1.png)
Email this article Leadership and Handball Game Performance through Sport Education Model
Abstract
The implementation of sports activities and learning is carried out to improve performance. The meaning of the values of sports, as the most important thing of positive sports development, has not been sufficiently revealed. The purpose of this study was to determine the differences in the development and mastery of the students through the implementation of sport education models containing leadership content and without leadership content. This study used a quasi-experimental control group pre-post test design involving 80 students as the samples through the purposive sampling technique. The samples were divided into two groups of students taking handball game courses. The results showed that there were two influential things, namely intentionally simulated student learning and general students learning without simulation. Thus, a finding of interest in the study was that after implementation of sport education models containing leadership content, performance enhancement in a 27% difference in the application of the simulated education model. Meanwhile, there was no difference in handball games performance, which means that both of them were affected. Furthermore, the development of leadership had a greater influence than the increase in handball games performance with a 22% difference. It might be because the students gained valuable values from the handball learning experience through the sports education model that is useful for learners and coaches and can be applied in sports clubs and, most importantly, in educational institutions.
Keywords
Full Text:
PDFReferences
Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., & Education, B. P. (2009). The educational benefits claimed for physical education and school sport: an academic review. Research papers in education, 24(1), 1-27.
Bean, C., & Forneris, T. (2016). Examining the Importance of Intentionally Structuring the Youth Sport Context to Facilitate Positive Youth Development. Journal of Applied Sport Psychology, 28(4), 410–425. https://doi.org/10.1080/10413200.2016.1164764
Beutler, I. (2008). Sport serving development and peace: Achieving the goals of the United Nations through sport. Sport in Society. https://doi.org/10.1080/17430430802019227
Blanton, J. E., Sturges, A. J., & Gould, D. (2014). Lessons learned from a leadership development club for high school athletes. Journal of Sport Psychology in Action, 5(1), 1–13. https://doi.org/10.1080/21520704.2013.848827
Breivik, G. (2008). Bodily movement - the fundamental dimensions. Sport, Ethics and Philosophy, 2(3), 337–352. https://doi.org/10.1080/17511320802475754
Breivik, G. (2017). Searle, Merleau-Ponty, Rizzolatti–three perspectives on Intentionality and action in sport. Journal of the Philosophy of Sport, 44(2), 199–212. https://doi.org/10.1080/00948705.2017.1302802
Buzady, Z. (2017). Flow, leadership and serious games – a pedagogical perspective. World Journal of Science, Technology and Sustainable Development, 14(2/3), 204–217. https://doi.org/10.1108/wjstsd-05-2016-0035
Duguay, A. M., Hoffmann, M. D., Guerrero, M. D., & Loughead, T. M. (2019). An examination of the temporal nature of shared athlete leadership: A longitudinal case study of a competitive youth male ice hockey team. International Journal of Sport and Exercise Psychology, 0(0), 1–15. https://doi.org/10.1080/1612197x.2019.1570535
Enoksen, E., & Lynch, P. (2018). Learning leadership: becoming an outdoor leader. Journal of Adventure Education and Outdoor Learning, 18(2), 176–188. https://doi.org/10.1080/14729679.2017.1391105
Fransen, K., Vanbeselaere, N., De Cuyper, B., Vande Broek, G., & Boen, F. (2014). The myth of the team captain as principal leader: extending the athlete leadership classification within sport teams. Journal of Sports Sciences, 32(14), 1389–1397. https://doi.org/10.1080/02640414.2014.891291
Fraser-thomas, J. L., Côté, J., Deakin, J., & Co, Ã. J. (2007). Youth sport programs : an avenue to foster positive youth development Youth sport programs : an avenue to foster positive youth development ˆ te. Physical Education and Sport Pedagogy, (April 2012), 37–41. https://doi.org/10.1080/1740898042000334890
Gould, D., & Carson, S. (2008). Life skills development through sport: current status and future directions. International Review of Sport and Exercise Psychology, 1(1), 58–78. https://doi.org/10.1080/17509840701834573
Gould, D., & Voelker, D. K. (2010). Youth sport leadership development: Leveraging the sports captaincy experience. Journal of Sport Psychology in Action, 1(1), 1–14. https://doi.org/10.1080/21520704.2010.497695
Gould, D., & Voelker, D. K. (2012). Enhancing Youth Leadership Through Sport and Physical Education. Journal of Physical Education, Recreation & Dance, 83(8), 38–41. https://doi.org/10.1080/07303084.2012.10598828
Hall-yannessa, B. S. L., Forrester, S., & Ph, D. (2003). Differences in Leadership Development of Club Sport Offi cers, 7–18.
Harvey, S., Kirk, D., & O’Donovan, T. M. (2014). Sport Education as a pedagogical application for ethical development in physical education and youth sport. Sport, Education and Society, 19(1), 41–62. https://doi.org/10.1080/13573322.2011.624594
Hastie, P. (1998). Applied Benefits of the Sport Education Model. Journal of Physical Education, Recreation & Dance, 69(4), 24–26. https://doi.org/10.1080/07303084.1998.10605530
Hastie, P. A., Maria, I., & Mesquita, R. (2012). The Sport Education Model : Research update and future avenues for practice and investigation O Modelo de Educação Desportiva : Atualização da investigação e futuras avenidas para a intervenção e investigação, 1(2001), 73–79.
Kendellen, K., Camiré, M., Bean, C. N., Forneris, T., & Thompson, J. (2017). Integrating life skills into Golf Canada’s youth programs: Insights into a successful research to practice partnership. Journal of Sport Psychology in Action, 8(1), 34–46. https://doi.org/10.1080/21520704.2016.1205699
Kidd, B. (2008). A new social movement: Sport for development and peace. Sport in Society, 11(4), 370–380. https://doi.org/10.1080/17430430802019268
Kirchner, M. J., & Akdere, M. (2019). Exploring Inclusion of Leadership Development into New Employee Orientations: A Proposed Approach from Army Leader Development. Organization Management Journal, 16(3), 156–166. https://doi.org/10.1080/15416518.2019.1618694
Kirk, D. (2013). Educational value and models-based practice in physical education. Educational Philosophy and Theory, 45(9), 973-986.
Kjellström, S., Törnblom, O., & Stålne, K. (2020). A dialogue map of leader and leadership development methods: A communication tool. Cogent Business and Management, 7(1). https://doi.org/10.1080/23311975.2020.1717051
Koh, K. T., Morris Koh, L. S., Bloom, G. A., & Loughead, T. M. (2020). Stakeholders’ perceptions and recommendations of a high school leadership development programme for athletes in Singapore. Asia Pacific Journal of Education, 40(2), 197–211. https://doi.org/10.1080/02188791.2019.1677217
Milligan, J. (2004). Leadership Skills of Gifted Students in a Rural Setting: Promising Programs for Leadership Development. Rural Special Education Quarterly, 23(1), 16–21. https://doi.org/10.1177/875687050402300104
Newman, T. J., Kim, M., Alvarez, M. A. G., & Tucker, A. R. (2018). Facilitative coaching: a guide for youth sport leaders. Leisure/ Loisir, 42(2), 129–148. https://doi.org/10.1080/14927713.2017.1415165
Ogilvy, J. (2010). Strategy and intentionality. World Futures: Journal of General Evolution, 66(2), 73–102. https://doi.org/10.1080/02604020903423717
Poekert, P. E. (2012). Teacher leadership and professional development: Examining links between two concepts central to school improvement. Professional Development in Education, 38(2), 169–188. https://doi.org/10.1080/19415257.2012.657824
Rosso, E. G. F., McGrath, R., Immink, M. A., & May, E. (2016). Sport for development (S4D) as ‘core university business’? Modelling university participation in sport-based social development. Asia-Pacific Journal of Health, Sport and Physical Education, 7(1), 77–90. https://doi.org/10.1080/18377122.2016.1145431
Scholz, R. W., Yarime, M., & Shiroyama, H. (2018). Global leadership for social design: Theoretical and educational perspectives. Sustainability Science, 13(2), 447–464. https://doi.org/10.1007/s11625-017-0454-0
Simkins, T. (2009). Integrating work-based learning into large-scale national leadership development programmes in the UK. Educational Review, 61(4), 391–405. https://doi.org/10.1080/00131910903403964
Sinelnikov, O. A., & Hastie, P. A. (2012). College students’ perspectives, goals, and strategies in sport education. Research Quarterly for Exercise and Sport, 83(2), 245–254. https://doi.org/10.1080/02701367.2012.10599855
Sisk, D. A. (1985). Leadership Development: Its Importance in Programs for Gifted Youth. NASSP Bulletin, 69(482), 48–54. https://doi.org/10.1177/019263658506948207
Wallhead, T., & O’sullivan, M. (2005). Sport Education: physical education for the new millennium? Physical Education & Sport Pedagogy, 10(2), 181–210. https://doi.org/10.1080/17408980500105098
Wankel, L. M., & Berger, B. G. (1990). The Psychological and Social Benefits of Sport and Physical Activity. Journal of Leisure Research, 22(2), 167–182. https://doi.org/10.1080/00222216.1990.11969823
Welty Peachey, J., & Burton, L. (2017). Servant Leadership in Sport for Development and Peace: A Way Forward. Quest, 69(1), 125–139. https://doi.org/10.1080/00336297.2016.1165123
Wright, A., & Côté, J. (2003). A Retrospective Analysis of Leadership Development Through Sport. Sport Psychologist, 17(3), 268–291. https://doi.org/10.1123/tsp.17.3.268
DOI: https://doi.org/10.17509/jpjo.v6i1.30126
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 Suherman Slamet, Yunyun Yudiana, Agus Mahendra, Amung Ma’mun
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.