https://journals.sciencemovement.id/index.php/jpspa/issue/feed 2026-04-14T05:38:48+07:00 Wahyu Indra Bayu scimovement@gmail.com Open Journal Systems <p><strong>Journal of Pedagogy in Sport and Physical Activity (JPSPA)</strong> is a peer-reviewed scholarly journal dedicated to advancing knowledge on <strong>pedagogical theories, instructional practices, and learning processes</strong> in sport, physical education, and physical activity. The journal publishes original research that contributes to the development of <strong>evidence-based pedagogy</strong> across formal, non-formal, and informal educational settings.</p> <p>Journal of Pedagogy in Sport and Physical Activity (JPSPA) is published twice a year by the PT. Science Movement Indonesia (registered with the Ministry of Law and Human Rights in December 2025, with the number AHU-067696.AH.01.30).</p> <p><span style="font-family: 'Noto Sans', 'Noto Kufi Arabic', -apple-system, BlinkMacSystemFont, 'Segoe UI', Roboto, Oxygen-Sans, Ubuntu, Cantarell, 'Helvetica Neue', sans-serif;"><strong>Journal of Pedagogy in Sport and Physical Activity (JPSPA)</strong></span> welcomes empirical studies (quantitative, qualitative, and mixed methods), experimental and quasi-experimental research, systematic reviews, and theoretical papers addressing topics such as <strong>physical education and coaching pedagogy, curriculum and assessment, motor learning and skill acquisition, teacher and coach education, inclusive and adaptive physical activity, instructional technology and digital pedagogy, and policy-related pedagogical issues</strong> in sport and physical activity. The journal encourages submissions with <strong>clear methodology, theoretical grounding, and international relevance</strong>.</p> <p>Indexing:<br /><img src="https://jse.rezkimedia.org/public/site/images/lingga1990/google1.png" alt="" width="89" height="31" /><img src="https://jse.rezkimedia.org/public/site/images/lingga1990/crossref1.png" alt="" width="89" height="31" /><img src="https://jse.rezkimedia.org/public/site/images/lingga1990/dimensions1.png" alt="" width="89" height="31" /><img src="https://jse.rezkimedia.org/public/site/images/lingga1990/road1.png" alt="" width="89" height="31" /><img src="https://jse.rezkimedia.org/public/site/images/lingga1990/onesearch1.png" alt="" width="89" height="31" /><img src="https://jse.rezkimedia.org/public/site/images/lingga1990/06-base1.png" alt="" width="89" height="31" /><img src="https://jse.rezkimedia.org/public/site/images/lingga1990/scilit.jpg" alt="" width="89" height="30" /></p> <p><a href="https://journals.sciencemovement.id/index.php/jpspa/about/submissions" target="_blank" rel="noopener"><img src="https://journal.uir.ac.id/public/site/images/novri/200.png" /></a><a href="https://api.whatsapp.com/send?phone=6281232888982&amp;text=Hello%20I%20ask%20about%20Journal%20of%20Pedagogy%20in%20Sport%20and%20Physical%20Activity" target="_blank" rel="noopener"><img src="https://journal.uir.ac.id/public/site/images/novri/aaaaa1.png" /></a></p> https://journals.sciencemovement.id/index.php/jpspa/article/view/3 2026-02-17T20:59:06+07:00 Faisal Hannafi faisal.hannafi@gmail.com Risfandi Setyawan risfandi@upjb.ac.id Guntum Budi Prasetyo guntum.stkipjb@gmail.com Rendra Wahyu Pradana pradana.rw@gmail.com

<p><strong>Research Problems:</strong> The development of sport-specific skills in physical education remains suboptimal due to the dominance of teacher-centred instructional approaches, which limit students’ active engagement and meaningful practice. Although cooperative learning models such as Teams-Games-Tournament (TGT) have been widely applied, empirical evidence examining their effectiveness on specific basketball skill components within structured experimental designs is still limited. <strong>Research Objectives:</strong> This study aimed to examine the effect of the Teams-Games-Tournament (TGT) cooperative learning model on students’ basketball skill development. <strong>Methods:</strong> A quasi-experimental pretest–posttest control group design was employed. A total of 60 secondary school students were selected using cluster random sampling and assigned to an experimental group (n = 30) and a control group (n = 30). The study was conducted in a school-based physical education setting over a 6-week intervention period. The experimental group received TGT-based instruction, while the control group was taught using conventional methods. Basketball skills (passing, dribbling, and shooting) were measured using standardized performance tests with established validity and reliability (Cronbach’s a &gt; 0.80). Data were analyzed using descriptive statistics, normality and homogeneity tests, and paired and independent samples t-tests. <strong>Results:</strong> The results indicated that students in the TGT group achieved significantly higher post-test scores (M = 78.56, SD = 5.84) compared to the control group (M = 69.21, SD = 6.03), t(58) = 6.02, p &lt; .001, with a large effect size (Cohen’s d = 1.55). Significant improvements were also observed across all skill components (passing, dribbling, and shooting) in the experimental group compared to the control group. <strong>Conclusion:</strong> The Teams-Games-Tournament model has a significant positive effect on basketball skill development in physical education. This model enhances active participation, collaborative learning, and structured skill practice. Future research is recommended to explore its long-term effects and applicability across different sports and educational levels.</p>

2026-04-28T00:00:00+07:00 Copyright (c) 2026 Faisal Hannafi, Risfandi Setyawan, Guntum Budi Prasetyo, Rendra Wahyu Pradana https://journals.sciencemovement.id/index.php/jpspa/article/view/4 2026-03-31T15:53:32+07:00 Riski Amelia riskiamelia491@gmail.com Wahyu Indra Bayu wahyu.indra@fkip.unsri.ac.id Iyakrus Iyakrus iyakrus@fkip.unsri.ac.id Herri Yusfi herriyusfi@fkip.unsri.ac.id

<p><strong>Research Problems:</strong> This study was motivated by the low learning outcomes of students in basketball passing techniques during Physical Education (PE) lessons at SMAN 11 Palembang. Limited variation in teaching methods made students less active and less able to understand proper passing techniques. <strong>Research Objectives:</strong> This study aimed to determine the effect of the Team Games Tournament (TGT) cooperative learning model on students’ basketball passing skills. <strong>Methods:</strong> The study employed a quantitative approach using a one-group pretest–posttest experimental design. The sample consisted of 30 eleventh-grade students selected through purposive sampling. Data was collected using a wall bounce test to measure chest pass ability before and after the intervention. The treatment was conducted over five weeks with one session per week. Data were analyzed using the Shapiro–Wilk normality test and paired sample t-test with IBM SPSS Statistics. <strong>Results:</strong> The results showed a significant improvement in students’ passing performance. The mean pretest score increased from 18.43 to 23.63 in the posttest, representing an improvement of 28.2%. Statistical analysis indicated a significance value of 0.000 (p &lt; 0.05), confirming a significant difference between pretest and posttest scores. In addition, students’ performance categories improved from predominantly “Less” before treatment to mostly “Good” and “Very Good” after treatment. <strong>Conclusion:</strong> In conclusion, the TGT cooperative learning model was effective in improving students’ basketball chest pass skills and can be recommended as an engaging instructional strategy in physical education learning.</p>

2026-05-23T00:00:00+07:00 Copyright (c) 2026 Riski Amelia, Wahyu Indra Bayu, Iyakrus Iyakrus, Herri Yusfi