Quality Physical Education Learning through Process Modeling Based on Kinesthetic Perception

Abstract

The aim of this study is to propose a practical, theory-based framework that can be applied in analyzing the modeling of quality physical education based on kinesthetic perception as a socio-technical entity, and in identifying potential improvements. Physical education learning in elementary schools is one of the important stages for optimizing the development of a child's fundamental movement, stimulating motor abilities and physical activities that stimulate intelligence optimization. However, kinesthetic perception is the feeling of muscle that directs the movement correctly, without using the eyes. Method of this research used Modeling Process and Mingers' sequential type multi-method research design. Since there is no single model, this study consolidated a hybrid model (motor learning Model, sport education model, Tactical Games Approach model and VARK learning model). Research process (Constructing thematic questionnaires, web-based data collecting and analyzing data) and this article presents the results of the first stage i.e. theory adaptation as resilient arguments about the need to develop a quality physical education learning model based on kinesthetic perceptions for elementary school students.

The Character Values in the Karate Oath Tradition

“…Religious values are unique and affect self-control [21]. Not many people can master this attitude, considering that it takes support from various parties, including parents, to jointly ensure that children develop this character [22]. For example, children who are trained and practice character values in the karate oath tradition will be able to control themselves from intimidating situations and are not easily provoked and emotional.…”

Development of Physical Activity Models Based on Motor Perception for Kindergarten Children

“…Kindergarten students are less active in participating in PE subject learning because one of them is the lack of attractive physical activities made by classroom teachers, thus making kindergarten students not pay attention to learning [10]. This disinterest will have an impact on underdeveloped activities and executive functions of students, and in the end these students have low fitness levels, and this low fitness will result in these students being very susceptible to disease and low executive functions, namely focus, creativity, self-control, and logical thinking for students' [15].…”

“…This happens because firstly the teachers are not in their field, the second is that physical education teachers are classroom teachers, the basics for their PE is limited, so that their concept of learning activities and executive functions is very low. This is an obstacle in the field for teachers who teach PE [15].…”