This study aims to analyze the effects of augmented reality (AR) training in improving physical fitness and technical performance. An 11-week randomized controlled design was adopted in this study. This research involved sixty female athletes in Pencak Silat and Karate from Sriwijaya University (Indonesia). Participants were allocated into the experimental group, namely AR (Pencak silat: n=15, Karate: n=15) and control group (Pencak silat: n=15, Karate: n=15). Handgrip dynamometer, leg dynamometer test, medicine ball, standing long jump test, hexagon agility test, sit and reach test and multi stage test are used to measure physical fitness levels while the target punching test and target kick test are used to measure technical performance. The results of Student's t showed that there was a change in the mean value of AR (all, p < 0.05) and control only in MBT (p < 0.05) from baseline to final-test, ANOVA analysis we observed that there was an effect of Time on physical fitness (all, p < .001), there was a Group effect related to HDT (p < .001), MBT (p = 0.043), SART (p < .001), and MST (p < .001) and there was a Time * Group interaction related to HDT (p < .001), LDT ( p = 0.029), SLJT (p < .001), HAT ( p < .001), SART (p < .001), and MST (p < .001), there was an effect of Time on technical performance (all, p < .001), Group effect related to TPT (p = 0.004), and Time * Group interaction related to TPT (p = 0.001) and TKT (p < .001). Thus, we conclude that using AR for 11 weeks is an effective training method for improving the quality of physical fitness and technical performance of young athletes in combat sports. Keywords: Combat sport, Athlete performance, Technology training.

This study aims to investigate the effect of using augmented reality (AR) on increasing the level of grit and learning satisfaction among student-athletes. We adopted mixed-methods sequential explanatory design. A total of 40 student-athletes, participants were allocated into control group (CG, n = 20), and experiment group (AR, n = 20). The results of quantitative research based on the Paired sample t-test show that there are significant pre- and post-test differences in CG (p < 0.050, and AR (p < 0.05) in grit and satisfaction. At the same time, the results of 2-Way ANOVA show that there is an effect of time on the variables grit (CoI [p < .001, η²p = 0.810], PoE [p < .001, η²p = 0.837] and satisfaction (TaI [p < .001 , η²p = 0.812], PT [p < .001, η²p = 0.726], TP [p < .001, η²p = 0.649 ], IP [p < .001, η²p = 0.796], there is a group effect on the grit variable (CoI [p < .001, η²p = 0.488], PoE [p < .001, η²p = 0.451] and satisfaction (TaI [p = 0.025, η²p = 0.126], PT [p = 0.011, η²p = 0.159], IP [ p = 0.048, η²p = 0.099], but not found in the TP variable (p = 0.079, η²p = 0.079), and there was an interaction between grit (CoI [p < .001, η²p = 0.707], PoE [p < .001, η²p = 0.718], and satisfaction (TaI [p = 0.031, η²p = 0.117], but there was no interaction on PT [p = 0.113, η²p = 0.065 ], TP [p = 0.638, η²p = 0.006], IP [p = 0.565, η²p = 0.009]. While qualitative findings showed that student-athletes argued that AR has an advantage to create an interactive, interesting, and easy to use learning program to learn various skills in sports. Based on quantitative and qualitative research findings we conclude that integrated AR in PE is a powerful way to increase aspects of grit and learning satisfaction among student-athletes. Keywords: Technology teaching; Grit, Learning satisfaction, Physical education