![](bg2.png)
(martial arts). The type of music that is used is the
musical arrangement of the special area of West
Java special Sundanese and the movement is
relatively easy. So in addition to bringing learners in
learning the gymnastics, they will also recognize the
art of local culture, especially sunda in music and
pencak silat movements contained therein. With the
structure of motion that has been raw SKJ and SBP
during the implementation of learning in schools
requires understanding and skills generated through
the process of training, especially with music as a
medium accompaniment of motion.
Movement understanding is an aspect contained
in cognitive goals. Understanding of movement
refers to the new Bloom's Taxonomy version of the
cognitive domain comprising six categories: 1)
remembering, 2) understanding) 3) applying, 4)
analyzing / deciphering), judging and creating
(Anderson and Krathwohl, 2001). The understanding
of each individual will differ according to his ability
in receive and process the information it receives.
While movement skills become the ultimate goal of
all learning process of motion determinant of
success is determined by the quality of movement
that displays correctly. Fundamental Movement
Skills (FMS) are movement patterns that involve
different body parts such as the legs, arms, trunk and
head, and include such skills as running, hopping,
catching, throwing, striking and balancing. They are
the foundation movements or precursor patterns to
the more specialised, complex skills used in play,
games, sports, dance, gymnastics, outdoor education
and physical recreation activities. Fundamental
movement skills are best categorised into groups
because it makes planning, teaching and assessment
easier. The three categories adopted in this resource
are body management, locomotor and object control.
Many skills can be included in these groups
(Department of Education Westren Australia, 2013).
Basically all the tasks in everyday human life
need to be implemented by involving various skills
developed through various exercises and
experiences. Mahendra and Saputra (2006), suggests
five variables that show the characteristics of skilled
appearance:
Smoothness. Professionals do their work with
ease, beautiful, smooth, and minimal effort;
Automaticity. Individual expert who performs
his duties without full awareness (without
thinking);
Mental effort. As skills increase, mental effort
decreases. Tasks that seem easy, will cause
very little mental fatigue, and less need of
monitor. A real sign, will easily continue the
conversation as the body does its job;
Stress. Individual appearance does not
decrease under stressful conditions though;
Point of View. When first learning a skill, the
individual must be aware of various activities,
while the expert does not.
The concept of human motion in the theory of
Fitts and Posner in (William, 2011) suggests that the
process of learning the motion of skills occurs in
three phases, namely: cognitive phase (initial phase
in learning skill movement), associative phase
(movement mastery/sequence motion), Phase
autonomous (skill movement automatically). The
concept of human motion divided by the difference
of movement, movement skills can be categorized
(William, 2011):
Discrete motor skills are motion skills where
in the implementation can be distinguished
obviously the starting point and the end point
of the movement. Example: roll front 1 (one
time). the starting point of movement at the
time of the squats and placing both the palms
of the hands and the nape on the mat, while
the end point when the perpetrator in the squat
position back;
Serial motor skills are discrete motion skills
performed several times continuously.
Example: roll ahead a few times;
Continuous motor skills are motion skills that
can not easily be marked the starting point or
end point of the movement. Example: the
front roller is then forwarded with other skills
so as to form a series of motion of various
movements.
Bambang and Sukadiyanto (2014) said if a
person performs the task of motion, it will generate a
stimulus of intrinsic feedback. These stimuli leave
traces in the nervous system called perceptual traces.
Each response produces a trace that is getting closer
to the desired target. Each time a student exercises
or experiments with a movement, the more
perceptual the trace becomes and the less likely it is
the error. Students actively use the knowledge of the
results in relation to the perceptual traces to make
the more careful movements. After a movement is
performed, the student will compare the feedback it
receives with a perceptual trace, and the difference
that occurs is an error to respond to. Direction of
motion in the intended direction can produce change
because the continuous feedback adds a perceptual
trace. The concept of a perceptual trace allows one
The Influence of Rhythm Activity Learning on Student Understanding Skills Movement
367