The Effect of Comprehensive Teaching Learning-Based Training on Social Skills and Attitudes
The study purpose was to determine the effect of a comprehensive teaching learning-based training model on the skills and social attitudes of young football players.
Materials and methods. This is an experimental study with a sample of 36 male football athletes aged 10-12 years. Samples are players who registered and trained at the Real Madrid Foundation Yogyakarta football school. Samples attended training with a frequency of 3x/week with a minimum attendance of 80% in 20 weeks and were selected to participate in district or provincial football competitions. The instrument used for measuring football technical skills was the David Lee test, and for social attitudes the Prosocial and Antisocial Behavior Sport Scale (PABSS) questionnaire was used. The data analysis technique was the paired sample t-test.
Results. The results showed that the comprehensive teaching learning-based training model affected the skills and social attitudes of young football players. In the 10 year age group, there was an influence on skills of 1.497 and social behavior of 2.750, which means that it is influential. In the 11 year age group, it was found that the effect on skills was 0.506 and social behavior was -2.812, which means that there was no effect on social behavior. In the 12 year age group, it was found that the effect on skills was 0.19 and social behavior was 1.148, which meant that it affected.
Conclusions. Young football coaches can make a comprehensive teaching learning-based training model as a choice of strategies in the development of performance skills and personality.
Schroepf, B., & Lames, M. (2018). Career patterns in German football youth national teams: A longitudinal study. International Journal of Sports Science & Coaching, 13(3), 405-414. https://doi.org/10.1177/1747954117729368
Kavussanu, M., & Spray, C. M. (2006). Contextual influences on moral functioning of male youth footballers. The Sport Psychologist, 20(1), 1-23. https://doi.org/10.1123/tsp.20.1.1
Gilbert, W. D., Gilbert, J. N., & Trudel, P. (2001). Coaching strategies for youth sports: Part 1: Athlete behavior and athlete performance. Journal of Physical Education, Recreation & Dance, 72(4), 29-33. https://doi.org/10.1080/07303084.2001.10605736
Harwood, C. (2008). Developmental consulting in a professional football academy: The 5Cs coaching efficacy program. The Sport Psychologist, 22(1), 109-133. https://doi.org/10.1123/tsp.22.1.109
Henry, I. (2013). Athlete development, athlete rights and athlete welfare: A European Union perspective. The International Journal of the History of Sport, 30(4), 356-373. https://doi.org/10.1080/09523367.2013.765721
Wei, Y. D., Xiao, W., Wen, M., & Wei, R. (2016). Walkability, land use and physical activity. Sustainability, 8(1), 65-70. https://doi.org/10.3390/su8010065
Ekstrand, J., Lundqvist, D., Davison, M., D’Hooghe, M., & Pensgaard, A. M. (2019). Communication quality between the medical team and the head coach/manager is associated with injury burden and player availability in elite football clubs. British Journal of Sports Medicine, 53(5), 304-308. https://doi.org/10.1136/bjsports-2018-099411
Lawrason, S., Turnnidge, J., Martin, L. J., & Côté, J. (2019). A transformational coaching workshop for changing youth sport coaches’ behaviors: A pilot intervention study. The Sport Psychologist, 33(4), 304-312. https://doi.org/10.1123/tsp.2018-0172
Goldberg, A. D., & Chandler, T. (1995). Sports Counseling: Enhancing the Development of the High School Student‐Athlete. Journal of Counseling & Development, 74(1), 39-44. https://doi.org/10.1002/j.1556-6676.1995.tb01820.x
Pritchard, M., & Wilson, G. (2005). Comparing sources of stress in college student athletes and non-athletes. Athletic Insight: The Online Journal of Sports Psychology, 5(1), 1-8.
Wiese, D. M. (1988). Sport psychology for youth coaches: Personal growth to athlete excellence. The Sport Psychologist, 2(2), 175-177. https://doi.org/10.1123/tsp.2.2.175
Cresswell, S. L., & Eklund, R. C. (2007). Athlete burnout: A longitudinal qualitative study. The Sport Psychologist, 21(1), 1-20. https://doi.org/10.1123/tsp.21.1.1
Gencheva, N. (2015). Aggression in youth sthlets. Research in Kinesiology, 43(2), 205-209.
Bloodworth, A. J., Petróczi, A., Bailey, R., Pearce, G., & McNamee, M. J. (2012). Doping and supplementation: The attitudes of talented young athletes. Scandinavian Journal of Medicine & Science in Sports, 22(2), 293-301. https://doi.org/10.1111/j.1600-0838.2010.01239.x
Zhang, T., Deng, A., & Chen, A. (2020). The Missing Link? Middle School Students’ Procedural Knowledge on Fitness. Journal of Teaching in Physical Education, 1(1), 1-10. https://doi.org/10.1123/jtpe.2019-0237
Brink, M. S., Visscher, C., Arends, S., Zwerver, J., Post, W. J., & Lemmink, K. A. (2010). Monitoring stress and recovery: new insights for the prevention of injuries and illnesses in elite youth soccer players. British Journal of Sports Medicine, 44(11), 809-815. https://doi.org/10.1136/bjsm.2009.069476
Zorzi, A., Vessella, T., De Lazzari, M., Cipriani, A., Menegon, V., Sarto, G., & Sarto, P. (2020). Screening young athletes for diseases at risk of sudden cardiac death: role of stress testing for ventricular arrhythmias. European Journal of Preventive Cardiology, 27(3), 311-320. https://doi.org/10.1177/2047487319890973
Hermassi, S., Bragazzi, N. L., & Majed, L. (2020). Body fat is a predictor of physical fitness in obese adolescent handball athletes. International Journal of Environmental Research and Public Health, 17(22), 8428-8434. https://doi.org/10.3390/ijerph17228428
Gerabinis, P., & Goudas, M. (2019). A Qualitative Investigation of Young Footballers’ Perceptions Regarding Developmental Experiences. Social Sciences, 8(7), 215-223. https://doi.org/10.3390/socsci8070215
Collins, J., Maughan, R. J., Gleeson, M., Bilsborough, J., Jeukendrup, A., Morton, J. P., & McCall, A. (2021). UEFA expert group statement on nutrition in elite football. Current evidence to inform practical recommendations and guide future research. British Journal of Sports Medicine, 55(8), 416-416. https://doi.org/10.1136/bjsports-2019-101961
Smith, B., & McGannon, K. R. (2018). Developing rigor in qualitative research: Problems and opportunities within sport and exercise psychology. International Review of Sport and Exercise Psychology, 11(1), 101-121. https://doi.org/10.1080/1750984x.2017.1317357
Strachan, L., MacDonald, D. J., & Côté, J. (2016). Project score! Coaches’ perceptions of an online tool to promote positive youth development in sport. International Journal of Sports Science & Coaching, 11(1), 108-115. https://doi.org/10.1177/1747954115624827
Bridge, M. W., & Toms, M. R. (2013). The specialising or sampling debate: A retrospective analysis of adolescent sports participation in the UK. Journal of Sports Sciences, 31(1), 87-96. https://doi.org/10.1080/02640414.2012.721560
Farič, N., Potts, H. W., Hon, A., Smith, L., Newby, K., Steptoe, A., & Fisher, A. (2019). What players of virtual reality exercise games want: Thematic analysis of web-based reviews. Journal of Medical Internet Research, 21(9), 13833-13839. https://doi.org/10.2196/preprints.13833
Malina, R. M. (2010). Early sport specialization: Roots, effectiveness, risks. Current Sports Medicine Reports, 9(6), 364-371. https://doi.org/10.1249/jsr.0b013e3181fe3166
Boettcher, J., Filter, B., Denecke, J., Hot, A., Daubmann, A., Zapf, A., & Wiegand-Grefe, S. (2020). Evaluation of two family-based intervention programs for children affected by rare disease and their families–research network (CARE-FAM-NET): Study protocol for a rater-blinded, randomized, controlled, multicenter trial in a 2x2 factorial design. BMC Family Practice, 21(1), 1-11. https://doi.org/10.1186/s12875-020-01312-9
Leifer, E. S., Troendle, J. F., Kolecki, A., & Follmann, D. A. (2021). Joint testing of overall and simple effects for the two-by-two factorial trial design. Clinical Trials, 18(5), 521-528. https://doi.org/10.1177/17407745211014493
Fichera, E., & von Hinke, S. (2020). The response to nutritional labels: Evidence from a quasi-experiment. Journal of Health Economics, 72(1), 102326-102336. https://doi.org/10.1016/j.jhealeco.2020.102326
Aiken, L. S., West, S. G., & Reno, R. R. (1991). Multiple regression: Testing and interpreting interactions. Sage.
Subali, B., & Suyata, P. (2011). Guide to analyzing educational measurement data to obtain empirical evidence of validity using the Quest program. Yogyakarta: Institute for Research and Community Service at Yogyakarta State University.
Sumintono, B., & Widhiarso, W. (2015). Rasch modeling application in educational assessments. Trim Komunikata.
McGowan, J., Whatman, C., & Walters, S. (2020). The associations of early specialisation and sport volume with musculoskeletal injury in New Zealand children. Journal of Science and Medicine in Sport, 23(2), 139-144. https://doi.org/10.1016/j.jsams.2019.09.002
De Pero, R., Amici, S., Benvenuti, C., Minganti, C., Capranica, L., & Pesce, C. (2009). Motivation for sport participation in older Italian athletes: role of age, gender and competition level. Sport Sciences for Health, 5(2), 61-69. https://doi.org/10.1007/s11332-009-0078-6
Ali, A. (2011). Measuring soccer skill performance: a review. Scandinavian Journal of Medicine & Science in Sports, 21(2), 170-183. https://doi.org/10.1111/j.1600-0838.2010.01256.x
Stolz, S., & Pill, S. (2014). Teaching games and sport for understanding: Exploring and reconsidering its relevance in physical education. European Physical Education Review, 20(1), 36-71. https://doi.org/10.1177/1356336x13496001
Bloomfield, J., Polman, R., & O’Donoghue, P. (2007). Physical demands of different positions in FA Premier League soccer. Journal of Sports Science & Medicine, 6(1), 63-69.
O’Reilly, J., & Wong, S. H. (2012). The development of aerobic and skill assessment in soccer. Sports Medicine, 42(12), 1029-1040. https://doi.org/10.1007/bf03262310
Lloyd, R. S., & Oliver, J. L. (2012). The youth physical development model: A new approach to long-term athletic development. Strength & Conditioning Journal, 34(3), 61-72. https://doi.org/10.1519/ssc.0b013e31825760ea
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-74. https://doi.org/10.1037/0003-066x.55.1.68
Standage, M., Duda, J. L., & Ntoumanis, N. (2005). A test of self‐determination theory in school physical education. British Journal of Educational Psychology, 75(3), 411-433. https://doi.org/10.1348/000709904x22359
Kavussanu, M., & Boardley, I. D. (2009). The prosocial and antisocial behavior in sport scale. Journal of Sport and Exercise Psychology, 31(1), 97-117. https://doi.org/10.1123/jsep.31.1.97
García-García, P. A., Martínez, J. A., & González-Gómez, F. J. (2017). The influence of aggressiveness on the performance of football teams in Spain. International Journal of Medicine and Sciences of Physical Activity and Sports, 17(66), 17-26.
Camiré, M., & Trudel, P. (2010). High school athletes’ perspectives on character development through sport participation. Physical Education and Sport Pedagogy, 15(2), 193-207. https://doi.org/10.1080/17408980902877617
Camiré, M., Trudel, P., & Bernard, D. (2013). A case study of a high school sport program designed to teach athletes life skills and values. The Sport Psychologist, 27(2), 188-200. https://doi.org/10.1123/tsp.27.2.188
MacDonald, D. J., Côté, J., & Deakin, J. (2010). The impact of informal coach training on the personal development of youth sport athletes. International Journal of Sports Science & Coaching, 5(3), 363-372. https://doi.org/10.1260/1747-9518.104.22.1683
Fisher, L. A., Larsen, L. K., Bejar, M. P., & Shigeno, T. C. (2019). A heuristic for the relationship between caring coaching and elite athlete performance. International Journal of Sports Science & Coaching, 14(2), 126-137. https://doi.org/10.1177/1747954119827192
Gould, D., Collins, K., Lauer, L., & Chung, Y. (2007). Coaching life skills through football: A study of award-winning high school coaches. Journal of Applied Sport Psychology, 19(1), 16-37. https://doi.org/10.1080/10413200601113786
Bodey, K., Schaumleffel, N., Zakrajsek, R., & Joseph, S. (2009). A strategy for coaches to develop life skills in youth sport. Journal of Youth Sport, 4(2), 16-20.
Cappelen, A., List, J., Samek, A., & Tungodden, B. (2020). The effect of early-childhood education on social preferences. Journal of Political Economy, 128(7), 2739-2758. https://doi.org/10.1086/706858
Weller, M., Jordan, K., DeVries, I., & Rolfe, V. (2018). Mapping the open education landscape: Citation network analysis of historical open and distance education research. Open Praxis, 10(2), 109-126. https://doi.org/10.5944/openpraxis.10.2.822
Sackett, S. C., & Gano-Overway, L. A. (2017). Coaching life skills development: Best practices and high school tennis coach exemplar. International Sport Coaching Journal, 4(2), 206-219. https://doi.org/10.1123/iscj.2016-0080
Legg, E. (2021). The purpose of sport: perspectives of players, coaches, parents, and administrators. Managing Sport and Leisure, 26(2), 80-92. https://doi.org/10.1080/23750472.2020.1792800
Pennington, C. G. (2017). Moral development and sportsmanship in physical education and sport. Journal of Physical Education, Recreation & Dance, 88(9), 36-42. https://doi.org/10.1080/07303084.2017.1367745
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).