The study's purpose was to improve students’ Higher Order Thinking Skills (HOTS) through learning using the Teaching Game For Understanding (TGfU) as a medium. This study uses purposive sampling with the provision of classes that have a low average value of physical education. Materials and methods. This research is classroom action research (CAR). The sample used in this study consisted of one class totaling 32 students. Results. The results of the study were that in the first cycle there were two assessments carried out, namely when playing the first game and the second game. In the first game students got a pretty good score, namely for the average SEI (Skill Execution Index) value of 0.72 from the highest score of 1 with a percentage of 72%, In the second cycle, the treatment given to students was still the same as the treatment in 1st cycle. In the second cycle, this time in the 1st game the average SEI value increased to 0.79 with a percentage of 79% then DMI increased to 0.81 with a percentage of 81% and the SI value increased to 0.81 with a presentation of 81%. Conclusions. The learning process using TGfU can improve students’ HOTS skills. Learning TGfU with attacking and defending games, can improve decision making, execution skills, and player support which can be seen from each indicator that is determined to have increased from each cycle carried out by students. Hopefully, this research can be a support for Physical Education to grow more advanced.

This comparative–descriptive multi-national research examined the screen time and playtime of preschool children aged 1–6 years before and during the COVID-19 pandemic. Parents reported on the play and screen habits of preschool-aged children on the weekday and weekends using a questionnaire on the lifestyle habits of their children. Results indicated a significant difference in screen time and playtime on the weekday and weekend before the pandemic (screen time: 1.91 ± 2.40 vs. 2.16 ± 2.60 h; playtime: 3.55 ± 2.49 vs. 4.11 ± 2.58 h, both p < 0.05), but during the COVID-19 pandemic, only the weekday–weekend difference in screen time was significantly different (screen time: 2.87 ± 3.15 vs. 3.26 ± 3.18 h, p < 0.05; playtime: 3.25 ± 3.41 vs. 3.48 ± 2.41, p > 0.05). Before- and during-COVID-19 comparisons showed that the average daily screen time increased by 150% from 2.04 h to 3.06 h (p < 0.05), while the average play time decreased by 12.3% (3.83 to 3.36 h, p < 0.05). Based upon international guidelines for movement behaviours of young children, special attention and actions are needed to manage the excessive daily screen time and preserve the average daily playtime of Javanese preschool children. These results present useful benchmarking data for parents, teachers, and health authorities to initiate ameliorative interventions to better balance children’s screen time and playtime as Indonesia emerges from the COVID-19 pandemic to a COVID-19 endemic.

Background and Study Aims. Good motor coordination is needed to achieve good fundamental motor skills. This study aimed to analyze and describe the relationship between fundamental motor skills and motor coordination performance of elementary school students aged 7 to 9 years old. Material and Methods. The subjects were elementary school students in grades 1, 2, and 3 with a total number of students was 478 (248 male students, and 230 female students) in 8 cities and regencies in West Sumatera, Indonesia. This study used a cross-sectional research design. The fundamental motor skills were examined using the Test of Gross Motor Development-Second Edition. This included assessing locomotor skills (running, galloping, sliding, leaping, hopping, and jumping) and object control skills (striking, catching, throwing, dribbling, rolling, and kicking). Motor coordination performance was assessed by using the Körperkoordinations Test für Kinder including balance beam, moving sideways, jumping sideways, and eye-hand coordination. The data were analyzed by using IBM SPSS statistic version 25. Results. Students in urban areas demonstrated certain levels in Gross Motor Quotients scores, while their counterparts in rural areas achieved marginally higher scores with slightly less variation. In schools where Physical Education teachers were present, students generally scored higher compared to schools without Physical Education teachers, albeit with a bit less variation in the latter. When comparing motor coordination performance, students in urban areas typically outperformed those in rural areas, exhibiting slightly more consistent scores. Similarly, students with access to Physical Education teachers showed better motor coordination performance than those without, though with a somewhat greater range in their scores. A noticeable trend was observed in the Gross Motor Quotients scores of Fundamental Motor Skills, which tended to decrease as age increased. Conversely, students' motor coordination performance generally improved with age. Supporting these observations, the result of the one-sample Kolmogorov-Smirnov test, obtained from Asymp. Sig. (2-tailed), was 0.200 > 0.05. Additionally, the Pearson correlation value between motor coordination performance and fundamental motor skills was 0.633 with a sig value of 0.000, indicating a significant relationship. Conclusions. Based on the study's findings, it is recommended to focus on enhancing motor skill programs for children in rural areas. Schools should invest in Physical Education teachers, especially where they are currently absent, to benefit children. Age-specific programs are needed to address the decline in Gross Motor Quotients with age in children. Regular monitoring and evaluation of these initiatives for children are essential.

The COVID-19 pandemic has transformed Indonesians’ behaviors and has had an impact on many facets of daily life. People’s lives are becoming increasingly dependent on digital technologies, which is a phenomenon with conflicting effects on people’s health and happiness. This cross-sectional study focused on one such influence, namely, how the shift from the period before to during COVID-19 has affected children’s playtime and sleep duration. As part of a multicenter study, 618 adult caregivers (parents, family members, or babysitters) who visited the kindergarten in question on behalf of preschool children aged 2–5 years (4.04 ± 1.39) were surveyed on the children’s play and sleep habits before and during the COVID-19 pandemic in Indonesia, particularly Java Island (before pandemic, N = 309; during pandemic, N = 309). ANOVA was used for a statistical analysis to describe the difference between groups and within time collections. Significant favorable relationships were found between pre-pandemic and post-pandemic playtime and sleeping time on weekdays, weekends, and averaged weekday-weekend (r = 0.437; 0.180 and 0.321, all p < 0.05) were detected. Before the pandemic, children’s playtime (4.11 vs. 3.55 h) and sleep duration (10.92 vs. 10.70 h) were significantly greater on the weekend than on the weekday (p < 0.05) but not during the pandemic (playtime: 3.48 vs. 3.45 h and sleep duration: 10.83 vs. 10.80 h; all p > 0.05). The COVID-19 pandemic had no impact on sleep duration or playtime in Javanese preschool children. Efforts should be intensified to promote the value of playtime and sleep duration among children in this age range so that the future of Indonesian children’s can be ensured.

Most of physiological investigation in volleyball studies only discussed which body part is dominant when someone doing spike. There are still few studies to explore in more detail on what muscle works and roles of muscle is so crucial. This study aims to determine which part of the muscle has a more specific effect during spike movements. This study uses a quantitative descriptive method, participants in this study were female and male adolescent athletes obtained 42 participants, divided into 20 males and 22 females. Data on muscle endurance and strength were obtained by measuring the leg and back dynamometer, while the spike hit results collected from The Volleyball Test Skills for Smasher and performance were obtained using observation using a range of points 1-4, which is based on five spike phases: Initial Attitude, Initial Motion, Contact Motion, Follow through Motion, and Ball Placement. Data analysis used ANOVA test and simple regression. The results showed that the performance was significantly increased by the strength of the back muscles (p = 0.005 < 0.05) and abdominal muscles (p = 0.012 < 0.05), while the other components were supportive but not significant. Likewise, the strength of the inner leg muscles (p = 0.010 < 0.05) which has a very significant level of influence (p < 0.01) on the spike results. Strengthening back muscle and abdominal muscle endurance need to be the focus of the training program for young volleyball athletes because they are needed during spike movement and inner leg muscle strength is needed to obtain maximum spike jumps. Keywords: spike; endurance; strength; muscle; young athletes; volleyball

This study investigated the effects of cognitively challenging with nonlinear pedagogical games on the executive functions and situational interests of students in physical education. Participants were 145 fifth and sixth-grade students (74 boys, 71 girls) from four elementary schools. This acute investigation, which included a physical education session, utilized a quasi-experimental design with four groups, repeated measures, and cross-over. After the post-test, one fifth- and one sixth-grade class from each school was randomly assigned to Group 1 with cognitively challenging nonlinear pedagogy games, Group 2 with a session for teaching soccer skills, Group 3 with a session for teaching track and field skills, and Group 4 control group, all the group with cognitively challenging physical with activity nonlinear pedagogy games. Included were pre- and post-test measures of executive functioning and a post-test assessment of situational interest. Students in Group 1 who engaged in cognitively challenging physical activity with nonlinear pedagogy games increased their executive function scores (t(39) =−19.75, p < 0.001, d=1.82) more than students who participated in sessions with group 2 soccer (t(33) =−3.14, p=0.005), group 3 track and field skills (t(38) =−0.98, p=0.325) and those group 4 the control group (t(32) =−0.68, p=0.523). The positive effects on the executive functions of students were duplicated when the cognitively demanding physical activity with nonlinear pedagogy games session was administered to the control group on the waiting list Students who participated in the soccer skills session showed some improvements in their executive functions. Students who participated in cognitively challenging physical nonlinear games scored higher on novelty than those who participated in soccer or track and field. These findings confirm the efficacy of cognitively challenging physical activity using nonlinear games in stimulating the executive functions of students in physical education. Key words: physical activity, nonlinear pedagogy, situational interest, cognitive engagement, design fluency