Using a Secure-Simple-Real-Innovative-Objective-Measurable (SSRIOM) Approach on Sports Science Teaching

This research aims to determine the percentage level of students’ interests in the use of Secure, Simple, Real, Innovative, Objective, and Measurable (SSRIOM) approach. The data in this study are analyzed using descriptive statistics. Three hundred students were randomly sampling. This study shows the level of SSRIOM approach. Secure was in 92%, simple was in 91%, real was in 95%, innovative was at 84.67%, objectivity was in 95.67%, and measurable was in 92.28%. Overall the implementation of the SSRIOM approach was ninety-two point twenty-eight percent. This research recommends a teacher to choose the right approach that emphasizes to the secure, simple, real, innovative, objective, and measurable for students. Thus, students can be grouped into the teaching and learning process for effective teaching and learning. Also, it is recommended to the instructors/ teachers/lecturers to choose an approach that emphasize the safety factors for their students in the process of teaching and learning. To avoid the problem that makes students saturated, a teacher must choose the correct approach that underlines the real life and innovative aspects. Ultimately, to all teachers and lecturers in providing assessment for students, it is expected to be objective so that the ability of participants could be measurable. Keywords—SSRIOM, teaching method, Sports Science

[1]  A. Bauman,et al.  Physical activity and public health: updated recommendation for adults from the American College of Sports Medicine and the American Heart Association. , 2007, Circulation.

[2]  Keith Davids,et al.  A constraints-based approach to the acquisition of expertise in outdoor adventure sports , 2013 .

[3]  Andi Anto Patak,et al.  Investigating Multiple Intelligence-Based Instructions Approach on Performance Improvement of Indonesian Elementary Madrasah Teachers , 2018, SAGE Open.

[4]  A. Williams,et al.  Anticipation skill in a real-world task: measurement, training, and transfer in tennis. , 2002, Journal of experimental psychology. Applied.

[5]  J. B. Norman,et al.  Educational Research Planning and Economic Change in Hungary , 1982 .

[6]  Paul B Gastin,et al.  Monitoring the athlete training response: subjective self-reported measures trump commonly used objective measures: a systematic review , 2015, British Journal of Sports Medicine.

[7]  Andi Anto Patak,et al.  Spiritual group training for adolescences: Investigating the effect of group training on spiritual well-being , 2018 .

[8]  P. Corso,et al.  The effectiveness of interventions to increase physical activity. A systematic review. , 2002, American journal of preventive medicine.

[9]  B. Nooteboom.  Learning and Innovation in Inter‐organizational Relationships , 2008 .

[10]  Bernard C. Beins,et al.  Research Methods and Statistics , 2011 .

[11]  L. Cohen,et al.  Research Methods in Education , 1980 .

[12]  C. Shea,et al.  Principles derived from the study of simple skills do not generalize to complex skill learning , 2002, Psychonomic bulletin & review.