The Influence of Application of the Sport Education Learning Model
in Improving Volleyball Playing Skills
Ervan Kastrena and Edi Setiawan
Physical Health and Recreation Study Program, Suryakancana University, Cianjur, Indonesia
Keywords: Learning Model, the Sport Education, Volleyball Playing Skills.
Abstract: This study aims to determine the effectiveness of sports education model influence on the skills of playing
volleyball. This research uses experimental method with design that is randomized pretest-posttest control
group design (Frankeal and Wallen, 2012). The population in this study were students of volleyball
extracurricular in SMP PGRI Ciranjang, totaling 30 students. Sampling technique in this research is total
sampling. The sample in this study were 30 people. The instrument used is GPAI. Data analysis using SPSS
version 17 at significance level α = 0,05. The results show that the learning model of the sport education has
a significant influence on the improvement of volleyball playing skills. The results of this study suggest to
the teacher apply the model of learning the sports education in the process of physical education.
1 INTRODUCTION
The sport aducation learning model is a curriculum
and learning model designed to offer a rich
professional educational sports experience for
students in the context of physical education in
school environments or authentically (Deenihan &
Macphail, 2013; Sun, 2016 ; Bailey, 2016 ). The
sport adapter development model was developed by
Siedentop in 1994, Siedentop developed the sport
education learning model with the ultimate goal is
providing students with sport-based education
experience that helps in understanding and applying
holistic games in playing skills (Perlman 2015,
Landi, 2016). From the beginning of the creation of
the sport educationn learning model to the present,
this model has become world-renowned and
contributes to the renewal and enhancement of
knowledge in the teaching of physical education,
and many researchers are studying this model, even
the sport adapting model has been widely applied in
some countries such as the UK, New Zealand,
Australia, the United States, the United Kingdom,
and Ireland aimed at improving the quality of
learning and improving student achievement
outcomes (Sun, 2016). Characteristics of the sport
adapter‘s learning model have 6 main features:
(1) season,
(2) team affiliation,
(3) formal competition,
(4) recording,
(5) peak event, and
(6) celebration of the competition’s results.
In one season, students are grouped into one
team for the entire teaching unit, then students
compete in a formal championship that includes all
stages of team training, early season, season and end
season and celebration of the competition, which
includes awards that celebrate the performance and
development of learning they have achieved (Hastie,
2017). To ensure that all of these features are
organized, students are given different
organizational and instructional roles in their teams
(eg having trainers, managers, fitness trainers) and
empowering students with responsibilities that go
beyond playing activities provide many benefits and
a holistic understanding and appreciation of sports,
thus enhancing the student's learning experience.
While the role of the teacher in the sport adapter
model, acts as a facilitator to provide students with
knowledge and learning skills through various
student-centered learning strategies (Version, 2004 ;
Yudiana , 2016 ).
In this study, the authors will be more focused
on the model of learning that is able to develop the
skills of students’ volleyball playing, which is by
applying the model of learning the sport education.
In recent years, many scientists in the sports
pedagogy discipline have begun to study programs
198
Kastrena, E. and Setiawan, E.
The Influence of Application of the Sport Education Learning Model in Improving Volleyball Playing Skills.
In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 1, pages 198-201
ISBN: 978-989-758-317-9
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

and models that can influence student learning
outcomes and make this experience more positive.
Researchers have shown that the sport education is
considered a more inclusive and appropriate
approach, can be used by physical education
teachers to provide effective teaching to all students,
because students not only learn to play, but students
also learn to coordinate and manage experiences
their own sport. The sport education learning model
features some of the key instructional features that
distinguish it from traditional physical education
models. More recently this model has been
implemented in Korea and Russia. The findings
show that the sport adapter‘s learning model
provides advantages over traditional approaches to
physical education. The findings from this
international study have shown positive results that
during the sports education season, students enjoy
taking an administrative role, showing different
preferences to stay on the same team throughout the
season and they enjoy their experience in more
sports education units than education lessons regular
body. even the sport education model has given
students a more authentic (real) learning experience,
allows students to have more time to play and
practice improving skills, and that the sports
education model has the potential to produce an
educational, educational sport concept (Sun, 2016).
Limitations in the research that is the reality of
the field in general in general physical education
teachers rarely apply all kinds of learning models
that exist in physical education. Learning models
applied by teachers in the learning process tend to be
traditional, where students perform physical
exercises based on the instructions specified by the
teacher. This traditional learning model has been
widely used but remains a problem for teachers and
students in its implementation. Traditional learning
models in teaching a skill, not even improving
students‘ playing skills (Griffin, Oslin and Mitchell
2005; Savery and Duffy, 1995).
Relating to the existing limitations, the solution
that researchers provide is by applying the sport
education model, which, according to previous
research, positively influences the playing skills in a
sport game (Estrada, 2015, Perlman, 2015). In this
regard there are several hypotheses to be answered
through this research among others:
1. Is there a significant effect of the sports
education model on improving volleyball
playing skills?
2. Is there a significant effect of traditional
learning models on improving volleyball
playing skills?
3. Is there any difference in influence between the
sports education model and the traditional
learning model on improving volleyballplaying
skills.
The purpose of this research is to find out the
influence of learning model of the sport education
and traditional learning model to improve students‘
volleyball playing skills.
2 METHODS
2.1 Participants
The population in this study were all students who
followed the extracurricular activity of volleyball in
SMP PGRI Ciranjang which amounted to 30 people.
Sampling technique for this is the total sampling
technique. Samples in the study were 30 people with
details of 10 female students and 20 male students.
2.2 Design and procedure
The research method used is true experiment with
research design that is randomized pretest-postest
control group design (Frankeal and Wallen, 2012).
As an illustration, the authors present the form of
research design used can be seen in Figure 1.
Figure 1: Research Design.
Information:
R : Selection of each group is done randomly
O : Observation (Pretest-posttest volleyball
skill)
X : Kelompok treatment (Model of Learning the
Sport Education).
C : Control Group (Traditional Learning
model).
In this study, we were using two groups, where
expeimental group was given treatment in the form
of learning model of the sports education and control
group was given treatments in the form of traditional
learning model. Treatment given to the students as
many as 19 meetings with the frequency of three
times a week. The learning program can be seen in
Table 2.
Eksperimental Group R O X O
Control Group R O C O
The Influence of Application of the Sport Education Learning Model in Improving Volleyball Playing Skills
199

Table 1: Principal contents and activities by sessions of
both programs.
Session
Sport Education Model
Traditional
Model
1.
Introduction and composition
of teams. Election of the
captain-coach.
Introduction.
Play volleyball
6x6.
2.
Names of the teams and other
roles: fitness trainer. Serve and
set.
Set 1x1
3.
Role of the referee. Serve and
set.
Set 1x1
4.
Presentation of logos and t-
shirts. Set and pass. Tactics.
Set 2x2
5.
Committee of discipline and
organization. Pass, set and
attack. Tactics
Set 2x2
6.
Role of statistician. Draw and
schedule of the championship.
Attack
and block. Tactics.
Pass 1x1.
7.
Trainning for the championship
Pass 1x1
8.
Competition (league).
Pass and set
9.
Trainning for the championship
Serve
10.
Competition (league).
Serve
11.
Trainning for the championship
Attack and
block
12.
Competition (league)
Attack and
block
13.
Trainning for the championship
Attack tactics
6x6
14.
Competition (league).
Attack tactics
6x6
15.
Competition (league
Defense tactics
6x6
16.
Competition (semi-final1)
Defense tactics
6x6
17.
Competition (semi-final2)
Competition
6x6.
18.
Competition (final of the
class).
Competition
6x6.
19.
Competition (final between
classes) and party. Presentation
of
diplomas and awards
Competition
6x6.
3 MEASURES
The instruments used are game performance
assessment instrument (Griffin, Mitchell, and Oslin,
1997). Where students play bolavoli dive 5 minutes.
4 RESULTS
4.1 Results
After giving the treatment as much as 19 meeting
that is in the form of learning using learning model
of the sport education obtained raw data and then
analyzed using SPSS version 17. For more details
are presented as follows:
Table 2: Descriptive Data and Testing Normality,
Homogeneity.
Group
Type
of Test
Mean
St d.
Deviation
Min
Ma
Sem
Pretest
7.01
1.65
4
9.77
Postest
8.12
1.48
5
10
Traditional
Pretest
5.10,
2.15
2
9.77
Postest
6.30
2.03
3
10
Table 3: Test-t Initial Test and End Test SEM and
Traditional Learning Model.
Group
Type
of Test
Normalit
y test
α
Homogeneity
Test
α
Sem
Pretest
0.230
0.05
0.165
0.05
Postest
0.56
0.05
Tradit
ional
Pretest
0.117
0.05
0.118
0.05
Postest
0.256
0.05
Table 4: Testing the First Hypothesis.
Type of
Test
Averag
e
One-Sample t-Test
t-ht
t-tb
Sig
α
Keterangan
Pretest
7.05
21.65
2.05
0.00
0.05
Significant
Postest
8.16
27.89
2.05
0.00
0.05
Significant
Table 5 : Testing Second Hypothesis.
Type of
Test
Average
Table One-Sample t-Test
t-ht
t-tb
Sig
α
Information
Pretest
4.99
11.77
2.05
0.000
0.05
Significant
Postest
6.20
3pm
2.05
0.000
0.05
Significant
Table 6: Testing the Third Hypothesis.
Type of
Test
Average
Table Independent Sample t-Test
t-
ht
t-tb
Sig
α
Information
Pretest
4.99
3.85
2.05
0.000
0.05
Significant
Postest
6.20
3.95
2.05
0.000
0.05
Signifik an
Table 7: Testing Gain.
Table 4. Paired Samples Test
Correlation
Sig.
Pair 1
Pretest-Postest
.972
.000
Based on the one-sample t test table, the results
of the data analysis show the initial test score and
the final test of the sport education model and the
traditional has a significant influence on the
ICSSHPE 2017 - 2nd International Conference on Sports Science, Health and Physical Education
200

improvement of volleyball playing skills. Then
based on table of independent sample t-test show
both model of learning of the sport education and
traditional have difference of influence significantly
because seen from post value t-count equal to 3.95>
t-table 2.05, hence Ha hypothesis there is difference
of influence between model learning sport education
and traditional learning models on improving
volleyball play skills are accepted or
significant. Then the gain value is increased the skill
of playing volleyball from prestest to posttest with
correlation value equal to 0.972 and sig value equal
to 0.00. Furthermore, based on the average value of
the model group learning the sport education and
traditional shows that the model group learning the
sport education is better to improve the skills of
playing volleyball.
4.2 Discussion
The findings of the study show that the first
hypothesis is significant where the learning model of
the sports education has an effect on the
improvement of bolavoli playing skills. This is in
line with research conducted by (Sun,
2016).Improvement occurs because the learning
model of the sport education is a learning model that
allows students to have more time to play and
practice for learning skills (Sun, 2016). With the
learning model of the sports education students feel
comfortable and not feel bored in the learning
process.
5 CONCLUSIONS
The implementation of the sport education learning
model in physical education particularly in learning
volleyball is proven to be effective. Thus, it can be
implied that the model gives positive influences
towards the improvement of volleyball skills of the
students (Estrada, 2015).
ACKNOWLEDGEMENTS
To the University of Suryakancana Cianjur thank
you for helping the author in the provision of
research tools so that the research went well.
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