Validity of Pab Tennis Ball Catch- Throw Test for

Volleyball in Selabora

Sb. Pranatahadi

, Moh Aditya Nur Aziz

Sport Coaching Department, Universitas Negeri Yogyakarta, Jl. Colombo No.1 Yogyakarta, Indonesia

Keywords: Validation of Tennis Ball Throwing Test, Volleyball Playing Ability

Abstract: This research has objectives to determine the validity of the PAB tennis ball throwing test (eye-hand

coordination test) and to determine the relationship of the tennis ball throwing test and the ability to play

volleyball for beginner male athletes of Selabora UNY. This research employs survey method with

observation technique by judge. The sample in this study is 30 beginner male athletes of Selabora UNY, with

a sampling technique applying purposive sampling. Instruments applied in this research are as follows: (1).

Hand eye coordination test, (2). Volleyball ability test. Data analysis techniques used correlation test,

normality test, Aiken test and objectivity test. The results showed that (1). The validity of the tennis ball

throwing test (eye-hand coordination test), with the Aiken test calculation validity of = 0.78. (2). The

objectivity of volleyball ability to play with Pearson correlation = 0.684 (Sig 0.00 <0.05) is significant. (3)

Hand eye coordination is not significantly related to volleyball playing ability with r = 0.321 and p: (0.084).

1 INTRODUCTION

In the process of practicing, if started at an early age,

the basic technique will show better result. There are

four basic techniques in volleyball namely bottom

passing, top passing, block, smash and service.

Managing exercises for children is quite difficult for

coaches, because they have to create a sense of fun

for volleyball. The main purpose of training for

children is not mere achievement, but also increases

fitness, raises feelings of pleasure, and practices basic

techniques and correct tactics. Physical improvement

from an early age needs to be done in stages, or it can't

be done instantly. When athletes are still young, they

need to be trained aspects including strength,

endurance, flexibility, speed and coordination of

motion. It is recommended that all training units use

a play or integrated approach.

Kinesthetic intelligence is the basis of the ability

to learn motion of various skills. Kinesthetic

intelligence needs to be developed from an early age

or a beginner athlete, so that the child's motor can

develop optimally. Good kinesthetic intelligence is

very important when children do training activities in

sports that require a lot of coordination (Gardner,

Howard, 2003), (Tadkiroatun Musfiroh, 2007).

Children who possess kinesthetic intelligence will

tend to be more skillful in doing the various

techniques needed in playing volleyball.

Volleyball requires the athletes to play the ball

while it is still in the air, before falling and touching

the floor. The athletes must approach the ball

precisely. The athletes must stop near the ball and

play it with parts of the body. In playing the ball they

have to jump, with a short and precise time, so as to

reach the maximum height in hitting the ball. There

are still many skills that must be mastered in playing

volleyball. Children who have good movement

learning will find it easier to master a variety of basic

techniques. The trainer should teach the basic

movements first so that the technique is quickly

mastered when teaching techniques to beginner

athletes. There is a possibility that the trainer has not

trained the basic movement skills to the best of his

athletes. Thus when an athlete has to master high

techniques there will be various obstacles.

Kinesthetic intelligence is one of the many

intelligence possessed by a child. Children with high

kinesthetic intelligence, will have the same potential

as children who have other intelligence if developed.

Kinesthetically intelligent children can also be

successful individuals. If accompanied by the

potential for high body posture, high physical fitness

components, through practicing volleyball the

children will also be successful. Many children with

760

Pranatahadi, S. and Aditya Nur Aziz, M.

Validity of Pab Tennis Ball Catch- Throw Test for Volleyball in Selabora.

DOI: 10.5220/0009895207600763

In Proceedings of the 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science in conjunction with the 2nd Conference on Interdisciplinary Approach in Sports

(YISHPESS and CoIS 2019), pages 760-763

ISBN: 978-989-758-457-2

high posture potential who learn the movements do

not appear to be skillful at an early age. This has

become a problem for volleyball coaches. In Gifted

Education (PAB) for volleyball, problems often

occur. At the beginning of the education, children

with high posture potential do not show good

development in learning techniques. Children who

have a short posture are very fast in mastering various

volleyball techniques. When they grow up, children

with high posture show their skillful eminence in

playing the game.

Children or beginner athletes who have good

motor educability need to be find by conducting tests.

Children with good kinesthetic intelligence have high

coordination, agility, and balance. Development of

the basic motion of kinesthetic intelligence needs to

be trained since they are young (Tadkiroatun

Musfiroh, 2027). Thus, when they grow up, they will

be able to master techniques in sports well,

particularly volleyball. In volleyball game

intelligence is highly required, because this sport

requires complex abilities in each of its movements.

Harmony between motion and mind is needed in

volleyball games, so when playing the game the

athletes can dynamically move.

Tennis ball throwing tests have often been used

for the selection process, various selection processes

for prospective athletes, even for college entrance

exams with a sports background. The tennis ball

throwing test may still use logical validation, not yet

quantitatively validated particularly for volleyball.

The throwing test with a tennis ball to find out the

children’s learning needs to be evaluated, whether it

is valid or not yet. If it is invalid it can be harmful for

volleyball coaching, because children with high

posture potential can be knocked out by the test.

2 RESEARCH METHODS

2.1 Research Type

This research is a descriptive research, which is

directed to provide symptoms, facts, or events

systematically and accurately, regarding the

characteristics of a particular population or area

(Zuriah, 2005). The method used is a survey, data

collection by observation by the judge. The ability of

hand-eye coordination measured using a tennis ball

catch test, and evaluated by a judge. The ability to

play volleyball is also measured by the judge's

observations, and by the scoring sheet instructions.

2.2 Research Time and Place

The research was conducted at the Sepak Takraw

Field, and at the UNY Badminton Hall, located at

Jl.Colombo No.1, Caturtunggal, Depok, Sleman,

Special Region of Yogyakarta.

The research was conducted on September 22-26,

2018. The sample of this research was 30 beginner

male volleyball athletes from UNY Selabora.

Saturday, Tuesday and Wednesday at 3:30 p.m. to

6:00 p.m. and Sunday 7:00 a.m to10:00 a.m.

2.3 Sample

The sample in this study were 30 beginner male

athletes from UNY Selabora. The characteristics of

the sample are as follows: (a) Beginner male athletes

from UNY Selabora. (b) Willing to be sample. (c)

Age range between 10-13 years. (d) Minimum age of

exercise was 12 months.

2.4 Instruments and Data Collection

Techniques

2.4.1 Volleyball Skill Testing

Data collection methods in research using

observations and tests. Athletes playing 3 against 3

selected randomly. Judge made observations when

both teams played. In each rally, all six players were

given a base value of 50. When the rally ended, two

judges were entitled to give a score of + or - to an

athlete.

The following provisions are as follows (1) A total

of 30 children selected (2) Grouped into 10, each

group consisted of 3 people) randomly selected. (3)

Using a field with a size of 12 m x 6 m with a net of

2.15 m. height. (4) Two sets of random groups were

compared (5) Service implementation in play must

took turns in accordance with rotation. (6)Judge

Assessment: The judge would give a (+) score to the

child who could be the key to getting points, or give

a (-) score to the child who is the key to removing

points. Each rally judge only gave a - or + score for

once. For example:

(a) Child A does a very deadly service, and it is

unacceptable that the player gets a + service

performer score, the receiver does not get a score. If

on the other hand, child A does light service, missed

by child B, then the one who gets a - score is child B.

(b) Child A does a hard smash and missed by child B

or the smash directly falls to a hard floor then the one

who gets the + score is the smasher, otherwise child

Validity of Pab Tennis Ball Catch- Throw Test for Volleyball in Selabora

761

A does the slow smash and missed by child B then the

one who gets a - score is child B. (c) Child A does a

service to child B, but the service is not good (too

close to the net or too far) so that child B fails to

smash then the child who does the service gets a -

score otherwise if Child A plays good (not near the

net and not far net), but child B fails to make a smash

out or snagged on the net, the smasher gets - score.

(d) The last child to touch, or plays the ball when

mistake happens does not get a - score, if the previous

child makes difficulty for the next player. Children

who get - score is difficulty maker.

(7) Judge scored as much as rally that occurs

during 2 sets (8) The final score was the initial score

(50) plus the number of + scores or the initial score

(50) minus the - score.

Table 1: Assessment worksheet of objectivity of volleyball

playing skill of the two judges with a pearson correlation of

0.684, with sig. 0,00 (significant).

Chest

numbe

Nam

Judg

score

Tota

Initia

Score

Final

Scor

+ -

1 50

2 50

3 50

4 50

5 50

6 50

2.4.2 Tennis Ball Throwing Test

(1) Objective: to measure eye - hand coordination. (2)

Target: male and female aged 10 years old and over.

(3) Equipment: tennis ball, target wall, markers. (4)

Implementation: (a) Throws with one hand and

catches with the other. (b) Before doing the test, the

respondents may try first until they feel to get used to

it (c) The target is 30 cm in diameter, the distance

from the wall is 2.5 meters. (5) Assessment : Every

throw that hits the target and gets caught by another

gets one score. (6) To get 1 score: (a) The ball must

be thrown from the bottom (under arm). (b) The ball

hits the target. (c) The ball must be able to be caught

immediately without any obstruction beforehand. (d)

Respondents don't go forward or move outside the

boundary line to catch the ball. (e) Throws 20 times,

10 first throws and 10 second throws with a maximum

score of 20.

Figure 1: Image of target of tennis ball throwing test

(Ismaryati, 2006)

2.5 Data Analysis Technique

Data analysis technique applies the normality test as

a parametric statistical requirement. Objectivity and

validity test with Pearson correlation, except for the

validity of tennis ball throwing with the Aiken test.

3 RESEARCH METHODS

The age of Exercise of UNY Selabora of Beginner

Male Athletes. The age of the research subjects: 12-

18 months 12 athletes (46%), 19-24 months 8 athletes

(26.67%), 25-31 months 4 athletes (13.33%), 35-41

months 3 athletes (10 %).

3.1 Tennis Ball Throwing Test Validity

Result

The validity of the tennis ball throwing test (eye-hand

coordination test) obtained a result of 0.78 with the

Aiken test by 4 judges or experts. The objectivity of

volleyball playing skills tests, from the two judges

with a Pearson correlation of 0.684 (Sig 0.00) is

significant.

3.2 Relationship between Volleyball

Skill Tests and Tennis Ball

Throwing Tests

The validity of the coordination test with the ball

throwing in tennis balls, to learn motion or eye-hand

coordination in volleyball training, found by

correlating between the two instruments. With

Pearson's correlation yields r = 0.321 and Sig. 0.084,

besides the correlation coefficient is small, also not

significant. Thus the results of the tennis ball

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

762

throwing test, is not significantly related, with the

result of volleyball playing skill tests.

4 DISCUSSION

An assessment to determine the validity of the tennis

ball throwing test carried out by 4 judges. The results

of the data obtained there is an understanding of the

assessment of items and test items among 4 judges so

that the validity result obtained with the Aiken test of

0.78

The correlation coefficient (0.321) means that the

relationship is low. On the correlation between hand

eye coordination and volleyball skill Sig> α (0.084>

0.05), it means that the results of the tennis ball

throwing test is not significantly related to the test

result of the ability to play volleyball. Test result

shows that there are high result on tennis on ball

throwing test results but low test result of volleyball

skill.

In volleyball game the physical biomotor

demands not only eye hand coordination. There are

several other biomotor such as power, reaction speed,

stamina, agility, and motion coordination (Suharno,

1981). From the result of research conducted shows

that it is not significant, it is possible in playing

volleyball the coordination test is less contributing to

volleyball playing techniques, such as smash, block,

service and passing.

With the result above, the instrument for testing

existing giftedness on PAB, namely eye coordination

for Selabora FIK UNY is not relevant. If used it must

be given a small weight. If eliminated it will be more

economical and efficient for Selabora. The form of

the test might be used as a way to improve kinesthetic

intelligence.

For children who potentially will have a high

posture, usually their skills will be steps behind

compared to potentially short-postured children.

Children who are going to be taller have longer body

segments, so that their angular inertia is large. To be

able to move requires a greater force. If the

coordination test is used in determining the volleyball

athlete candidate, it is possible for children who will

have a high posture to exclude. The current posture

for volleyball determines achievement.

5 CONCLUSIONS

The relationship between the tennis ball throwing

test, with the volleyball skill test for beginner male

athletes at Selabora, or its validity "Low and

insignificant" r of 0.321, and Sig. 0,084 > 0,05).

REFERENCES

Gardner, H., 2003. Kecerdasan Majemuk Teori dalam

Praktek. (Alih bahasa: Drs. Alexander Sindoro).

Penerbit Interaksara. Batam Center.

Ismaryati, 2006. Tes & Pengukuran Olahraga. UPT

Penerbit Percetakan UNS. Surakarta.

Suharno. 1981. Metodik Melatih Permainan Bola Volley.

IKIP Yogyakarta. Yogyakarta.

Musfiroh, T., 2017. Pengembangan Kecerdasan Majemuk.

Universitas Terbuka. Tangerang Selatan.

Yunus, M., 1992. Olahraga Pilihan Bola Voli. Yogyakarta

Zuriah, N., 2005. Metodologi Penelitian Sosial dan

Pendidikan. Bumi Aksara, Jakarta.

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