DEVELOPMENT OF PHYSICAL EDUCATION TRAINING MODEL FOR UPPER GRADE STUDENT IN ELEMENTARY SCHOOL	
Aflaharani Uhacham	
UNIVERSITAS NEGERI YOGYAKARTA, SLEMAN, YOGYAKARTA, INDONESIA
PRODI ILMU KEOLAHRAGAAN, FAKULTAS PASCASARJANA 
Aflaharaniuhacham28@gmail.com	

Keywords:	training model, circuit training, upper grade student of elementary school.
Abstract:	Research intends to produce physical fitness training model for upper- grade students in elementary school. Development research is done with following steps: (1) information gathering in the field, (2) information analysis, (3) initial product development, (4) expert / revision validation, (5) small scale trial, (6) revision, (7) large-scale field trial, (8) final revision, and (9) making final products. Small-scale trial is done totalling 24 students. Large scale trial in three schools. Instruments: (1) interview guideline, (2) questionnaire, (3) observation guideline, (4) effectiveness test questionnaire, and (5) student questionnaire. Data analysis technique is by descriptive quantitative and qualitative. Research results are physical fitness training model for upper grade elementary school students use circuit training method. The results of assessment of material experts and students show that the model developed is considered good and effective, and students give positive response, so that the learning model developed is feasible to use.

1	INTRODUCTION
Along with the rapid development of Science and Technology (IPTEK), children's activities are easier, more enjoyable, faster and smoother. In other words, children are truly spoiled by development of science and technology. This is worsened by reduced land for children to play in the form of field as place to exercise, especially in urban areas. As a result of that, all children's lives are changed, which are usually active moving now become passive or lazy to move. Reality in the field shows elementary school children spend more hours sitting in front of television, video games, or other electronic games than playing outside that use movement elements (basic motion). Direct impact felt by such a lifestyle is a decrease in the children ability to move.
Purpose of teaching physical fitness to children is not result-oriented but prioritizes the process. Children experience in teaching activities is regarding the use of useful energy, responsible learning, and healthy lifestyle. Lessons learned from everyday life to get good physical fitness are physical activity or training 2-5 times a week for 30-45 minutes in addition to motor physical learning at school.
Based on observation results in several elementary schools in Special Region of Yogyakarta (DIY). The researcher found various problems related to physical fitness of elementary students, they are low quality of students' fitness in performing sport practices conducted by teachers in their schools. This is evidenced by students often feeling lazy, experiencing fatigue and injury while practicing sports, even though sport teachers have performed the procedure as well as possible at the beginning of sports subjects by giving warm-up and stretching before doing core training. In addition, there is still lack of pleasant training variations to increase motivation in doing sports at school.
The researcher found several problems faced by teachers at schools, including the following:
Lack of teacher knowledge in applying appropriate training model in the learning process to improve children's physical fitness. The lack of teacher knowledge results in the lack of teacher creativity in preparing varied and interesting physical learning model so that children are not bored.
Lack of facilities and infrastructure that can support the education and learning process. Conditions like this cause the teaching activities of teacher to only provide available practice tools, while the other practice material is not given because the required tools are missing or damaged.
There are still limited references or reading resources about how the teacher teaches the appropriate physical learning model to support the achievement of desired learning. This causes the teacher still looks confused to give a form of physical learning model like what is especially for high school elementary school students, especially with long learning hours, which is 4 x 35 minutes.
The fact that  not maximal physical fitness of students can be seen that almost 50% of students feel tired when doing these movements, because children are very rarely given these movements in PJOK learning, so that the children physical fitness abilities have not been maximized.
Children are less enthusiastic and lazy to exercise actively, because learning is less interesting. Children are more interested in doing electronic games such as online games, playstation, gadgets and other electronic games. Children feel very comfortable to do the game without feeling bored with a long period of time. On the other hand the children state that they only felt tired and bored with what is taught by the teacher and do not like to run and jump activities. Games played for a long time (≥2 hours) without being balanced with good physical activity will have negative impact on the children physical and psychological health. Griffiths (2010: 1) states.
Boys and girls who used screen-entertainment for any duration, and participated in sport, had fewer emotional and behavioural problems, and more pro-social behaviours, than children who used screen-entertainment for ≥ 2 hours per day and did not participate in sport. 
Students can basically be sees how far their physical fitness is, with these assumptions expected that Elementary School students already have the ability that is very useful for adjusting to their lives, especially those involving movements that are useful in their daily lives. Therefore, Penjasorkes/ Physical Education, Sport, and Health program is expected to contribute to process of growth and development of children. Success of physical education programs in schools is strongly influenced by many factors such as teacher, student, facilities and infrastructure factors. To develop motor skills of elementary school students needed, the model that is suitable with the characteristics of children who like to play is a must.
Based on the statement of Metzler & Michael (in Nasution & Suharjana, 2015) that is "someone demonstrates the way others should act or think to be a model by example". Physical fitness training for elementary school students have the characteristics and dosages of typical training adjusted to their age and stages of development. The dosage and principles of training that need to be considered are the right frequency, intensity, type and duration for elementary students, for example the frequency of good physical training for children 3 times per week can be fulfilled. The main goal of physical training is to maintain or improve physical fitness. Statement above is reinforced by the opinion of Lumintuarso (2013: 25) that the frequency of training for multilateral athletes ranges only 3 times a week. From the above statement, it can be concluded that physical fitness training for elementary students is enough to be done 3 times a week.
Based on this and after knowing the location of the problems above, the researcher wants to try to do research development by making an attractive physical fitness training model that suits the needs of high school elementary school students. The new model is made in the form of physical fitness training with circuit system that is moving from post 1 to the next post. Penjaskes/ Physical Education and Health teachers need to do it as a variety and solution to sport material in physical fitness development so that students do not experience boredom in doing sports and can do it independently in their homes.
Training used is sport activities related to health such as: muscle strength, muscle endurance, heart- lungs endurance, flexibility, and body composition. Research objects were Muhammadiyah Sapen Elementary School, Muhammadiyah Gendeng Elementary School, and Muhammadiyah Purwodiningratan 2 Elementary School in the City of DIY. The reason why researcher chose sports related to health was because these factors are initial foundation in physical fitness.

RESEARCH METHOD
Kind of Research
This type of research was research and development which was used to produce certain products and test the effectiveness of those products (Sugiyono, 2014: 297).
Development Procedure
Research procedure uses simplified steps of Gall, Gall, & Borg (2007: 775-776). Design of the development of the Borg and Gall development model was later modified more simply involving 9 steps: (1) collecting information in field, (2) analysis of collected, information (3) initial product development, (4) expert validation and revision, (5) small-scale field trial, (6) revision, (7) large-scale field trial, (8) final revision, and (9) making final products.

Target/Subject of Research 
Research target was students of upper grade elementary school. Small- scale trial was conducted at Muhammadiyah Sapen Elementary School for 24 students. Large-scale research was done in three schools, they were: 26 students of grade IV of Muhammadiyah Sapen elementary school, 22 students of grade IV of  Muhammadiyah Gendeng elementary school , and 24 students of grade V  of Muhammadiyah Purwodiningratan Elementary School 2.

Instrument dan Data Collection Technique
The instruments used were: interviews, observation sheets, and questionnaire for material experts and media experts, questionnaire for trial subjects, and instruments for observing model effectiveness.
Data Analysis Technique
Data used in this research were qualitative and quantitative data. Effectiveness test was performed by quasi-experimental method which is by comparing the results of the pretest with the posttest results. Data analysis was done by using statistical tests called t test.

RESEARCH RESULT
Based on results of field studies and library studies related to the needs of upper grade students in elementary school to improve physical fitness, the initial product design consisted of 6 post circuits; (1) running, throwing, and ball catching post, (2) deer jumping post, (3 ) sit up and back up post, (4) stretching with ball posts, (5) aerobic gymnastics post, and (6) hunter and predator post. The initial product design that had been arranged was then validated by experts to determine product feasibility before being tested in field. Physical fitness training program model for Upper Grade elementary school students is as follows:
Post of Running, Throwing, and Chest Pass Catching Ball 

How to Play:
a) Done in pairs, starting from initial marker, moving to the last marker and then finishing 
simultaneously in the initial marker.
b) First student throws and the second student catches the ball, then both run sideways together. After arriving at the marker beside it, the ball is thrown back by the second student and the first student receives the ball.
c) The movement is done alternately until the two students arrive at the final marker.
d) Direct movement continued from the final marker back to the initial marker without break.
e) The session is finished after 25 seconds, when the teacher makes a stop signal by blowing the whistle and the student immediately moves to the next post.
Post of Leg Raise 

How to Play:
1) Every student moves the leg raise with the starting position of the horizontal body with shoulder-width- feet.
2) Initial movement lifts one right leg up straight until it forms 90 degree angle, then changes to lower the right leg until it touches the mat.
3) Second movement alternates lifting the left leg until it is straight up until it forms 90 degree angle, then changes to lower the left leg until it touches the mat.
4) The movement is done repeatedly until the specified time limit.
5) After 25 seconds, the teacher will blow the whistle as the instruction session for each post is finished and move to the next post.

Post of Plank

How to Play:
a) The student does plank position by holding the weight on the arm with bent position, the position of straight knee with the back.
b) The student starts movement from middle position, then the first student shifts to right and vice versa the second student shifts to the left by passing the predetermined marker.
c) Both students return to the center, the first child shifts to the left and vice versa the second child shifts to the right.
d) For girls, it is possible to do plank position with both knees touching the floor.
e) The session is completed after 25 seconds when the teacher makes a stop signal by blowing the appropriate whistle and the child moves to the next activity post.

Post of Super kids

How to Play:
a) This activity is performed in pairs and together.
b) The student moves with prone position then raises both hands and feet together, then push-ups.
c) For girls, it is allowed for both knees to touch the floor when doing push ups.
d) After 25 seconds following the training session each post is finished when the teacher blows the whistle as the command is finished and moves to the next post.
Post of Balancing

How to Play:
a) This activity is done together and in pairs.
b) The movement is done with the position of the body standing on one leg (right) first, another foot (left) pulled back with the lower back down parallel to the back foot. Hands are down by holding the ball.
c) After one leg is finished, change the next leg (left), and do the same movement as above.
d) Post activity session is finished when the teacher blows the whistle as the time signal has been finished (25 seconds) and change to the next post.
Post of Jumping Jacks

How to Play:
a) This post is done in pairs and together.
b) Student moves jumping jacks by jumping open both legs and raising both hands until they clap on top of the head simultaneously then the feet meet (landing) and both hands back down to the side of the body.
c) Students make leaps dynamically and without interruption.
d) After predetermined time limit (25 seconds), the teacher blows the whistle as a signal that one training session for each post is completed and changes to the next post.
Post of Squat with the Ball

How to Play:
a) This post is performed together with their partners/ pairs.
b) Student performs squat movement with initial position holding the ball in front of body, then lifts the ball straight up and back position together pressed forward with both knees slightly bent while following down.
c) Movement is done dynamically.
d) After predetermined time limit (25 seconds), the teacher blows the whistle as a signal that one training session for each post is completed and changes to the next post.

Post of Squat Trush

How to Play:
a) This post is performed together and in pairs.
b) Student performs the activity with initial standing position, then the hip is pulled back with back position slightly lowered (slightly curved upwards) and straight forward view, both hands straight forward and the body jumps up straight up.
c) The movement is done several times until the specified time limit.
d) This activity session is finished when the teacher blows the whistle as signal is up and changed to the next post.

DISCUSSION
The final goal of this development research is to produce a product of physical fitness training model for upper grade elementary school students. This model is packaged into a VCD equipped with guidebook. Purpose of the guidebook is to explain more specifically about the model, so that the teacher as a field practitioner and the readers will understand the purpose, the tools needed, the preparation of tools, and how to do the training of physical fitness training model for upper elementary school student.
Final product of the physical fitness training model for student of upper grade elementary school students consists of 8 posts; they are: (1) running, throwing, and catching ball (chest pass), (2) leg raise, (3) plank, (4) super kids , (5) balancing, (6) jumping jacks, (7) squats with  ball, and (8) squat trush. This training model is intended for physical fitness training for upper grade elementary school student, so that this exercise is expected to improve the physical fitness of upper grade elementary school student. Development of physical fitness training model for upper grade elementary school starts from stage (1) gathering information in field, (2) analyzing the collected information, (3) initial product development, (4) expert validation and revision, (5) small scale field trial, (6) revision, (7) large-scale field trial, (8) final revisions, and (9) making final product. The product of this development research is  training model guidebook entitled "Physical Fitness Training Model for Upper Grade Student in Elementary School ".
Developed model is appropriate for students of upper grade elementary school. This research model has been tested on small scale and in large scale. Research data in the form of evaluations from experts and teachers show that this training is suitable of being used as one of the physical activities that aims to improve the physical fitness of high school elementary school students. The physical fitness training model for upper grade elementary school students is developed in accordance with the characteristics of children. Seeing from the learning process, children get bored quickly, so the game model developed is made by playing activity model. This is in accordance with the opinion of Achroni (2012: 16) that playing provides many benefits for children, they are as follows: (1) getting joy and entertainment; (b) develop intelligence / intellect; (2) develop fine motor skills; (3) develop rough motor skill; (4) improve the ability to concentrate; (5) improve the ability to solve problems; (6) developing social skills; (7) as a medium for expressing thoughts; (8) for health. In terms of the difficulty of the training model developed it is also adapted to the abilities of upper- grade elementary school Student, equipments used in the game are not dangerous or safe to use because the equipments have been modified using soft balls and non-hazardous tools.

CONCLUSION 
From the data analysis results of material experts and student questionnaires, it can be concluded that the PRODUCT from this development research is packaged in the form of VCD and guidebook entitled "Physical Fitness Training Model for Upper Grade Elementary School Student". (2) Developed training model is suitable to improve physical fitness of upper grade elementary school students. The physical fitness training model for upper grade elementary school students consists of 8 posts: (a) running, throwing, and catching balls (chest pass), (b) leg raise, (c) plank, (d) super kids, (e) balancing, (6) jumping jacks, (7) squats with ball, (f) squat trush. (3) The physical fitness training model for upper grade elementary school students is arranged effectively in transferring the goal of improving physical fitness to be achieved. Achievement level values indicate an increase in physical fitness during the effectiveness test.

BIBLIOGRAPHY 

Achroni, K. (2012). Mengoptimalkan tumbuh kembang anak melalui permainan tradisional. Yogyakarta: Javalitera.

Borg, W.R. & Gall, M.D. (2007). Educational research. (an introduction), 7th edition. New York & London: Longman.

Griffiths, L.J. (2010). Association between sport and screen-entertainment with mental health problems 5-year-old children. International Journal of Behavioral Nutrition and Activity. (87): pp. 512-37.

Lumintuarso, R. (2013). Pembinaan multilateral bagi atlet pemula pedoman latihan dasar bagi atlet muda berbakat. Yogyakarta: UNY Press.
Metzler & Michael, W. (2011). Instructional models for physical education (3rd ed). USA: Holcomb Hathaway, Publishers, Inc.

Sugiyono. (2014). Cara mudah menyusun skripsi, tesis, dan disertasi.  Bandung: Alfabeta.