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  • Teaching Games for Understanding versus differentiated instruction: Manipulative fundamental movement skill outcomes across motor educability levels in first-grade students

    Dina Amaliyah El Maghfirah, Muhsana El Cintami Lanos, Rury Rizhardi (Author)
    2026-09-30
    doi https://doi.org/10.68536/pelta.v1i1.19
    Published Online: 30 September 2026
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    0 views | 0 downloads | page 52-60
    Abstract

    Background: Differences in motor learning capacities among primary school students highlight the need for adaptive instructional strategies to support manipulative funda-mental movement skills.
    Objective: This study aimed to examine the effects of instructional strategies, motor edu-cability, and their interaction on manipulative fundamental movement skill outcomes among first-grade primary school students.
    Methods: A 2 × 2 factorial design was employed involving 36 students selected through purposive sampling and divided into four groups (n = 9 per group) according to instruc-tional strategy (Teaching Games for Understanding [TGfU] and differentiated instruc-tion) and motor educability level (high and low). Motor educability and manipulative skills were assessed using motor ability tasks and a manipulative skill assessment in-strument. Data were analyzed using two-way analysis of variance (ANOVA) followed by Tukey's honestly significant difference test.
    Results:  Significant main effects were observed for instructional strategy (F(1, 32) = 24.623, p < 0.001, η²p = .435) and motor educability (F(1, 32) = 152.141, p < 0.001, η²p = 0.826), alongside a significant interaction (F(1, 32) = 4.523, p = 0.041, η²p = 0.124). Among students with low motor educability, differentiated instruction yielded higher scores than TGfU (22.78 vs. 17.22, p < 0.001), whereas the difference was not statistically significant among those with high motor educability (p = 0.207).
    Conclusion: These findings indicate that differences in manipulative skill outcomes be-tween instructional strategies vary according to students' motor educability levels. Fu-ture studies should employ larger samples, pretest–posttest assessments, and follow-up measurements to evaluate skill retentio.

    APA Citation Style
    Maghfirah, D. A. E. , Lanos, M. E. C. , & Rizhardi, R. (2026). Teaching Games for Understanding versus differentiated instruction: Manipulative fundamental movement skill outcomes across motor educability levels in first-grade students. Physical Education Learning, Teaching, and Assessment, 52-60. https://doi.org/10.68536/pelta.v1i1.19

  • Improving short-distance sprint performance through the Teaching at the Right Level approach

    Putri Diana Sari, Wahyu Indra Bayu, Herri Yusfi, Meirizal Usra (Author)
    2026-09-10
    doi https://doi.org/10.68536/pelta.v1i1.5
    Published Online: 10 September 2026
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    0 views | 0 downloads | page 1-7
    Abstract

    Background: Physical literacy encompasses motivation, confidence, physical competence, knowledge, and understanding that support lifelong engagement in physical activity. Assessing physical literacy in children requires instruments that are contextually relevant and demonstrate adequate psychometric properties.
    Objective: This study aimed to provide preliminary psychometric evidence for culturally adapted versions of PLAYfun and PLAYself in the Indonesian context by examining item–total relationships and internal consistency among elementary school students.
    Methods: A total of 71 fifth-grade students aged 10–11 years from three elementary schools in Pekalongan Regency participated in the study. PLAYfun comprised 18 motor-skill assessment items, whereas PLAYself consisted of 21 self-report items. Two PLAYself activities were modified to improve their geographical and cultural relevance to the Indonesian context. Item–total relationships were examined using Pearson correlations and corrected item–total correlations (CITC), while internal consistency was assessed using Cronbach’s alpha.
    Results: For PLAYfun, item–total correlations ranged from 0.504 to 0.893, with very high internal consistency (α = 0.955). For PLAYself, item–total correlations ranged from 0.265 to 0.912, with high internal consistency (α = 0.895). However, five PLAYself items (PS5, PS6, PS7, PS8, and PS19) showed CITC values below 0.30, indicating relatively weak contributions to scale consistency and suggesting the need for further evaluation.
    Conclusion: These findings provide preliminary psychometric support for PLAYfun and PLAYself within the elementary-school context examined; however, further validation involving larger and more diverse samples, factor-structure analyses, and additional reliability testing is required before broader use.

    APA Citation Style
    Sari, P. D. , Bayu, W. I. , Yusfi, H. , & Usra, M. (2026). Improving short-distance sprint performance through the Teaching at the Right Level approach. Physical Education Learning, Teaching, and Assessment, 1-7. https://doi.org/10.68536/pelta.v1i1.5
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