Woman and Sport
Attitude towards Physical Education
Silvy Juditya
1
and Dhani Agusni Zakaria
2
1
School of Postgraduate Studies, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229 Bandung 40154 Indonesia
2
Physical Education, Health And Recreation STKIP Pasundan Jl. Permana No 32 Cimahi
Keywords: readiness; feeling reaction; behavior; physical education; sport and woman.
Abstract: The purpose of this study is to describe female students’ attitude towards physical education. To achieve
this purpose, the study used a descriptive method. The samples were 89 eleventh grade female students at
five vocational high schools. Data were obtained through an attitude questionnaire, which described
readiness to act, feeling reaction, and behavior. It was concluded that female students displayed low
attitudes towards physical education activities. It was obtained a percentage of 39.72% for readiness to act,
33.85% for feeling reaction, and 26.43% for behavior.
1 INTRODUCTION
Physical education can develop an individual’s
psychomotor, affective, and cognitive domains.
Physical education requires students’ readiness to be
actively involved in it. Physical education involves
movements that can cause a change is students’
physical fitness. According to Rusli Lutan (2001:1),
“physical education is basically a process of
movement learning and learning through
movements.” Even more, physical education is an
education through physical movements. It requires
an impulse for female students to make movements
in the process of physical education so that they can
enjoy the process. It also requires readiness in
perspective, of feeling, and to act. Adang Suherman
(2009) states, “... female students’ attitudes towards
physical education is an indicator of successful
implementation of physical education in schools.”
The case is that female students do not display
readiness to actively participate in physical
education in schools. This unreadiness implies their
unseriousness in physical education that can lead to
low achievement in physical education. At a bigger
scale, this lead to a lack of women's participation in
national and international sports championships.
Journal (2015) noted that as many as 385 female
athletes participated in the 1948 Spring Olympics,
42% of 11,028 athletes participating in the Beijing
2008 Olympics were females, 40% of 2,500 athletes
participating in the Turin 2006 Winter Olympics
were females, and 44% of all athletes participating
in the 2015 Olympics were female. Female students’
attitude towards physical education today does not
display their readiness and awareness of objects they
see. Alex Sobur (2003) suggests that an individual’s
attitude is an accumulation of experience,
observation of various attitudes, and imitation of
others’ attitudes. It is an individual’s readiness to act
based on what he feels about particular objects.
According to Raj and Silverman (2007), student
attitude is one of supporting components of physical
education. They also suggest that student attitude
will begin to decline at senior high school level.
Student attitude is actually a reflection of their prior
experience during previous learning process. A
study reveals that a student’s musical experience
will affect his motivation and attitude in learning
music (“Recitals, Motivation, and Student Attitude
toward Private Music Study,” 1987). Any action
taken is initially based on a person's readiness to act
(Estrada-Vidal and Tójar-Hurtado, 2017). Jalsh and
Jaspan (1990) suggest that one of facilitating factors
for students to gain learning experience should be
equipped with students’ needs and readiness to begin
the learning. According to Al-Qahtani (2016),
basically health students show satisfactory readiness
and positive attitude towards interpersonal learning
process. Martín-Ramos, et al. (2017) said that peer-
instruction approach could indirectly affect students’
attitude towards instructional materials. Referring to
142
Juditya, S. and Zakaria, D.
Woman and Sport - Attitude towards Physical Education.
In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 2, pages 142-144
ISBN: 978-989-758-317-9
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

the aforesaid findings, it can be concluded that
student attitude plays an influential role on learning
achievement. Chung, Min-Hau, Phillips, D Allen
(2002) suggest that male students showed more
positive attitude than female students do. According
to Wold (n.d.), both male and female students still
show positive and consistent attitude at the ages of
13-16.
However, this study focused on describing
female students’ achievement of every component of
attitude. Put it another way, the objective of this
study was to describe female students’ readiness to
act, feeling reaction, and behaviors during physical
education class at senior high school level. To this
end, this study employed a qualitative survey. All
participants were given attitude questionnaires.
2 METHODS
This study used a descriptive survey method. The
samples were 89 eleventh grade female students at
five vocational high schools including SMKN 1
(public vocational school 1), SMKN 2, SMKN 5,
SMKN 12, and SMKN 15. The sample size was
determined with reference to Taro Yamane’s
formula (cited in Akdon and Hadi, 2005:107). Data
on female students’ attitude were obtained using
questionnaire which represented attitude
subcomponents; i.e., readiness to act, feeling
reaction, and behavior (Gerungan, 2004).
3 RESULTS AND DISCUSSION
It was obtained a percentage of 39.72% for readiness
to act, 33.85% for feeling reaction, and 26.43% for
behavior. This means that female students displayed
low attitude towards physical education provided by
the school. According to Bullock and Alden (n.d.)
there are many contributing factors to these female
students’ low attitudes such as gender segregation
during physical education activities, unequal
physical activity provision between female and male
students, teacher’s incompetence in managing the
class. 21.5% female students expressed their dislike
towards physical education because the activity has
been too formal, 71.4 % said that they did not like
physical education because the class was scheduled
late in the afternoon. Constantinou et al. (2009)
suggest that the most important thing is to ensure
safety and comfort in order for female students to
actively participate in physical education. It is
necessary to provide a range of movement learnings
that are associated with adult physical activity in
order for the female students to show positive
attitude (Sb and Education, 2007).
Gerungan (2004:159) says: “Attitude is a
tendency to act in accordance with the visible object
seen, or it can be said that attitude is a willingness to
perform a particular activity.” The success of
physical education teaching and learning process is
influenced; among others, by female students’
attitudes. Adang Suherman (2009) states, “... female
students’ attitudes towards physical education is an
indicator of successful implementation of physical
education in schools.” The better female students
show their attitudes, the better the process of
physical education in schools. Female students’
interests in the lesson will affect the whole process
of physical education provision in schools.
4 CONCLUSIONS
This study has provided a detail description of
female students’ attitudes towards physical
education in terms of three attitude components:
readiness to act, feeling reaction, and behavior. It
was revealed that vocational school female students
in Bandung displayed low attitudes toward physical
education in schools.
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