The Enjoyable Physical Education Learning to Improve Students’ Motivation and Learning Achievement
DOI:
https://doi.org/10.29038/2220-7481-2020-01-50-59Keywords:
peer teaching, learning motivation, enjoyable learningAbstract
Topicality. The using of appropriate learning model is the key in creating an effective, conducive, and enjoyable learning. Therefore, the supporting of teachers’ learning literacy model becomes a research field should be renewed and improved. Research Purpose. The purposes of this research are: (a) to know how peer teaching can give motivation and improve the learning achievement of students. (b) The things should be noticed in implementing the peer teaching method. Methods. The method used in this research was literature study using research steps by Wolfswinkel et al. Research Result. The result of this research shows that the using of peer teaching learning model gives many academic benefits, one of them is the improvement of psychomotor aspect, cognitive aspect, and affective aspect of students. Besides that, another academic benefit obtained such as that learning model can train students’ communication skill and also can elevate students’ confidence which also can be obtained through the pear teaching learning model. From the analysis of all collected data, there are some recommendations. The peer teaching learning model can be used in every level of education. Peer teaching learning model will be more effective if accompanied by additional teaching media such as task card and other kinds of media. In many writings, the peer teaching learning method is often used in field practice learning which trains the psychomotor skill, but still can improve other domains such as cognitive and affective.
References
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Kusumah, M. I., Sutisna, S., & Septian, D. (2018). Pengaruh Metode Pembelajaran Tutor Sebaya (Peer Teaching) Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Fisika Pokok Bahasan Vektor Kelas X MIPA MAN 1 Cirebon. Jurnal Pendidikan Fisika dan Sains (JPFS), 1(1), 33–39.
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Alwi, M. (2009). Pengaruh metode tutor sebaya terhadap motivasi dan prestasi belajar matematika siswa SMA. TesisFakultas Psikologi UGM, Yogyakarta.
Lim, L. L. (2014). A Case Study on Peer Teaching. Open Journal of Social Sciences, 2(8), 35–40.
Bradford-Watts, K. (2011). Students teaching students? Peer teaching in the EFL classroom in Japan. The Language Teacher, 35(5), 32–35.
Ntoumanis N and Standage M (2009) Motivation in physical education classes: A self-determination theory perspective. Theory and Research in Education, 7(2), 194–202.
Van den Berghe L, Vansteenkiste M, Cardon G, et al. (2014) Research on self-determination in phy- sical education: Key findings and proposals for future research. Physical Education & Sport Pedagogy, 19(1), 97–121.
Ntoumanis, N. (2005). ‘A prospective study of participation in optional school physical education based on self-determination theory’, Journal of Educational Psychology, 97, 444–53.
Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., Deci, E. L. (2004). Motivating learning, perfor- mance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts. J Pers Soc Psychol, 87(2), 246–260.
Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., Matos, L. (2005). Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents’ academic achievement. Child Dev, 76(2), 483–501.
Hustinx, P. W. J., Kuyper, H., van der Werf, M. P. C., Dijkstra, P. (2009). Achievement motivation revisited: New longitudinal data to demonstrate its predictive power. Educ Psychol,29(5), 561–582.
Mouratidis, M., Vansteenkiste, M., Lens, W. and Sideridis, G. (2008) ‘The motivating role of positive feedback in sport and physical education: Evidence for a motivational model’, Journal of Sport and Exercise Psychology, 30, 240–68.
Ntoumanis, N. (2001) ‘A self-determination approach to the understanding of motivation in physical education’, British Journal of Educational Psychology, 71, 225–42.
Standage, M., Duda, J. L. and Ntoumanis, N. (2005) ‘A test of self-determination theory in school physical education’, British Journal of Educational Psychology, 75, 411–33.
Kusurkar, R. A., Ten Cate, T. J., Van Asperen, M., & Croiset, G. (2011). Motivation as an independent and a dependent variable in medical education: a review of the literature. Medical teacher, 33(5), e242–e262.
Stigmar, M. (2016). Peer-to-peer teaching in higher education: A critical literature review. Mentoring & Tutoring: Partnership in Learning, 24(2), 124–136.
Dikmen, Y., Ak, B., Yildirim Usta, Y., Ünver, V., Akin Korhan, E., Cerit, B., & Yönder Ertem, M. (2017). Effect of peer teaching used in nursing education on the performance and competence of students in practical skills training. International Journal of Educational Sciences, 16(1–3), 14–20.
Marc Campolo, P. T., Maritz, C. A., Gregory Thielman, P. T., & Lora Packel, M. S. (2013). An evaluation of peer teaching across the curriculum: student perspectives. International Journal of Therapies and Rehabi- litation Research, 2(1), 1.
Jenkinson, K. A., Naughton, G., & Benson, A. C. (2014). Peer-assisted learning in school physical education, sport and physical activity programmes: a systematic review. Physical Education and Sport Pedagogy, 19(3), 253–277.
Farias, C., Mesquita, I., Hastie, P. A., & O’Donovan, T. (2018). Mediating peer teaching for learning games: An action research intervention across three consecutive Sport Education seasons. Research quarterly for exercise and sport, 89(1), 91–102.
Wolfswinkel, Joost F, Elfi Furtmueller and Celeste P M Wilderom. (2013). Using grounded theory as a method for rigorously reviewing literature. European Journal of Information Systems, 22, 45–55.
Ntoumanis, N., & Vazou, S. (2005). Peer motivational climate in youth sport: Measurement development and validation. Journal of Sport and Exercise Psychology, 27(4), 432–455.
Jõesaar, H., Hein, V., & Hagger, M. S. (2011). Peer influence on young athletes’ need satisfaction, intrinsic motivation and persistence in sport: A 12-month prospective study. Psychology of Sport and Exercise, 12(5), 500–508.
d’Arripe-Longueville, F., Gernigon, C., Huet, M. L., Cadopi, M., & Winnykamen, F. (2002). Peer tutoring in a physical education setting: Influence of tutor skill level on novice learners’ motivation and perfor- mance. Journal of Teaching in Physical Education, 22(1), 105–123.
Ward, P., Lee, M. A., & Lee, M. A. (2005). Peer-assisted learning in physical education: A review of theory and research. Journal of teaching in physical education, 24(3), 205–225.
Whipp, P. R., Jackson, B., Dimmock, J. A., & Soh, J. (2015). The effects of formalized and trained non- reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education. Frontiers in psychology, 6, 149.
Wallhead, T., & O'sullivan, M. (2007). A didactic analysis of content development during the peer teaching tasks of a sport education season. Physical Education and Sport Pedagogy, 12(3), 225–243.
Mirzeoğlu, A. D. (2014). The effects of peer teaching on the university students achievements in cognitive, affective, psychomotor domains and game performances in volleyball courses. Educational Research and Reviews, 9(9), 262–271.
Viana, R. B., Campos, M. H., Santos, D. D. A. T., Xavier, I. C. M., Vancini, R. L., Andrade, M. S., & de Lira,
C. A. B. (2018). Improving academic performance of sport and exercise science undergraduate students in gross anatomy using a near‐peer teaching program. Anatomical sciences education, 12(1), 74–81.
Ensergueix, P. J., & Lafont, L. (2010). Reciprocal peer tutoring in a physical education setting: influence of peer tutor training and gender on motor performance and self-efficacy outcomes. European Journal of Psychology of Education, 25(2), 222–242.
Iserbyt, P., Madou, B., Vergauwen, L., & Behets, D. (2011). Effects of peer mediated instruction with task cards on motor skill acquisition in tennis. Journal of Teaching in Physical Education, 30(1), 31–50.
Legrain, P., d’Arripe-Longueville, F., & Gernigon, C. (2003). Peer tutoring in a sport setting: Are there any benefits for tutors? The Sport Psychologist, 17(1), 77–94.
Nurmi, A. M., & Kokkonen, M. (2015). Peers as teachers in physical education hip hop classes in Finnish high school. Journal of Education and Training Studies, 3(3), 23–32.
Vansteenkiste M, Simons J, Lens W, Sheldon KM, Deci EL. 2004. Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts. J Pers Soc Psychol, 87(2), 246–260.
Vansteenkiste M, Simons J, Lens W, Soenens B, Matos L. 2005a. Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents’ academic achievement. Child Dev, 76(2), 483–501.
Hustinx PWJ, Kuyper H, van der Werf MPC, Dijkstra P. 2009. Achievement motivation revisited: New longitudinal data to demonstrate its predictive power. Educ Psychol, 29(5), 561–582.
Mouratidis, M., Vansteenkiste, M., Lens, W. and Sideridis, G. (2008) ‘The motivating role of positive feedback in sport and physical education: Evidence for a motivational model’, Journal of Sport and Exercise Psychology, 30, 240–68.
Ntoumanis, N. (2001) ‘A self-determination approach to the understanding of motivation in physical education’, British Journal of Educational Psychology, 71, 225–42.
Standage, M., Duda, J.L. and Ntoumanis, N. (2005) ‘A test of self-determination theory in school physical education’, British Journal of Educational Psychology, 75, 411–33.
Kusurkar, R. A., Ten Cate, T. J., Van Asperen, M., & Croiset, G. (2011). Motivation as an independent and a dependent variable in medical education: a review of the literature. Medical teacher, 33(5), e242–e262.
Stigmar, M. (2016). Peer-to-peer teaching in higher education: A critical literature review. Mentoring & Tutoring: Partnership in Learning, 24(2), 124–136.
Dikmen, Y., Ak, B., Yildirim Usta, Y., Ünver, V., Akin Korhan, E., Cerit, B., & Yönder Ertem, M. (2017). Effect of peer teaching used in nursing education on the performance and competence of students in practical skills training. International Journal of Educational Sciences, 16(1–3), 14–20.
Marc Campolo, P. T., Maritz, C. A., Gregory Thielman, P. T., & Lora Packel, M. S. (2013). An evaluation of peer teaching across the curriculum: student perspectives. International Journal of Therapies and Rehabi- litation Research, 2(1), 1.
Jenkinson, K. A., Naughton, G., & Benson, A. C. (2014). Peer-assisted learning in school physical education, sport and physical activity programmes: a systematic review. Physical Education and Sport Pedagogy, 19(3), 253–277.
Farias, C., Mesquita, I., Hastie, P. A., & O’Donovan, T. (2018). Mediating peer teaching for learning games: An action research intervention across three consecutive Sport Education seasons. Research quarterly for exercise and sport, 89(1), 91–102.
Iserbyt, P., Madou, B., Vergauwen, L., & Behets, D. (2011). Effects of peer mediated instruction with task cards on motor skill acquisition in tennis. Journal of Teaching in Physical Education, 30(1), 31–50.
Nurmi, A. M., & Kokkonen, M. (2015). Peers as teachers in physical education hip hop classes in Finnish high school. Journal of Education and Training Studies, 3(3), 23–32.
Viana, R. B., Campos, M. H., Santos, D. D. A. T., Xavier, I. C. M., Vancini, R. L., Andrade, M. S., & de Lira, C. A. B. (2018). Improving academic performance of sport and exercise science undergraduate students in
gross anatomy using a near‐peer teaching program. Anatomical sciences education.
Wallhead, T., & O'sullivan, M. (2007). A didactic analysis of content development during the peer teaching tasks of a sport education season. Physical Education and Sport Pedagogy, 12(3), 225–243.
Ward, P., Lee, M. A., & Lee, M. A. (2005). Peer-assisted learning in physical education: A review of theory and research. Journal of teaching in physical education, 24(3), 205–225.
Whipp, P. R., Jackson, B., Dimmock, J. A., & Soh, J. (2015). The effects of formalized and trained non- reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education. Frontiers in psychology, 6, 149.
Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language teaching research, 2(3), 203–229.
Kusumah, M. I., Sutisna, S., & Septian, D. (2018). Pengaruh Metode Pembelajaran Tutor Sebaya (Peer Teaching) Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Fisika Pokok Bahasan Vektor Kelas X MIPA MAN 1 Cirebon. Jurnal Pendidikan Fisika dan Sains (JPFS), 1(1), 33–39.
Sagala, S. (2010). Konsep dan Makna Pembelajaran. Bandung: Alfabeta.
Alwi, M. (2009). Pengaruh metode tutor sebaya terhadap motivasi dan prestasi belajar matematika siswa SMA. TesisFakultas Psikologi UGM, Yogyakarta.
Lim, L. L. (2014). A Case Study on Peer Teaching. Open Journal of Social Sciences, 2(8), 35–40.
Bradford-Watts, K. (2011). Students teaching students? Peer teaching in the EFL classroom in Japan. The Language Teacher, 35(5), 32–35.
Ntoumanis N and Standage M (2009) Motivation in physical education classes: A self-determination theory perspective. Theory and Research in Education, 7(2), 194–202.
Van den Berghe L, Vansteenkiste M, Cardon G, et al. (2014) Research on self-determination in phy- sical education: Key findings and proposals for future research. Physical Education & Sport Pedagogy, 19(1), 97–121.
Ntoumanis, N. (2005). ‘A prospective study of participation in optional school physical education based on self-determination theory’, Journal of Educational Psychology, 97, 444–53.
Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., Deci, E. L. (2004). Motivating learning, perfor- mance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts. J Pers Soc Psychol, 87(2), 246–260.
Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., Matos, L. (2005). Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents’ academic achievement. Child Dev, 76(2), 483–501.
Hustinx, P. W. J., Kuyper, H., van der Werf, M. P. C., Dijkstra, P. (2009). Achievement motivation revisited: New longitudinal data to demonstrate its predictive power. Educ Psychol,29(5), 561–582.
Mouratidis, M., Vansteenkiste, M., Lens, W. and Sideridis, G. (2008) ‘The motivating role of positive feedback in sport and physical education: Evidence for a motivational model’, Journal of Sport and Exercise Psychology, 30, 240–68.
Ntoumanis, N. (2001) ‘A self-determination approach to the understanding of motivation in physical education’, British Journal of Educational Psychology, 71, 225–42.
Standage, M., Duda, J. L. and Ntoumanis, N. (2005) ‘A test of self-determination theory in school physical education’, British Journal of Educational Psychology, 75, 411–33.
Kusurkar, R. A., Ten Cate, T. J., Van Asperen, M., & Croiset, G. (2011). Motivation as an independent and a dependent variable in medical education: a review of the literature. Medical teacher, 33(5), e242–e262.
Stigmar, M. (2016). Peer-to-peer teaching in higher education: A critical literature review. Mentoring & Tutoring: Partnership in Learning, 24(2), 124–136.
Dikmen, Y., Ak, B., Yildirim Usta, Y., Ünver, V., Akin Korhan, E., Cerit, B., & Yönder Ertem, M. (2017). Effect of peer teaching used in nursing education on the performance and competence of students in practical skills training. International Journal of Educational Sciences, 16(1–3), 14–20.
Marc Campolo, P. T., Maritz, C. A., Gregory Thielman, P. T., & Lora Packel, M. S. (2013). An evaluation of peer teaching across the curriculum: student perspectives. International Journal of Therapies and Rehabi- litation Research, 2(1), 1.
Jenkinson, K. A., Naughton, G., & Benson, A. C. (2014). Peer-assisted learning in school physical education, sport and physical activity programmes: a systematic review. Physical Education and Sport Pedagogy, 19(3), 253–277.
Farias, C., Mesquita, I., Hastie, P. A., & O’Donovan, T. (2018). Mediating peer teaching for learning games: An action research intervention across three consecutive Sport Education seasons. Research quarterly for exercise and sport, 89(1), 91–102.
Wolfswinkel, Joost F, Elfi Furtmueller and Celeste P M Wilderom. (2013). Using grounded theory as a method for rigorously reviewing literature. European Journal of Information Systems, 22, 45–55.
Ntoumanis, N., & Vazou, S. (2005). Peer motivational climate in youth sport: Measurement development and validation. Journal of Sport and Exercise Psychology, 27(4), 432–455.
Jõesaar, H., Hein, V., & Hagger, M. S. (2011). Peer influence on young athletes’ need satisfaction, intrinsic motivation and persistence in sport: A 12-month prospective study. Psychology of Sport and Exercise, 12(5), 500–508.
d’Arripe-Longueville, F., Gernigon, C., Huet, M. L., Cadopi, M., & Winnykamen, F. (2002). Peer tutoring in a physical education setting: Influence of tutor skill level on novice learners’ motivation and perfor- mance. Journal of Teaching in Physical Education, 22(1), 105–123.
Ward, P., Lee, M. A., & Lee, M. A. (2005). Peer-assisted learning in physical education: A review of theory and research. Journal of teaching in physical education, 24(3), 205–225.
Whipp, P. R., Jackson, B., Dimmock, J. A., & Soh, J. (2015). The effects of formalized and trained non- reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education. Frontiers in psychology, 6, 149.
Wallhead, T., & O'sullivan, M. (2007). A didactic analysis of content development during the peer teaching tasks of a sport education season. Physical Education and Sport Pedagogy, 12(3), 225–243.
Mirzeoğlu, A. D. (2014). The effects of peer teaching on the university students achievements in cognitive, affective, psychomotor domains and game performances in volleyball courses. Educational Research and Reviews, 9(9), 262–271.
Viana, R. B., Campos, M. H., Santos, D. D. A. T., Xavier, I. C. M., Vancini, R. L., Andrade, M. S., & de Lira,
C. A. B. (2018). Improving academic performance of sport and exercise science undergraduate students in gross anatomy using a near‐peer teaching program. Anatomical sciences education, 12(1), 74–81.
Ensergueix, P. J., & Lafont, L. (2010). Reciprocal peer tutoring in a physical education setting: influence of peer tutor training and gender on motor performance and self-efficacy outcomes. European Journal of Psychology of Education, 25(2), 222–242.
Iserbyt, P., Madou, B., Vergauwen, L., & Behets, D. (2011). Effects of peer mediated instruction with task cards on motor skill acquisition in tennis. Journal of Teaching in Physical Education, 30(1), 31–50.
Legrain, P., d’Arripe-Longueville, F., & Gernigon, C. (2003). Peer tutoring in a sport setting: Are there any benefits for tutors? The Sport Psychologist, 17(1), 77–94.
Nurmi, A. M., & Kokkonen, M. (2015). Peers as teachers in physical education hip hop classes in Finnish high school. Journal of Education and Training Studies, 3(3), 23–32.
Vansteenkiste M, Simons J, Lens W, Sheldon KM, Deci EL. 2004. Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts. J Pers Soc Psychol, 87(2), 246–260.
Vansteenkiste M, Simons J, Lens W, Soenens B, Matos L. 2005a. Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents’ academic achievement. Child Dev, 76(2), 483–501.
Hustinx PWJ, Kuyper H, van der Werf MPC, Dijkstra P. 2009. Achievement motivation revisited: New longitudinal data to demonstrate its predictive power. Educ Psychol, 29(5), 561–582.
Mouratidis, M., Vansteenkiste, M., Lens, W. and Sideridis, G. (2008) ‘The motivating role of positive feedback in sport and physical education: Evidence for a motivational model’, Journal of Sport and Exercise Psychology, 30, 240–68.
Ntoumanis, N. (2001) ‘A self-determination approach to the understanding of motivation in physical education’, British Journal of Educational Psychology, 71, 225–42.
Standage, M., Duda, J.L. and Ntoumanis, N. (2005) ‘A test of self-determination theory in school physical education’, British Journal of Educational Psychology, 75, 411–33.
Kusurkar, R. A., Ten Cate, T. J., Van Asperen, M., & Croiset, G. (2011). Motivation as an independent and a dependent variable in medical education: a review of the literature. Medical teacher, 33(5), e242–e262.
Stigmar, M. (2016). Peer-to-peer teaching in higher education: A critical literature review. Mentoring & Tutoring: Partnership in Learning, 24(2), 124–136.
Dikmen, Y., Ak, B., Yildirim Usta, Y., Ünver, V., Akin Korhan, E., Cerit, B., & Yönder Ertem, M. (2017). Effect of peer teaching used in nursing education on the performance and competence of students in practical skills training. International Journal of Educational Sciences, 16(1–3), 14–20.
Marc Campolo, P. T., Maritz, C. A., Gregory Thielman, P. T., & Lora Packel, M. S. (2013). An evaluation of peer teaching across the curriculum: student perspectives. International Journal of Therapies and Rehabi- litation Research, 2(1), 1.
Jenkinson, K. A., Naughton, G., & Benson, A. C. (2014). Peer-assisted learning in school physical education, sport and physical activity programmes: a systematic review. Physical Education and Sport Pedagogy, 19(3), 253–277.
Farias, C., Mesquita, I., Hastie, P. A., & O’Donovan, T. (2018). Mediating peer teaching for learning games: An action research intervention across three consecutive Sport Education seasons. Research quarterly for exercise and sport, 89(1), 91–102.
Iserbyt, P., Madou, B., Vergauwen, L., & Behets, D. (2011). Effects of peer mediated instruction with task cards on motor skill acquisition in tennis. Journal of Teaching in Physical Education, 30(1), 31–50.
Nurmi, A. M., & Kokkonen, M. (2015). Peers as teachers in physical education hip hop classes in Finnish high school. Journal of Education and Training Studies, 3(3), 23–32.
Viana, R. B., Campos, M. H., Santos, D. D. A. T., Xavier, I. C. M., Vancini, R. L., Andrade, M. S., & de Lira, C. A. B. (2018). Improving academic performance of sport and exercise science undergraduate students in
gross anatomy using a near‐peer teaching program. Anatomical sciences education.
Wallhead, T., & O'sullivan, M. (2007). A didactic analysis of content development during the peer teaching tasks of a sport education season. Physical Education and Sport Pedagogy, 12(3), 225–243.
Ward, P., Lee, M. A., & Lee, M. A. (2005). Peer-assisted learning in physical education: A review of theory and research. Journal of teaching in physical education, 24(3), 205–225.
Whipp, P. R., Jackson, B., Dimmock, J. A., & Soh, J. (2015). The effects of formalized and trained non- reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education. Frontiers in psychology, 6, 149.
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2020-03-31
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Historical, philosophical, juristic and organizational problems of physical culture
How to Cite
The Enjoyable Physical Education Learning to Improve Students’ Motivation and Learning Achievement. (2020). Physical Education, Sport and Health Culture in Modern Society, 1 (49), 50-59. https://doi.org/10.29038/2220-7481-2020-01-50-59
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