Indonesian Journal Of Education and Humanity

PARENTAL SUPPORT, TRAINING MOTIVATION, AND VOLLEYBALL TRAINING AMONG YOUTH ATHLETES: EVIDENCE FROM A COMMUNITY-BASED SPORT PROGRAM

2026-08-09T02:11:22+00:00

Youth sport can function as a community-based educational environment in which young athletes develop physical, psychological, social, and interpersonal competencies. Within this environment, parental support and training motivation represent important psychosocial dimensions that may be associated with athletes' training experiences. However, evidence concerning their relationships with youth volleyball training remains limited, particularly in community-based sport settings. This study examined the associations of parental support and training motivation, individually and simultaneously, with volleyball training among youth athletes aged 10–15 years at The Black Volleyball Club, Majalengka, Indonesia. A quantitative cross-sectional correlational-regression design was employed using a census approach involving all 25 eligible athletes. Data were collected using five-point Likert-scale questionnaires measuring parental support, training motivation, and volleyball training, complemented by attendance, participation, and coaching records. Descriptive statistics, correlation analysis, diagnostic tests, and multiple linear regression were conducted using IBM SPSS Statistics. The results showed that parental support was not significantly associated with volleyball training (p = 0.327), and training motivation was likewise not significantly associated with volleyball training (p = 0.571). The overall regression model was not statistically significant, F(2, 22) = 0.857, p = 0.438, and accounted for 7.2% of the observed variance in volleyball training. These findings indicate that parental support and training motivation, considered jointly, provided limited explanatory coverage of volleyball training within the investigated sample. The findings support a multidimensional understanding of community-based youth sport as an educational and developmental environment in which individual, interpersonal, instructional, and organizational conditions may intersect. Given the small sample and cross-sectional design, the findings are context-specific. Future research should employ larger samples, longitudinal designs, and broader multidimensional models to examine youth athletes' training and development.

FREESTYLE SWIMMING SKILL CHANGES FOLLOWING SCHMIDT’S MOTOR SCHEMA THEORY-BASED VARIABLE PRACTICE IN BEGINNER ATHLETES

2026-08-14T18:28:22+00:00

Freestyle swimming requires coordinated execution of body position, leg movement, arm movement, and breathing, making the development of adaptable motor skills particularly important for beginner athletes. This study examined changes in freestyle swimming skills following a variable-practice program based on Schmidt’s Motor Schema Theory among beginner athletes at PR Putrajaya. A quantitative pre-experimental approach was employed using a one-group pretest–posttest design. The participants were 10 beginner athletes who participated in a structured training program comprising 14 total sessions, including pretest and posttest assessments. The program incorporated systematic variations in swimming speed, distance, rhythm, breathing, and movement patterns while maintaining the fundamental structure of freestyle swimming. Freestyle swimming skill was assessed using a four-component technical rubric covering body position, leg movement, arm movement, and breathing, with a maximum total score of 16. Descriptive statistics and a paired-samples t-test were used to examine pretest–posttest changes. The mean total skill score increased from 10.50 (SD = 0.85) at pretest to 13.60 (SD = 1.43) at posttest, representing a mean increase of 3.10 points. The paired-samples t-test indicated a statistically significant pretest–posttest difference, t(9) = 8.188, p < .001. Improvements were observed across all four technical components, with the largest descriptive increase occurring in breathing. These findings provide preliminary evidence of improvement in observed freestyle swimming skill following structured variable practice and are theoretically consistent with the principles of practice variability associated with Schmidt’s Motor Schema Theory. However, because the study used a one-group pretest–posttest design with only 10 athletes, the findings do not establish a definitive causal effect of the intervention. Further controlled research with larger samples, retention tests, and transfer assessments is needed to determine whether the observed changes represent durable and adaptable motor learning.

RECREATIONAL SPORT AND ANXIETY AMONG SIXTH-GRADE STUDENTS DURING EXAMINATION PREPARATION: A ONE-GROUP PRETEST–POSTTEST STUDY

2026-08-13T10:57:35+00:00

This study examined changes in anxiety scores among sixth-grade elementary school students following participation in a structured recreational sport program. A quantitative pre-experimental approach using a one-group pretest–posttest design was employed. The participants were 39 sixth-grade students from SD Negeri 1 Kepongpongan, Cirebon Regency, Indonesia, comprising 23 boys and 16 girls. Anxiety was assessed before and after four recreational sport sessions using a 13-item questionnaire adapted from the Spence anxiety scale. Descriptive statistics summarised the anxiety scores, and the Shapiro–Wilk test was conducted on the paired difference scores. Because the difference scores were not normally distributed, the Wilcoxon Signed-Rank Test was used to examine the pretest–posttest change. The mean anxiety score decreased from 30.03 (SD = 6.37) at pretest to 27.77 (SD = 5.64) at posttest, representing a mean decrease of 2.26 points (7.51%). The Wilcoxon Signed-Rank Test indicated a statistically significant difference between pretest and posttest anxiety scores, W = 154.50, p = .0028. Of the 39 students, 24 showed lower anxiety scores at posttest, 13 showed higher scores, and 2 showed no change. These findings indicate a statistically significant change in anxiety scores across the two measurement points following participation in the recreational sport program. However, because the study used a one-group pretest–posttest design without a control group, the observed change cannot be attributed exclusively to the recreational sport program. The findings therefore provide preliminary, context-specific evidence regarding the potential relevance of structured recreational sport as a supportive component of broader school-based approaches to student psychosocial well-being. Future controlled studies with larger samples and longer follow-up periods are needed to examine the sustainability and causal mechanisms of these changes

FUTSAL EXTRACURRICULAR INVOLVEMENT AND SOCIAL INTERACTION AMONG ELEMENTARY SCHOOL STUDENTS: A CORRELATIONAL STUDY

2026-08-13T10:55:49+00:00

Extracurricular activities can provide elementary school students with opportunities to develop social competencies beyond formal classroom learning. As a team-based sport, futsal involves communication, cooperation, coordination, and shared responsibility, making it a potentially relevant context for social interaction. However, empirical evidence on the relationship between futsal extracurricular involvement and social interaction among elementary school students remains limited. This study examined the association between students’ involvement in futsal extracurricular activities and their social interaction at SDN 3 Setu Wetan, Cirebon Regency, Indonesia. A quantitative correlational design was employed with 25 students from Grades IV–VI who participated in the school’s futsal extracurricular program. Because the entire accessible population was included, total sampling was applied. Data were collected using two four-point Likert-scale questionnaires comprising 15 valid items measuring futsal extracurricular involvement and 19 valid items measuring social interaction. The instruments demonstrated satisfactory internal consistency, with Cronbach’s alpha coefficients of .794 and .926, respectively. Data were analyzed using descriptive statistics, the Shapiro–Wilk test, and Pearson product–moment correlation at an alpha level of .05. The results showed a positive and statistically significant association between futsal extracurricular involvement and social interaction, r = .666, p < .001. The coefficient of determination was 44.4%, indicating that the two variables shared 44.4% of their variance in the bivariate model. Thus, students reporting higher levels of futsal extracurricular involvement also tended to report higher levels of social interaction. The findings provide context-specific evidence that futsal extracurricular participation is meaningfully associated with students’ social interaction. However, the correlational design precludes causal inference. Futsal may therefore be considered a potentially meaningful social-learning context alongside its physical and technical development functions.

COMPETITIVE ANXIETY AND MATCH-BASED VOLLEYBALL SKILL PERFORMANCE AMONG CLUB ATHLETES: EVIDENCE FROM A LOCAL COMPETITIVE SETTING

2026-08-14T18:31:06+00:00

Competitive anxiety is a psychological factor that may accompany athletes’ responses to competitive demands, but its relationship with technical performance may vary across athletes and competitive contexts. This study examined the association between competitive anxiety and match-based volleyball skill performance among senior athletes of the Mutiara Galuh Volleyball Club. We employed a quantitative exploratory correlational design. We assessed competitive anxiety using the Sport Competition Anxiety Test (SCAT), and evaluated match-based performance through structured observation of four fundamental volleyball skills: service, passing/receiving, spiking/smashing, and blocking. Fourteen senior athletes included in the match line-up completed the anxiety assessment, while seven athletes who participated in the observed match provided complete paired observations for the inferential analysis. Data were analyzed using descriptive statistics, the Shapiro–Wilk test, and Spearman’s rank-order correlation at a significance level of .05. Competitive anxiety was predominantly moderate (M = 17.93, SD = 1.98), whereas match-based skill performance was relatively low (M = 33.73%, SD = 19.31%). The analysis showed a negligible and non-significant association between competitive anxiety and skill performance (rₛ = −.030, p = .949, N = 7). Thus, no statistically detectable linear association was observed between pre-competition competitive anxiety and aggregated technical performance in the paired sample. Given the very small analytical sample and single-match observation, interpret the finding as preliminary and context-specific evidence, rather than evidence that competitive anxiety is unrelated to volleyball performance generally. Future research should employ larger samples, repeated match observations, and more temporally sensitive psychological and performance measures to better examine the dynamic relationship between psychological responses and technical execution during competition.

THE ROLE OF HUMAN RESOURCE MANAGEMENT IN BUILDING COMPLIANCE WITH LABOR REGULATIONS

2026-08-27T07:17:42+00:00

Compliance with employment regulations is essential for establishing fair, harmonious, and sustainable employment relationships. Within organizations, compliance extends beyond legal functions and represents an important responsibility of human resource management (HRM), particularly because HRM oversees employment practices related to recruitment, employment agreements, wages, working hours, employee rights, performance management, competency development, and termination. This study aims to examine HRM's role in establishing employment regulatory compliance, identify how regulatory requirements are implemented in HRM practices, and analyse the factors that support or hinder compliance and the strategies used to address them. The study employed a qualitative literature study based on relevant laws and regulations, books, scientific journal articles, institutional documents, and academic sources. Data were analysed by identifying, classifying, interpreting, and synthesising them to develop an integrated understanding of employment compliance within HRM practices. The findings indicate that HRM bridges employment regulations and organisational practice through compliance monitoring, internal policy development, employee education, documentation, supervision, and employment risk management. Compliance is primarily reflected in managing employment agreements, wages, working and rest hours, worker protection, social security, dispute resolution, and termination procedures. Leadership commitment, HRM competence, information systems, organisational compliance culture, and access to legal information support effective implementation, whereas regulatory changes, limited understanding, excessive efficiency orientation, weak internal control, and gaps between formal policies and actual practices remain significant barriers. The study concludes that effective employment compliance requires a preventive, integrated, documented, and continuously monitored HRM system that connects regulatory requirements with everyday organisational practices.