Search
Search Results
##search.searchResults.foundPlural##
-
Analyzing the promotion of social skills and values in physical education texts and programmes
Loubna Belabbes1, Omar Ben Rakaa2, Moulay Smail Hafidi Alaoui31. Mohammed-V University , MA2. Hassan II University of Casablanca , MA3. Mohammed-V University , MA2025-12-12|page 275-290AbstractBackground: Global education systems increasingly emphasize holistic development by integrating social skills and ethical values into curricula, with physical education playing a central role in shaping students' cognitive, emotional, and civic competencies.
Objectives: This study examines how educational programs and policy documents promote social skills (e.g., empathy, communication, collaboration, autonomy) and ethical principles, with particular attention to the contribution of physical education in fostering academic achievement and responsible citizenship.
Methods: A structured literature review was conducted, applying predefined eligibility criteria and guided by socio-emotional learning and self-determination theory. Forty-five academic and institutional texts (published between 2013 and 2023), including frameworks from UNESCO and the Moroccan Ministry of Education, as well as programs such as PATHS and Second Step, were analyzed across diverse linguistic and cultural contexts, with a primary focus on Morocco.
Results: Communication (11.11%; 5/45), autonomy (8.89%; 4/45), and cooperation (8.89%; 4/45) emerged as the most frequently emphasized competencies in both Moroccan and international curricula. Physical education was found to reinforce resilience, leadership, and collaborative skills, whereas empathy (4.44%; 2/45) remained underrepresented—reflecting the prevailing prioritization of technical rather than socio-emotional competencies. Implementation remains constrained by structural barriers, including limited resources and cultural misalignment, despite the legislative support of Morocco's framework law 51-17.
Conclusions: Embedding social skills within physical education supports students' holistic development. Achieving meaningful implementation requires: (1) short-term alignment of system-level policies and teacher training, and (2) long-term cultural adaptation of programs supported by measurable monitoring indicators.APA Citation StyleBelabbes, L. , Ben Rakaa, O. , & Alaoui, M. S. H. (2025). Analyzing the promotion of social skills and values in physical education texts and programmes. Physical Education and Sports: Studies and Research, 275-290. https://doi.org/10.56003/pessr.v4i3.493 -
Examining the mediating role of perceived psychosocial support in the relationship between sport grit and psychological well-being among high school student-athletes
Daphne Scott Fernandez1, Kahreen Lou Mondina21. Saint Louis College La Union,Saint Louis College La Union , PH2. Saint Louis College La Union,Saint Louis College La Union , PH2026-08-01|page 182-195AbstractBackground: Psychological well-being is essential for student-athletes because they must simultaneously cope with competitive sport demands and academic responsibilities. Although both sport grit and perceived psychosocial support have been associated with positive psychological outcomes, the mediating role of psychosocial support in the relationship between sport grit and psychological well-being remains insufficiently understood.
Objectives: This study examined whether perceived psychosocial support mediates the relationship between sport grit and psychological well-being among high school student-athletes.
Methods: A quantitative cross-sectional correlational design with a mediation analysis framework was employed. A total of 362 high school student-athletes from the first district of La Union, Philippines, participated using total enumeration sampling. Data were collected using standardized questionnaires assessing sport grit, psychological well-being, and perceived psychosocial support. Descriptive statistics, regression analysis, and bias-corrected bootstrap mediation analysis (5,000 resamples) were performed using JASP.
Results: Student-athletes reported high levels of sport grit, psychological well-being, and perceived psychosocial support. Sport grit significantly and positively predicted psychological well-being, whereas it did not significantly predict perceived psychosocial support. Perceived psychosocial support demonstrated a significant but negative association with psychological well-being. Furthermore, the indirect effect of sport grit on psychological well-being through perceived psychosocial support was not statistically significant, indicating the absence of a mediating effect.
Conclusions: Sport grit is an important direct psychological resource associated with psychological well-being among high school student-athletes. Although perceived psychosocial support contributes to athletes' psychological functioning, it does not explain the relationship between sport grit and psychological well-being. These findings highlight the importance of strengthening athletes' internal psychological resources while maintaining supportive sport environments.
APA Citation StyleFernandez, D. S. , & Mondina, K. L. (2026). Examining the mediating role of perceived psychosocial support in the relationship between sport grit and psychological well-being among high school student-athletes. Physical Education and Sports: Studies and Research, 182-195. https://doi.org/10.56003/pessr.v5i2.725 -
Promoting gender responsiveness in teaching physical education
Ryan Cazel Lalog11. Batangas State University , PH2025-04-04|page 1-14AbstractBackground: Implementing gender policies in physical education at Batangas State University remains moderate, with challenges in ensuring gender-responsive and equitable activities for male and female students. Issues such as students' self-confidence, self-perception, and limited gender mainstreaming strategies and resources hinder the development of a more inclusive learning environment.
Objectives: This study examined gender policy implementation, the use of strategies and resources in various physical education activities, differences in male and female instructors' assessments, challenges in gender mainstreaming, and the development of gender-responsive activities.
Methods: A descriptive research method was used, collecting data from 105 university physical education instructors (77 males, 28 females) through a researcher-made survey questionnaire.
Results: Findings revealed that gender policies were moderately implemented (mean score: 3.47), while both male (3.67) and female (3.63) instructors highly utilized strategies and resources in physical fitness, rhythmic activities, individual and dual sports, and team sports. No significant differences were observed in male and female educators' assessments, indicating shared perspectives on gender mainstreaming.
Conclusions: The study emphasizes the need for more vigorous policy enforcement and improvements in sports-related content to enhance gender inclusivity. Addressing self-confidence, self-perception, and individual differences is crucial for fostering equitable learning experiences. Universities should provide continuous professional development for PE instructors on gender-sensitive teaching strategies. Future research should explore the long-term impact of gender-responsive approaches on student engagement, performance, and overall well-being in physical education.
APA Citation StyleLalog, R. C. (2025). Promoting gender responsiveness in teaching physical education. Physical Education and Sports: Studies and Research, 1-14. https://doi.org/10.56003/pessr.v4i1.392 -
Psychosocial predictors of academic achievement in physical education among Indonesian university students: Testing the mediating role of mental toughness
Muhad Fatoni1, Agam Akhmad Syaukani2, Pungki Indarto3, Imron Nugroho Saputro4, Ismi Husniyah Musyfiroh51. Muhammadiyah University of Surakarta , ID2. University of Technology Malaysia , MY3. Muhammadiyah University of Surakarta , ID4. Muhammadiyah University of Surakarta , ID5. Muhammadiyah University of Surakarta , ID2025-12-12|page 291-301AbstractBackground: Academic performance in this context is conceptualized holistically, encompassing the integration of cognitive, affective, psychomotor, and physical achievements. Grounded in Self-Determination Theory and Social Cognitive Theory, the study posits that physical activity interest and social skills serve as predictors of both mental toughness and academic outcomes.
Objectives: This study examines the mediating role of mental toughness in the relationship between physical activity interest, social skills, and academic performance among university students enrolled in physical education programs.
Methods: A quantitative approach was employed, involving the administration of structured questionnaires to 235 active students. Data were analyzed using Structural Equation Modeling with a Partial Least Squares approach to assess construct validity and the relationships among variables.
Results: The results reveal that interest in physical activity and social skills has a significant influence on both mental toughness and academic performance. However, mental toughness did not serve as a substantial mediator within the proposed model.
Conclusions: These findings underscore the critical direct roles of affective and social factors in predicting academic success in physical education contexts. Theoretically, this study clarifies the functional position of mental toughness, while practically, it promotes the development of instructional strategies that enhance intrinsic motivation and collaborative skills within physical education curricula.APA Citation StyleFatoni, M. , Syaukani, A. A. , Indarto, P. , Saputro, I. N. , & Musyfiroh, I. H. (2025). Psychosocial predictors of academic achievement in physical education among Indonesian university students: Testing the mediating role of mental toughness. Physical Education and Sports: Studies and Research, 291-301. https://doi.org/10.56003/pessr.v4i3.624 -
Perceptions of the sports community toward gymnastics achievement in Semarang City
Unique Mierdha Denata Winarko1, Said Junaidi21. State University of Semarang , ID2. State University of Semarang , ID2026-01-05|page 355-362AbstractBackground: Gymnastics is a fundamental sport that supports physical fitness development and long-term athletic performance through complex physical demands such as strength, flexibility, balance, coordination, and explosive power. However, its development as an achievement sport often receives limited structural and institutional support at the local level.
Objectives: : This study aimed to analyze the perceptions of the sports community toward gymnastics achievements in Semarang City and to identify discrepancies between conceptual support and perceived developmental conditions.
Methods: A quantitative descriptive survey design was employed involving 60 respondents from the sports community, including sport science students, physical education teachers, and sports practitioners. Data were collected using a validated and reliable closed-ended questionnaire measuring three perception indicators: acceptance, understanding, and appraisal of gymnastics as an achievement sport. Responses were assessed using a four-point Likert scale. Data analysis was conducted using descriptive statistics alongside validity and reliability testing.
Results: Item-level analysis indicated positive perceptions, with mean scores ranging from 3.05 to 3.79, reflecting strong recognition of gymnastics’ value and potential. However, classification of total perception scores showed that 58.33% of respondents rated the current condition of gymnastics development as very poor. This contrast highlights a clear gap between conceptual appreciation and perceived realities, particularly regarding infrastructure availability, coaching quality, and competition opportunities.
Conclusions: The sports community in Semarang City demonstrates strong conceptual support for gymnastics as an achievement sport, yet perceives substantial limitations in its practical development. Strengthening facilities, coaching systems, and competitive structures is essential to transform positive perceptions into sustainable athletic performance.APA Citation StyleWinarko, U. M. D. , & Junaidi, S. (2026). Perceptions of the sports community toward gymnastics achievement in Semarang City. Physical Education and Sports: Studies and Research, 355-362. https://doi.org/10.56003/pessr.v4i3.609 -
Integrating technology in physical education: The impact of TPACK-based tactical and technical approaches on football skills and student motivation
Defri Mulyana1, Adang Suherman2, Komarudin Komarudin3, Bambang Abduljabar4, Fegie Rizkia Mulyana51. Indonesia University of Education , ID2. Indonesia University of Education , ID3. Indonesia University of Education , ID4. Indonesia University of Education , ID5. Siliwangi University , ID2025-05-14|page 71-82AbstractBackground: Motivation and skill development are vital in physical education, particularly football. Tactical learning emphasizes decision-making and game understanding, while technical learning focuses on mastering fundamental skills.
Objectives: This study aimed to analyze the impact of a TPACK-based tactical and technical learning approach on student motivation and football skill acquisition among high school students in Tasikmalaya.
Methods: The study applied the TPACK framework—integrating Technological, Pedagogical, and Content Knowledge—in designing the learning model. Using an experimental method with a pre-test–post-test design, 30 students were divided into two groups. Motivation was assessed via a Likert-scale questionnaire, while football skills (passing, heading, dribbling, shooting, and playing ability) were evaluated through standardized tests. Data were analyzed using paired and independent t-tests with a significance level of p < 0.05.
Results: The technical approach significantly enhanced basic football skills, notably heading (t = 8.47) and shooting (t = 8.29), proving its effectiveness in improving fundamental competencies. Conversely, the tactical approach showed a notable increase in student motivation (t = 4.98) and playing ability (t = 5.94), reflecting its strength in fostering strategic understanding and engagement. TPACK integration further reinforced both approaches through effective use of technology.
Conclusions: The study highlights the importance of combining tactical and technical approaches to promote holistic student development. Continued research is needed to explore the long-term effects and potential of integrating diverse technological tools in physical education.
APA Citation StyleMulyana, D. , Suherman, A. , Komarudin, K. , Abduljabar, B. , & Mulyana, F. R. (2025). Integrating technology in physical education: The impact of TPACK-based tactical and technical approaches on football skills and student motivation. Physical Education and Sports: Studies and Research, 71-82. https://doi.org/10.56003/pessr.v4i1.523 -
Global trends of gamification in enhancing students’ social skills in physical education (2015–2025)
Rajip Mustafillah Rusdiyanto1, Ari Wibowo Kurniawan21. State University of Malang , ID2. State University of Malang , ID2025-07-01|page 125-138AbstractBackground: The development of digital technology has triggered a more interactive learning transformation through gamification, namely using game elements to increase students' motivation, engagement, and social skills, such as cooperation, communication, empathy, and problem solving.
Objectives: This study aims to analyze global research trends on gamification in enhancing students' social skills, particularly in physical education, through a bibliometric analysis from 2015 to 2025.
Methods: This study employed a bibliometric design. Data were retrived from the Scopus database on April 22, 2025, using specific keywords: (gamification OR gamified learning OR game-base-based learning) AND ("physical education" OR "PE class" OR "sport education") AND (social skills" OR "social competence" OR "social interaction") AND (elementary school" OR "primary school" OR "midle school" OR "junior high school" OR "high school" OR "secondary school" From an initial 120 documents, 47 met the inclusion criteria. VOSViewer was used to analyze keyword co-occurrence, visualize trends, and identify thematic clusters by completely counting on all keywords with at least two documents per author.
Results: 47 relevant articles were identified, with publication peaking in 2020. Keyword analysis revealed five main thematic clusters: gamification in education, digital game-based learning, collaborative learning, emerging technologies, and motivation. The most frequent keywords were game-based learning (n=12), gamification (n=9), and students (n=8). The University of Patras emerged as the most productive institution, while the leading journal was the International Journal of Learning, Teaching and Educational Research.
Conclusions: Although research on gamification has grown significantly, its application in physical education remains underexplored. This study reveals a gap in leveraging gamification to develop students' social skills in physical education. Future research should focus on integrating gamification in this context while considering sociocultural and technological factors to ensure inclusive and effective implementation.
APA Citation StyleRusdiyanto, R. M. , & Kurniawan, A. W. (2025). Global trends of gamification in enhancing students’ social skills in physical education (2015–2025). Physical Education and Sports: Studies and Research, 125-138. https://doi.org/10.56003/pessr.v4i2.598 -
The effect of resistance band training on the forehand smash speed of youth male badminton singles players
Danan Satria Rahadhi1, Yopi Kusdinar2, Patriana Nurmansyah Awwaludin3, Mulyana Mulyana 41. Indonesia University of Education , ID2. Indonesia University of Education , ID3. Indonesia University of Education , ID4. Indonesia University of Education , ID2025-04-30|page 60-70AbstractBackground: Forehand smash shots kill opponents with explosive blows in a badminton game. In hitting a forehand smash, there are several problems, one of which is the speed of the punch.
Objectives: This study is designed to investigate and identify alternative exercises that can enhance the speed of smash shots. The findings of this study are expected to provide valuable insights for athletes and trainers, aiding in the development of effective training programs.
Methods: The research method used in this study is an experimental method with a quantitative approach and a Two Group Pretest-Posttest Design research design. The population in this study were PB Pasundan Bandung badminton athletes, totaling 30 athletes, with a sample of 20 people using a purposive sampling technique. The instrument in this study used a smash shot speed test using the Velocity Speed Gun tool. The data was processed and analyzed using the normality test with Shapiro-Wilk and then analyzed using the independent t-test with SPSS 23.
Results: The T-test value is with a Sig value. (2-tailed) of 0.00, based on the test results, the Sig value. (2-tailed) <0.05 so that H0 is rejected. So, resistance band training has a significant effect on increasing the speed of forehand smash shots.
Conclusions: In conclusion, the consistent use of resistance bands in training sessions could be a game-changer in boosting the speed of forehand smash shots for badminton athletes. These results strongly advocate integrating resistance band training into early-stage badminton training programs. Future studies could further explore its long-term effects and application across different age groups, fostering hope for the continued evolution of training methods in badminton.
APA Citation StyleRahadhi, D. S. , Kusdinar, Y. , Awwaludin, P. N. , & Mulyana , M. (2025). The effect of resistance band training on the forehand smash speed of youth male badminton singles players. Physical Education and Sports: Studies and Research, 60-70. https://doi.org/10.56003/pessr.v4i1.524 -
Improving physical self-perception and health-related fitness through gamification in physical education: A cluster randomized controlled trial
Ferdinando Cereda11. The Catholic University of the Sacred Heart in Milan , IT2026-03-08|page 7-27AbstractBackground: The global decline in adolescent physical activity necessitates pedagogical innovation to counter disengagement. Traditional norm-referenced physical education (PE) often alienates less skilled students, whereas gamification offers a promising criterion-referenced strategy to enhance motivation and learning.
Objectives: This study investigated the efficacy of a 12-week gamified didactic intervention on perceived physical self-concept, health-related fitness, and physical activity enjoyment among high school students.
Methods: A two-arm, parallel-group, cluster randomized controlled trial (Cluster-RCT) was conducted with 210 Italian adolescents (mean age 15.4 ± 0.9 years) nested within 10 intact classes (average cluster size = 21). Intact classes were randomised to an experimental group (gamified ‘MoveQuest’ module, k = 5) or a control group (traditional direct instruction, k = 5). Data were collected using the Revised Physical Self-Perception Profile (PSPP-R-IT), the ALPHA-FIT test battery, and the Physical Activity Enjoyment Scale (PACES). Following a per-protocol analytical approach, Linear mixed models (LMMs) were employed to analyse the data, accounting for the nested structure of the educational setting and handling cluster-level variance intraclass correlation coefficients (ICCs). Significance levels were interpreted considering the multiplicity of outcomes.
Results: Significant group × time interactions were observed, with the gamified group demonstrating superior improvements in sports competence (d = 0.65), physical self-worth (d = 0.58), and enjoyment (d = 0.82) compared to the control group. Physiologically, the experimental group showed significantly greater gains in cardiorespiratory fitness (V̇O₂ max) and agility, while body attractiveness remained stable in both groups.
Conclusions: Gamified didactics significantly enhance psychological engagement and specific motor performance parameters by prioritising individual progress over social comparison. This approach represents a valuable pedagogical tool for fostering physical literacy in secondary PE.APA Citation StyleCereda, F. (2026). Improving physical self-perception and health-related fitness through gamification in physical education: A cluster randomized controlled trial. Physical Education and Sports: Studies and Research, 7-27. https://doi.org/10.56003/pessr.v5i1.677 -
Unveiling the digital gym: A phenomenological dive into online physical education pedagogy
Princes Lloyda Peralta11. Saint Louis College , PH2025-04-04|page 15-31AbstractBackground: The COVID-19 pandemic necessitated a rapid shift to online learning, posing significant challenges for traditionally hands-on subjects like Physical Education (PE). Limited student engagement, digital accessibility issues, and the need for pedagogical adaptation became major concerns for PE instructors.
Objectives: This study aims to explore the lived experiences of PE instructors in adapting to online instruction, identifying the strategies, challenges, and innovations they employed to maintain instructional effectiveness.
Methods: A qualitative research design utilizing Interpretative Phenomenological Analysis (IPA) was adopted to gain deep insights into instructors’ experiences. Purposive sampling was used to select seven PE instructors from urban and rural institutions, ensuring diverse teaching contexts. Data were collected through semi-structured interviews, and thematic analysis was conducted to identify key adaptation strategies.
Results: Five major themes emerged from the findings: (1) Adaptation to Online Instruction, where instructors restructured their teaching approaches to accommodate digital platforms; (2) Effective Use of Digital Tools, emphasizing the role of online resources in enhancing instructional delivery; (3) Innovative Approaches to Engagement, detailing gamification techniques and interactive pedagogies; (4) Equitable Access Strategies, addressing disparities in internet connectivity and learning resources; and (5) Assessment of Success and Progress, highlighting novel evaluation methods tailored for online PE instruction. These themes collectively form the "Navigating Instructional Delivery Through Innovation, Technology, Engagement, and Equity" framework.
Conclusions: The study provides valuable insights into how PE instructors have innovatively adapted to online learning, ensuring student engagement and equitable access to education. The findings offer implications for policy-making, teacher training programs, and the future integration of technology in PE instruction. Future research should explore student perspectives and the long-term impact of digital PE on learning outcomes.
APA Citation StylePeralta, P. L. (2025). Unveiling the digital gym: A phenomenological dive into online physical education pedagogy. Physical Education and Sports: Studies and Research, 15-31. https://doi.org/10.56003/pessr.v4i1.474 -
Development and evaluation of a web-based interactive flashcard tool (Aero’Zen) for low-impact rhythmic activity instruction in physical education
Zenny Ni'matul Ulya1, Donny Anhar Fahmi2, Ibnu Fatkhu Royana31. Department of Physical Education, Faculty of Social Sciences and Physical Education, Universitas PGRI Semarang , ID2. Department of Physical Education, Faculty of Social Sciences and Physical Education, Universitas PGRI Semarang , ID3. Department of Physical Education, Faculty of Social Sciences and Physical Education, Universitas PGRI Semarang , ID2026-08-31|page 233-247AbstractBackground: Teaching rhythmic activities in physical education continues to face challenges due to the limited availability of visual learning aids that demonstrate movements systematically, repeatedly, and accessibly.
Objectives: This study aimed to develop and evaluate Aero’Zen, a web-based interactive flashcard tool integrating movement illustrations, QR codes, and demonstration videos for basic low-impact rhythmic activities.
Methods: This research and development study employed the ADDIE model. Following product development and expert validation, learning outcomes were evaluated using a one-group pretest–posttest pre-experimental design involving 30 tenth-grade students at SMK Negeri 2 Semarang. Product feasibility was assessed by media experts, subject matter experts, and a physical education practitioner. Pretest and posttest scores were analyzed using the Shapiro–Wilk test for normality and paired-samples t-tests, with the significance level set at α = .05.
Results: Aero’Zen was rated highly suitable by media experts (95.75%), subject matter experts (94.50%), and a physical education practitioner (88.75%). Mean scores increased from 75.40 to 89.97 in the cognitive domain, from 28.80 to 32.77 in the affective domain, and from 19.87 to 32.00 in the psychomotor domain. Paired-samples t-tests revealed significant differences between pretest and posttest scores across all three domains (all p < .001).
Conclusions: Aero’Zen is a highly suitable web-based learning medium with the potential to support students’ cognitive, affective, and psychomotor learning outcomes, including movement coordination and performance, in low-impact rhythmic activities. Its integrated flashcards, QR-code access, and demonstration videos provide a flexible resource for repeated and independent learning. Future studies should use randomized controlled trials with larger and more diverse samples to strengthen causal inference and generalizability.
APA Citation StyleUlya, Z. N. , Fahmi, D. A. , & Royana, I. F. (2026). Development and evaluation of a web-based interactive flashcard tool (Aero’Zen) for low-impact rhythmic activity instruction in physical education. Physical Education and Sports: Studies and Research, 233-247. https://doi.org/10.56003/pessr.v5i2.761 -
Teaching personal and social responsibility: An analysis of TPSR-based behaviors in physical education
Rama Adha Septiana1, Tite Juliantine21. Indonesia University of Education , ID2. Indonesia University of Education , ID2025-12-30|page 332-343AbstractBackground: The rapid growth of online gaming among students has raised concerns regarding behavioral regulation, responsibility, and social interaction in educational contexts.
Objectives: This study aims to systematically review empirical research on the Teaching Personal and Social Responsibility (TPSR) model and student behavioral outcomes, and to explore its potential implications for online gaming and digital behavior contexts.
Methods: A literature review was conducted using SAGE Journals and Taylor & Francis Online databases, selected due to their strong coverage of peer-reviewed research relevant to physical education and pedagogy. The search covered publications from 2014 to 2024 using the keywords “TPSR” AND “student” AND “behavior” AND (“online game” OR “gaming”). Inclusion criteria were: (1) peer-reviewed international journal articles, (2) empirical or review studies addressing TPSR and student behavior, (3) student populations, and (4) publication within the last ten years. Articles that did not explicitly address TPSR-based behavioral outcomes were excluded. From 43 initial records, 4 articles met the inclusion criteria and were synthesized using narrative synthesis.
Results: The included studies primarily focused on TPSR implementation in physical education contexts, emphasizing behavioral responsibility, psychosocial mechanisms, and pedagogical approaches. Of the four studies, two employed quasi-experimental designs, one used survey methods, and one adopted a literature review approach. Overall, the findings indicate that TPSR-based learning is associated with improvements in personal and social responsibility, positive behavior regulation, and supportive learning climates, although direct evidence linking TPSR to online gaming behavior remains limited.
Conclusions: The findings suggest that TPSR offers a promising pedagogical framework for fostering responsible behavior and social regulation among students in the digital era.APA Citation StyleSeptiana, R. A. , & Juliantine, T. (2025). Teaching personal and social responsibility: An analysis of TPSR-based behaviors in physical education. Physical Education and Sports: Studies and Research, 332-343. https://doi.org/10.56003/pessr.v4i3.647 -
The effect of game-based learning variations on elementary school students’ straddle jump gymnastics skills
Fadhilah Nurwahid1, Rizal Ahmad Fauzi2, Adang Sudrazat31. Indonesian University of Education , ID2. Indonesian University of Education , ID3. Indonesian University of Education , ID2026-04-01|page 57-67AbstractBackground: Physical education in primary schools is essential for the development of students' motor skills, including gymnastic abilities such as the straddle leap. In fact, numerous students continue to struggle to execute these movements accurately because of repetitive teaching approaches that fail to engage them actively. Consequently, a more stimulating and diverse educational methodology, including game-based activities, is required.
Objectives: This study examines the impact of fluctuations in game-based learning on the enhancement of straddle jump gymnastics skills among primary school students.
Methods: This research employed a quantitative methodology using a pre-experimental framework, namely the One-Group Pretest–Posttest Design. The study population comprised all 40 fourth-grade students at Citungku Elementary School, who were sampled using a total sampling technique. Data were gathered via a practical examination of straddle jump movement proficiency, adhering to the Australian Gymnastic Federation's evaluation criteria, which encompass four components: the initiation, propulsion, suspended posture, and landing. The intervention lasted four weeks and included eight sessions featuring activities such as frog leaps, mirror jumps, rope jumping, and hopscotch, all aimed at training the elements of the straddle jump. The Shapiro-Wilk normality test and paired-samples t-test were conducted in SPSS version 27 for data analysis.
Results: The study found an improvement in students' capabilities following the implementation of game-based learning modifications. The mean pretest score of 58.00 rose to 74.76 in the posttest. The paired-samples t-test yielded a t value of -9.894 and a p-value of 0.001 (< 0.05), indicating a significant difference between pre- and post-treatment outcomes. This demonstrates that the executed game activities facilitated improvements in students' motor coordination, push-off strength, body control during floating, and landing methods during the straddle jump movement.
Conclusions: Variations of game-based learning, including frog jumping, mirror jumping, rope jumping, and hopscotch, have demonstrated efficacy in enhancing straddle jumping gymnastics skills among elementary school students while fostering a more dynamic and pleasurable physical learning experience.
APA Citation StyleNurwahid, F. , Fauzi, R. A. , & Sudrazat, A. (2026). The effect of game-based learning variations on elementary school students’ straddle jump gymnastics skills. Physical Education and Sports: Studies and Research, 57-67. https://doi.org/10.56003/pessr.v5i1.705 -
Fun game–based learning improves gross motor skills in early primary school children
Ahmad Muttaqin Darussalam1, Sugiharto Sugiharto2, Sapto Adi31. State University of Malang , ID2. State University of Malang , ID3. State University of Malang , ID2025-11-23|page 236-249AbstractBackground: Children who face difficulties in gross motor skill development may withdraw from physical activities, experience low self-esteem, and suffer from social anxiety. Physical education plays a vital role in fostering gross motor development, especially when delivered through enjoyable and engaging activities such as fun games.
Objectives: This study aimed to investigate the impact of fun game–based learning on the development of gross motor skills in early primary school children.
Methods: The study employed a quasi-experimental design with a non-equivalent control group. A total of 36 second-grade students from SDIT Mutiara Hati in Malang participated in this study. Participants were assigned to one of three groups: a control group, a group-based fun games intervention, and an individual-based fun games intervention. The interventions were implemented three times a week for 30 minutes over a period of seven weeks. Gross motor skills were measured before and after the intervention using the Test of Gross Motor Development–Third Edition (TGMD-3), a reliable and validated instrument. Data were analyzed using homogeneity and normality tests, paired-sample t-tests, one-way ANOVA, and Tukey's HSD post hoc tests, with a significance level set at p < 0.05 (SPSS version 25).
Results: Both the individual and group fun game–based learning interventions produced significant improvements in gross motor skills compared with the control group (p < 0.05). Moreover, a significant difference was found between the two intervention types, indicating that the mode of fun game delivery influences outcomes (p < 0.05).
Conclusions: Fun game–based learning, whether delivered individually or in groups, effectively enhances gross motor skills among early primary school children. Additionally, individual fun game–based learning demonstrated a significantly greater improvement compared to group-based learning.APA Citation StyleDarussalam, A. M. , Sugiharto, S. , & Adi, S. (2025). Fun game–based learning improves gross motor skills in early primary school children. Physical Education and Sports: Studies and Research, 236-249. https://doi.org/10.56003/pessr.v4i3.613 -
A domain-specific peer-review checklist for sport science journals: Translating a conceptual framework into practice
Spyridon Plakias11. University of Thessaly , GR2026-08-01|page 172-181AbstractThe peer-review process plays a central role in ensuring the quality and credibility of scientific research; however, it remains characterized by variability, limited standardization, and a lack of domain-specific evaluation criteria. These limitations are particularly evident in sport science, a multidisciplinary field involving complex, context-dependent, and applied performance data. Although several guidelines for peer-review exist, they are often either generic or tailored to specific domains, limiting their applicability to sport science research. The aim of the present study was to develop a comprehensive, domain-specific reviewer checklist for sport science journals. Building on a previously proposed conceptual framework of publishable research, the checklist operationalizes key dimensions of manuscript evaluation into structured criteria, spanning editorial screening, conceptual foundation, methodological and analytical rigor, research transparency, scientific communication, and scientific and practical impact. In addition, the framework integrates both hierarchical and iterative elements of the peer-review process, conceptualizing manuscript evaluation as a cyclical process that begins and concludes with editorial decision-making. The proposed checklist provides a structured and contextually relevant tool to support reviewers in conducting more consistent and transparent evaluations, while assisting editors in decision-making and offering authors clearer expectations. Although not yet empirically validated, the proposed framework represents a step toward improving the quality, consistency, and contextual relevance of peer-review in sport science.
APA Citation StylePlakias, S. (2026). A domain-specific peer-review checklist for sport science journals: Translating a conceptual framework into practice. Physical Education and Sports: Studies and Research, 172-181. https://doi.org/10.56003/pessr.v5i2.741 -
The relationship between limb length and lower-limb explosive power on squat-style long jump performance in junior secondary students
Karina Octaviani1, Siti Nurrochmah21. State University of Malang , ID2. State University of Malang , ID2025-07-01|page 103-114AbstractBackground: To determine the relationship between leg length and leg muscle explosive power with squat style long jump performance applied to junior high school students.
Objectives: This study examines the relationship between leg length, leg muscle explosive power, and the ability to jump squatting style long.
Methods: The method used is a quantitative descriptive design with a correlational study. The study population amounted to 60 male students in class VIII. Sampling using the Purposive Proportional Systematic Random Sampling technique amounted to 45 students. The collected data were analyzed using three prerequisite tests: data normality test, homogeneity test, and linearity test. After fulfilling the prerequisite test requirements, it can be continued with 4 hypothesis tests, product moment test, multiple correlation test, regression equation line, and practical contribution and relative contribution.
Results: The data obtained using inferential statistics in multiple correlation analysis is complemented by multiple regression analysis. The results of the multiple correlation test obtained a coefficient = 0.687 and Sig. P = 0.001 < a = 0.05.
Conclusions: The study concludes a positive and linear relationship between leg length and leg muscle explosive power with squat-style long jump performance. Based on these findings, further research is recommended to explore additional variables such as speed, flexibility, and confidence, which may influence squat-style long jump performance.
APA Citation StyleOctaviani, K. , & Nurrochmah, S. (2025). The relationship between limb length and lower-limb explosive power on squat-style long jump performance in junior secondary students. Physical Education and Sports: Studies and Research, 103-114. https://doi.org/10.56003/pessr.v4i2.561 -
Improving martial arts education through gamified learning: The case of Pencak Silat with Quizizz
M. Gusti Ariadi1, Wahyu Indra Bayu2, Soleh Solahuddin31. Sriwijaya University , ID2. Sriwijaya University , ID3. Sriwijaya University , ID2025-08-09|page 186-194AbstractBackground: The use of digital media in learning is an innovative effort to improve the quality of the teaching and learning process, including in physical education, particularly in the subject of Pencak Silat
Objectives: This study aims to determine the effect of using the Quizizz application on the learning outcomes of Pencak Silat among students at Public Senior High School 1 Indralaya Selatan.
Methods: This research was conducted using a quantitative approach. The design used is a one-group pretest-posttest design. In this design, students are given a pretest before treatment, followed by a learning treatment using Quizizz media. After the treatment is completed, a posttest is administered. The population in this study consists of all 11th-grade students at Senior High School 1 Indralaya Selatan, totaling 149 students. From that population, a simple random sample of 30 students will be taken to serve as the research sample. The research instruments include a cognitive test in the form of multiple-choice questions and a psychomotor test in the form of basic pencak silat technique practice. Then the data were analyzed using the Shapiro-Wilk normality test to ensure data distribution, followed by a paired sample t-test using IBM SPSS Statistics version 30.0.0.0 (172) software.
Results: The analysis shows a significant increase in pretest to posttest scores, both in cognitive aspects (from an average of 37.87 to 58.83) and psychomotor aspects (from an average of 5.43 to 8.70). In the paired sample t-test, the significance value showed <0.001, indicating a significant effect of Quizizz media on students' learning outcomes.
Conclusions: This research concludes that the Quizizz application effectively enhances the understanding of concepts and fundamental movement skills of pencak silat in a fun and interactive way.
APA Citation StyleAriadi, M. G. , Bayu, W. I. , & Solahuddin, S. (2025). Improving martial arts education through gamified learning: The case of Pencak Silat with Quizizz. Physical Education and Sports: Studies and Research, 186-194. https://doi.org/10.56003/pessr.v4i2.579 -
Performance anxiety among student table tennis players
Yumna Wahyuningsih1, Ibnu Fatkhu Royana2, Galih Dwi Pradipta31. Universitas PGRI Semarang , ID2. Universitas PGRI Semarang , ID3. Universitas PGRI Semarang , ID2025-12-18|page 318-331AbstractBackground: Anxiety is a common psychological factor that significantly affects athletic performance, especially in competitive settings. Student-athletes face dual pressures from academic responsibilities and athletic commitments, making them vulnerable to performance anxiety that can impair focus, concentration, and decision-making.
Objectives: This study aims to analyze performance anxiety among table tennis athletes in the Student Activity Unit (UKM) of Universitas PGRI Semarang and to examine differences in performance evaluation outcomes based on sources from internal and external factors.
Methods: A comparative quantitative design with a cross-sectional approach was used. Fifty athletes participated (n=25 assessed by internal factors, n=25 assessed by external factors). Anxiety/performance was measured using a self-report questionnaire consisting of 15 Likert-scale items (1-5 scale) validated by three sport psychology experts. Data were analyzed using one-way ANOVA after confirming normality (Shapiro-Wilk test) and homogeneity (Levene's test).
Results: The internal group had a higher mean score (M = 3.64, SD = 0.86) compared to the external group (M = 3.07, SD = 0.86). ANOVA revealed a statistically significant difference, F(1,48) = 4.92, p = 0.031, η² = 0.093, with an estimated Cohen's d of approximately 0.66, indicating a medium effect size. These findings indicate that anxiety factors affect athletes' performance, with internal factors tending to score higher than external factors.
Conclusions: This study concludes that anxiety affects the performance of table tennis athletes in the Student Activity Unit (UKM) at Universitas PGRI Semarang. Specifically, internal factors such as self-confidence and perfectionism have been proven to have a greater impact than external factors.APA Citation StyleWahyuningsih, Y. , Royana, I. F. , & Pradipta, G. D. (2025). Performance anxiety among student table tennis players. Physical Education and Sports: Studies and Research, 318-331. https://doi.org/10.56003/pessr.v4i3.618 -
Structural relationships between service quality, communication, motivation, and athlete satisfaction in basketball Indonesia
Fajar Gumilang H.M1, Agung Nugroho2, Rumpis Agus Sudarko3, Fauzi Fauzi4, Fajar Sriwahyuniati51. Yogyakarta State University , ID2. Yogyakarta State University , ID3. Yogyakarta State University , ID4. Yogyakarta State University , ID5. Yogyakarta State University , ID2026-04-09|page 113-124AbstractBackground: Many basketball clubs aim to enhance athlete satisfaction through service quality, communication, and motivation; however, empirical evidence validating these factors as measurable constructs remains limited.
Objectives: This study examines whether these variables function as latent constructs influencing athlete satisfaction and validates their measurement structure using confirmatory factor analysis.
Methods: This study used a quantitative survey and included 263 basketball athletes from various clubs in Sidoarjo, comprising 110 males and 153 females. The participant characteristics focused on players still in the developmental stage who had been actively participating in club training programs for 3 to 6 months, with educational levels ranging from junior high school to college. Participants were selected using purposive sampling. Data were collected using a valid and reliable Likert-scale questionnaire and analyzed using Structural Equation Modeling (SEM) via AMOS 22.
Results: The results demonstrate that service quality (β=0.337, ????=0.000) and communication (β=0.439, ????=0.000) significantly enhance motivation. Furthermore, motivation significantly affects athlete satisfaction (β = 0.582, ???? = 0.000). Crucially, the analysis confirms that motivation mediates the relationship between service quality (indirect effect=0.139) and communication (indirect effect=0.240) on satisfaction.
Conclusions: Theoretically, this study confirms motivation as a vital psychological mediator linking managerial inputs to athlete satisfaction. In practice, the findings demonstrate that while high-quality physical facilities provide a necessary structural foundation, they must be integrated with effective, supportive coaching communication to optimally ignite athletes' intrinsic drive and maximize their overall club experience.APA Citation StyleH.M, F. G. , Nugroho, A. , Sudarko, R. A. , Fauzi, F. , & Sriwahyuniati, F. (2026). Structural relationships between service quality, communication, motivation, and athlete satisfaction in basketball: Indonesia. Physical Education and Sports: Studies and Research, 113-124. https://doi.org/10.56003/pessr.v5i1.691 -
The combination of plyometric and ladder drills can improve acceleration and footwork skills in badminton players
Muhammad Labib Siena Ar Rasyid1, Oce Wiriawan2, Afif Rusdiawan3, Laily Mita Andriana4, Enarnimas Dwi Ratna Damayanti51. Department of Sports Coaching Education, Faculty of Sport and Health Sciences, Universitas Negeri Surabaya , ID2. Department of Sports Coaching Education, Faculty of Sport and Health Sciences, Universitas Negeri Surabaya , ID3. Department of Sports Science, Faculty of Sport and Health Sciences, Universitas Negeri Surabaya , ID4. Department of Sports Coaching Education, Faculty of Sport and Health Sciences, Universitas Negeri Surabaya , ID5. Department of Sports Coaching Education, Faculty of Sport and Health Sciences, Universitas Negeri Surabaya , ID2026-03-08|page 28-39AbstractBackground: Recognized globally as the fastest racket sport in the world, badminton demands exceptional acceleration and footwork skills for competitive success. However, many intermediate players often struggle to produce the explosive power needed for fast-paced rallies. To enhance these physical attributes, targeted training interventions, such as a hybrid regimen of plyometric and ladder drills, are often required.
Objectives: This study aims to analyze the efficacy of integrating plyometric exercises with ladder drills in enhancing acceleration and footwork proficiency among badminton players.
Methods: This research employed a quasi-experimental design with a non-equivalent control group. Through purposive sampling, 24 male participants (aged 14-16 years) with at least 2 years of training experience, good health, and no history of recent injuries were selected. They were assigned to either the PLD Group (age: 15.00 ± 0.74 years; height: 162.00 ± 0.07 cm; weight: 50.58 ± 5.68 kg; BMI: 19.20 ± 0.88 kg/m²) or the CV Group (age: 15.00 ± 0.85 years; height: 162.08 ± 0.08 cm; weight: 51.75 ± 8.05 kg; BMI: 19.59 ± 1.56 kg/m²). The intervention spanned six weeks, with three sessions per week. Performance in acceleration was assessed using a 10-meter sprint, and footwork skills were assessed using the footwork skills test (Tohar version) pre- and post-intervention. Data analysis employed the Wilcoxon signed-rank and the Mann-Whitney tests.
Results: The Wilcoxon analysis indicated that both the PLD and CV Groups achieved improvements in acceleration and footwork skills (p<0.05). However, the Mann-Whitney test revealed a statistically significant difference between the two groups, with the PLD Group demonstrating superior gains in both acceleration (p<0.05) and footwork skills (p<0.05) compared to the CV Group.
Conclusions: Integrating plyometric training and ladder drills is an effective strategy for significantly improving acceleration and footwork skills in badminton players.
APA Citation StyleRasyid, M. L. S. A. , Wiriawan, O. , Rusdiawan, A. , Andriana, L. M. , & Damayanti, E. D. R. (2026). The combination of plyometric and ladder drills can improve acceleration and footwork skills in badminton players. Physical Education and Sports: Studies and Research, 28-39. https://doi.org/10.56003/pessr.v5i1.669 -
Determinants of athlete motivation and engagement in collegiate team sports: Toward a sports development framework
Teejay D. Panganiban1, Samboy Nabor21. Batangas State University TNEU JPLPC-Malvar , PH2. University of Perpetual Help System Dalta Las Piñas , PH2026-04-14|page 147-159AbstractBackground: Athlete motivation and sustained engagement are essential for retention in collegiate sports programs; however, the institutional and environmental factors that influence these outcomes remain underexplored.
Objectives: This study aimed to examine the determinants of athlete motivation and engagement in collegiate team sports using a Self-Determination Theory perspective, with engagement serving as a proxy for retention behavior.
Methods: A mixed-methods design was employed involving 75 collegiate student-athletes representing basketball, volleyball (men and women), baseball, and softball teams. Quantitative data were collected using a validated, researcher-developed questionnaire based on Self-Determination Theory and analyzed using descriptive statistics, Pearson's correlation, multiple regression, and Structural Equation Modeling (SEM). In contrast, qualitative data were analyzed using thematic analysis.
Results: Findings revealed that organizational commitment (M = 3.42) and environmental support (M = 3.47) were rated very high, while incentives and facilities were rated high. All program components were significantly associated with athlete engagement (p < .05). Regression analysis showed that environmental support (β = .36) and perceived support (β = .31) were the strongest predictors, explaining 68% of the variance (R² = 0.68). SEM results indicated a good model fit (CFI = 0.95; RMSEA = 0.061).
Conclusions: Qualitative findings highlighted intrinsic motivations, such as passion and belonging, as well as extrinsic motivators, including scholarships and rewards, alongside barriers, including financial delays, academic conflicts, and burnout. The study concludes that environmental and perceived support are the primary determinants of athlete engagement, emphasizing the critical role of competence-supportive environments in sustaining motivation and improving athlete retention.
APA Citation StylePanganiban, T. D. , & Nabor, S. (2026). Determinants of athlete motivation and engagement in collegiate team sports: Toward a sports development framework. Physical Education and Sports: Studies and Research, 147-159. https://doi.org/10.56003/pessr.v5i1.718 -
Enhancing locomotor skills in preschoolers through play jump rope
Nancy Trisari Schiff1, Andy Supriady21. Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Pasundan , ID2. Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Pasundan , ID2026-04-14|page 135-146AbstractBackground: Fundamental Motor Skills (FMS), particularly in the Locomotor Skills domain, are an essential prerequisite for lifelong physical participation. However, the dominance of a sedentary lifestyle threatens young children's mastery of these skills.
Objectives: This study aims to test and prove the effectiveness of the jump rope play intervention program in improving locomotor skills in 5–6-year-old children.
Methods: This research uses a quasi-experimental one-group pretest-posttest design. The sample consisted of 19 males and 11 females, for a total of 30 children. Locomotor skills are measured objectively using the Locomotor subtest of the Test of Gross Motor Development-2 (TGMD-2). The Jump Rope Game intervention was implemented in a structured manner over 8 weeks (3 sessions/week). The data were analyzed using the Paired-Samples T-Test.
Results: The research results show a highly significant improvement in locomotor skills scores after the intervention. The average score increased from 23.30 on the pretest to 27.87 on the posttest, reflecting a 19.61% increase. The paired-samples t-test yielded a p-value of 0.000 (p<0.05), confirming that the difference between the two measurements was statistically significant.
Conclusions: Jump rope games have proven to be an effective, efficient, and enjoyable intervention for significantly improving young children's locomotor skills. This research recommends integrating inexpensive, easily accessible play-based activities into the early childhood education curriculum as a practical strategy to support physical literacy and address basic movement deficits.
APA Citation StyleSchiff, N. T. , & Supriady, A. (2026). Enhancing locomotor skills in preschoolers through play jump rope. Physical Education and Sports: Studies and Research, 135-146. https://doi.org/10.56003/pessr.v5i1.652 -
Associations between physical activity intensity and motor balance in elementary school students: A sequential explanatory mixed-methods study
Fahrurrohman Firdaus1, Indra Safari2, Rizal Ahmad Fauzi31. Indonesian University of Education , ID2. Indonesian University of Education , ID3. Indonesian University of Education , ID2026-04-01|page 47-56AbstractBackground: Children in primary school are becoming more sedentary due to advances in digital technology, which may reduce their physical activity levels. The development of motor skills, especially balance, which is an essential feature of children's motor abilities, can be impacted by a lack of physical activity.
Objectives: This study aimed to examine the association between physical activity intensity and motor balance in elementary school students.
Methods: This study used a sequential explanatory mixed-methods design. The quantitative phase involved 50 students selected using saturated sampling, while the qualitative phase involved teachers and students selected purposively. Physical activity intensity was measured using the Physical Activity Questionnaire for Older Children (PAQ-C), while motor balance was assessed using the Balance Beam Test. Quantitative data were analyzed using Spearman's rank correlation, and qualitative data were analyzed using thematic analysis in NVivo.
Results: With a correlation coefficient of r = 0.687 and p < 0.05, the analysis demonstrated a strong, substantial positive link between motor balance levels and physical activity intensity. The intensity of physical activity accounted for 47.2% of motor balance. Qualitative research revealed that students with high levels of physical activity were more likely to engage in active play, such as running outside, cycling, and soccer, which, in turn, indirectly improve balance and postural stability.
Conclusions: This study demonstrates that physical activity intensity plays an important role in the development of motor balance among elementary school students. These findings highlight the importance of integrating active movement-based learning strategies in physical education programs.
APA Citation StyleFirdaus, F. , Safari, I. , & Fauzi, R. A. (2026). Associations between physical activity intensity and motor balance in elementary school students: A sequential explanatory mixed-methods study. Physical Education and Sports: Studies and Research, 47-56. https://doi.org/10.56003/pessr.v5i1.706 -
Reclaiming the value of qualitative analysis in sports performance research
Spyridon Plakias11. Department of Physical Education and Sport Science, University of Thessaly , GR2026-03-03|page 1-6AbstractQuantitative metrics and technology-driven approaches have reshaped sports performance analysis (SPA), yet they risk overshadowing the equally vital contribution of qualitative methods. This opinion paper highlights the value of qualitative analysis in capturing the complexity, context, and meaning of player and team behaviors, elements that numbers alone cannot explain. Drawing on video-based evaluations, case studies, and narrative reconstructions, qualitative approaches provide insights into tactical, psychological, and interactional dimensions of performance that are indispensable for bridging the science–practice gap. By integrating qualitative and quantitative perspectives, SPA can achieve a more balanced and applicable paradigm, ensuring that scientific research remains relevant to real-world coaching and athlete development. This paper calls for a renewed recognition of qualitative methods as a central pillar of SPA and invites further scholarly contributions to this evolving discussion.
APA Citation StylePlakias, S. (2026). Reclaiming the value of qualitative analysis in sports performance research. Physical Education and Sports: Studies and Research, 1-6. https://doi.org/10.56003/pessr.v5i1.672 -
The effect of peer teaching and think pair share on rhythmic gymnastics learning outcomes
Muhammad Lutfi Hasan1, Ibnu Fatkhu Royana2, Utvi Hinda Zhannisa31. Universitas PGRI Semarang , ID2. Universitas PGRI Semarang , ID3. Universitas PGRI Semarang , ID2025-08-14|page 195-203AbstractBackground: Rhythmic gymnastics plays a vital role in developing students' motor skills, coordination, and rhythm, yet many still face challenges in mastering movement concepts.
Objectives: This study compared the effectiveness of Peer Teaching and Think Pair Share (TPS) cooperative learning models in improving rhythmic gymnastics learning outcomes.
Methods: A quasi-experimental design with a two-group pretest–posttest was conducted on 68 eighth-grade students (male and female) at State Junior High School 4 Semarang, divided into Peer Teaching (n=34) and TPS (n=34) groups. Learning outcomes were assessed using a validated rhythmic gymnastics performance test, and data were analyzed descriptively with gain score calculation.
Results: The TPS group achieved a greater improvement in posttest scores (from 67.21 to 79.59; +18.41%) compared to the Peer Teaching group (from 79.18 to 79.85; +0.85%). These results indicate that TPS enhances students' understanding, coordination, and engagement in rhythmic gymnastics learning.
Conclusions: TPS is recommended for physical education teachers to improve performance, particularly for students with lower initial skills. Further studies should explore its long-term effects and retention.
APA Citation StyleHasan, M. L. , Royana, I. F. , & Zhannisa, U. H. (2025). The effect of peer teaching and think pair share on rhythmic gymnastics learning outcomes. Physical Education and Sports: Studies and Research, 195-203. https://doi.org/10.56003/pessr.v4i2.619
