Comparative Study of Learning Breaststroke Swimming Techniques Using Multi Media and Conventional Method
Bibliographic record
Abstract
AbstractThe purpose of this article is to find out the difference of learning breaststrokes swimming technique between students taught using multimedia and those taught using the conventional method ie images. This is an experimental research using randomized pretest-post test design. A sample of 22 equivalent ability students were chosen randomly, and divided into 2 groups; one group is taught by using multimedia and the other group using images. Key criteria in learning breaststroke swimming techniques such as: body position, hand movement, leg movement, breathing, and coordination were evaluated. Data were analysis using t-test with the significance level set at α Keywords: multimedia, image media, motor ability1. IntroductionEducation is a means to build Human Resources (HR) which is a national asset who are experts, professional, productive and self-reliant to face global competition. To improve the quality of human resources is inseparable from the role of government in education. Thus, an objective of education in Indonesia is to produce wholesome Indonesian who are physically and mentally healthy. This is in line with the aim of exercise which is to educate and establish a healthy lifestyle to produce healthy individuals. Republic of Indonesia Law No. 3 of 2005 on National Sports System Section I Article 1, paragraph 11 states that physical education and sport are implemented as part of the process of regular and ongoing education to acquire knowledge, personality, skills, health, and physical fitness. Implementation of current educational exercise is translated and adapted through school curriculum content and competency standards established by Decree No. 23 of 2006. The scope of Physical Education, Sport and Health in junior high and high schools in Indonesia covers several aspects of the subjects of physical education, sports and health, which includes aquatics.In the aquatics syllabus, the objective is students must demonstrate the ability to do basic techniques of swimming styles which includes freestyle, breast, back and butterfly strokes. Swimming classes is currently administered intra-curricular and as extra-curricular activities. However, in reality, upon graduation from high schools, many students could not swim even though swimming is compulsory.Students at the Faculty of Sports Science, Universitas Negeri Padang were exposed to both theoretical and practical experience in various subjects so that they become professional educators in their field after graduation. One of the compulsory subjects is swimming. Swimming is offered to the students throughout the year.Based on a preliminary study conducted, results of the students swimming classes are not encouraging. Out of 620 students taking swimming lessons in one semester, only 62 students or 10% who got an A, 248 or 40% got a B and 186 students or 30% got grade C, and the rest did not pass the course.Students that did not pass the swimming course can be caused by various factors, among others, low motor ability of the students, the existing infrastructure is not adequate, as well as learning strategies that is not quite right. Of the factors mentioned above, efforts to improve learning strategy may results in improvement in student learning outcomes. Learning is a process of change in student behavior. According to Dick and Carey (2001), learning strategies is define as sorting and organizing aspects of the learning material and make decisions about how to present the subject matter and learning activities involved. …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".