Teaching Physical Education Based on Self-Management Skill
Developing the Active Lifestyle, Physical Activity Level and Physical Fitnes on
College Students
Didin Budiman, Ricky Wibowo and Gano Sumarno
Faculty of Sport and Health Education, Universitas Pendidikan Indonesia, Jln Dr. Setiabudhi No 229, Bandung, Indonesia
ricky_wibowo@upi.edu
Keywords: Self-management Skills, Active Life-style, Physical Activity Levels, Physical Fitness.
Abstract: Majority of Indonesian college students do not have good health and fitness levels, and it must be a big
challenge for educators. In order to increase a healthy lifestyle and long life activity, it is important to
determine the main factors associated with active behavior. Promoting lifelong active lifestyle is the key to a
healthy-lifestyle. Promoting healthy and active lifestyle is a major goal in physical education. Researchers
have identified some specific skills, such as self-management skills, which can be used to help changing the
lifestyle. The purpose of this study is to determine how the implementation of teaching physical education-
based self-management skills to develop an active lifestyle, physical activity level and physical fitness on
college student. It used a quasi-experimental design with pretest-posttest design of Control Group. Subjects
were college student of Universitas Pendidikan Indonesia who joined the physical education and sport course.
Divided into two experimental groups, consisting of an experimental group and a control group. Instruments
in this study were the International Physical Activity Questionnaire (IPAQ) and adult physical fitness tests.
Implementation of teaching physical education-base self-management skill has a significant effect on the
improvement of physical fitness and the level of physical activity, as a result of active lifestyle awareness.
Teaching physical education-base self-management skill must be balanced with the understanding of the type
of physical activity and various practical movement activities that can be done everyday.
1 INTRODUCTION
In Europe, developing lifelong physical activity into
school learning has been a serious concern over the
past decade.
In some European countries, implanting
an active lifestyle lately is an important mission of
physical education (Almond and Harris, 1998;
Cardon and De Bourdeaudhuij, 2002; Harris, 2005),
and there is a great emphasis on health-related
activities (health-related activity) in the physical
education curriculum (Almond and Harris, 1998;
Harris, 2005).
Promoting a healthy and active
lifestyle is a main goal in
physical education
(UNESCO, 2015).
Regular physical activity is an
important component of a healthy lifestyle for both
children and adults.
There have been many programs
to change healthy lifestyles based on cognitive social
theory (Bandura,
2004) and behavioral changes
based on the self-regulation model (Kanfer and
Gaelick-Buys, 1991).
Researchers have identified
several specific skills, such as self-management
skills, that can help to change lifestyles.
Initially, self-manajement is often used
successfully in the treatment of chronic diseases such
as diabetes and asthma (Barlow, Wright, Sheasby,
Turner, and Hainsworth, 2002; Wright, Barlow,
Turner and Bancroft, 2003).
Self-management
techniques then developed and are used in the first
prevention program because cognitive behavioral
techniques are a more effective approach in
facilitating behavioral change, than simply providing
knowledge (Douthitt and Harvey, 1995).
In the
context of school learning, Cardon et al (2009) it has
applied self-skill in physical education learning
to
raise awareness for physical activity and has
reportedly increased the level of physical activity in
primary school children, by actively involving
teachers and parents. It’s different from learning
physical education and sports at the university
level.
Apparently, a different approach is required in
teaching physical education and sports.
So it is
396
Budiman, D., Wibowo, R. and Sumarno, G.
Teaching Physical Education Based on Self-Management Skill - Developing the Active Lifestyle, Physical Activity Level and Physical Fitnes on College Students.
In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 1, pages 396-400
ISBN: 978-989-758-317-9
Copyright © 2018 by SCITEPRESS Science and Technology Publications, Lda. All rights reserved
expected at the level of college students to be able to
arrange their own physical activity and know the
degree of health.
Educators are no longer just giving
treatment to improve the quality of fitness.
However,
it is no secret that the majority of Indonesian students
do not have adequate levels of health and fitness
(Sriramania, 2010) (Herianto, Rosdiana, 2012) so
this is a great challenge for educators.
In order to
implement a lifelong and healthy lifestyle, it is
important to know the main factors associated with
active behavior (Mckenzie and Lounsbery, 2013).
Being familiar with the active lifestyle is the key to
healthy physical life.
At the student level, they are expected to be able
to obtain high-order learning level so that the
educator can frame the problem, which is able to
develop creativity through analysis, synthesis and
self-evaluation, in which is related to self-
management skills.
Students will learn self-
management and become managers for themselves
through self-learning, by developing their
ideas.
Educators will make room for students to
develop ideas of activities that can be developed in
class to support students as managers
themselves.
The condition of the teaching process in
the field is that it tends to emphasize on the results,
so that the learning process appears to only give
treatment to just improve fitness.
The picture related
to the learning process activities, more emphasis on
fitness improvement without any behavior change
process through the understanding of active life
pattern and awareness for regular physical
activity.
This learning process seems monotonous to
students and more time is spent by studying physical
activity or sports skill finesse without involving
cognitive behavior of learners.
Therefore, this
research is important to be done because it will give
an idea how far the learning based
on self-
management skills based on alternative solution in
answering the problems that happened, namely to
increase the level of physical activity and fitness of
the students.
The self-management skills program promotes
physical activity outside the school by teaching the
cognitive and behavioral skills needed to develop
and maintain an active lifestyle (Marcoux et al.,
1999).
Learning of self-management skills is
expected to affect the awareness of physical activity
and the level of activity of learners through the
design of learning that leads students to do the self-
learning and also structured, to organize their
physical activities.
Learning self-management skills
are designed to increase awareness for exercise and
get regular exercise (not just at lectures) by teaching
active behavioural skills to students.
(Cardon et al.,
2009).
Learning self-management skills can
promote lifelong physical activity required by all age
groups, including the student level.
With behavior
change through self-management based skills-based
learning, it is expected that lifelong lifestyle
development will occur.
Based on the above
description, the purpose of this research is to
acknowledge the extent to which physical education
based on self-management skill that can develop
students’ active lifestyle, physical activity level, and
physical fitness.
2 METHOD
2.1 Setting and Participants
The research method used in this research is
experimental method, using quasi experimental
design with Pretest-Posttest Control Group design
(Creswell, 2015).
This research involves lecturers
and students at Universitas Pendidikan Indonesia.
The learning design as well as various learning tools
(teaching materials), assessment tools will be
designed jointly by research lecturers and
students.
The samples involved were the second year
students of Universitas Pendidikan Indonesia (year
2015).
A total of 76 people, age ranging from 19-21
years (mean, 19.79 ± 0.38), 15 men and 62 women
were divided into two research group.
One group of
36 people comprised of 7 men and 29 women, ages
of 19.36 ± 0.23, were given treatment with self-
management based of learning skills and a control
group of 40 people consisting of 8 males and 33
females, ages = 20.15 ± 0.22 used physical education
learning based on the existing curriculum.
2.2 Instrumentation
Physical activity levels of each sample were
evaluated using the short-form version of the IPAQ’s
English version (Hagströmer, 2011), converted into
Indonesian language, and adapted from previous
research (Kurt, 2017).
Questionnaires that have been
converted into Bahasa were then made into Google
Teaching Physical Education Based on Self-Management Skill - Developing the Active Lifestyle, Physical Activity Level and Physical
Fitnes on College Students
397
form.
The IPAQ questionnaire was filled online by
students using google form guided by
researchers.
To measure the level of physical
activity and the amount of calories, samples used the
automatic report of the IPAC, developed by Blasio
et.al (2017).
To measure Physical Fitness,
researchers used the President's challenge adult
fitness test consisting of measurements.
The IPAQ
questionnaire used aims to measure how much
physical activity is performed and the calories
released by each student within a week back.
Body
Mass Index (BMI) to measure body composition,
Half Sit-Up and Push-Up to measure muscular
strength, sit and reach to measure flexibility and 1.5
mile run for cadavascular measurements.
2.3 Intervention Program
The research process is divided into three stages. In
the first stage of pre-test, the tests performed are
physical fitness tests and physical activity level
questionnaires. After having initial data, it was
proceed with the provision of learning materials
according to physical education. One group used a
self-management approach to self-management
skills and a control group used an instructional
learning in accordance with existing syllabus. The
more detailed learning materials are described in
Table 1.
Table 1: Learning materials and homework task on PE
based-self management skills.
Lesson Subject Cognition Homework
task
Lesson
1
Introduction: the
benefits of getting an
active lifestyle,
understanding and
level of physical
activity
- Understand
the need and
importance
of an active
lifestyle, PA
Level and
Physical
Fitness
- Reviewing
the
literature
of PA
Level and
Physical
Fitness
according
to the
Lecturer's
direction
Lesson
2
- Self-Assessment
skills: Independent
Evaluation of PA
Level and Physical
Fitness
- Fills the PA level
activity and
performs a physical
fitness test
- Cardiovascular /
Aerobic Activity I
- Flexibility activity
(individual-pairs)
- Understanding
the strength and
weaknesses of
fitness and
physical activity
level in daily
physical
activity.
- Understanding
the benefits of
aerobic activity
and its energy
system
- Understanding
the benefits of
having good
flexibilit
y
.
- Evaluating
and
understan
ding the
fitness of
PA Level
on each
individual
and
reporting
in the
form of a
google
form
report.
Lesson
3
- Self-Monitoring
Skills: monitoring
physical activity
performed daily
using physical
activity logs
- Cardiovascular
activity / aerobic II
- Flexibility activity
(dynamic-static-
PNF)
- Acknowledging
the level of daily
risk activity done
(Mets an
Kcal). Able to
calculate the
level of physical
activity and
Calories needed
- Acknowledging
the benefits of
aerobic activity
and its energy
system
- Acknowledging
the benefits of
having good
flexibilit
y
.
- Recording
physical
activity
for a week
- Using
Pedometer
3x / week
on
android-
based HP /
iPhone
Lesson
4
- Goal-Setting
Skills:
- Set the targets
(realistic and
achievable) to be
achieved at the end
of the lecture
- Muscular
Endurance I activity
(muscle endurance
activity through
group or pair play)
- Knowing the
calories that
body needs for
daily activities
which is
adjusted to the
level of physical
activity
performed;
- Knowing the
benefits of
having good
muscle DT.
- Setting
Goal
Settings
- Recording
physical
activity
for a week
- Using
Pedometer
3x / week
on
android-
based HP /
iPhone
Lesson
5
Overcoming Skills:
- able to overcome
the limitations of
facilities or tools for
physical activity, able
to refrain from eating
healthy foods.
- Muscular
Endurance Activity
II
- Knowing in
general the types
of fibrous foods,
carbohydrates,
protein, fat and
process into
energy.
- Performing
physical activity
with or without
tools,
performing
physical activity
alone and
continues.
- Knowing the
various movements
of developing D.T
muscles and
muscles that are
trained.
- Trying to
prepare
the
healthy
food
needed in
accordanc
e with
physical
activity.
- Recording
physical
activity
for a week
- Using
Pedometer
3x / week
on
android-
based HP /
iPhone
Lesson
6
Finding social
support:
- Advocating the
importance of the
sports community.
- Activity Strength
Muscle I (muscle
strength activity
through group games
or pairs).
- Know the benefits
of joining the
sports
community.
- Dig for an
effective,
economical and
suitable sport for
every individual.
- Advise
following
SME
Sports
- Recording
physical
activity
for a week
- Using
Pedometer
3x / week
on
android-
based HP /
iPhone
Lesson
7
Managing Time:
- Set the total time
spent each day.
- Activity Strength
Muscle II (muscle
strength activity
using tools).
- Helps to allocate
time according
to a
predetermined
plan.
- Generally
speaking, it is
able to increase
the strength
using the loaded
tool.
- Checking
out missed
physical
activities.
- Recording
physical
activity
for a
week.
- Using
Pedometer
3x / week
on
androi
d
-
ICSSHPE 2017 - 2nd International Conference on Sports Science, Health and Physical Education
398
based HP /
iphone.
- Groups
organize
motion
activities
related to
health-
related
fitness.
Lesson
8-11
Create, organize and
perform group
physical activities.
- Able to interpret
the activities
undertaken.
- Understand the
sequence of
physical activity.
- Organize
activities
related to
fitness
related
fitness as
well as
skill
related
fitness
group.
Lesson
12-15
Create, organize and
perform independent
physical activities.
- Able to interpret
the activities
undertaken.
- Understand the
sequence of
physical activity.
- Organize
activities
related to
fitness
related
fitness as
well as
skill
related
fitness
group.
2.4 Statistical Analysis
All data were analyzed using the Statistical Package
for the Social Sciences (SPSS). Descriptive statistics
(frequencies, means, standard deviations, ranges) are
used to describe the demographic and background
information. Using Independent Sample T-test (for
parametric data), and Mann Whitney (for non-
parametric data) for establishing a self-management
skill based on physical activity level and physical
fitness at college student.
Table 2: Averages, minimums and comparison of data
between intervention and control groups.
Variable Control group Intervention t
value
Pre- Post- Pre- Post-
BMI (kg/m
2
) 20,92
(15,43-
29-14)
21
(15,79-
28,51)
22,70
(13,7-
37,17)
22,54
(15,07-
36,9)
-
Underweight 17,35
(15,43-
18,30)
17,82
(15,7-
18,9)
16,5
(13,9-
18,1)
17,2
(15-
18,1)
.106
Normal 20,46
(18,52-
22,84)
20,53
(19-
22,57)
20,64
(18,6-
22,5)
20,86
(18,7-
22,5)
.465
Overweight 23,92
(23,19-
24,56)
23,8
(23,1-
25,1)
23,7
(23-24)
23,17
(22,6-
23,5)
.013
Pre-Obes 26,91
(25,3-
29,14)
26,52
(25,2-
28,5)
28,28
(25,3-
30,4)
27
(24,6-
29,3)
.008
Push up
27,2
(5-57)
32,6
(20-63)
19,69
(4-40)
26,44
(9-47)
.35
Half Sit-up 60”
24,9
(6-48)
30,53
(17-54)
20,61
(8-35)
28,39
(10-47)
.129
Sit and reach
5,8
(-2-22)
8,4
(1-24)
7,73
(1-14)
10,37
(1-25)
.904
1,5
miles/minute
20,59
(14-
34,5)
20,09
(13,1-
33,5)
21,89
(10,65-
27,5)
20,40
(9,55-
28,2)
.023
METs-
min/week
2163
(693-
5093)
2784
(768-
5355)
1423
(360-
4650)
2680
(384-
4650)
.004
Kcal/week
1964
(607-
4608)
2489
(601-
5449)
1363
(180-
3876)
2518
(210-
4955)
.008
*indicates statistical significance (p<.05)
3 RESULTS AND DISCUSSION
Measurement Physical Fitness tests and physical
activity levels are performed before and after a self-
management skills program (SMS) based learning
program. The learning process undertaken lasts for
one semester of physical education lesson for college
student level. The meetings are held once per week
consisting of 16x meetings. The overall learning
evaluation results show an increase in physical
fitness outcomes and physical activation levels.
Physical fitness. Based on Table 1, when it is
viewed from physical fitness variables, self-
management skills based of physical education
(SMS) can improve some components of
fitness.
When viewed from the body mass index
(BMI), in this study, it is divided into five
classifications of BMI for asia-pacific based on
WHO classification (Barba et al., 2004), which are,
underweight, normal, overweight, pre-obes and
obesity.
In this study no samples were included in
the classification of obesity.
BMI difference is seen
from the increase of BMI to normal.
For BMM
classification overweight SMS significantly (.013)
was compared to control group, while for BMI
underweight SMS and control group did not differ
significantly (.106)
to BMI difference. While for the
push-up and half-sit-up (muscular strength and
endurance) variables, the SMS group and control
group did not differ significantly (.35)
(.129).
Likewise for the variable sit and reach
(flexibility), there is no significant difference (.904)
between SMS and control group.
Another case with
the 1.5 mile (aerobic fitness) run, there is a
significant difference (.023) between SMS and
control group
.
Physical activity levels. Based on the calculation
of IPAC questionnaire, the application of SMS
physical education affected significantly (.004) to the
increase of physical activity level.
Similarly, the
number of calories removed differ significantly
(.008) with group control.
Teaching Physical Education Based on Self-Management Skill - Developing the Active Lifestyle, Physical Activity Level and Physical
Fitnes on College Students
399
4 CONCLUSIONS
The self-management skills based on physical
education on the student level should emphasize the
student to be able to evaluate his own fitness level
and to understand the importance of physical activity
for his or her health. The cultivation of an active
lifestyle through physical learning based on self-
management skills should be balanced with an
understanding of the type of physical activity and
practical daily movement activities that can be done
daily. It is because the planting of an active lifestyle
in the context of physical education, is a strategic
way to increase the potential and motivation to move
active (Houston and Kulinna, 2014).
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