Pembinaan program spark dalam kalangan kanak-kanak berumur 11 tahun: Kajian rintis
Development of spark program in 11 years old children: A pilot study
DOI:
https://doi.org/10.37134/jsspj.vol7.1.5.2018Keywords:
Program SPARK (Sport Play Active and Recreation for Kids), Kesahan Pakar Bidang, Aktiviti Kecergasan FizikalAbstract
Pembangunan program SPARK (Sport Play Active and Recreation for Kids) adalah satu usaha untuk meningkatkan aktiviti kecergasan fizikal dalam kalangan kanak-kanak sekolah. Selain itu, pembentukkan program ini adalah merupakan aktiviti yang terancang dan sistematik yang akan membantu kanak-kanak melahirkan idea secara bebas terutamanya dalam pembelajaran Pendidikan Jasmani ataupun semasa aktiviti Kokurikulum. Dalam kajian ini, kesahan kandungan tentang program SPARK adalah berdasarkan model pembinaan modul Sidek & Jamaludin (2005). Proses penyediaan kandungan program SPARK (Sports Play Active and Recreation for Kids) bermula dengan pembinaan matlamat dan diakhiri dengan penyatuan draf. Pada peringkat permulaan pembinaan kandungan program ini, penyelidik menentukan tujuan, keperluan dan objektif utama program ini dijalankan serta jenis aktiviti-aktiviti yang sesuai diaplikasikan bagi meningkatkan aktiviti kecergasan fizikal pelajar. Oleh yang demikian, pembangunan program SPARK ini melalui dua fasa iaitu pembinaan program dan kesahan kandungan. Oleh itu, hasil penilaian pakar terhadap kandungan program SPARK (Sport Play Active and Recreation for Kids) ini, mempunyai nilai kesahan kandungan yang tinggi iaitu .78. Oleh itu, nilai ini dapat menjelaskan bahawa kandungan program SPARK (Sport Play Active and Recreation for Kids), adalah sangat releven digunapakai dalam proses pembelajaran dan pengajaran bagi subjek Pendidikan Jasmani, aktiviti kokurikulum mahupun aktiviti satu murid satu sukan dan ianya sangat sesuai untuk digunakan dalam kajian ini. Kesimpulannya, program yang diaplikasikan ini diharap dapat memberi peluang kepada kanakkanak menjalani pembelajaran secara semula jadi melalui sosial kognitif teori yang menyumbang kepada proses pembelajaran dan pengajaran bagi subjek Pendidikan Jasmani dan kesihatan bagi melihat kesan terhadap penglibatan aktiviti fizikal kanak-kanak.
______________________________________________________________
The development of SPARK (Sport Play Active and Recreation for Kids) program is an effort to improve physical fitness activities among school children. In addition, the development of this program is planned and systematic activity that will help children express ideas freely, especially in the Physical Education or during Co-curriculum activities. In this study, the validity of the SPARK program is based on the Sidek & Jamaludin (2005) module. The SPARK (Sports Play Active and Recreation for Kids) content creation process begins with the goal and concludes with a draft union. In the initial stages of the content development, researchers determine the purpose and objective of this program. Besides that, Researchers determine the appropriate types of activities are applied to enhance the physical fitness activities for the students. Therefore, the development of the SPARK program is through two phases, namely program construction and validity of content. Therefore, the results of the expert assessment on SPARK (Sport Play Active and Recreation for Kids) program content have a high content legality value of .78. This value can be explained that the SPARK program (Sport Play Active and Recreation for Kids) is highly relevant to the learning and teaching process for Physical Education subjects, co-curricular activities and it is ideal use in this research. In conclusion, the program is expected to provide opportunities for children to undergo natural learning through cognitive social theories that contribute to the learning and teaching process for Physical and Health Education subjects to see the impact on the involvement of children's physical activity.
Keywords: SPARK Program (Sport Play Active and Recreation for Kids), Expert Validity, Physical Fitness Activity
Downloads
References
Chin, J. J., & Ludwig, D. (2013). Increasing children's physical activity during school recess periods. Revista Panamericana de Salud Pública, 34(5), 367-374.
Doozan, A., & Bae, M. (2016). Teaching physical literacy to promote healthy lives: TGfU and related approaches. The Physical Educator, 73, 471-487.
Fisher, A. (2011). Critical thinking: An introduction. Cambridge University Press.
Fu, Y., Gao, Z., Hannon, J. C., Burns, R. D., & Brusseau Jr, T. A. (2016). Effect of the SPARK program on physical activity, cardiorespiratory endurance, and motivation in middle-school students. Journal of Physical Activity & Health, 13(5).
Hastie, P. A. (2017). Revisiting the National Physical Education Content Standards: what do we really know about our achievement of the physically educated/literate person?. Journal of Teaching in Physical Education, 36(1), 3-19.
Herrick, H., Thompson, H., Kinder, J., & Madsen, K. A. (2012). Use of SPARK to promote after‐school physical activity. Journal of School Health, 82(10), 457-461.
Kahan, D., & McKenzie, T. L. (2017). School and neighborhood predictors of physical fitness in elementary school students. Journal of School Health, 87(6), 448-456.
Marques, A., Gómez, F., Martins, J., Catunda, R., & Sarmento, H. (2017). Association between physical education, school-based physical activity, and academic performance: a systematic review (Asociación entre la educación física, la actividad física en la escuela, y el rendimiento académico: una revisión sistemática). Retos, 31, 316-320.
Sallis, J. F., McKenzie, T. L., Alcaraz, J. E., Kolody, B., Faucette, N., & Hovell, M. F. (1997). The effects of a 2-year physical education program (SPARK) on physical activity and fitness in elementary school students. Sports, Play and Active Recreation for Kids. American Journal of Public Health, 87(8), 1328-1334.
Sidek, M. N., & Jamaludin, A. (2005). Pembinaan modul: Bagaimana membina modul latihan dan
modul akademik. Serdang: Penerbit Universiti Putra Malaysia.
