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that; Changes in learning behavior include three
categories of domains: (1) cognitive behavior, (2)
affective behavior, and (3) motor behavior.
Changes in cognitive behavior in the form of
intellectual thinking skills, affective behavior is
characterized by the response attitude, feelings,
emotions, and motivation of athletes to learning,
while motor behavior in the form of motion of the
limbs under the control of the nervous system. These
three domains serve as the criteria of change that must
be attained by athletes, and the degree of mastery of
the athlete against the learning objectives is called
learning outcomes.
Based on the description it can be argued that
learning is a process that leads to behavioral changes
(either cognitive, affective, or psychomotor) that is
relatively settled as a result of the exercise process or
experience and not because of the influence of
temporary body conditions such as those caused by
pain, fatigue or drugs, while the learning outcome is
the level of athlete's mastery of the learning
objectives set.
Although the term skill has many meanings, it is
usually used to describe a person's ability to complete
a task. Many experts have tried to give understanding
of skills, interpreting skills as a degree of success in
achieving goals effectively and efficiently. According
to Anderson (2011), the term skill is also defined as
the procedural ability of how to perform a particular
motion task ranging from the simplest to the most
complex. Skill in this sense implicitly refers to a
particular task or action and becomes an indicator of
a level of proficiency in relation to the attainment of
a goal. In its function as an indicator of a level of
proficiency, a skill is conceived as a competence
exhibited by a person in performing a task related to
the achievement of a goal.
The higher a person's ability to achieve the
expected goals, the more skilled the person is. A
skilled tennis player performs a smash hit with a high
percentage of speed, precision, and precision. The hit
ball falls in the opponent‘s game area very quickly,
meticulous, hard, and high accuracy making it very
difficult to return by the opponent. Unlike the
beginner players, his movements are usually less
flexible and his punch results are slow, weak, and less
accurate. A tennis player like Anton Suseno for
example, capable of top spin quickly, hard, and
accurately is a skill created not by chance, but
because of the ability of mastery of effective and
efficient techniques. So, on most new players, it’s still
difficult to just crossing the ball into the field of
opponent game, let alone do the top spin like that
done by Anton Suseno.
As mentioned earlier, learning motion skills is
part of learning, therefore the notion of learning
motion skills is basically not dissimilar to the notion
of learning in general. The difference is linked to the
emphasis of the material being studied, the processes
and conditions of learning, the intensity of the
involvement of each domain element, and the
learning outcomes.
Many experts have described the study of motion
skills, such as Schmidt, Fichman and Oxendine. His
view of the study of motion skills has been widely
used as a reference by other experts mainly because it
has a conceptual representation. According to
Schmidt, learning motion skills is a series of
processes that influence the exercise or experience
that leads to relatively permanent changes in a
person‘s ability to display skilled
movements. According to Schmidt's opinion,
Fischman and Oxendine cited by Williams assert that,
learning motion as an internal process that occurs in
the brain‘s memory system and can not be directly
observed, they therefore describe learning motion
skills as a set of internal processes that influence
exercise or experiences that result in relatively
permanent behavioral changes in the form of skilled
behavior.
Based on these two views, there are at least three
basic characteristics for understanding the learning of
motion skills, namely: First, learning motion skills is
a set of internal processes that influence the activity
of giving practice or experience. The process of
learning or experience is a deliberately created
process with the aim of mastering new knowledge
and skills. The process is developed based on
experiences experienced by athletes. Second, because
of its internal nature, learning motion skills is not
directly observable. As the process progresses, the
memory system of the brain receives a number of
inputs in the form of motion capabilities and
experience, the input is processed, organized, and
transformed into a motion pattern of muscles and all
processes of change take place without being directly
observable, changes that occur through the
performance of motion. That‘s why the learning
process that happens is internal. Third, the behavior
changes that occur relatively permanent. Athletes are
considered to learn if the changes they experienced
are relatively permanent, meaning that the results
obtained can survive relatively long. Conversely, it is
not considered learning if the changes they
experienced are temporary and arise due to the
process of physical maturity, fatigue factors, illness,
drugs, and others. It is only through practice or
experience that a relatively permanent change is
The Influence of Exercise Motivation and Motor Ability towards the Table Tennis Playing Skills
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