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Comparison of changes in estimated VO₂max following fartlek and continuous running training in adolescent pencak silat practitioners
Muhammad Rivandy, Dani Nur Riyadi (Author)2026-09-30|0 views | 0 downloads | page 39-44AbstractBackground: Cardiorespiratory endurance is an important component of performance in pencak silat because competition requires athletes to sustain high-intensity activity across repeated bouts interspersed with recovery periods. However, evidence comparing changes in aerobic capacity following fartlek and continuous running training among adolescent pencak silat practitioners remains limited.
Objective: This study aimed to compare changes in estimated VO₂max following fartlek and continuous running training among students participating in a pencak silat extracurricular program.
Methods: A two-group pretest–posttest design was used involving 24 students from SMP Darul Ikhlas Cikarang. Participants were selected using total sampling and were equally allocated to a fartlek group (n = 12) and a continuous running group (n = 12) through ordinal pairing. Estimated VO₂max was assessed using the 20-m Multistage Fitness Test before and after the training program. Data were analyzed using assumption tests, paired-samples t-tests to evaluate within-group changes, and an independent-samples t-test to compare changes between groups at a significance level of 0.05.
Results: Estimated VO₂max in the fartlek group increased from 33.48 to 40.10, while the continuous running group increased from 33.20 to 38.50. Both groups showed significant improvements; however, no significant difference was found in the change in estimated VO₂max between the fartlek and continuous running groups (t = 0.693, df = 22).
Conclusion: These findings indicate that both training programs were associated with improvements in estimated VO₂max, but the study did not provide evidence that one method produced a greater improvement than the other.APA Citation StyleRivandy, M. , & Riyadi, D. N. (2026). Comparison of changes in estimated VO₂max following fartlek and continuous running training in adolescent pencak silat practitioners. Physical Education Learning, Teaching, and Assessment, 39-44. https://doi.org/10.68536/pelta.v1i1.7 -
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|0 views | 0 downloads | page 27-32AbstractBackground: 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 StyleMinerva, 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 -
Changes in forward roll skill following project-based learning and the role of movement creativity among junior high school students
Iin Mutakien, Eneng Fitri Amalia, Taupik Rochman (Author)2026-09-30|0 views | 0 downloads | page 21-26AbstractBackground: Learning the forward roll in junior high school physical education is often challenged by limited technical proficiency, restricted movement exploration, and the continued use of teacher-centered instructional approaches.
Objective: This study aimed to examine changes in forward-roll performance following the implementation of Project-Based Learning (PjBL) and to investigate the relationship between movement creativity and forward-roll skill outcomes among junior high school students.
Methods: A pre-experimental one-group pretest–posttest design was employed involving 32 eighth-grade students selected through purposive sampling. Data were collected using a questionnaire assessing students’ perceptions of PjBL implementation, a movement creativity performance rubric, and a forward-roll performance rubric. Data analysis included descriptive statistics, a paired-samples t-test, normalized gain (N-Gain), simple linear regression, and multiple linear regression.
Results: The mean forward-roll score increased from 55.19 at pretest to 88.25 at posttest, with an N-Gain of 0.74. The pretest–posttest difference was statistically significant, t(31) = 18.542, p < 0.001. Movement creativity was also strongly associated with forward-roll performance, with R² = 0.982, while the regression model including perceived PjBL implementation and movement creativity showed a significant simultaneous association with skill outcomes.
Conclusion: These findings indicate that PjBL implementation was accompanied by improved forward-roll performance and that movement creativity was closely associated with students’ skill achievement. Future studies should employ control groups and larger samples to provide stronger evidence regarding causal effects.APA Citation StyleMutakien, I. , Amalia, E. F. , & Rochman, T. (2026). Changes in forward roll skill following project-based learning and the role of movement creativity among junior high school students. Physical Education Learning, Teaching, and Assessment, 21-26. https://doi.org/10.68536/pelta.v1i1.15 -
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|0 views | 0 downloads | page 1-7AbstractBackground: 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 StyleSari, 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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