The Influence of Exercise Motivation and Motor Ability towards the

Table Tennis Playing Skills

Eneng Fitri Amalia, Herman Subarjah, and Indra Safari

PPs Universitas Negeri Jakarta, Jakarta, Indonesia

fitriyuniar120@gmail.com

Keywords: Skills, Motivational Exercises, Motor Skills.

Abstract: This study aims to determine the effect of exercise motivation and motor skills on table tennis playing skills

at junior athletes PTMSI Cianjur regency of West Java, and to know the difference of influence between them

to the skills of playing table tennis. The method used in this research is ex post facto. To obtain the data in

the field, this research uses exercise motivation scale and motor ability test, and test of table tennis ability is

arranged based on indicator. The data needed in this research are exercise motivation data (X1), motor skills

(X2), and table tennis skills (Y). Based on the results of processing and data analysis obtained conclusion as

follows; 1) There is a positive effect of exercise motivation on the skills of playing table tennis. 2) There is

an influence of motor skills on the skills of playing table tennis. And 3) There is a difference in the effect of

exercise motivation and motor skills on table tennis skills in junior athletes PTMSI Cianjur regency of West

Java, where sports motivation contribute more to the skills of playing table tennis when compared with motor

skills. Motivation exercises play a very important role in improving the quality of the exercise process in table

tennis.

1 INTRODUCTION

Sports coaching among the community is aimed at

stimulating and growing the motivation and

participation of the community to exercise actively

and purposefully so that everyone will accept and

exercise as an integral part of their life. Sport

coaching is done well and boils down to the increase

in achievement. Especially if done gradually, tiered

and continuously through search and monitoring,

breeding and filing and education based on science

and technology effectively and efficiently. This fact

shows that sports coaching is essential to

achievement, which in turn can bring the name of the

nation and the country on the international stage.

A fact that can be observed in the sports world

shows the tendency of a rapid increase in sport

performance from time to time. This can be seen from

the continuous record-breaking of certain sports, and

the appearance of more effective and efficient

movement techniques supported by excellent

physical and psychological conditions. Given the

increasing trend of achievement, to participate and

compete with other players in the sport of

achievement, it must develop the physical quality,

technique, and tactics demanded by certain

sports. For that required a program of guidance of

achievement that are planned, directed, implemented,

and executed systematically. Many factors must be

taken into account in developing a sports performance

improvement program, including clear coaching

objectives, appropriate training materials and

methods, and evaluations that can measure the

success of the coaching process itself. Besides, it is

also necessary to consider the characteristics of

athletes who are nurtured both physically and

technically, tactically, the ability of trainers, facilities

and facilities, as well as environmental conditions of

coaching. Therefore, coaching and development of

sporting achievements especially at an early age

should be handled more seriously and become a

complex national program, as it demands

fundamental and comprehensive conceptual thinking

as well as ongoing implementation from early age to

golden age.

One group of people who became the object of

fostering and socializing the sport is a young age

group in schools and sports clubs. As one of the

targeted groups, this group is a group that should get

attention, because this group enables the possibility

of emergence of athletes achievement. In these times

physical activity in the form of a game is the activity

Amalia, E., Subarjah, H. and Safari, I.

The Inﬂuence of Exercise Motivation and Motor Ability towards the Table Tennis Playing Skills.

In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 1, pages 295-304

ISBN: 978-989-758-317-9

295

most interested by children. Sports coaching among

children is mainly to facilitate the physical,

psychological, environmental and social

development of children through playing and

training, with pleasant physical activity. To socialize

sports among children, a few things need to be taken

into consideration, among them are the sports should

be interesting, easy to play, fun and the availability of

tools and facilities and coaches or coaches. These

criteria have been owned by several sports including

table tennis.

Indonesia‘s national tennis coaching pattern is

implemented in stages. To achieve high achievement,

a tennis athlete first learns and practices starting from

an early age in clubs, and subsequently fostered in

centralizing the region. Today, Indonesia is one of the

countries that has many table tennis players. Several

local, national and international events are mostly

conducted. However, recently with the increasingly

tight competition in the world table tennis, felt the

stagnation of the development of table tennis

performance in Indonesia, Some table tennis players

are not able to speak much. Forget about winning the

world championship, we cannot even stand out much

in the Southeast Asia championship. It has been

difficult for Indonesian table tennis players to win

official championship events. Even today it can be

said that Indonesian tennis players become athletes

who are ranked below and not counted well for Asian

championships. As a result, it must be anticipated and

resolved, the tennis community through the Parent of

the national sports organization should set up and

develop a coaching system to boost the achievement

of tennis at the International championships. The All

Indonesia Tennis Association should seek to evaluate

carefully and improve existing coaching patterns, and

develop them towards a better, more effective and

efficient. One of them is by examining aspects of

physical and technical aspects of psychology in

several societies of tennis in Indonesia.

The coaching of the table tennis sport at a young

age is a starting point for coaching, with planned,

regular, programmed, systematic, and continuous,

expected, time-consuming, “Golden Age“ exercises

expected athletes to achieve optimal

performance. For that it should not only fix the

athletes‘ achievement right now, but no less

important is to foster and develop buds of talented

athlete as early as possible so that at “golden age“ the

athlete is able to excel as much as possible.

Athlete coaching on individual game sports like

table tennis requires careful handling and coaching on

an individual basis. To achieve the achievement of

the optimal table tennis, athlete is required the process

of learning and training which are done carefully,

continuous starting from junior, systematically, tiered

and continuous. For that we need an in-depth study of

how to improve the skills of playing table tennis to

achieve optimal performance. The author tries to

examine and analyze from the physical and

psychological aspects as well as his influence on the

skills of playing table tennis.

As for the authors of the study, among others,

about exercise motivation and athletic motor skills,

which allegedly can affect the skills of playing table

tennis. For that need to be studied in depth through

this research.

Based on the background, problem identification

and problem restrictions that have been proposed, it

can be formulated problems in this study, as follows:

1. Can exercise motivation affect the learning

outcomes of playing tennis skills in junior

athletes?

2. Will motor ability affect the learning outcomes

of playing tennis skills in junior athlete's son?

3. Is there any difference in the effect of

motivation of exercise with motor ablity, to

the learning outcomes of playing tennis skill in

male junior athlete?

2 LITERATURE REVIEW

2.1 Theoretical Review

Before describing the results of learning the skills of

playing table tennis, first described about learning

motion skills. Because the skills of playing table

tennis can only be controlled after going through the

learning process and one type of learning that is

closely related to the mastery of such skills is learning

motion skills.

Understanding the learning of motion skills in this

study is assumed to be commensurate with motor

learning, because learning motion as a process that

leads to the effort to acquire changes in motion

behavior is closely related to the term skill, this is due

to changes in behavior expected from motion study in

the form of motion skills in the sense broad, therefore

skill is a manifestation of the result of motion

learning. Although there is a diversity of opinion of

experts on the notion of learning, but generally in

some basic matters. They agree that learning includes

at least three basic characteristics: (1) learning is

characterized by behavioral change, (2) change is

relatively permanent, (3) change is obtained through

training or experience. Further Burden and Byrd cite

Bloom's view of the domain of learning goals stating

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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

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achieved, therefore practice or experience becomes

very important in the effort to achieve the desired

result.

Based on several definitions that have been

expressed, the learning of motion skills can be

understood as a set of internal processes that lead to

behavioral changes, especially relatively permanent

motion behavior as a result of the exercise process or

experience and not due to the temporal influence of

body condition such as sickness, fatigue, because of

drugs or physical maturation process.

Referring to this definition, the learning outcomes

in the context of learning motion skills can be

interpreted as the level of mastery of skills to the

purpose of learning motion skills. This level of

mastery is measured through a specific test. With

other sentences it can be stated that the result of the

learning of motion skills is the level of performance

of motion skills acquired through the process of

measurement according to the type of motion of the

learned skill. More specifically in relation to his

tennis playing skills, learning outcomes are defined

as the level of performance or the level of athlete‘s

mastery of the goal of learning the skills to play table

tennis.

2.2 The table tennis game

Table tennis is a very unique and creative game, so

table tennis is much loved by most of Indonesian

society such as kids, teenagers and adults. A table

tennis game is a game using table and equipment

facilities as well as rackets and balls as a tool. the

game begins with the opening blow (servise), the ball

is reflected on the table itself and then over the net

and then bounces at the opposing table, then the ball

is hit at the top of the net must bounce to the opposing

table until the opponent‘s table can not return

perfectly. The player tries to turn off the opponent‘s

blow to get the number from his blow. From this

understanding it can be concluded that table tennis is

a game that uses a table to reflect a ball being beaten

by a player by using a small ball that must be able to

pass or cross the ball and return the ball to the

opposing area after bouncing in its own game

area. As a result of this, good and correct basic skills

are required in addition to being supported by other

factors. Table tennis skills include: (a) even around

the world. This game uses a racket as a bat and the

ball as a hit object, can be played on a closed or open

field. The game field is made of rectangular wooden

material marked with lines, and is limited by the net

to separate between the game area itself and the

opposing game area. This game is individual, can be

played one person way against one person or two

against two people. Can be played by the male, male,

even can also be played by a mixed pair of males and

males.

Skill is the ability to produce some results to the

maximum with little energy or time and energy. Skills

in the sport is the ability to perform the necessary

movements and techniques in the sport one is playing

and is the basic movement needed in a particular

sport. Next According to Lutan; skill is the ability to

use one or several techniques appropriately, both in

terms of time and situation. According to Saidel,

skills is a necessity of motion experience in time-

place position change as a result of the development

of a person‘s energy powers that are expended during

interaction with the environment. Furthermore

Bompa, explains that, techniques cover the overall

technical structure and parts of carefully joined and

efficient movements of an athlete in his quest to do

the sporting task.

The basic skills needed in the game of tennis

are: holding a bet, also advanced techniques such as

hitting the ball, receiving and doing smash.

“Basically playing table tennis is the ability to

apply various skills and technical, physical, and

psychic skills in a table tennis game“. From this point

of view, it can be argued that playing tennis is the

ability to perform moves with one or several

techniques in the game of tennis exactly, both in

terms of time and situation. The basic skills of tennis

games that need to be studied in general can be

grouped into sections namely; how to hold the racket,

stand up, foot movements, and hit the ball. Here are

some basic techniques and skills in playing tennis.

2.3 The Nature of Motivation Exercise

In general, the term motivation refers to factors and

processes intended to encourage people to act or to

not act in situations. Motivation comes from the Latin

word ‘movere‘which means to move. Before

referring to the notion of motivation, we first examine

the identification of the word motive and

motivation. Motive is the driving force in a person to

perform certain activities, in order to achieve certain

goals. Thus, motivation is the impetus in a person to

try to make changes in behavior better in meeting

their needs.

Sudirman explained that motivation comes from

the word ‘motive‘which is defined as the power of

effort that encourages someone to do something. So

motivation can be interpreted as a driving force that

has become active at certain moments, especially in

the need to achieve a very urgent goal. While

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Alderman (1974) in Monti P. Satiadarma defines

motivation as a tendency to behave selectively to a

certain direction controlled by the existence of certain

consequences, and that behavior will persist until the

goal of behavior can be achieved. The selective

nature of behavior means the behavioral individual

makes a decision to choose his actions. The specific

direction of the behavior means that the action

performed has a purpose in accordance with the

wishes. As for the consequence is a negative

condition that is obtained by an individual if he does

not perform his behavior. In Monti P, Satiadarma

more simply suggests that motivation is the direction

and intensity of one‘s business. What is meant by the

direction of the business is an interesting and

intriguing situation so that there is an effort for the

person to do so.

The term motivation (motivation) comes from the

Latin, which is moveré which means to move (to

move). Based on the above definition that motivation

is a boost from within the self to increase self-

actualization. To reach the desired destination or to

meet the necessities of life. Furthermore, The context

of motivation represents the psychological process

leading to the emergence of direction, motivation and

persistence of voluntary activities directed towards

the achievement of certain goals.

Motivation is a behavioral change process that has

been strengthened in the past in the face of failure and

trying to improve it. Reveals that motivation is the

result of a number of processes that are internal or

external to an individual, which leads to an attitude of

enthusiasm and presistence in terms of carrying out

certain activities. The motivation of the exercise is

not in the form of economic necessities that are

material, for example in the form of money, but can

also be tangible respect and appreciation of the

environment, and social status which are all forms of

social rewards that are immaterial. One‘s desired

motivation to meet the needs of his life through

achievement, talent and itelektual that support the

success. The motion (motivating) can be defined as a

whole process of motivation of training to

subordinates in such a way that humans are willing to

practice sincerely in order to achieve organizational

goals efficiently. Motivation contains three main

components of moving, directing and supporting

one‘s behavior. Moving means generating power to

the individual and leading a person to act in a certain

way.

Motivation is the desire of someone to achieve

something desired, the need for security is required

when carrying out the coach, a social needs is a

requirement that is shaped into clothing, food and

boards, self-esteem needs a sense of recognition of

the exercise environment and society, and self-

actualization in improving self potential owned and

maximum self-development. Motivation is the

encouragement of exercise that arise in a person to

behave in reaching expected goals. Motivation is a

human impulse that causes acting, speaking and

thinking in a certain way, and the behavior that exists

in the individual. Exercise motivation is something

that raises the spirit or encouragement of a strong

exercise and weak motivation of one's exercise to

determine the size of achievement.

Basically, according to Singgih motivation comes

because there are stimuli from outside the person

(extrinsic) and stimuli that arises from within a person

(intrinsic). Extrinsic motivation works because there

is stimulation from outside a person. For example,

someone is encouraged for an appearance

goal. Someone feels embarrassed to people because

of his body shape that is overweight so they cannot

stand the circumstances that he obsessed to lose

weight. While intrinsic motivation works because of

the encouragement that comes from his own

individual, and the training is only as a self-

satisfaction. He does not care whether he will get

results, praise or not, and the success or failure of the

goal for him is not a problem.

With practice there are many kinds of

encouragement to do the best that is part of the drive

to develop oneself. Sudibyo Setyobroto argues that

the motivation of training varies between individuals

with each other because of differences in needs and

interests, both due to different levels of development

of age, interests, coaches and other

needs. Motivational exercises for children, teenagers,

and parents who are not preparing for the match but

for other purposes include: (1) To be able to have fun

and get excited. (2) To release psychic tension. (3) To

gain an aesthetic experience. (4) To be able to

influence with others (make friends). (5) For the

benefit of group pride. (6) To maintain a healthy

body. (7) For the purposes of practical needs

according to his coach. Carl Heyel (in Susilo

Martoyo) states, motivation essentially explains that

the degree of willingness of an organism to realize its

intended purpose. The degree of willingness will then

determine the achievement of the goal.

Taking into account the above description, that the

need for motivation in various fields of activity is

considered very dominant. Similarly, in the field of

sports, motivation plays a very important

role. However, in the case of providing motivation to

the members (members) should pay attention to

timing and, the trainer must really understand the

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forms of the motivation. Thus expected members

(members) are really motivated effectively so there is

a willingness to exercise.

Motivation exercises in this study is focused on

motivation that encourages a person in the exercise to

achieve the needs of practical needs and to maintain

a healthy body that is to control and reduce the

percentage of body fat. Because excess fat in the body

is identical to obesity and can automatically interfere

with one‘s health. The theory of necessity

conceptualizes that everyone has the motive of

exercise or motive away from exercise. The strength

of the two motives is not the same in each member

(member) because everyone has different experiences

in achieving his goals. A strong / high exercise

motive will lead people to approach a situation

related to success and vice versa for low / low training

will keep the offender on success.

Motivation is an organizational behavior that can

not be separated from the need for achievement

(needs for achievement), the need for power (needs

for power), and the need for affiliation (needs for

affillation). Needs of exercise will encourage one to

achieve excellence and achieve the achievement of

success, the need for power provide direction to the

desired goals of individuals, and the need of affiliated

interpersonal will effect one to interact friendly to

another.

Maslow's hierarchy of needs (2002), suggests the

existence of eight levels of basic human needs. To the

eight levels of basic needs is then made into

understanding in studying human motivation. As for

the eight levels of basic needs are as follows: 1)

Physiological needs (physiological needs) this

requirement is a basic need that is primary and vital

related to basic biological functions of human

organisms such as food needs, clothing, boards,

physical health, and so on. 2) The need for safety and

security needs such as security, protected from danger

and disease threat, war, poverty, hunger, unfair

treatment, and so forth. 3) Social needs

(belongingness and loves needs) include the needs of

being loved, calculated as personal, recognized as a

member of the group, a sense of loyal friends,

cooperation and so on. 4) Esteem needs include the

need to be rewarded for achievement, ability, position

or status, rank and so forth. 5) The need to understand

and develop themselves (need to know and

understand) intellectually as the need to enhance the

potential possessed, maximum self-development,

creativity and self-expression. 6) The need for

enjoyment and aesthetic needs such as order and

balance. 7) the need for self actualization, such as the

need to enhance the potential possessed, maximum

self-development, creativity and self-expression. 8)

The need for human existence in influence with God

(transcendence needs). Based on the description, it

can be concluded that the motivation of the exercise

is is a soul impulse that makes a person moved

to perform productive actions, both oriented

exercises to make money or not. The indicators are as

follows: 1) the desire for practice, 2) the growth of the

exercise, 3) the creation of conducive conditions and

conditions, 4) the availability of rewards, 5)

recognition, 6) the need for power, 7) the need to be

affiliated, and 8 ) innovative and creative.

2.4 The reality of Motor Ability

Basically everyone has a motor ability that is different

from each other. According to Wall and Murray,

motor ability is the capacity of one‘s performance in

performing the task of motion. While Oxendine

suggests that motor ability is a description of one of

the skills in performing various basic skills and

physical activity as a whole. Furthermore Seidel

quotes Singer's opinion that motor ability is indicated

as the appearance of a person‘s own ability to exercise

as a basis for performing various motor skills

movements.

It can be argued that motor ability is the capacity

for the performance of a person‘s motion skills to

perform a variety of motor skills and overall physical

activity, or individual capacity that becomes the

determinant of individual performance potential to

display specific skills. Therefore, motor ability in this

context can be understood as an ability that is

specifically related to the appearance of a motion

skill. More specific motor abilities are a number of

abilities that underlie learning motion skills and

performance success.

Revealed from these, several views about the

influence of biological factors as the main force

supporting the motor ability. The point is, motor

ability is considered as a potential ability that

supports certain skills. Motor ability is then the role

as a foundation for the development of skills and in

turn play a role in implementing various sports

skills. In other words, motor ability is an innate ability

that is different in each person, not easily changed

through practice and experience, develops relatively

automatically in the process of growth and maturity,

is relatively lasting, and underlies the formation of

skills.

Magill further quotes Fleishman‘s opinion that

suggests, motor ability is a general capacity to

perform various tasks of motion, or a description of

one of the skills in performing various basic skills and

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activities as a whole. This capacity is a combination

of biological and environmental factors. Nevertheless

biological factors are considered as the main

supporters of motion. Aspects of motor abilities

possessed by a person is very diverse and different

potential of each person. Therefore, experts have

attempted to categorize aspects of these

aspects. Among them, Clarke & Clarke mentions that

there are eight aspects of motor abilities are; muscle

strength, muscle and cardiovascular endurance,

speed, agility, balance, muscle power, eye-hand and

foot coordination. Singer further mentioned, there are

four components that directly affect motor ability and

ability of the ability of coordination, balance,

velocity, and kinestetik.

In regards to the categorization above, Magill

argues that there are two hypotheses developed about

the influence between aspects of motor ability, which

are: motor ability hypothesis in general and motot

ability special. The first hypothesis considers the

motor ability aspect as a whole. Each aspect relates to

one another to influence the success of learning or the

performance of motion. This hypothesis predicts that

if one is good in one motor skill, then he or she is

potentially to be good at all motion skills. In contrast

to a special motor ability hypothesis, every aspect of

motor ability with each other is independent or

independent. That is, if a person is good in the aspect

of balance ability, then it is unpredictable that the

person will be good also in the ability of the reaction

time.

Considering some of these categorizations, the

authors assume, there are five aspects of motor

abilities that underlie all aspects of motor ability of

the individual, especially in relation to his playing

skills of tennis. These five aspects are coordination,

agility, balance, speed, and reaction time.

Furthermore, to know athletes‘ motor ability, then

do the measurement. In accordance with the

characteristics of research subjects, the type of

test used is a motor ability test for elementary school

age children developed by Arnheim and

Sinclair. This test is intended to measure the ability of

athletes to display motor abilities and overall physical

activity gained from the experience of motion in

childhood.

The following is the type of motor ability test for

children, consisting of seven items:

(a) Throw on target or target (target throwing);

(b) Backgroup and backstrength (back and

hamstring stretch);

jump);

(d) Face down to standing;

(e) Push-up on chair (chair push-up)

(f) Status balance (static balance)

(g) Agility run (agility run).

3 METHODS

The general objective of this research is to know the

effect of exercise motivation and motor ability on the

learning achievement of tennis skill in male junior

athletes conducted at Family Club Tennis Club of

PTMSI member of Cianjur regency.

The variables in this study are two independent

variables that become the scope of research subjects,

in which are exercise motivation variables and motor

ablity, while the dependent variable used in this study

is the skills of playing table tennis. Specifically the

purpose of this study as follows: 1) To find out how

the influence of motivation of exercise on the results

of playing skills at the junior athletes Cianjur. 2) To

know how motor ability influence to learning result

of playing skill of tennis to male junior athletes. 3) To

know the difference of influence between motivation

of exercise, and motor ablity to the result of learning

skill of playing tennis on male junior athletes.

This research was conducted at tennis club Family

Cianjur member PTMSI Kabupaten Cianjur. The

research period lasted for five months with activities

including testing of research instruments, initial data

collection for grouping samples, and final data

retrieval, data processing, and reporting.

3.1 Research method

Research method used in this research is expost facto

method with correlational techniques.

Kerlinger (1993) in Sugiyono (2004) defines ex

post facto research as an empirical finding that is done

systematically, the researcher does not control the

independent variables because the manifestation has

occurred or the variables are inherently

unmanipulated. To obtain the desired data in the field,

this study uses questionnaires prepared based on

indicators. The data needed in this research is data

about exercise motivation (X1), motor skills (X2),

and table tennis (Y) skills.

The author uses research design by grouping

research variables as follows:

a. Independent variable (X1) exercise motivation

b. Independent variables (X2) motor ability

c. Dependent variable (Y) Skill of playing table

tennis

Constellation Relationship between Independent

Variables, X1 and X2 with Dependent Variables, Y

The Inﬂuence of Exercise Motivation and Motor Ability towards the Table Tennis Playing Skills

301

Figure 1: Research Design.

3.2 Data Analysis Technique

The data obtained in this study will be processed and

analyzed using variance analysis technique

(ANAVA) followed by using lisrel (path

analysis). And testing is done at the level of

significance = 0.05.

The measuring instrument used in this study is a

questionnaire to determine the level of athletes‘

motivation and motor skills test. Meanwhile, to

measure the results of the playing skills of table tennis

can be seen from the raw value obtained by athletes

during the test of table tennis skills.

After the preparation of questionnaire motivation

exercise, then tested to respondents who have the

same characteristics with the sample to be

studied. Data from the test results, then processed

and analyzed to determine the degree of validity and

reliability

4 RESULTS AND DISCUSSION

4.1 Processing Results and Hypothesis

Testing

The data needed for testing the research hypothesis is

as follows:

Result of Calculation of Correlation Coefficiency

Significance

Referring to the result of calculating the

significance of the correlation coefficient as shown in

the table, the following conclusions can be drawn:

1. The Effect of Motivation Exercise on table

tennis skills.

From the data it can be concluded that there is a

significant influence Motivation exercise on

table tennis skills, contributed 39.6%.

2. Influence motor ability against table tennis skill.

Furthermore, from the data obtained

information that the motor abilities contribute to

table tennis skills of 52.4

Table 2: Calculation Result of Significance of Coefficient

X1, X2 on Y.

Referring to the result of counting the

significance of double correlation coefficient as

shown in the table, the following conclusions

can be drawn:

3. The same effect between exercise motivation

and motor ability against table tennis skills.

Ho: There is no significant influence between

exercise motivation and motor ability together

with table tennis skills.

H1: There is a significant influence of exercise

motivation and motor ablity together with motor

ability against table tennis skill.

The level of significance = 0.05, and the criteria

of significance testing are:

If Fcount Ftable, then Ho is accepted and other

things are rejected. It turns out that 9.55> 3.44

Table 1: Model Summary

Mod

Square

Adjusted

R Square

Std. Error

of the

Estimate

Durbin-

Watson

.629

.396

.362

5.28528

1.818

.724

.524

.498

4.69076

2.141

a. Predictors: (Constant), X1

b. Predictors: (Constant), X2

c. Dependent Variable: y

ANOVA

Model

Sum of

Squares

Mean

Square

Sig.

Regressio

440.270

220.135

9.548

.002

Residual

391.930

23.055

Total

832.200

a. Dependent Variable: y

b. Predictors: (Constant), X2, X1

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302

then Fcount> Ftable so Ho is rejected or H1 is

accepted (correlation significant).

In conclusion: There is a significant influence of

exercise motivation and motor ablity together

with Table Tennis Skills.

Table 3: Model Summary

del

Squar

Adjus

ted R

Squar

Std. Error

of the

Estimate

Durbin-Watson

.529

.474

4.80153

2.172

a. Predictors: (Constant), X2, X1

b. Dependent Variable: y

Furthermore, the results of this study obtained the

contribution of the motivation of exercise and motor

ablity is as much as 52.9% together with the table

tennis skills.

4.2 Discussion on Findings

After analysis with data obtained through statistical

approach, it can be obtained picture as follows:

a. The influence of exercise motivation on table

tennis skill.

Based on the results of data processing and score

analysis between the motivation of exercise on

table tennis skill, the results obtained that there

is a real correlation of 0.47, is evidenced by the

results of the scale of motivation of youth athlete

training PTM Family to table tennis skills of

0.39.

b. Ability to table tennis

From the processing and analysis of motor

ability data with table tennis skills, obtained the

result that there is a correlation of 0,52. It turns

out that the motor ability level provides a

significant correlation or positive support for

table tennis skills. This is in line with previous

theories, that table tennis skills are better when

supported by a high level of motor ability.

c. The influence of exercise motivation and motor

ability against table tennis skill.

Based on the results of data processing and score

analysis between exercise motivation and motor

ability to table tennis skill, the results obtained that

there is a real correlation of 0.53, is evidenced by the

results of exercise motivation scale and motor ability

junior athlete PTM Family against table tennis skills

tend to be high. This is in line with the theory that

explains that: “the results of the exercise will be

optimal, if there is motivation. The more appropriate

the motivation is, the more likely it is to

succeed“. Similarly, the motor ability, it turns out the

level of motor ability to provide positive support for

table tennis skills. This is in line with previous

theories, that table tennis skills are better when

supported by a high level of motor ability

5 CONCLUSION

Based on the data processing and discussion can be

obtained the following conclusions:

1. There is a significant effect of exercise

motivation on table tennis skill on junior

athletes of PTM Family Cianjur.

2. There is a significant influence motor ability on

table tennis skill on junior athletes of PTM

Family Cianjur.

3. There is a significant influence of exercise

motivation and motor ablity together with table

tennis skill at junior athletes of PTM Family

Cianjur

As a result of the research that the author did,

the authors want to put forward the following

suggestions:

1. For athletes, in order to keep trying to improve

the motivation of exercise so that the

achievement of the results of exercise and table

tennis skills better can be realized, especially if

supported by motor ability with a diligent

practice so that the achievement of results

towards a better can be achieved.

2. For the coach, if he wants his athlete to get good

table tennis skills, to always provide training

materials to pay more attention to his training

motivation and give encouragement to athletes

for more vigorous exercise.

3. For future researchers, it is expected to continue

the research with a wider coverage again

because the authors feel there are still many

shortcomings in this study.

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