Learning models, self-efficacy, and the influence on students’ learning outcomes of basic techniques in soccer
DOI:
https://doi.org/10.47197/retos.v65.111243Keywords:
physical education, inquiry learning model, modelling, self-efficacy, basic soccer techniquesAbstract
Introduction: Whilst many studies have explored various learning models in physical education, their implementation often pays little attention to the development of affective abilities, including the lack of grouping affective skills into different levels.
Objective: Therefore, the current work is aimed at analyzing how different learning models affect the learning progress of basic soccer techniques at different levels of self-efficacy ability.
Methodology: This study applied a two-way factorial experimental design, dividing learning methods into two groups: peer tutoring and demonstration. In addition, the motor ability level was divided into two categories: high and low. A total of 60 junior high school students, grade 7, were selected through cluster random sampling to participate in the study. The participants in this study were divided into four groups that received treatment for about six weeks. Data regarding self-efficacy ability were collected through a self-efficacy scale, while data regarding basic skills in soccer were taken from the Johnson soccer test, including passing, dribbling, and shooting. Afterwards, the data were analyzed using two-way factorial ANOVA and followed by Tukey's post-hoc test.
Results: The results shows that the modeling-based inquiry learning model resulted in higher learning levels than the inquiry learning model (P < 0.05). In addition, there was a significant interaction between the two learning models and the level of self-efficacy ability (P < 0.05). Conclusions: Finally, the modeling-based inquiry learning model proved to be more effective than the inquiry learning model for students with high self-efficacy ability level (P < 0.05).
References
Abdulla, A., Whipp, P. R., & Teo, T. (2022). Teaching physical education in ‘paradise’: Activity levels, lesson context and barriers to quality implementation. European Physical Education Review, 28(1), 225–243. https://doi.org/10.1177/1356336X211051188
Al-Abood, S. A., Davids, K., & Bennett, S. J. (2001). Specificity of task constraints and effects of visual demonstrations and verbal instructions in directing learners’ search during skill acquisi-tion. Journal of Motor Behavior, 33(3), 295–305. https://doi.org/10.1080/00222890109601914
Ali, A., Williams, C., Hulse, M., Strudwick, A., Reddin, J., Howarth, L., Eldred, J., Hirst, M., & McGregor, S. (2007). Reliability and validity of two tests of soccer skill. Journal of Sports Sciences, 25(13), 1461–1470. https://doi.org/10.1080/02640410601184376
Andrieux, M., & Proteau, L. (2013). Observation learning of a motor task: Who and when? Experimental Brain Research, 229(1), 125–137. https://doi.org/10.1007/s00221-013-3598-x
Andrieux, M., & Proteau, L. (2014). Mixed observation favors motor learning through better estimation of the model’s performance. Experimental Brain Research, 232(10), 3121–3132. https://doi.org/10.1007/s00221-014-4000-3
Bandura, A. (2009). Social cognitive theory in cultural context. Applied Psychology, 51(2), 269–290. https://doi.org/10.1111/j.1464-0597.2009.00310.x
Bandura, A. (2021). Psychological modeling: Conflicting theories. Routledge.
Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41(3), 586–598. https://doi.org/10.1037/0022-3514.41.3.586
Bandura, A., & Wessels, S. (1994). Self-efficacy (Vol. 4). NA.
Belansky, E. S., Cutforth, N., Kern, B., & Scarbro, S. (2016). Disseminating evidence-based physical edu-cation practices in rural schools: The San Luis Valley Physical Education Academy. Journal of Physical Activity and Health, 13(9), 1002–1009. https://doi.org/10.1123/jpah.2015-0233
Bessa, C., Hastie, P., Araújo, R., & Mesquita, I. (2019). What do we know about the development of per-sonal and social skills within the sport education model: A systematic review. Journal of Sports Science & Medicine, 18(4), 812–821. https://doi.org/10.1007/s13110-019-00156-x
Blandin, Y., Lhuisset, L., & Proteau, L. (2018). Cognitive processes underlying observational learning of motor skills. Psychology of Sport and Exercise, 34, 1–10. https://doi.org/10.1016/j.psychsport.2017.10.002
Bonetti, L., Vestberg, T., Jafari, R., Seghezzi, D., Ingvar, M., Kringelbach, M. L., Filgueiras Goncalves, A., & Petrovic, P. (2024). Decoding the elite soccer players psychological profile. BioRxiv, 2024–2028. https://doi.org/10.1101/2024.03.17.532024
Bouazizi, M., Azaiez, F., & Boudhiba, D. (2014). Effects of learning by video modeling on gymnastic per-formances among Tunisian students in the second year of secondary level. IOSR Journal of Sports and Physical Education, 1(5), 5–8. https://doi.org/10.9790/6737-017581
Brookhart, S. M. (2017). How to give effective feedback to your students. ASCD.
Edwards, H. E. (2011). Motor control and learning: From theory to practice. Belmont, CA: Wadsworth Cengage Learning. Publisher: Yolanda Cossio Acquisitions Editor.
Fransen, K., Vanbeselaere, N., De Cuyper, B., Vande Broek, G., & Boen, F. (2015). Perceived sources of team confidence in soccer and basketball. Medicine and Science in Sports and Exercise, 47(7), 1470–1484. https://doi.org/10.1249/MSS.0000000000000609
Fuaddi, F., Tomoliyus, T., Sukoco, P., & Nopembri, S. (2020). The enjoyable physical education learning to improve students’ motivation and learning achievement. Physical Education, Sport and Health Culture in Modern Society, 1(49), 50–59.
González-Víllora, S., Sierra-Díaz, M. J., Pastor-Vicedo, J. C., & Contreras-Jordán, O. R. (2019). The way to increase the motor and sport competence among children: The contextualized sport alphabeti-zation model. Frontiers in Physiology, 10, 569. https://doi.org/10.3389/fphys.2019.00569
Goodyear, V., & Dudley, D. (2015). “I’ma facilitator of learning!” Understanding what teachers and stu-dents do within student-centered physical education models. Quest, 67(3), 274–289. https://doi.org/10.1080/00336297.2015.1032653
Gore, P. A. (2006). Academic self-efficacy as a predictor of college outcomes: Two incremental validity studies. Journal of Career Assessment, 14(1), 92–115. https://doi.org/10.1177/1069072705281367
Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., & Van Petegem, S. (2015). Do perceived au-tonomy-supportive and controlling teaching relate to physical education students’ motivational experiences through unique pathways? Distinguishing between the bright and dark side of mo-tivation. Psychology of Sport and Exercise, 16, 26–36. https://doi.org/10.1016/j.psychsport.2014.08.001
Harvey, S., Pill, S., & Almond, L. (2018). Old wine in new bottles: A response to claims that teaching games for understanding was not developed as a theoretically based pedagogical frame-work. Physical Education and Sport Pedagogy, 23(2), 166–180. https://doi.org/10.1080/17408989.2017.1422823
Hebert, E. P., & Landin, D. (1994). Effects of a learning model and augmented feedback on tennis skill acquisition. Research Quarterly for Exercise and Sport, 65(3), 250–257. https://doi.org/10.1080/02701367.1994.10607625
Ihsan, F., Nasrulloh, A., Nugroho, S., & Yuniana, R. (2024). The effect of shadow training and muscle en-durance on agility of badminton athletes aged 12–17 years. Retos, 54, 36–45. https://doi.org/10.47197/retos.v54.103003
Joo, Y. J., Lim, K. Y., & Kim, J. (2013). Locus of control, self-efficacy, and task value as predictors of learning outcome in an online university context. Computers & Education, 62, 149–158. https://doi.org/10.1016/j.compedu.2012.10.015
Kokstejn, J., Musalek, M., Wolanski, P., Murawska-Cialowicz, E., & Stastny, P. (2019). Fundamental mo-tor skills mediate the relationship between physical fitness and soccer-specific motor skills in young soccer players. Frontiers in Physiology, 10, 596. https://doi.org/10.3389/fphys.2019.00596
Komarraju, M., & Nadler, D. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences, 25, 67–72. https://doi.org/10.1016/j.lindif.2013.01.005
Krustrup, P., Williams, C. A., Mohr, M., Hansen, P. R., Helge, E. W., Elbe, A., De Sousa, M., Dvorak, J., Junge, A., & Hammami, A. (2018). The “Football is Medicine” platform—scientific evidence, large‐scale implementation of evidence‐based concepts, and future perspectives. Scandinavian Journal of Medicine & Science in Sports, 28(S1), 3–7. https://doi.org/10.1111/sms.13171
Lane, J., Lane, A. M., & Kyprianou, A. (2004). Self-efficacy, self-esteem and their impact on academic performance. Social Behavior and Personality: An International Journal, 32(3), 247–256. https://doi.org/10.2224/sbp.2004.32.3.247
Maleki, F., Nia, P. S., Zarghami, M., & Neisi, A. (2010). The comparison of different types of observational training on motor learning of gymnastic handstand. Journal of Human Kinetics, 26, 13–19. https://doi.org/10.2478/v10078-010-0043-0
Metzler, M. (2017). Instructional models in physical education. Taylor & Francis.
Metzler, M. W. (2017). Instructional models for physical education (3rd ed.). Routledge.
Musculus, L., Raab, M., Belling, P., & Lobinger, B. (2018). Linking self-efficacy and decision-making pro-cesses in developing soccer players. Psychology of Sport and Exercise, 39, 72–80. https://doi.org/10.1016/j.psychsport.2018.09.001
Østergaard, L. D. (2016). Inquiry-based learning approach in physical education: Stimulating and engag-ing students in physical and cognitive learning. Journal of Physical Education, Recreation & Dance, 87(2), 7–14. https://doi.org/10.1080/07303084.2015.1119076
Pan, Y.-H. (2014). Relationships among teachers’ self-efficacy and students’ motivation, atmosphere, and satisfaction in physical education. Journal of Teaching in Physical Education, 33(1), 68–92. https://doi.org/10.1123/jtpe.2013-0049
Park, S.-K. (2015). Exploring the argumentation pattern in modeling-based learning about apparent motion of Mars. Eurasia Journal of Mathematics, Science and Technology Education, 12(1), 87–107. https://doi.org/10.12973/eurasia.2015.1283a
Phan, H. P. (2012). Relations between informational sources, self-efficacy and academic achievement: A developmental approach. Educational Psychology, 32(1), 81–105. https://doi.org/10.1080/01443410.2011.625612
Phan, H. P. (2013). Examination of self-efficacy and hope: A developmental approach using latent growth modeling. Journal of Educational Research, 106(2), 93–104. https://doi.org/10.1080/00220671.2012.667008
Russell, M., Benton, D., & Kingsley, M. (2010). Reliability and construct validity of soccer skills tests that measure passing, shooting, and dribbling. Journal of Sports Sciences, 28(13), 1399–1408. https://doi.org/10.1080/02640414.2010.506035
Salisu, A., & Ransom, E. N. (2014). The role of modeling towards impacting quality educa-tion. International Letters of Social and Humanistic Sciences, 32, 54–61. https://doi.org/10.18052/www.scipress.com/ilshs.32.54
Santoso, N., & Santoso, N. P. (2024). Case study: Problem-based learning model for soccer basic move-ment skills and learning activity. Retos, 61, 578–582. https://doi.org/10.47197/retos.v61.103246
Sepdanius, E., Sidi, M. A. B. M., Saputra, E., Afriani, R., Gemaini, A., & Ayubi, N. (2024). Exploring factors affecting physical health perception through sports participation: A PLS-SEM approach. Retos, 51, 1526–1535. https://doi.org/10.47197/retos.v51.102520
Sierra-Díaz, M. J., Gonzalez-Villora, S., Pastor-Vicedo, J. C., & López-Sánchez, G. F. (2019). Can we moti-vate students to practice physical activities and sports through models-based practice? A sys-tematic review and meta-analysis of psychosocial factors related to physical educa-tion. Frontiers in Psychology, 10, 2115. https://doi.org/10.3389/fpsyg.2019.02115
Simonton, K. L., Layne, T. E., & Irwin, C. C. (2021). Project-based learning and its potential in physical education: An instructional model inquiry. Curriculum Studies in Health and Physical Educa-tion, 12(1), 36–52. https://doi.org/10.1080/25742981.2020.1819792
Sparks, C., Dimmock, J., Lonsdale, C., & Jackson, B. (2016). Modeling indicators and outcomes of stu-dents’ perceived teacher relatedness support in high school physical education. Psychology of Sport and Exercise, 26, 71–82. https://doi.org/10.1016/j.psychsport.2016.06.005
Suherman, W. S., & Nugroho, S. (2022). The effect of game experience learning model and fundamental movement skills on psychosocial skills in youth soccer players. Journal of Physical Education & Sport, 22(5). https://doi.org/10.7752/jpes.2022.05.09
Sum, K. W. R., Wallhead, T., Ha, S. C., & Sit, H. P. C. (2018). Effects of physical education continuing pro-fessional development on teachers’ physical literacy and self- efficacy and students’ learning outcomes. International Journal of Educational Research, 88, 1–8. https://doi.org/10.1016/j.ijer.2018.01.001
Trendowski, T. N., & Woods, A. M. (2015). Seven student-centered principles for smart teaching in physical education. Journal of Physical Education, Recreation & Dance, 86(8), 41–47. https://doi.org/10.1080/07303084.2015.1090593
Unenaka, S., Ikudome, S., Mori, S., & Nakamoto, H. (2018). Concurrent imitative movement during ac-tion observation facilitates accuracy of outcome prediction in less-skilled performers. Frontiers in Psychology, 9, 1262. https://doi.org/10.3389/fpsyg.2018.01262
Want, S. C., & Harris, P. L. (2001). Learning from other people’s mistakes: Causal understanding in learn-ing to use a tool. Child Development, 72(2), 431–443. https://doi.org/10.1111/1467-8624.00300
Wong, J. Y. L., & Oh, P. H. (2023). Teaching physical education abroad: Perspectives from host cooper-ating teachers, local students, and Australian pre-service teachers using the social exchange the-ory. Teaching and Teacher Education, 136, 104364. https://doi.org/10.1016/j.tate.2023.104364
Zimmerman, B. J., & Kitsantas, A. (2005). Homework practices and academic achievement: The mediat-ing role of self-efficacy and perceived responsibility beliefs. Contemporary Educational Psy-chology, 30(4), 397–417. https://doi.org/10.1016/j.cedpsych.2005.05.003
Zulkifli, A. F., & Kulinna, P. (2018). Self-efficacy, soccer skills and the influence on students’ learning experience. Biomedical Human Kinetics, 10(1), 1–7. https://doi.org
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Iyan Nurdiyan Haris, Mesa Rahmi Stephani, Ernawati Ernawati, Tri Maniarta Sari, Riezka Eka Mayasari, Basrawi Basrawi, Syarif Hidayat Nasir, Irsan Rahman, Syamsul Rijal, Muh. Nurtanzis Sutoyo
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.
