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  • Preliminary psychometric evidence for PLAYfun and PLAYself among Indonesian elementary school students: Item validity and internal consistency

    Ropik Hidayat, Heny Setyawati, Siti Baitul Mukarromah (Author)
    2026-09-30
    doi https://doi.org/10.68536/pelta.v1i1.17
    Published Online: 30 September 2026
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    0 views | 0 downloads | page 8-14
    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
    Hidayat, R. , Setyawati, H. , & Mukarromah, S. B. (2026). Preliminary psychometric evidence for PLAYfun and PLAYself among Indonesian elementary school students: Item validity and internal consistency. Physical Education Learning, Teaching, and Assessment, 8-14. https://doi.org/10.68536/pelta.v1i1.17

  • 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

  • Task submission patterns in Edu-Tech-supported physical education among seventh-grade students

    Maulana Minerva, Astagina Arif Bima Sakti, Zihan Novita Sari Sukarno, Nurahmad Amiriyadi (Author)
    2026-09-30
    doi https://doi.org/10.68536/pelta.v1i1.11
    Published Online: 30 September 2026
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    0 views | 0 downloads | page 27-32
    Abstract

    Background:  The integration of educational technology into physical education offers opportunities to support instructional delivery and students’ learning activities. However, evidence regarding students’ participation patterns in completing assigned tasks within technology-enhanced physical education, particularly at the junior secondary school level, remains limited.
    Objective:  This study aimed to describe students’ task-submission patterns in Edu-Tech-supported Physical Education, Sports, and Health (PESH) learning and to compare submission proportions between two Grade VII classes.
    Methods:  A descriptive observational design was employed using administrative records of task submissions collected over a three-month period. A total of 65 students from Class VII B (n = 31) and Class VII F (n = 34) were included through total sampling. Task-submission participation was determined based on students’ submission status for kasti and pencak silat assignments and analyzed using frequencies and percentages.
    Results:  The results showed that task-submission rates for kasti were 48.39% in Class VII B and 76.47% in Class VII F, whereas the corresponding rates for pencak silat were 41.94% and 70.59%, respectively. Overall, the task-submission rates were 63.08% for kasti and 56.92% for pencak silat.
    Conclusion:  These findings indicate descriptive variation in task-submission participation between classes in Edu-Tech-supported physical education. However, because the study did not include a comparison group, baseline measurements, or validated instruments for assessing student engagement, the findings should not be interpreted as evidence of the effectiveness of Edu-Tech. Future research should employ experimental or longitudinal designs and incorporate validated measures of student engagement.

    APA Citation Style
    Minerva, M. , Sakti, A. A. B. , Sukarno, Z. N. S. , & Amiriyadi, N. (2026). Task submission patterns in Edu-Tech-supported physical education among seventh-grade students. Physical Education Learning, Teaching, and Assessment, 27-32. https://doi.org/10.68536/pelta.v1i1.11
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