View of Increasing Positive Attitudes of Students toward Physical Activities through “Separation Anxiety” Games

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Increasing Positive Attitudes of Students toward Physical Activities through “Separation Anxiety” Games

Sri Nuraini¹, Taufik Rihatno², Hartman Nugraha³, Muhammad Ilham⁴, Iwan Barata⁵, Desy Safitri⁶, Arita Marini⁷, Apri Wahyudi⁸

1Universitas Negeri Jakarta, Indonesia. Email: [email protected]

Abstract

The aim of this classroom action research was to improve student positive attitudes toward physical actitivites related to student affective, cognitive, and behavioral attitudes through implementing “Separation Anxiety” Games in physical education, sports, and health subject for 30 students Grade three at Hang Tuah V private elementary school in Jakarta in Indonesia. This research consisted of two cycles in implementing “Separation Anxiety” Games in physical education, sports, and health subject started by the students in pairs as players sitting behind the prepared glass, players required to put candy or chocolate into the glass according to the color after the instructor giving the start signal, and the winner being the player managing to move all the candies or chocolates quickly according to the color. The results confirmed that student positive attitudes toward physical actitivites in cycle 1 and 2 achieved 73.07 % and 82.77 %. It can be stated in conclusion that application of “Separation Anxiety” Games in physical education, sports, and health subject can improve student positive attitudes toward physical actitivites for 30 students Grade Three at Hang Tuah V private elementary school in Jakarta in Indonesia.

Keywords: “Separation Anxiety” Games; student positive attitudes; physical actitivites

1. Introduction

Student attitude consists of affective, cognitive, and behavioral attitudes (Szumski, Smogorzewska, and Grygiel, 2020). People attitudes are guided by their personal values as general principles referring to desirable goal motivating their action (Bask, Halme, Kallio, & Kuula, 2020). Student positive attitude was described by reciprocal understanding, social skills, and ability to maintain themselves (Salin, Hautsalo, Vanni, Seitsamo, Koivisto, 2020). People taking benefits from physical activities have positive attitude toward them (Nia, Mizany, Sajadi, & Rahimizadeh, 2012). Other study found that attitude toward physical activity significantly affected bus use intention and reduced physical inactivity (Tran, Yamamoto, Sato, Miwa, Morikawa, 2020). The children having positive attitudes toward physical activity grow as physically active and healthy adults (Pethkar, Naik, & Sonawane, 2010).

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Games help to improve physical education lesson efficiency (Ion, Tatiana, Gabriel, Aurel, 2014). Physical activity done optimally during physical education is very important for children to achieve daily physical activity recommended (King, Brusseau, Hannon, Castelli, Hilton, & Burns, 2017). However, there was less detail justification about the way of developing student positive attitudes toward physical activities.

2. Literature review

Student affective, cognitive, and behavioral attitudes are related to student experiencing a variety of emotions, cognitions, and behaviors when involved in certain situtations (Szumski, Smogorzewska, and Grygiel, 2020). Another study found that attitudes having an object are less lasting than value priorities having an object (Bask, Halme, Kallio, & Kuula, 2020). First year student attitudes were most negative, however, attitudes developed into positive during their study course (Salin, Hautsalo, Vanni, Seitsamo, Koivisto, 2020). Another study classified attitudes toward physical education into six categories: physical activities as social experience, for health and fitness, as vertigo pursuit, as aesthetic experience, as catharsis, and as ascetic experience (Nia, Mizany, Sajadi, & Rahimizadeh, 2012). Improvement people attitude toward physical activity can be done by building walking and cycling environment (Tran, Yamamoto, Sato, Miwa, Morikawa, 2020). Physical education program giving positive and negative experience has enormous effect on people knowledge, attitudes, beliefs and behavior (Pethkar, Naik, & Sonawane, 2010).

Games in physical education lesson develop student basic motor skills, attention, movement accuracy, team spirit, and respect for rules (Ion, Tatiana, Gabriel, Aurel, 2014). Elementary physical education classes manifest different physical activity levels (King, Brusseau, Hannon, Castelli, Hilton, & Burns, 2017). However, most of previous studies do not provide detail explanation about the steps of improving student positive attitudes toward physical activities.

3. Method

This research conducted classroom action research involving planning, acting, observing, and reflecting steps in the spiral model by Kemmis and McTaggart (Marini, Safitri, Nuraini, Rihatno, Satibi, & Wahyudi, 2020; Safitri, Nuraini, Rihatno, Kaban, Marini, & Wahyudi, 2020; Edwita, Safitri, Nuraini, Rihatno, Sudrajat, Marini,

& Wahyudi, 2020; Ibrahim, M., Safitri, Umasih, Marini, & Wahyudi, 2020; Nuraini, Safitri, Rihatno, Marini, Putra, & Wahyudi, 2020; Rihatno, Safitri, Nuraini, Marini, Putra, & Wahyudi, 2020; Umasih, Safitri, Nuraini, Rihatno, Maksum, Marini, &

Wahyudi, 2020). This classroom action research was conducted to improve student positive attitudes toward physical actitivites in physical education, sports, and health subject for 30 students Grade Three at Hang Tuah V private elementary school in Jakarta in Indonesia. In the planning step, lesson plan was made related to implementation of “Separation Anxiety” Games having objectives of training the student focus, student accuracy, the coordination of the brain, eyes, and hands, and to control anxiety. In the acting step, implementation of “Separation Anxiety” Games in two cycles with two players was conducted indoor. In the observing step, student positive attitudes toward physical actitivites due to implementation of “Separation Anxiety” Games were recorded. In the reflecting step, evaluation was done related to the student positive attitudes toward physical actitivites caused by implementation of

“Separation Anxiety” Games and this research was continued to the next cycle if the

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target of student positive attitudes toward physical actitivites improvement established 80 % not reached. The cycles done in this research can be shown in Figure 1.

Figure 1. The cycles of research

4. Results and Discussion

In the planning step, lesson plan of implementing “Separation Anxiety” Games in physical education, sports, and health subject was created completed with equipments and rule of the game. In this step, the equipments to conduct “Separation Anxiety” Games such as 1 medium pack of colorful candies or chocolate and a glass or plastic container were prepared. In acting step, “Separation Anxiety” Games was started by the students in pairs as players sitting behind the prepared glass, players required to put candy or chocolate into the glass according to the color (1 red, 2 yellow, etc) after the instructor giving the start signal, and the winner being the player managing to move all the candies or chocolates quickly according to the color.

In the observing step, student positive attitudes toward physical actitivites related to student affective, cognitive, and behavioral attitudes due to implementation of “Separation Anxiety” Games were recorded. In reflecting step, evaluation was conducted to measure the student positive attitudes toward physical actitivites caused

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by implementation of “Separation Anxiety” Games in physical education, sports, and health subject. In cycle 1 and 2, the student positive attitudes toward physical actitivites related to student affective, cognitive, and behavioral attitudes reached 73.07 % and 82.77 %. Because of percentage of student positive attitudes toward physical actitivites in cycle 2 has been more than the target, so this research was stopped in cycle 2.

Conclusion

It can be concluded that implementation of “Separation Anxiety” Games can improve student positive attitudes related to student affective, cognitive, and behavioral attitudes toward physical activites in physical education, sports, and health subject for 30 students Grade Three at Hang Tuah V private elementary school in Jakarta in Indonesia.

Acknowledgements

Universitas Negeri Jakarta funded this research.

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