谷本 英彰

Trainers are incredibly influential persons who help to produce exceptional athletes in school's extracurricular martial arts programs. Self-efficacy is a key indicator of trainer competence in the process of training extracurricular martial arts sports. The objectives of this study are to 1) determine the differences in the levels of self-efficacy of martial arts trainers in secondary schools in the Special Region of Yogyakarta based on gender, and 2) determine the differences in the levels of self-efficacy of martial arts trainers in secondary schools in the Special Region of Yogyakarta based on training licenses.This research is a comparative study. This study involved 56 martial arts trainers who taught extracurricular martial arts in secondary schools in the Special Region of Yogyakarta. This study's data was collected via a questionnaire. A questionnaire was utilized to collect data on martial arts trainers' self-efficacy. The questionnaire consists of ten statements with responses on a range of 1 to 5. Experts reviewed the questionnaire, which was empirically validated for validity and reliability. The independent sample t test was used to analyze the data, which was preceded by data precursor tests such as the Shapiro-Wilk normality test and the Levene's Test of variance homogeneity. The independent sample t test analysis of self-efficacy levels based on gender resulted in a significant value of 0.946 > 0.05. These findings suggest that there is no difference in self-efficacy between male and female trainers. The Independent sample t-test study of self-efficacy based on training licenses results in a significance value of 0.032 < 0.05. These findings indicate there is a difference in self-efficacy levels between trainers with national and local licenses. These findings may assist trainers, administrators, and policymakers establish better training programs.Keywords: Self efficacy, extracurricular, martial arts, gender, coaching license

The purpose of this study was to examine the its effectiveness and problems to be addressed in the future of holding an Undokai, a traditional Japanese school sports event, at an Indonesian junior high school. The five competitions held as a part of it were “Beanbag Toss”, “Long Jump Rope”, “Tug of War”, “Centipede Race”, and “Backcrossing Race,” of the which the “Tug of War” was the most popular. When the students were surveyed about their experiences and the learning benefits from the Undokai, they generally gave high marks to many categories, such as Emotional Experiences, Improvement of Skills, and Cooperative Learning, but their low ratings for Goal-Oriented Learning indicated the need to improve the way students practice activities individually before their engagement in Undokai.

Study Purpose. The current investigation assessed the impact of hybrid nonlinear pedagogical models on skill acquisition and communication in physical education.Methods. The intervention group was instructed in physical education applying hybrid pedagogical models for a duration of 12 weeks. Conversely, the control groups adhered to the physical education curricula of their respective schools. Scales for skill acquisition and communication, which had been previously developed for use with students, were implemented both prior to and subsequent to the program. Comparing the two groups required the application of paired sample t-tests, two-way and one-way analyses of variance, and a Pearson correlation analysis.Results. In comparison to the control group, the intervention group demonstrated a substantial increase in communication and skill acquisition, according to the research findings. Enhancement of communication proficiency is observed in individuals who receive instruction through invasion game learning utilizing nonlinear pedagogy. The aforementioned conclusions are supported by the outcomes of paired sample t-tests, two-way Analysis of Variance (ANOVA), and one-way ANOVA: F < 0.05 (F = 0.000 < 0.05) and ρ < 0.05 (ρ = 0.000 < 0, 05) respectively. Additionally, the Skill Acquisition ability exhibited an improvement subsequent to receiving the intervention based on nonlinear pedagogy and invasion game learning. The significance of this is supported by the outcomes of the paired sample t-tests, two-way ANOVA, and one-way ANOVA: F < 0.05 (F = 0.000 < 0.05) and ρ < 0.05 (ρ = 0.000 < 0.05), respectively.Conclusions. The integration of hybrid nonlinear pedagogical models into physical education instruction through invasion games may facilitate students' communication development and skill acquisition. The results of this study provide motivation for physical education instructors to implement instructional techniques. Additionally, research is conducted into the effects of nonlinear pedagogy