Instructional Model for Developing on Physical Education Complex Skills' Performance of The Institute of Physical Education Students

Abstract

The purposes of this research were: 1) To investigate the components of physical education complex skills and factors affecting physical complex skills performance; 2) To develop and examine the outcomes of the instructional model for developing physical education complex skills performance of the Institute of Physical Education students, and 3) To explore students' opinions toward the instructional model. This research employed a mix-method research approach. The researcher the study into 3 phases as follows. Phase 1: Investigation of the components of physical education complex skills and factors affecting physical education complex skill performance of the Institute of Physical Education students, using Delphi Technique with 17 experts, and causal relationship analysis. The data was collected from 300 teachers and instructors of the Institute of Physical Education, using a 5-point scale questionnaire, and analyzed with the LISREL Version 8.8. Phase 2: Development and examination of the outcomes of

instructional model for developing physical education complex skills performance of the Institute of Physical Education students, following the innovative development phrases. The instructional model was assessed by 8 experts, and was later tried out in the sample students of Institute of Physical Education, totally 60 participants who were arranged into 2 groups with 30 participants in each of the control group and experimental group, using simple random sampling method. The try out was conducted for 2

weeks, 1 day perweek, 3 hours per day, making totally 6 hours. Phase 3: Exploring students' opinions towards this instructional model developed by the researcher, using a 5-point rating scale questionnaire with 30 participants of the experimental group.

Results

Phase 1: The components of complex physical education skills comprise body movement, types of movement, patterns of movement, stages of movement, direction of movement, particular movement, and serial of movement. These components displayed good fit to the empirical data, with factor loadings ranged between 0.34 - 0.66. Factors affecting the practice of physical education complex skills performance include 4 aspects, i.e. intellectual, psychological, practical, and physical aspects. The causal relationship model exhibited good fit to the empirical data, with X- - 208.08, p-value = 0.16486, df = 258, CFI = 1.000, RMSEA = 0.017, and coefficient of determination of dependent variables (R?), i.e. complex physical education skills = 0.66.

Phase 2: The instructional model consisted of 6 phases of instructional activities, i.e. 1) motivation and readiness; 2) perception motor skills; 3) imagery; 4) performance skills; 5) feedback and adaptation performance skills; and 6) conclusion and health performance. As a result of tested model, students scored higher on the knowledge of skill performance for somersault jump kick takraw model at post-test with the developed instructional model than with regular instruction, with statistical significance level of .05. Students also scored higher on skills performance for somersault jump kick takraw model at post-test with the developed instructional model than with regular instruction, with statistical significance level of .05.

Phase 3: Results suggested that students displayed high level of opinions towards the developed model in every of the cognitive, psychological, practical, and physical aspects. In overall, students reflected high level of opinions towards the model developed by the researcher.