The Influence of Ideas Exercise Model and Physical Fitness on

Badminton Playing Skills

Herman Subarjah

Faculty of Sport and Health Education, Universitas Pendidikan Indonesia,

Jln. Dr. Setiabudhi No. 229 Bandung,Indonesia

hermansubarjah@upi.edu

Keywords: Badminton Playing Skills, Physical Fitness, IDEAS Exercise Model.

Abstract: The study aims to determine the effect of IDEAS exercise model and physical fitness on badminton playing

skills at athletes Association of Badminton SGS PLN Bandung West Java Province using experimental

methods. The population is all athletes of badminton club members of SGS PLN Bandung, and random

sample was used to the athletes aged between 11 to 15 years as many as 40 athletes. Based on result of

research analysis, it can be concluded as follows: 1) Overall result of badminton playing skills at beginners

follows the learning model of higher-than-minded ideas that follow the conventional learning model

approach. 2) There is a difference in playing badminton skills of athletes who have high physical fitness, the

result of playing skills using Ideas model than those learning with conventional approach learning model. 3)

For athletes who have low physical fitness, the badminton playing skill with the learning model of ideas

approach do not differ significantly with athletes who learn by using conventional models. 4) There is a

positive interaction between the learning models with physical fitness on the badminton playing skills.

Thus, in an effort to improve the training process in improving badminton skills should be able to use the

exercise model of Ideas as a more organized, systematic and meaningful learning alternative.

1 INTRODUCTION

Sport coaching at an early age is the first step to

create successful athletes. With the aim of achieving

optimum performance, it is better to start coaching,

giving planned, regular, programmed, systematic,

and continuous training at the early age (Adam,

1991). Thus, it is desirable to not only train the

outstanding athletes, but also it is important to foster

and develop young talented athletes as early as

possible, so that at their "golden age" the athletes are

able to outshine as much as possible. To attain the

optimal badminton achievement, it is required that

the process of learning and training are done

carefully, systematically, and continuously from the

early age (Singer, 1980 and Schmidt, 1991). Hence,

the coaches need the learning method and training

that can be used as a guide for badminton coaches in

Indonesia, in order to control the learning and

training process to achieve the goal effectively and

efficiently.

From the observation of the implementation of

the learning process and the badminton game

training in several organizations, it was found

various issues on the learning models which were

often done by the coaches that made varied training

results (Grice, 1994). On the other hand, it was

found the existence of different systems between

coaching at one club with other clubs. Consequently,

those issues encourage the researcher to find one

training model especially on the training system

aspect, which is considered as the standard model

that internationally and nationally well known

(Harsono, 1988).

In badminton learning, athletes often perform

service moves, overhead strokes, drop shots, and

smash by concentrating on more specific and

separate elements of the skill, regardless of learning

system. Although this conventional approach model

of learning is supposedly able to improve basic

technique skills, it has been widely criticized

(Fischman, 1993). One of the critiques was stated by

Griffin (1997): The result of skills that are taught

460

Subarjah, H.

The Inﬂuence of Ideas Exercise Model and Physical Fitness on Badminton Playing Skills.

In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 1, pages 460-465

ISBN: 978-989-758-317-9

before the athletes can understand the connection

with the actual badminton situation can eliminate the

essence of badminton game itself.

The Ideas approach is intended to encourage

athletes to learn the skills of playing badminton

coherently, planned, from the easy to the difficult

level, from simple to complex, and from slow to fast

(Dick, 1989). Accordingly, the learning will be more

meaningful and the young athletes gain the

improvement from every time they join badminton

skills training (Bompa, 2000).

Based on the description that has been presented

on the background issues, there were several

questions that could be identified related to the

learning model and factors that may affect

badminton playing skills of the athletes, such as:

whether the learning approach can affect badminton

playing skills on the novice athletes, whether the

approach of the ideas model can affect Badminton

playing skills on the novice athletes, whether the

learning approach can affect badminton playing

skills on the novice athletes, whether the different

characteristics of development and athletes’ physical

fitness can affect badminton playing skills on the

novice athletes, is the physical fitness differences

can affect badminton playing skills on the novice

athletes, whether the learning model of the ideas

approach can affect badminton playing skills on the

novice athletes, whether the conventional learning

model approach can affect badminton playing skills

on the novice athletes (Bucher, 1995 and Davis,

1998). Based on the identification of those issues

that have been raised, the formulations of the

proposed research issues were, as follows:

 Are there any differences of badminton playing

skills between the athletes who used the idea

approach model with a conventional approach

model on the novice athlete?

 On the athletes who have high physical fitness,

are there any differences of badminton skills in

the using of idea approach model and a

conventional approach model?

 On the athletes who have low physical fitness,

are there any differences of badminton skills in

the using of idea approach model and a

conventional approach model?

 Are there any interaction effects between the

learning model and physical fitness on athletes’

badminton playing skills?

2 METHODS

The research was carried out in 2016 to 2017. The

research is generally intended to find information

about the influence of ideas learning models and

fitness approach on the athletes’ skill of playing

badminton at "Badminton Club SGS PLN

Bandung."

2.1 Research Site and Time

This study was conducted on the novice athletes

who were members of Badminton Club SGS PLN

Bandung. The research was conducted at Buahbatu

Regency Sport hall, in Terusan Buahbatu for two

months (8 weeks), started from Wednesday 1

October 2014 to 30 November 2014, with the

frequency of training 5 times a week, namely

Monday, Tuesday, Wednesday, Friday and Saturday.

The total numbers of meetings were 28 treatments.

The first meeting was used for briefing, coach

introductions, and group divisions, 26 experimental

treatments, and one final meeting for badminton

skills tests.

2.2 Research Method

The experiment method was used for this research.

This was because the experimental method is a

research method that can correctly test the

hypothesis about causality. While the research

design used factorial design 2 x 2. Researchers

deliberately and systematically used the treatments

to observe the effect of the treatments. The research

design can be seen in the following table:

Tabel 1: The plan of factorial design 2X2.

Learning Model

(A)

Ideas

education

(A1)

Conventional

education

(A2)

Physical fitness

(B)

high (B

)

Low (B

)

The study involved two manipulated free

variables, two independently controlled variables,

and one dependent variable. The manipulated free

variables consisted of (a) the approach of ideas, and

(b) the conventional approach. The controlled free

variable was high and low physical fitness (Burden,

1999). Whereas the dependent variable was the

badminton playing skills. Subsequently, 2 x 2

factorial design was applied as a research design.

The experimental units were grouped into cells in

The Inﬂuence of Ideas Exercise Model and Physical Fitness on Badminton Playing Skills

461

such a way that the experimental units were

relatively homogeneous. The sampling technique

was done by using simple random sampling.

Data collection technique. In this study there

were two instruments that were used for data

collection, namely: (1) Physical fitness test, to

measure high and low physical fitness, and (2)

Measurement instruments in the form of badminton

skill test, to measure badminton playing skills.

2.3 Research Instrument

Physical fitness. Physical fitness is the capacity of a

person's movement skills to perform a variety of

motor skills and overall physical activity. Based on

that definition, the Physical Fitness was measured by

a Physical Fitness Test in form of a 12 minute run

(Burden, 1999).

Badminton Playing Skills. Badminton playing

skills is the ability to produce some movement to the

maximum state with little exertion of time and

energy in playing badminton games. Based on this

conceptual definition, the following operational

definitions can be put forward: Badminton playing

skills is the ability of a badminton player to display

his/her movement skills effectively and efficiently in

badminton games that can be observed through

his/her performance of playing badminton skills that

include the dimensions of position of the foot

placement and movements, as well as the skills of

hitting the feather ball. Those dimensions were used

as the criteria. Each criterion had three categories to

observe: Well (B) given score 3, Fair (C) given

score 2, and Unfavorable (K) given score 1.

Table 2: Dimensions frameworks and skills of playing

badminton indicators.

The tests were done for three times. Every

movements and strokes of the feather ball was

observed by three judges and recorded on the

provided format. It was, done by giving a check

mark (v) on the available column. The check marks

were used to determine which player performs the

movement and technique of hitting the feather ball

well, fair, or unfavorable. Tally measurements were

expected to make it easier to observe the

simultaneously exhibited performances.

Instrument Validity and Reliability. The validity

instrument test which was used in this study was the

content validity. Substantially, measuring

instruments of physical fitness and playing

badminton skills had fulfilled the requirements as a

valid instrument. Instrument reliability testing was

done by using internal consistency, through

repetition of test (Retest Test). The way to see

consistency of judges' judgment was done with inter-

observer agreement. Referring to the notion of

instrument reliability, the test of the reliability used

equality between three independent judges or

observers. From result of data processing, it was

obtained the reliability coefficient of physical fitness

test equal to 0.82. While for badminton playing

skills test, it was obtained the reliability coefficient

of badminton play skills test equal to 0.68. It can be

stated that physical fitness tests and playing

badminton skills tests had adequate levels of

reliability. The instruments used have met the valid

and reliable test requirements.

Data Analysis Techniques. The collected data of

badminton playing skills was analyzed using

variance analysis techniques (ANAVA) for the

design of the factorial experiment, followed by

further tests using the Tukey test. In line with Kirk,

if the result of variance analysis shows the main

effect between the independent variable to the

dependent variable and the interaction (interaction

effect) between the independent variables in relation

to the dependent variable, the analysis is continued

with Tukkey's HSD (honestly significant difference)

test to assess the hypothesis for further research.

3 RESULTS AND DISCUSSION

3.1 Results

Hypothesis Testing Research. The research

hypothesis testing was conducted by using two way

variance analyses (ANAVA). The data that have

been collected before the first analysis was tested,

which included normality test using Liliefors test,

and homogeneity test by using Bartlett test.

Furthermore, the difference of badminton playing

skill among four groups of novice athletes, which

were treated differently, was analyzed by Tukey test.

The reason for the advanced test was to use the

Variable

Dimension

Indicator

Score

Badminton

Skills Test

Feet Position

and

Movement

Body

Position

Feet

Movement

Feather Ball

Strokes

Skills

Service

Lob

Drive

Dropshot

Netting

Smash

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

462

Tukey test because the data amount that each group

held was equal. Analysis of two way variance was

used to test the main effect of learning model and

attribute variable of the novice athlete’s physical

fitness (simple effect) towards the dependent

variable, which was badminton playing skills.

Furthermore, the results of data analysis were

conducted by using ANAVA.

Difference of Badminton Playing Skills Athletes

who followed the Ideas Approach Model and who

followed the Conventional Approach Model

Based on the calculation of variance analysis, it

was obtained the value of Fh between column A is

5.48, which was larger than Ft of 4.11 at the level of

significance α = 0.05 (Fh = 5.48> Ft = 4.11) with dk

numerator V1 (a-1) (b-1) = 1, dk denominator V2 ab

(n-1) = 2 x 2 (10-1) = 36. This means that the null

hypothesis (H0) is rejected. It can be stated that

there is a difference in badminton playing skills

between athletes who followed the learning model of

the ideas and athletes that followed the conventional

learning model approach. It turned out that the

athletes’ badminton playing skills that followed the

learning model approach was higher (good) than the

athletes who followed the conventional learning

model approach.

This means that the overall research hypothesis

states that there are any differences between the

learning model of the ideas approach and the

conventional approach to learning models of

badminton playmaker skills which had been tested.

Because, generally, both of the learning models

proved that badminton playing skills test result of

ideas learning model of approach is higher than the

result of conventional learning model approach.

To know the difference level, a further test was

done by using Tukey test. Based on the further test

conducted by using Tukey test, the value of q = 3.41

is greater than q table (qt) = 2.86 or q> qt at

significance level α = 0.05, with dk 2:36 (closest

40), so H0 is rejected. Thus, it can be concluded that

there is a significant difference between the learning

model of the ideas approach and the conventional

learning model approach.

3.1.1 Differences of Playing Badminton

Skills on Athletes Groups which Have

a High Physical Fitness between Model

Learning Ideas Approach and Model

Conventional Approach

Based on the calculation of variance analysis, it was

obtained the value of q = 5.23 that is greater than qt

= 3.79 or q = 5.23> qt = 3.79. Consequently, the null

hypothesis (H

) is rejected. This means that the

result of badminton playing skill athletes who have

high physical fitness that followed the ideas learning

model approach is higher (well) to than those who

followed the conventional approach learning model

A1B1

= 161.9 >X

A2B1

= 150.3).

3.1.2 Differences of Playing Badminton

Skills on Athletes Groups which Have

a Low Physical Fitness between Model

Learning Ideas Approach and Model

Conventional Approach

Based on the calculation of variance analysis, it was

obtained that the value of q = 1.32 is smaller than qt

= 3.79 or q = 1.32 <qt = 3.79, it means the null

hypothesis (H

) is accepted. Therefore, the result of

badminton athletes playing skills which have low

physical fitness who followed the learning model of

ideas approach were not better than those who

followed the conventional approach learning model

A1B2

= 136.2 <X

A2B2

= 136.7). From the result of

analysis of research data to test this hypothesis, it

was obtained the average value of badminton

playing skills of athletes who have low physical

fitness which followed the learning model of the

approach of ideas and conventional learning model

approach does not differ significantly.

3.2 Discussion

Based on the results of the analysis of research data,

it was stated that the research hypothesis about the

difference of influence between the learning model

of ideas and conventional approaches failed to be

rejected. This means that the ideas learning model

approaches was higher in achieving the goal of

learning badminton play skills of the novice athletes

compared to the conventional approach learning

model.

The results of the analysis were in line with the

theories that suggest that the ideas learning model

approach was directed to improve badminton

playing skills by combining the comprehension of

playing skills and to encourage athletes to appreciate

skill values in the game contexts (Don, 2010).

Learning model of ideas approach, among others,

had advantages such as the form of badminton

playing practice skills that were presented with a

priority on the playing patterns and its

implementation was similar or resemble to the real

badminton situation. In addition, the practice

environment situation was always changing, so the

ability of athletes to anticipate the movement of the

feather ball and the direction of the punch were

The Inﬂuence of Ideas Exercise Model and Physical Fitness on Badminton Playing Skills

463

trained. Thus, it would certainly affect the mastery

of badminton playing skills, because skill tests were

conducted in the form of tests that resemble

badminton games. As for its form of the test was

rallying continuously as much as six strokes to the

opponent field and conducted as many as three times

trial and which had a certain value.

The ideas learning model the approach

emphasized more on the function of badminton

playing skills in badminton situations. It means, the

productivity of playing skills took precedence over

the process of doing the technique. With more

emphasis on the function of playing skills, the

athletes were required to be always creative and

sensitive in the badminton games (Dick, 1989 and

Magill, 1993).

In the conventional approach learning model, the

form of badminton playing practice that was

presented did not resemble the real badminton game

situation. In addition, the exercise environment

situation was relatively stable, so the athletes did not

need to anticipate the feather ball and the direction

of the strokes. Because, the direction of the feather

ball, which was fed by the coach, was already

known and in a fixed place. The practice situation

was different from the actual badminton games

situation, so it was certainly difficult for athletes in

the mastery of badminton skills. In learning of

badminton playing skills, athletes who had low

physical fitness turned out did not differ

significantly, both through the approach of ideas and

conventional approach the results (Gay, 1981).

4 CONCLUSIONS

Based on the results of hypothesis testing and the

discussion of research results, it can be concluded as

follows:

 The overall result of badminton playing skill of

the novice athletes who followed the ideas

learning model of was higher than the athletes

that followed the conventional learning model

approach.

 There was a difference of the playing

badminton skills. The athletes groups which

had high physical fitness badminton playing

skills that used ideas learning models had

higher result than those who followed the

conventional approach learning models.

 For athletes who had low physical fitness, the

athletes’ skills of badminton playing who

trained with the ideas learning model approach

did not differ significantly with athletes who

trained by using conventional approach model.

 There was a positive interaction between the

learning model and physical fitness of

badminton skills.

Suggestion. The below statements are

suggestions for badminton playing skills

improvements in early childhood:

Advice to badminton sport practitioners. It is

recommended that physical education teachers and

novice badminton trainers to determine the learning

model which needs to adjust to the characteristics

and conditions of the athletes’ ability. Furthermore,

it is necessary to pay attention to other factors such

as physical fitness as a support of playing skills.

Suggestions to experts and policy makers in the

field of physical education and sports. It is suggested

to create various models of learning for children of

primary school age. The ideas learning model

approach is only one of many learning models.

Therefore, there is no single best model that can be

used to achieve learning objectives. Combining

several models that are tailored to the conditions and

characteristics of children at the early age would be

the best way to solve the problem of motor skills

learning.

Suggestions to researchers in the field of

physical education and sports. The researchers who

intend to continue or replicate the research with the

aim to assure the findings and develop it further, it is

advisable to have a tighter control throughout the

series of experimental processes. Control of

independent variables out of the variables that are

studied should be strict and thorough, so that the

threat of internal and external validity can be

avoided maximally.

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