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  • 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 Mulyana5
    1. Indonesia University of Education , ID
    2. Indonesia University of Education , ID
    3. Indonesia University of Education , ID
    4. Indonesia University of Education , ID
    5. Siliwangi University , ID
    2025-05-14
    doi https://doi.org/10.56003/pessr.v4i1.523
    Published Online: 14 May 2025
    |
    page 71-82
    Abstract

    Background: 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 Style
    Mulyana, 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

  • Improving physical self-perception and health-related fitness through gamification in physical education: A cluster randomized controlled trial

    Ferdinando Cereda1
    1. The Catholic University of the Sacred Heart in Milan , IT
    2026-03-08
    doi https://doi.org/10.56003/pessr.v5i1.677
    Published Online: 08 March 2026
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    page 7-27
    Abstract

    Background: 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 Style
    Cereda, 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

  • The impact of coaching communication styles and training programs on novice tennis player satisfaction: A case study from Indonesia

    Mohammad Aldi Zakaria1, Limpad Nurrachmad2
    1. State University of Semarang , ID
    2. State University of Semarang , ID
    2025-07-17
    doi https://doi.org/10.56003/pessr.v4i2.603
    Published Online: 17 July 2025
    |
    page 152-161
    Abstract

    Background: The satisfaction of beginner tennis players is often influenced by coaches' communication styles and the structure of training programs.

    Objectives: This study analyzed the effects of coaching communication style and training program design on player satisfaction at Club First Tennis.

    Methods: A quantitative, descriptive-associative approach was used with 50 beginner players in regular training sessions. Data were collected using a Likert-scale questionnaire covering coach communication style, training program design, and player satisfaction. Statistical analyses included validity and reliability tests, normality checks, and Spearman's rank correlation due to non-parametric data.

    Results: Results showed strong, significant relationships between coaching communication and player satisfaction (r = 0.615, p < 0.05), as well as between training programs and satisfaction (r = 0.620, p < 0.05). These findings indicate that supportive and adaptive communication and well-structured training enhance athlete satisfaction and engagement.

    Conclusions: The study highlights the importance of integrating effective communication and program planning in coaching beginner athletes. Future studies are encouraged to explore additional influencing factors such as intrinsic motivation or external support, and to involve larger sample sizes for broader generalizability.

    APA Citation Style
    Zakaria, M. A. , & Nurrachmad, L. (2025). The impact of coaching communication styles and training programs on novice tennis player satisfaction: A case study from Indonesia. Physical Education and Sports: Studies and Research, 152-161. https://doi.org/10.56003/pessr.v4i2.603
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