Effect of Physical Activity on Students’ Social Skills :Research Factor Analysis at South Tangerang Elementary Schools
DOI:
https://doi.org/10.61667/vxmtwq57Keywords:
Physical Activity, Social Skills, Elementary Education , Factor Analysis, Student DevelopmentAbstract
This study investigates the impact of physical activity on the social skills of elementary school students in South Tangerang. Utilizing a factor analysis approach, the research examines various dimensions of physical activity—including frequency, duration, and type—and their correlations with key social competencies such as communication, teamwork, empathy, and conflict resolution. A sample of 164 students from ten elementary schools in South Tangerang was selected through stratified random sampling to ensure representativeness. Data were collected using validated questionnaires and observational assessments conducted over six months. Statistical analysis revealed that regular participation in structured physical activities significantly enhances students' social skills, with team-based sports showing the most substantial positive effects. Additionally, the study identified specific factors within physical activity programs that contribute to developing social competencies, including cooperative gameplay, leadership opportunities, and inclusive participation strategies. These findings suggest that integrating comprehensive physical activity programs into the elementary school curriculum can foster essential social skills, thereby contributing to students' overall personal and academic development. The study recommends that educators and policymakers prioritize implementing and supporting diverse physical activity initiatives to promote a holistic educational environment. Future research should explore the long-term effects of sustained physical activity on social skills and investigate the potential moderating variables such as socioeconomic status and cultural background.
References
M. Pretorius, “Communication accommodation theory analysis of nurse–patient interaction: Implications for course design,” International Journal of Applied Linguistics (United Kingdom), vol. 28, no. 1, pp. 71–85, 2018, doi: 10.1111/ijal.12184.
T. Jakonen and N. Evnitskaya, “Teacher smiles as an interactional and pedagogical resource in the classroom,” J Pragmat, vol. 163, pp. 18–31, 2020, doi: 10.1016/j.pragma.2020.04.005.
M. F. Maier, J. L. Epstein, and C. M. Lloyd, The Impact of Family Involvement on the Education of Children Ages 3 to 8: Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills, no. October. MDRC, 2013.
A. Montoya, K. Simonton, and K. L. Gaudreault, “Enhance Student Motivation and Social Skills: Adopting the Sport Education and Cooperative Learning Models,” J Phys Educ Recreat Dance, vol. 91, no. 8, pp. 15–20, 2020, doi: 10.1080/07303084.2020.1798307.
R. M. Sinaga et al., “Reasoning Model and Moral Simulation to Improve Students’ Social Skills: A Focused Look at Emotional Intelligence,” Journal of Educational and Social Research, vol. 12, no. 1, pp. 335–345, 2022, doi: 10.36941/jesr-2022-0026.
K. Mikus, N. Tieben, and P. S. Schober, “Concerted cultivation in early childhood and social inequalities in cognitive skills: Evidence from a German panel study,” Res Soc Stratif Mobil, vol. 72, no. August, p. 100547, 2021, doi: 10.1016/j.rssm.2020.100547.
K. M. Al-Tkhayneh, “The Role of Socialization Institutions in Combating Drug,” Pakistan Journal of Criminology, vol. 16, no. 1, pp. 471–488, 2024, doi: 10.62271/pjc.16.1.471.488.
J. Liu, Q. Chen, and J. Dang, “New intergenerational evidence on reverse socialization of environmental literacy,” Sustain Sci, vol. 17, pp. 2543–2555, 2022, doi: 10.1007/s11625-022-01194-z.
J. E. Richters and E. Waters, “Attachment and Socialization The Positive Side of Social Influence,” Loevinger, vol. 43, pp. 185–214, 1991.
J. J. Shen, C. S. L. Cheah, and C. Y. Y. Leung, “The Long-Term Socialization Goals of Chinese and Korean Immigrant Mothers in the United States,” J Child Fam Stud, vol. 29, no. 6, pp. 1771–1779, 2020, doi: 10.1007/s10826-019-01652-w.
J. Keengwe, Models for Improving and Optimizing Online and Blended Learning in Higher Education. 2015. doi: 10.4018/978-1-4666-6280-3.
R. M. Payes, C. Chong, and C. Botsko, “Improving child care through healthy eating and physical activity,” Curr Opin Pediatr, vol. 35, no. 1, pp. 2–7, 2023, doi: 10.1097/MOP.0000000000001188.
E. E. Dooley, C. A. Thi, C. Browning, D. M. Hoelscher, and C. E. Byrd-Williams, “Examining physical activity policies to practice implementation: Results from the Texas Early Childhood Physical Activity Survey in non-Head Start childcare centers,” Prev Med Rep, vol. 17, p. 101019, 2020, doi: 10.1016/j.pmedr.2019.101019.
1, T. T. Jaakkola, J. O. Liukkonen, and N. Digelidis, “Development of junior high school students’ fundamental movement skills and physical activity in a naturalistic physical education setting,” Phys Educ Sport Pedagogy, vol. 17, no. 4, pp. 411–428, 2012, doi: 10.1080/17408989.2011.603124.
Y. W. Leung, T. C. T. Mak, D. K. C. Chan, and C. M. Capio, “Early Childhood Educators’ Physical Literacy Predict Their Self-Efficacy and Perceived Competence to Promote Physical Activity,” Early Educ Dev, 2023, doi: 10.1080/10409289.2023.2243187.
‘Arif Azlan, N. Ismail, N. F. Mohamad Fauzi, and R. A. Talib, “Incorporating Traditional Games in Physical Education Lesson to Increase Physical Activity Among Secondary School Students: A Preliminary Study,” Lecture Notes in Bioengineering, no. September, pp. 235–247, 2020, doi: 10.1007/978-981-15-3270-2_26.
B. J. Kooiman and D. P. Sheehan, “Bridging Online Physical Education and Technology Assisted Physical Activity,” in Proceedings of the IASTED International Conference Technology for Education and Learning, USA, 2013, pp. 419–425. doi: 10.2316/p.2013.808-014.
L. M. Barnett, N. D. Ridgers, K. Hesketh, and J. Salmon, “Setting them up for lifetime activity: Play competence perceptions and physical activity in young children,” J Sci Med Sport, vol. 20, no. 9, pp. 856–860, 2017, doi: 10.1016/j.jsams.2017.03.003.
L. G. Sylvia, E. E. Bernstein, J. L. Hubbard, L. Keating, and E. J. Anderson, “Practical guide to measuring physical activity,” J Acad Nutr Diet, vol. 114, no. 2, pp. 199–208, 2014, doi: 10.1016/j.jand.2013.09.018.
N. Wiium and R. Säfvenbom, “Participation in organized sports and self-organized physical activity: Associations with developmental factors,” Int J Environ Res Public Health, vol. 16, no. 4, 2019, doi: 10.3390/ijerph16040585.
D. Hellison, “Teaching Physical and Social Responsibility Through Physical Activity Just What is the System ?,” Phys Educ Sport Pedagogy, vol. 83, pp. 1–16, 2015, [Online]. Available: https://www.icsspe.org/system/files/Teaching Physical and Social responisbility through PA %28Hellison%29.pdf
Sutrisno, D., & Susanti, A. (2024). Integrating AI Technology to Optimize Learning for SD Muhammadiyah Kebumen. Global Synthesis in Education Journal, 1(3), 1-9.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Global Synthesis in Education Journal
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
