70 JPJO 5 (1) (2020) 70-75 Jurnal Pendidikan Jasmani dan Olahraga Available online at: https://ejournal.upi.edu/index.php/penjas/article/view/23393 DOI: https://doi.org/10.17509/jpjo.v5i1.23393 The Implementation of Tactical Approach in Developing Football Games Performance and Understanding of Junior High School Students Sucipto*, Beltasar Tarigan, Amung Mamun, Yunyun Yudiana, Oom Rohmah, Agus Gumilar, Burhan Hambali Sekolah Pasca Sarjana, Universitas Pendidikan Indonesia Article Info Article History : Received December 2019 Revised December 2019 Accepted February 2020 Available online April 2020 Keywords : Understanding, Football, Games Performance, Tactical Approach Abstrak Tujuan utama penelitian ini adalah mengimplementasikan pendekatan taktis terhadap pengembangan pemahaman dan keterampilan bermain sepak bola siswa SMP. Metode yang akan digunakan dalam penelitian ini adalah eksperimen dengan rancangan pretest posttest control group design. Melibatkan dua kelompok, yaitu satu kelompok eksperi- men dengan intervensi pendekatan taktis dan satu kelompok dengan intervensi pen- dekatan teknis (tradisional) terhadap pengembangan pemahaman dan keterampilan bermain sepakbola siswa SMP. Terdapat dua instrument yang akan digunakan dalam penelitian ini yaitu (1) instrument kognisi jenis multiple choise pada tingkat kesukaran C1 sampai dengan C3 yang akan digunakan untuk mengukur pemahaman siswa dalam permbelajaran bermain sepak bola, (2) instrument tes keterampilan bermain sepakbola dengan menggunakan Game Permomance Assessment Instrumen (GPAI). Penelitian akan dilakukan pada siswa-siswi SMP dilingkungan kota Bandung. Semua data yang diperoleh akan analisis dengan menggunakan teknik manova satu jalur yang bertujuan untuk melihat pengaruh antar kelompok baik pada pengembangan pemahaman dan kesenangan secara bersama-sama maupun masing-masing variabel. Berdasarkan hasil analisis dapat disimpulkan bahwa implementasi pendekatan taktis memberikan pengaruh terhadap pemahaman siswa dalam pembalajaran sepak bola dan berpengaruh terhadap keterampilan bermain sepak bola siswa dalam pembelajaran sepak bola. Abstract The main objective of this research is the implementation of tactical approaches to- wards developing junior high school students' understanding and skills in playing foot- ball. The method that is used in this research is to experiment with the pretest-posttest control group design. This research involves two groups, the first-named an experi- mental group with a tactical approach intervention and the second group with a tech- nical (traditional) approach to the development of junior high school students under- standing and playing skills. Two instruments are used in this study, the first is multiple -choice cognition instruments at the level of difficulty C1 to C3 which are used to measure students' understanding in playing football, the second is instruments to test playing football skills using Game Performance Instrument Assessment (GPAI). The research will be conducted on junior high school students in Bandung City. All data obtained will be analyzed using the one-way Manova technique which aims to see the influence between groups both on developing understanding and enjoyment together as well as each variable. Based on the results of the analysis, it can be concluded that implementation of tactical approaches gives an influence on students' understanding in playing football lessons and gives influence to the students games performance in playing football.  Correspondence Address : Jln. Dr. Setiabudhi 229, Bandung, Indonesia E-mail : pjkr.sucipto@upi.edu http://ejournal.upi.edu/index.php/penjas/index 71 Sucipto, et.al/ Jurnal Pendidikan Jasmani dan Olahraga 5 (1) (2020) INTRODUCTION The main problem that is a challenge for physical education teachers is the low professionalism of physi- cal education teachers itself, so that physical education teachers are regarded as a non-professional skill. Physi- cal education in schools has not yet generated the ex- pected learning process by curriculum objectives so that the field of physical education studies is still considered less useful compared to other fields of study. First, in general, physical education teachers are only able to apply physical fitness learning to students, but what remains a weakness for physical education teachers is how to implement physical education curriculum into the learning process. Physical education teachers usually focus their learning only on the achievement of psychomotor as- pects or aspects of achievement in sports, consequently other aspects such as cognitive and affective are ig- nored. Thus, the curriculum targets that should develop the three aspects of physical education learning such as cognitive, affective, and psychomotor are not achieved optimally. It will have an impact on physical education learning. Students do not feel comfortable, bored, and students feel forced to follow it or just to fulfill their presence in physical education learning. Sometimes, students get annoyed and bored having to wait too long to get their turn to do the activities instructed by the teacher in physical education learning. The phenome- non in physical education today, many children are re- luctant to take physical education lessons because they seem boring and tedious (L. Brown & Grineski, 1992). There are still many physical education teachers in the physical education learning process inviting anxiety in students, frightening, to the point that values are used as a form of threat to follow physical education learning. In fact, one of the physical education missions (PE) is the promotion of pleasant physical activity participation (Prochaska, Sallis, Slymen, & McKenzie, 2003). The learning approach that is often applied by teachers in learning physical education, especially game activities such as football, is generally a technical and tactical approach. There are two models of approaches in implementation of game learning in physical educa- tion in schools, the technical approach and tactical ap- proach (Griffin L. L., Mitchel, Stephen A., and Oslin, 1997). The tactical approach is classified as an alterna- tive approach to the technical approach applied recently by physical education teachers. It is because of students' awareness in understanding the concept of the game itself must first be understood. The tactical approach also applies the stages in game learning, regarding the stages of the tactical approach. The children are in- volved in a simple game, the mastery of basic tech- niques based on needs, the children are involved in the actual game and they solve the tactical problems in the game (Grifin et al., 1997). In the tactical approach em- braces the stars "Games-drill-Games" and "Important questions".The linkage of the steps to the strategy in a tactical approach can be explained that in the first stage (games) children are presented with a simple form of play (Grifin et al., 1997). From the description above, important questions are given when there are obstacles to playing caused by a lack of mastery of techniques in the game and also to detect students' understanding in following the game. After knowing the stages and strategies for applying the tactical approach, then how do they apply to junior high school-age children? This can be seen from the growth and development of students and the types of sports they are interested in. Physical activity that is in great demand is the game, and the game tends to be a sports game (Jen Doyle, 2002: 5). For this reason, the writer tries to raise a central theme in this study whose pur- pose is to find out the Development of Understanding and Skill of Playing Football in Junior High School Students through the implementation of the Tactical Approach. METHODS The research method used in this study is an ex- periment with Pretest Posttest Control Group Design (Johnson & Christensen, 2012; Astuti, Prasetyo & Ra- hayu, 2012). The use of the experimental method is as- sumed because basically, the main objective of this study is to find out the influence of the tactical ap- proach on pleasure in learning football. Two groups will be used as subjects in the study for the research. Research subject The research subjects used in this study are junior high school students in Bandung City with cluster ran- Copyright © 2020, authors, e-ISSN : 2580-071X , p-ISSN : 2085-6180 72 dom sampling techniques that refer to two sampling techniques namely random selection and random as- signment (Johnson & Christensen, 2012; Ali, 2011), it is based on research needs that require facilities and infrastructures in schools that will become a place of the research, especially infrastructure facilities related to learning football. The subjects used in this study are 56 students divided into 28 male students and 28 female students. Instrument Two instruments are used in this research. Under- standing development instruments,and playing football skills. To measure the level of students' ability to under- stand and analyze football games, use measurements through tests by giving questions about playing foot- ball. Assessment of a student's playing appearance basi- cally requires careful observation while the game is in progress. To assist teachers in observing and registering the player's performance behavior as the game pro- gresses, Griffin, Oslin, & Mitchell (1995), have created an assessment instrument called the Game Performance Assessment Instrument (GPAI). Aspects observed in GPAI include behavior that reflects a player's ability to solve tactical problems in the game of football by mak- ing decisions, making moves that are appropriate to the demands of the game situation, implementing the type of skill chosen. The advantage of GPAI is its flexibility. Physical education teachers can determine for them- selves what components need to be observed that are adjusted to what is the core of the lesson to be given at that time. For example, in football learning, physical education teachers only take a few components, such as decision making, skill execution, and support compo- nents. While the other components are considered suffi- ciently represented. Ideally in learning games, physical education teachers should take all the components available, it will complete the ability of students to dis- play the game. RESULT Descriptive Statistics In providing a general description of the data that has been obtained from the measurement results, the data will be processed and analyzed using descriptive statistics, it is intended to see the actual condition of the data on the average value and standard deviation. The results of the descriptive statistical analysis will be pre- sented in Table 1 below: The results of the analysis obtains the average val- ue of the results of the understanding variable (Y1) ob- tains the average data and the standard deviation of the initial measurements (pre-test) in the technical group (M = 11.04; SD = 3.62) and tactical groups (M = 11.39; SD = 1.89); while the variables of football playing skills (Y2) obtain the mean and SD in the technical group (M = 6.67; SD = 1.18) and the tactical group (M = 6.64; SD = 0.99). Then in the post test measurements after treatment, the mean and SD values are obtained in the understanding variable of technical groups (M = 12.50; SD = 3.53) and tactical groups (M = 13.82; SD = 2.40); whereas in the football playing skill variable (Y2), the mean and SD are obtained in the technical group (M = 9.13; SD = 1.54) and the tactical group (M = 13.10; SD = 3.35). While in the Gain data or the dif- ference between the pre-test and post-test values, the mean and SD values are obtained in the technical group understanding variable (M = 1.46; SD = 1.64) and tacti- cal group (M = 2.43; SD = 1, 29); while the variables of football playing skills (Y2) obtained the mean and SD in the technical group (M = 2.46; SD = 2.09) and the tactical group (M = 6.46; SD = 3.63). Hypothesis testing conducted in this study is ex- amining the comparison of two averages between tacti- cal and technical groups on the understanding and skills Copyright © 2020, authors, e-ISSN : 2580-071X , p-ISSN : 2085-6180 Groups Pre-Test Post-Test Gain Mean SD Mean SD Mean SD Understanding (Y1) Technical approach 56 11.0 4 3.6 12.5 3.5 1.46 1.6 Tactical approach 56 11.3 9 1.8 13.8 2.4 2.43 1.2 Fooball Playing Skills (Y2) Technical approach 56 6.67 1.1 9.13 1.5 2.46 2.0 Tactical approach 56 6.64 0.9 13.1 3.3 6.46 3.6 Total Table 1. Descr iptive Statistics Table Measur ement Results Sucipto, et.al/ Jurnal Pendidikan Jasmani dan Olahraga 5 (1) (2020) 73 of playing football, therefore, the independent sample T -test is conducted to test the comparison between groups. Based on the results of the analysis of the Inde- pendent Sample T Test, the understanding variable ob- tained t value of -1.64 and significant at 0.05 (0.05 ≤ 0.05) with a mean difference of -1.32. This shows that there are significant differences between tactical and technical groups to the understanding. Judging from the mean difference obtained by a difference of -1.32, meaning that the tactical group proved to have a higher and more significant effect than the technical group on student understanding. In other words, the implementa- tion of the tactical approach influences students' under- standing of football learning. Whereas the variable in playing football skills ob- tained t value of -5.71 and significant at 0.00 (0.00 ≤ 0.05) with a mean difference of -3.97. It shows that there are significant differences between tactical and technical groups on football playing skills. Judging from the mean difference obtained by a difference of - 3.97, it means that the tactical group is proven to have a higher and significant effect than the technical group on football playing skills. In other words, the implementa- tion of the tactical approach gives an influence on the basic skills of playing football students in football learning. DISCUSSION The purpose of this study is to examine the imple- mentation of a tactical approach to the understanding and skills of playing football. The results showed that the tactical group proved to have a higher and more significant effect than the technical group on student understanding. This means that the implementation of the tactical approach affects increasing student under- standing in football learning. Concerning the level of understanding, approaches that develop students' level of understanding, summaries derived from several ex- pert opinions, explain that the tactical approach is a learning model that aims to deliver children to the ini- tial situation of the game in the learning process to gain knowledge (declarative and procedural) through oppor- tunities in tactical decision making (O'Connor, 2006). Besides, game learning using the tactical approach model is an effective method of decision making in sports games and should be used as the main objective in learning sports games (Turner, 1995). This approach emphasizes game appreciation and tactical awareness as the basis for making decisions in the game and developing the skills needed (Brooker, Kirk, Braiuka, & Bransgrove, 2000). Also, the key to the learning approach in game sports is the tactical ap- proach or Game sense (Cushion, 2002). Several studies conducted by Stuart Allison and Rod Thorpe add to evidence that tactical approaches are more effective in developing advanced physical education students than traditional skills approaches (Allison & Thorpe, 1997). Implications of teaching a game through a tactical ap- proach developing critical understanding and effective responses to the reality and dynamics of the complexity Copyright © 2020, authors, e-ISSN : 2580-071X , p-ISSN : 2085-6180 Levene's Test for Equality of Variances t-test for Equality of Means F Sig. t df Sig. (2- tailed) Mean Difference Std. Error Differenc Equal variances assumed 7.15 0.10 -1.64 54 0. 05 -1.32 0.80 Understand- ing Equal variances not assumed -1.64 47.59 0.05 -1.32 0.80 Equal variances assumed 14.46 0.00 -5.71 54 0.00 -3.97 0.69 Skills Equal variances not assumed -5.71 37.93 0.00 -3.97 0.69 Table 2. Compar ison Test of Two Aver age (Independent Sample T Test) Sucipto, et.al/ Jurnal Pendidikan Jasmani dan Olahraga 5 (1) (2020) 74 of the situation and the development of a game; have the pedagogical character in developing learning situa- tions; describe broad scope in learning strategies (such as critical thinking, interpersonal communication, re- flective analysis, goal setting, cooperative learning, par- ticipatory experiences, and problem solving) (Autumn, 2007). If this tactical approach is a new physical educa- tion program, then a realistic game activity plan can be arranged together. Physical education teachers need to provide opportunities for students to feel a variety of positions in each learning game so that they can under- stand their role in the team. Through a tactical approach as a whole can learn to put themselves in all positions and develop the right playing skills in his team by the rules of the game itself. Activities in the form of a tacti- cal approach can be used as a strategy in learning or training to be planned as a strategy for future game ac- tivities. Besides, the evidence of tactical groups has a higher and more significant influence than the technical groups on football playing skills, which means that the implementation of the tactical approach influences the basic skills of playing football students in football les- sons supporting some of the previous studies that have been studied relating with the expected approach in game learning materials, at the practical level two ap- proaches are often applied, named the technical and tactical approaches. Implementation of game learning in Physical Education in schools there are two ap- proaches, the tactical approach and the technical ap- proach (Grifin et al., 1997). Both of these approaches lead to the game. The difference between the two ap- proaches lies in the stages of learning. The technical approach prioritizes skills to go to a game. A skills learning approach that emphasizes mastery of basic techniques first before playing patterns (Grifin et al., 1997). While the tactical approach emphasizes the un- derstanding of the concept of play before the actual game, techniques are taught based on the needs in the game. The tactical approach model is a game learning model that aims to increase student awareness about the concept of play through the application of appropriate techniques according to the problem or situation in the game (Grifin et al., 1997). However, concerning the pleasure of participating in learning football. Learning the game through a tacti- cal approach will gain excitement, excitement, and mo- tivation (Grifin, Mitchel, & Oslin, 2006). Likewise in the teaching perspective, the tactical approach has two main assumptions that are carried out to increase great- er interest and excitement for students (Gubacs-Collins, 2007). To the skill of playing football, the results of the analysis in this study support and line with several pre- vious studies, the technical approach is often referred to as the traditional approach, which is more oriented to- wards the achievement of technical playing skills (Tomolyus, 2001 :). From the results of previous re- search on technical and tactical approaches illustrates the effect of technical and tactical approaches on the basic technical skills of football games for 1 Kotabumi JHS students approaching 60 students, with the conclu- sion that there is a significant difference between the final test results in the technical approach group and the tactical approach group towards basic movement skills in football (Supriyanto, 2017). In addition, the tactical approach can improve results better than the technical approach of both men and women (Herwanto, 2015). Furthermore, some research has provided his views on the answers to the challenges of the technical approach (J. Rink, French, & B Tjeerdsma, 1996; A. Turner & T Martinek 1992; A. Turner, 1993), and concentrated more on the results of cognitive-psychomotor learning (Holt, Strean, & Bengoechea, 2002). Learning sports games through a tactical approach can help students in making tactics and strategy decisions when playing games (A. P. Turner, 1995). " Another case with AP Turner, Allison, & Pissanos, (2001) in his writings Mandigo, James, & Nicholas L Holt, (2004) concluded that the tactical approach is useful in teaching hockey games for junior high school students or ages between 11-13 years, learning by using a tactical approach is proven to gain skills in tactics and hockey playing tech- niques. CONCLUSION The implementation of the tactical approach influ- ences students' understanding of football learning. The implementation of the tactical approach influences the students' games performance in playing football learn- ing. Copyright © 2020, authors, e-ISSN : 2580-071X , p-ISSN : 2085-6180 Sucipto, et.al/ Jurnal Pendidikan Jasmani dan Olahraga 5 (1) (2020) 75 ACKNOWLEDGEMENT We would like to deliver our gratitude to Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) UPI as the funding source of the study. We would also deliver our sincere gratitude to all participants who had involved in the study. REFERENCES Allison, S., & Thorpe, R. (1997). A Comparison of the Effectiveness of Two Approaches to Teaching Games Within Physical Education. A Skills Ap- proach Versus a Games for Understanding Ap- proach. British Journal of Physical Education, 28(3), 9–13. Brooker, R., Kirk, D., Braiuka, S., & Bransgrove, A. (2000). Implementing a Game Sense Approach to Teaching Junior High School Basketball in a Natu- ralistic Setting. European Physical Education Review, 6(1), 7–26. https://doi.org/ https://doi.org/10.1177/1356336X000061003 Griffin, L. L., Oslin, J. L., & Mitchell, S. A. (1995). 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