants (52% male), from a range of stakeholder groups (health, physical activity, sport, recreation and education) completed a researcher developed physical literacy questionnaire. A one-way MANOVA was carried out to investigate differences across stakeholder grouping in terms of perceived importance of three domains of physical literacy. Overlap of independent confidence intervals was analysed to determine importance of the physical literacy domains within stakeholder grouping. Results A majority (63%) of respondents indicated they were aware of an existing definition of physical literacy, but this varied by stakeholder group (e.g. 86% for higher education, versus 47% of coaches). Participants working in higher education (69%), or working as physical education specialists (67%), were more likely to rate themselves as experts or near experts in physical literacy, while coaches, education generalists, and decision makers were more likely rate themselves as having no expertise (9%, 12% and 12% respectively). Non-specialist teachers and physical education teachers rated the importance of all domains of physical literacy significantly higher than decision makers, and significantly higher than coaches in the cognitive and affective domains. All stakeholders significantly rated the importance of the physical/psychomotor domain of physical literacy higher than the affective or cognitive domains of physical literacy. Conclusions Differences observed across stakeholder groups underline the importance of developing a shared vision for physical literacy, and the need to clarify and gain consensus on a definition of the term and its domains. Engaging and understanding the voice of stakeholders is critical in ensuring the relevance, ownership of and commitment to physical literacy statement operationalisation.

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Section: Priority Of Physical Literacy Domains Within Stakeholderssupporting

confidence: 85%

Are all domains created equal? An exploration of stakeholder views on the concept of physical literacy

et al. 2022

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“…Based on the interview and documentation findings, this study revealed four emerging causative factors that contributed to the fitness degradation of elementary students in Gorontalo, as disclosed in the previous evaluative investigation (see Said, 2019). These four factors are as follows (1) thematic curriculum, (2) Adiwiyata program, (3) the presence of smartphones, and (4) unoptimized implementation of laws concerning national sports.…”

Section: Resultsmentioning

confidence: 58%

“…Recent literature recorded empirical facts that educational sports could not provide a proper degree of fitness. Said's (2019) findings in a study of physical literation evaluation on elementary students in Gorontalo, for example, revealed surprising quantitative facts. The study unearthed that there were only 9.79% of the students (n=38) in a qualified category out of the 338 participants that were involved, whereas 2,36% of the students (n=8) were in the very poor category, 39,94% of the students (n=135) were in the poor category, and the remaining 49,11% of the students (n=166) were in the moderate category (Said, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…In particular, the present study explores problems shrouding in the degradation of students' physical fitness. Nevertheless, it is of paramount importance to emphasize that the study raised in this article is based on the results of the previous studies discussed by the researcher (see Said, 2019), focusing on the causative factors of the physical fitness degradation of the elementary students in Gorontalo. Further, the intriguing matter that has captured the attention of this research idea also lies in the existence of the 2013 curriculum applied in the Indonesian education system.…”

Section: Introductionmentioning

confidence: 99%

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Physical Fitness Degradation of the Elementary School Students: A Case on Gorontalo City, Indonesia

2022

IJSSHR

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The ongoing debates on physical literacy in the realm of public physical fitness (PF) in Indonesian literature has resulted in various surprising but exciting facts. However, most of the existing studies on PF have generally pivoted around the quantitative tradition. With this reality in mind, qualitatively empirical study scrutinizing the actual factors veiled within the current state of PF of the society, the primary school students, in particular, remains somewhat of a mystery, given far too little attention has been paid to the investigation of such an inquiry in the Indonesian context. The present study, therefore, was initiated to address this gap. As a manifestation of the past evaluative research on the physical literacy of Elementary School (ES) students in Gorontalo City, this qualitative case study specifically sought to determine the causal factors underlying the PF degradation in ES students in Gorontalo City. As many as 26 informants consisting of 20 ES physical education teachers and six school principals were selected as the research participants. The research data were collected using structured interviews and documents. The findings of this study revealed four main factors lying behind the PF degradation of ES students in Gorontalo City. These four causal factors are: 1) the disparity of the teaching and learning of physical education within the thematic system of the 2013 curriculum, 2) the loss of open spaces in the schools due to the misinterpretation of the school administrators about the Adiwiyata program launched by the government, 3) the booming presence of Smartphones amongst students, which somehow brings about a tendency for students to spend more time sitting without making any significant movements, and 4) the poor implementation of legal product pertaining to sports which include the National Sports Law No. 3 of 2005, 2 Presidential Instructions and 2 Regulations of the Minister of Youth and Sports as proclaimed by the government.

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“…There are 3 research focusing on measuring physical literacy. In the first study, the measurement used a physical fitness test for elementary students (Said, 2019). The second study used the collaboration of the Indonesian Physical Fitness Test (TKJI) measurement and the Canadian Assessment of Physical Literacy (CAPL) for elementary students (Permana & Habibie, 2020).…”

Section: Discussionmentioning

confidence: 99%

Analysis Research Trends of Physical Literacy in Indonesia

Friskawati

Stephani

2021

J. pendidik. jasmani olahraga

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In Indonesia, physical literacy has not developed as rapidly as in developed countries. Therefore, only a few studies are examining physical literacy in Indonesia. This study was aimed to scientifically reveal the focus of physical literacy studies in Indonesia by using an article review approach. The search for articles was limited to the latest ten-year publications and articles published in accredited National/International Journals and National/International Seminars with ISBN. A total of 7 articles were selected for further analysis using synthesis techniques. The study results revealed that there were only six studies on Physical Literacy in Indonesia published in National Journals and National/International Seminars. The focus of the study on physical literacy research in Indonesia included the lead to the measurement of physical literacy and the development of physical literacy instruments in elementary schools (three studies), using learning approach to improve physical literacy (two studies), and the concept of physical literacy in Physical Education (one study). This study is limited to an article review. For further research, it is hoped that new research focusing on physical literacy studies, using a research method approach adapted to the research objectives, will emerge from developing concepts, measurements, and implementations of physical literacy programs in Indonesia.

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Physical literacy of elementary school students in Gorontalo 2018

Cited by 4 publications

References 0 publications

Are all domains created equal? An exploration of stakeholder views on the concept of physical literacy

Are all domains created equal? An exploration of stakeholder views on the concept of physical literacy

Physical Fitness Degradation of the Elementary School Students: A Case on Gorontalo City, Indonesia

Analysis Research Trends of Physical Literacy in Indonesia

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