Physical education related to the learning process that builds on student sports is characterized by a strong process of teaching and learning directed at students mastering various basic forms of sports branching techniques. Sport is more meaningful as a goal than as an educational tool.
Sports as an objective also means sports education, which is education in sports, especially in the shade as a form of sports socialization or the promotion of sports and community sports.
The movement to build sports among students strengthened when politically launched a policy to build sports in every segment of society. The political movement towards sports has ushered in an understanding of sport in the school environment.
Another feature in implementing physical education learning that builds student sports is that learning becomes more of a training or repetition and habituation, because indeed the high demands on mastering various basic sports branching techniques.
Sport is also assumed strong as a tool to promote and image the school as a popular educational institution that is easily recognized by the community. The sports movement in the school environment has also been interpreted in its breadth as a form and effort to deliver students healthy and fit, students feel the pleasure and pleasure of moving, or students develop toward positive character because of the experience of various deliberate sports. Building student sports, like this, is more visible and attractive to the public both the general public and the school community.
Vital Records: Constructive physical, sports and health education Student sports are inspired by the concept of sports socialization with the process of mastery and development of skills or techniques the basis of a sport.
Physical Education Builds Student Learning
Building student learning is an orientation achieved by physical education, which positions sports as a tool for educating, by building learning that educates. Sports position is more interpreted as a medium for achieving educational goals.
The position of sport as an educational tool is strengthened into meaningful, contextual, and purposeful teaching and learning processes. Sports branching learning experiences shape the student's learning construct which develops students' knowledge abilities, attitudes, and motor skills.
Teaching physical education, sports, and health that builds student learning is characterized by first, the existence of reflective-cognitive learning of events in learning sports branching games developed to form a wealth of student treasures of knowledge, both about motion, games, or about and through sports.
Learning prioritizes the development of students' reasoning power to form certain knowledge in students. The power of interpreting or analyzing patterns of motion, being good at positioning themselves when playing football, recognizing space and time when on the field are the characteristics of students who are good at developing their cognitive-cognitive abilities.
Second, learning motor-related attitudes, that is, learning occurs as a result of students experiencing social interaction and social communication with their peers which builds on an attitude of discipline, care, respect / respect, tolerance, responsibility, and a number of other positive social attitudes.
Learning motor-related attitudes is also expected to have an impact on developing students' ability to take spiritual wisdom from their sports learning experiences.
Third, motor learning can be directed to improve the ability of students' motor skills in carrying out their life's tasks. The learning process is in the form of student learning through activities of learning experiences in motion or sports. The pedagogical process and practice builds the integrity of the potential of students.
Important notes: Physical education, sports, and health that build student learning are inspired by the philosophy of education by the process of creating student learning structures that are meaningful, purposeful, and contextual to the needs of students.
Physical Education Builds Sports and Learning Student
The alliance of physical education and sports is built into the concepts of physical education and sports education. This means being in two meanings, namely first, education through sports and education into sports or in other words "sports for learning" and "learning for sports".
The relationship between the two seems "same but not alike", but can be said to be "similar but not alike." When students want to do sports activities, it is indeed necessary for students to master basic techniques or to master the basic skills of the sport.
Mastery of basic techniques or basic skills means sports education, but at the same time the function of physical education also wants to be demonstrated through the term sports education. This is the link that is often compared.
In the process it is increasingly unclear, moreover, there is a limitation of motion (due to weak competence of students due to hypokinetics), which interferes with students' efforts to display basic techniques so as to leave students void of learning in presenting games or basic sports techniques.
The void of student learning seems to be revealed deeper when the concept that must be built leads to "students adapting sports" rather than "sports adapting students". Learning about sports and learning through sports become unstable in situations and conditions that could have been deliberately adjusted.
The learning situation of students becomes very difficult to wake up and is more impressed to be the situation and conditions of learning sports within the limits of the student's movements. In fact, it is very likely to occur in just a modest situation. Physical education teachers need to create a situation of student learning that pays attention to the capabilities of student movement, know the facilities and infrastructure, control the time and space to have.
Teacher competency needs to be demonstrated in the management of student movement capabilities, facilities and infrastructure, time and space in such a way as to create student learning situations that have a meaningful or meaningful structure, are purposeful, and are contextual to the needs of students. Motion learning experiences by students foster understanding and recognition of the potential of the body and its motion identity.
The emergence of interests in the implementation of physical education and sports education in schools, in fact physical education subjects need to be divided into three school programs, namely first, instructional programs. A pure physical education learning program, its nature emphasizes more on the learning process of students.
Second, the recreational and health sports program, a program that emphasizes more on the recreational-use of students' free time in the afternoon by taking the initiative to participate in student leisure time. Third, the school sports club coaching program.
A program that prepares school sports teams to promote schools through a structured training and training process for students who are interested, talented, and potentially become school pride athletes. These three programs should exist in every school when schools develop sports education, sports health and recreation, and achievement sports. Of the three programs, new professions related to sports should emerge, in addition to the profession as a sports teacher in schools.
Important note: Learning physical education, sports, and health with two orientations, namely sports and student learning foster a dualism that attracts interests.