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

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

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

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

- 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

- Evaluating

and

understan

ding the

fitness of

PA Level

on each

individual

and

reporting

in the

form of a

google

form

report.

Lesson

- 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

- Recording

physical

activity

for a week

- Using

Pedometer

3x / week

android-

based HP /

iPhone

Lesson

- 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

android-

based HP /

iPhone

Lesson

Overcoming Skills:

- able to overcome

the limitations of

facilities or tools for

physical activity, able

to refrain from eating

healthy foods.

- Muscular

Endurance Activity

- 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

android-

based HP /

iPhone

Lesson

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

android-

based HP /

iPhone

Lesson

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

androi

ICSSHPE 2017 - 2nd International Conference on Sports Science, Health and Physical Education

398

based HP /

iphone.

- Groups

organize

motion

activities

related to

health-

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

fitness as

well as

skill

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

fitness as

well as

skill

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

) 20,92

(15,43-

29-14)

(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)

(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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