134 JPJO 5 (2) (2020) 134-142 Jurnal Pendidikan Jasmani dan Olahraga Available online at: https://ejournal.upi.edu/index.php/penjas/article/view/25439 DOI: https://doi.org/10.17509/jpjo.v5i2.25439 The Effect of Small-Sided Games on The Development of Student Leadership and Motivation Yugi Rahmanudin Lugaya, Amung Ma’mun, Yudy Hendrayana Sekolah Pasca Sarjana, Universitas Pendidikan Indonesia, Indonesia Article Info Article History : Received April 2020 Revised June 2020 Accepted August 2020 Available online September 2020 Keywords : leadership, motivation, small-sided games Abstract The purpose of this study was to find out the relationship between the small-sided games model intentionally structured and non-intentionally structured on students’ developments and to know which one is better for early adolescents (12 -15 years), in junior high school. The population of the study were 48 students of SMPN 1 Subang who took part in the extracurricular activities of the National Basketball Association. The Random Cluster Sample technique was used to select the samples. The samples were 20 students for the control group and 20 students for the experimental group. There were two instruments used was intrinsic motivation inventory and leadership instruments. The results showed that the value of the motivation of the experimental group was higher than the value of the motivation of the control group. The results of the experimental group leadership value also showed a higher value than the control group leadership value. The results of the research conclude that a structured small- sided games are effective in increasing the students’ leadership and motivation.  Correspondence Address : Jln. Dr. Setiabudhi 229, Bandung, Indonesia E-mail : yugilugaya67@gmail.com http://ejournal.upi.edu/index.php/penjas/index 135 Yugi Rahmanudin Lugaya et. al/ Jurnal Pendidikan Jasmani dan Olahraga 5 (2) INTRODUCTION Small-sided game (SSG) model is performed in the teaching process in learning or training team sports as it provides a tactical-technical, physical, and other component related to the game performances (Hoffmann, Reed, Leiting, Chiang, & Stone, 2014). Moreover, SSG extends an organizational characteristic similar to formal games (Davids, Arau ́ jo, Correia, & Vilar, 2013). In term of conditions, it can be conven- iently modified to train some specific game components while maintaining game logic. Then, Teaching models that focus on declarative / procedural tactical knowledge carry out the SSG to facilitate the under- standing of players about formal game (Greco, Mem- mert, & Morales, 2010). To modify a condition in SSG (for example, the number of players each team) is able to change the environmental characteristics in a control- lable mode and to encourage athletes /students to per- form the desired behaviour during the learning process (Davids, Button, Arau ́ jo, Renshaw, & Hristovski, 2006). Therefore, the systematic changes in SSG condi- tions allow the teachers and trainers to adapt the tactical -technical demands which is in line to their practice/ training objectives. Furthermore, SSG can be defined as a limited game practiced in small spaces, adapted rules and a smaller number of players (Hill Haas, Dawson, Impellizzeri and Coutts, 2011). These obstacles enable both teachers and trainers to adapt the game with its characteristics and player needs, which creates the SSG a special framework for teaching team sports (Ortega, Alarcón and Piñar, 2012; Owen, Twist and Ford, 2004). The decrease in the number of players possibly allows each player to make more contacts with the ball; as a result, it can have more dribbling, passing, shooting and stealing (Koklu, Asci, Kocak, Alemdaroglu and Dundar, 2011; Reilly, 2005), contributing to better tech- nical development. The tactical knowledge of players can be devel- oped by continuously exposing players to offensive and defensive situations (Dellal, Jannault, Lopez-Segovia and Pialoux, 2011). These SSG tactical problems re- quire creativity to be the solution. It can be defined as the ability to make varied, paced and flexible decisions that will enable players to solve the tactical problems appearing in the game course and essentially, for team sports (Memmert, 2010; Memmert and Roth, 2007). This decision-making ability will upgrade if one is able to learn how to align environmental relevant infor- mation supporting responsive action and exploring the behaviour (Davids, Araújo, Correia and Vilar, 2013; Travassos et al., 2012). Leadership has been identified as an important but underdeveloped life skill among young athletes. There- searcher is willing to develop leadership by choosing a formal educational approach to the sports captain expe- rience. To motivate is one of the important tasks for a captain that must be faced in regular physical education classes. A captain must be able to implement motiva- tional strategies or ways to engage unmotivated stu- dents and maintain motivation in already involved stu- dents as well. Additionally, the captain is the most fre- quent person to report that their leadership duties would be organizational, such as calling the coin toss and choosing the team clothes. The simplified nature of their roles and responsibilities, as well as a deliberate in lack of adult guidance and teaching, the extent to which these students actually learn about leadership should be questionable. Physical education teachers need to understand the scientific basics and research findings in the field of student leadership in physical education learning. For example, how to be an effective leader in sport, and thus it can improve the quality of school athletics. By providing leadership training opportunities in sport, it is hoped that youth will learn lessons that will equip them with other leadership opportunities in the future. When children and teens are enrolled in sports, it is believed that they will have benefits from their experiences. Meanwhile, Parents, coaches, and school administrators assume that in addition to physical fitness, they will acquire important life skills by being there (Gould, Car- son, Fifer, Lauer, & Benham, 2009). However, it shows that sports participation itself is unable to guarantee the development of life skills, par- ticularly, the leadership one. In a recent interview study examining the experiences of high school captains, all 13 former high school captains reported that they were untrained or unprepared by their coaches for their lead- ership roles (Voelker, Gould, & Crawford, 2010). There are some factors involving leadership characteristics; one of those is how the students can be more motivated Copyright © 2020, authors, e-ISSN : 2580-071X , p-ISSN : 2085-6180 136 in sports. That is the duty of the team captain as a lead- er who can be responsible and must be able to motivate the students in his team to do something. To motivate is one of the important tasks in physical education (PE) that must be faced in regular physical education classes. Sports teachers usually must implement the moti- vational strategies or ways to engage unmotivated stu- dents as well as maintain the motivation in already in- volved students. Physical education teachers need to know the scientific basics and research findings in the field of student motivation in physical education learn- ing. The research aims that target the motivation in ap- proaches to physical education seen from a social psy- chological point of view, Self-Determination Theory (SDT), has exclusively been the most widely used theo- retical framework in investigating students’ motivation in physical education (Ryan & Deci, 2000; Ntoumanis & Standage, 2009) as SDT provides an excellent fit for physical activities and physical education learning set- tings (Boiché et al., 2009). The factors that influence students’ motivation in physical education can be divided into internal and ex- ternal aspects. Internal factors consist of individual characteristics (e.g. age, gender, school grade level, ability level, physical characteristics), character varia- bles (e.g. attitude, perceived competence, task and ego orientation, goal orientation, intrinsic motivation), and individual situation variables (e.g. sports training during leisure time, reasons for participating in sports, percep- tions of success) (Blanchard et al., 2007; Cloes, 2005). Four character variables related to individual differ- ences have been shown to influence motivation in phys- ical education. These are the perceived competences and independence, explaining the goal of achievement, and the perceived benefits of physical education classes (Hassandra et al., 2003). If students feel that they can do something in a physical education class, they will also feel happy to actively participate (Cairney et al., 2012; Kolovelonis & Goudas, 2013). The students who feel that they can do a task on their own in physical ed- ucation classes indicates a higher level of intrinsic moti- vation (Goudas, Biddle, & Fox, 1994; Hagger, Barkoukis, Chatzisarantis, John Wang, & Baranowski, 2005). Some argue that intrinsic motivation is the desire to act which is caused by an internal driving factor (Thornburgh, 2006). Individuals who are driven by in- trinsic motivation will only be satisfied if the activity carried out have achieved the results involved in that activity. Intrinsic motivation is a strong urge or will that comes within a person (Gunarsa S.D. 2008, p. 50). The stronger the intrinsic motivation a person has, the more likely he or she shows their strong behaviour to achieve goals. Therefore, this is the duty of the teachers to moti- vate their students that can be delivered to students who are appointed as team captains; a captain must be able to motivate his team in a better way. The development of better motor skills is correlat- ed with higher physical activity in children (Cliff, Okely, Smith, and McKeen, 2009). In order to engage children and stay active behaviour for a longer period of time, the teachers need to adjust physical activity to a situation such as a game. The teachers need to realize that children should be provided games to develop their motor skills. In addition, manipulative objects and skills having a large impact on physical activity can be achieved as well (Carl 2015). Therefore, physical teachers in schools must strengthen learning object manipulation skills in their curriculums (Barnett, et al. 2016). The content of the game in physical education learning and competitive environment is well-known to be beneficial for students who experience success (victory) and understand their physical competence to be the same or better than other teammates. Meanwhile, the perceived competences and intrinsic motivation will be decreased for students who experience unplanned results, compared to other team- mates (defeat) (Vallerand, Gauvin, & Halliwell, 1986); Therefore, one of the key factors in children who dis- like physical education learning and have a lower level of competence during physical education learning is compulsory participation in competitiveness, which is generally disliked by children (Reinboth, Michael; Du- da, Joan; Ntoumanis, 2004). In addition, there are several ways in which the optimal level of challenge can be obtained. The goals must be clearly defined; However, the possibility of achieving them must be uncertain. It is a must for the game to perform a progressive difficulty level, multiple objectives, and ambiguity of information in ensuring uncertain results. The feedbacks of a performance and scoring allow individuals to track their progress to- wards desired goals. The end of the goal must be mean- Copyright © 2020, authors, e-ISSN : 2580-071X , p-ISSN : 2085-6180 Yugi Rahmanudin Lugaya et. al/ Jurnal Pendidikan Jasmani dan Olahraga 5 (2) 137 ingful to the individual. To associate the activities with valuable personal competences, to instill the activities in receiving interesting instruction, or to engage in competitive or cooperative motivation can provide the meaningful goals. Furthermore, the competences in jun- ior high school students had been found low during competitive activities in the classroom, especially, dur- ing invasion games in Physical Education (i.e. football, basketball, handball, and others). To transform the inva- sion into a modified game form in simplified rules (eg, no dribbling allowed and smaller groups) can contribute to beliefs of self-efficacy. Temporarily, the result of this observations is that, generally, leadership skill learning applied in schools, especially in junior high schools in Physical Education learning, is considered low. One of the factors that may be the cause is that sports participation is unable to guarantee the development of life skills, especially leadership. A good learning process is the active partic- ipation of students. Therefore, the main objective of this research is to determine the application of small-sided games (SSG) to the development of leadership and mo- tivation of students in physical education learning from a group of junior high school students (aged 12-14 years). METHODS Design The method used in this research was a quasi ex- periment. In the world of education, especially in Indo- nesia, the use of quasi-experiments was highly recom- mended considering the conditions of research objects which often do not allow random assignments. This is due to the already completed formation of groups, such as a group of students in one class. These groups are also frequently very limited in number. In this situation, the rules in true experiment could not be fulfilled completely, because the control of vari- ables related to the research subject could not be fully carried out. The use of quasi experimental was recom- mended to implement in research related to improving the quality of learning (Fraenkel, et al, 2013). In this study, there were two teaching treatments as the focus of research. The two teaching methods were applied to two different groups using Small-Side Games training models. The two groups were divided into some smaller groups to make it easier for researchers to apply the learning process. The experimental group was given a limited exploratory teaching treatment in which stu- dents was more dominant in the learning than the teach- er. The control group was given a commando teaching style in which the teacher was more dominant in learn- ing than the students. The two groups of subjects were used/ determined, then were measured or observed twice. The first measurement served as a pretest and the second one as a posttest Participant The study population was 48 students of SMPN 1 Subang who joined the basketball extracurricular, con- sisting of 14 male and 9 female students of seventh grade, and 17 male and 8 female students of eighth grade. The population of this study were children aged 12-15 years, so that they were taken from the junior high school level, and used different educational treat- ments with an average number of students in one school was 35 people. Random cluster sampling technique was employed in this study because the researcher chose the samples randomly from the population and did not cre- ate a new class (group) for sample selection. Thus, the sample selection used the already available groups, and two group classes were selected (Freankel et. al 2013, pp. 95). Instrument In the pretest and posttest, all participants filled out a motivation questionnaire on sports and physical activity and were measured using the Intrinsic Motiva- tion Inventory (IMI), and the student leadership was measured using a leadership questionnaire. Next, the participants completed one of the Small Sided Games (SSG) game modification. The last was measured using the Intrinsic Motivation Inventory (IMI) and student leadership was measured by using a leadership ques- tionnaire. RESULT To find out the difference in the increase of stu- dent motivation and leadership through the implementa- tion of the Small-Side Games model in learning, a Non- Copyright © 2020, authors, e-ISSN : 2580-071X , p-ISSN : 2085-6180 Yugi Rahmanudin Lugaya et. al/ Jurnal Pendidikan Jasmani dan Olahraga 5 (2) 138 Parametric test was conducted because one of the data groups was not normally distributed. The results of the mean difference test of the student motivation of the experimental and control groups are shown in Table 1. Based on table 1, the sig. value of motivation was 0.024 <0.05, so H_0 was rejected. This means that there was a difference in the development of Motivation through the implementation of the Small-Side Games model. The results of the mean difference test of student leadership of the experimental and the control groups are presented in Table 2. Based on the table 2, the sig. value of leadership was 0,038 < 0,05, then was rejected. This means that there was a difference in leadership development through the conduct of the Small-Side Games model. DISCUSSION The findings showed that the experimental group was superior in developing motivation than the control group; the two research groups in question were the experimental group (the group that was given treatment with motivational intervention) and the control group (the group that was not given motivational interven- tion). This was evidenced by the calculation in each group, where the experimental group was superior in developing or increasing motivation than the control group. With the results of 68.7% for the experimental group and 43.6% for the control group, it could be con- cluded that although the experimental group and the control group appeared to have similarities when the Small-Side Games treatment model applied, there was a significant difference since the experimental group had the greater the effect in increasing the students’ motiva- tion. In SSG players experience situation similar to the one they encountered in actual competition (Owen et al., 2004). In fact, game-based conditioning using SSG has become a popular method for developing aerobic fitness (Impellizzeri et al., 2006). Despite the growing popularity of SSG, only a few research projects had examined how the intensity of SSG can be manipulated to alter the training or learning stimulus (Hill-Haas et al., 2009). Research focused on evaluating the physio- logical, tactical, and technical responses of athletes when factors such as number of players, field size, rules of play, and coach drive had been modified in SSG. Studies seemed to confirm that by changing these fac- tors we can manipulate the overall physiological and perceptual workload. Other studies aimed to predict motivation among students; when an activity were considered positive, the individuals were expected to increase their motivation. The findings reinforced the importance of creating a classroom atmosphere that emphasized someone's ef- forts to participate in learning for self-improvement, better motivation, and increasing persistence. People who were motivated to maximize the effort in partici- pating in challenging activities optimally as well as their interest and enjoyment could be maintained (Emilio & Maureen, 2000). The time available for physical education classes was very short, so the use of SSG allowed the program to focus on the play. It was to maximaze the available time on meaningful activities and building their own learning processes. In addition, higher physiological demands were registered in SSG with a smaller number of players and targets. The situa- tion in a Physical Education (PE) classroom where stu- dents had the opportunity to work together and help each other to learn (when taught new skills) made them closer and more connected to their fellow students. From all the studies conducted, it can be conclud- ed that by changing factors such as number of players, Copyright © 2020, authors, e-ISSN : 2580-071X , p-ISSN : 2085-6180 Table 1. Mean Differ ence Test Resu lts of Motivation (Non-Parametric) Test Statistics a Result Mann-Whitney U 116.500 Wilcoxon W 326.500 Z -2.260 Asymp. Sig. (2-tailed) .024 Table 1. Mean Differ ence Test Resu lts of Motivation (Non-Parametric) Test Statistics a Result Mann-Whitney U 130.000 Wilcoxon W 340.000 Z -1.898 Asymp. Sig. (2-tailed) .038 Yugi Rahmanudin Lugaya et. al/ Jurnal Pendidikan Jasmani dan Olahraga 5 (2) 139 field size, presence/absence of goalkeepers and goals, coach impulses and rules, coaches could manipulate the effects of SSG on players. However, due to the lack of consistency in the design of SSG, player fitness, age, ability, level of coach or teacher encouragement, and rules of play between studies, it was difficult to make accurate conclusions about the influence of each factor separately. Due to these limitations, SSG management required further investigation. The use of standardized conditions in SSG related studies may allow a better understanding of the role of individual factors and may help researchers to find better conclusions. The findings of the research data show that the experimental group was superior in improving leader- ship than the control group, in which the two research groups in question were the experimental group (the group that was given leadership intervention treatment) and the control group (the group that was not given leadership intervention). This was also evidenced by the calculation in which the experimental group was superi- or in developing or improving social behavior than the control group. With the results of 73.1% for the experi- mental group and 34.2% for the control group, it was concluded that although the experimental group and the control group appeared to have similarities when the Small-Side Games treatment model applied, there was a significant difference since the experimental group had the greater the effect in increasing the student leader- ship. The results of studies suggest that by modifying the number of players and the duration of specific train- ing exercises, coaches can change the physiological and technical stimulation of the players who become cap- tains. The appointment to be a captain resulted in gain- ing their experience, possibly due to a larger area per player ratio. This findings are in accordance with the research developed by (Gould, Carson, Fifer, Lauer, & Benham, 2009), and confirms the study results of (Voelker, Gould, & Crawford, 2010) that bringin up leadership in young people is difficult when adults dominate their environment. In fact, the researcher ex- perienced that it was perhaps the only major deterrent to leadership development in sport and physical educa- tion. SSG enabled students to develop their technical, tactical, social and mental decision-making skills in a highly positive environment (Owen et al., 2004). Con- sequently, the use of SSG in physical education class- room planning justified, as it included physical require- ments similar to those found in games and focused on learning through play. In addition, this type of game- focused teaching provided high level of student motiva- tion and involvement in assignments. The constraint manipulation used in this study did not affect technical and tactical performance indicators in basketball and futsal. By using one target only, the game tended to focus more on certain activities, allowed the players to feel more into the game and gained more experience, as well as developed the intensity of the game. Modification in appointing a student to be the cap- tain of the team affected the player activity differently from the first to the last half, suggesting that the deter- mination of these rules must be appropriately planned by the coach or teacher according to the training or learning objectives. The teacher had to determine which component (technical and / or physical) they wanted to like, and give students the opportunity to gain experi- ence, therefore, they had to be able to determine the number of ball contacts allowed and in turn appoint the team captain. Finally, it appeared that games played in SSG form were best for gathering high intensity action simultaneously, as well as gaining more experience and for dealing with players with technical situations simi- lar to those encountered during the match. Based on the existing findings, it is hoped that understanding of the training or teaching load could be improved and also could provide the trainer or teacher with valuable infor- mation for the use of the training. The learning process in schools is very important when, in the process, there is intention to change stu- dents for the better. The implementation of interesting and meaningful learning process will certainly be able to shape the character of students to be better in the fu- ture. In the training or learning process, there are sever- al methods and models to carry out in order to achieve success, one of which is the Small-Sided Games train- ing model. This study revealed the importance of an interesting and easy to conduct learning process that also provides more experience for students to develop their leadership. The researcher applied the Small-Sided Games training model since it was impactful in making the learning process more interesting and more valuable Copyright © 2020, authors, e-ISSN : 2580-071X , p-ISSN : 2085-6180 Yugi Rahmanudin Lugaya et. al/ Jurnal Pendidikan Jasmani dan Olahraga 5 (2) 140 in terms of motivation and leadership. CONCLUSION In accordance with the research results, it can be concluded that; first, there is the effect of applying the intentionally structured leadership with non- intentionally structured leadership Small-Side Games training models on the development of student leader- ship. Second, there is the effect of the intentionally structured motivation Small-Side Games with non- intentionally structured motivation Small-Side Games training models on the development of student motiva- tion. REFERENCES Arau ́ jo, D. (2013). The study of decision-making be- havior in sport. RICYDE: Revista Internacional de Ciencias Del Deporte, 9(31), 1–4. doi:10.5232/ ricyde2013.031 Barnett, L. M. 2015a. “Active Gaming as a Mechanism to Promote Physical Activity and Fundamental Movement Skill in Children. Available from Deakin Research Online :” (February 2017) Biddle, S. J. H., Gorely, T., & Stensel, D. J. (2004). Health-enhancing physical activity and sedentary behaviour in children and adolescents. Journal of Sports Sciences, 22(8), 679–701. https:// doi.org/10.1080/02640410410001712412 Blanchard, C. M., Kupperman, J., Sparling, P., Nehl, E., Rhodes, R. E., Courneya, K. S., … Hunt, T. (2007). Ethnicity as a moderator of the theory of planned behavior and physical activity in college students. Research Quarterly for Exer- ciseandSport,78(5),531–541. https:// doi.org/10.1080/02701367.2007.10599452 Boiché, J., Sarrazin, P., Grouzet, F., Pelletier, L., Cha- nal, J., Boiché, J., … Motiva-, J. C. S. (2009). Stu- dents ’ Motivational Profiles and Achievement Out- comes in Physical Education : A Self-Determination Perspective To cite this version : HAL Id : hal- 00389858. Cairney, J., Kwan, M. Y., Velduizen, S., Hay, J., Bray, S. R., & Faught, B. E. (2012). Gender, perceived competence and the enjoyment of physical education in children: a longitudinal examination. International Journal of Behavioral Nutrition and Physical Activi- ty, 9(1), 26. https://doi.org/10.1186/1479-5868-9-26 Carl, L. 2015. “Fundamental Movement Skills ‘ Mas- tery ’and Habitual Physical Activity in British Pri- mary School Children Fundamental Movement Skills ‘Mastery ’ and Habitual Physical Activity in British Primary School Children A Thesis Submitted in the Fulfilment of the.” (February).
 Cliff, D. P., Okely, A. D., Smith, L. M., McKeen, K. 2009. Relationships between fundamental movement skills and objectively measured physical activity in preschool children. Pediatric exercise science, 21(4), 436-449. Cloes, M. (2005). Research on the students ’ motivation in physical education. The Art and Science of Teaching in Physical Education and Sport, 197–210. Csikszentmihalyi, M., & Rathunde, K. (1993). The measurement of flow in everyday life: Toward a the- ory of emergent motivation. In J. E. Jacobs (Ed.), Developmental perspectives on motivation (pp. 57- 97). Lincoln: University of Nebraska Press. Davids, K., Arau ́jo, D., Correia, V., & Vilar, L. (2013). How small-sided and conditioned games enhance acquisition of movement and decision-making skills. Exercise and Sport Sciences Reviews, 41(3), 154– 61. doi:10.1097/JES.0b013e 318292f3ec Davids, K., Button, C., Arau ́ jo, D., Renshaw, I., & Hristovski, R. (2006). Movement models from sports provide representative task constraints for studying adaptive behavior in human movement sys- tems. Adaptive Behavior, 14(1), 73–95. doi:10.1177/ 105971230601400103 deCharms, R. (1968). Personal causation. New York: Academic Press Dellal, A., Jannault, R., Lopez-Segovia, M. y Pialoux, V. (2011). Influence of the numbers of players in the heart rate responses of youth soccer players within 2 vs. 2, 3 vs. 3 and 4 vs. 4 small-sided games. Journal of Human Kinetics, 28, 107-114.
 Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2013) Gano-Overway, L. A., Newton, M., Magyar, T. M., Fry, M. D., Kim, M., & Guivernau, M. (2009). Influ- ence of caring youth sport contexts on efficacy- related beliefs and social behaviors. Developmental Psychology, 45, 329–340. doi:10.1037/a0014067. Goudas, M., Biddle, S., & Fox, K. (1994). Perceived locus of causality, goal orientations, and perceived competence in school physical education classes. British Journal of Educational Psychology, 64(3), 453–463. https://doi.org/10.1111/j.2044- 8279.1994.tb01116.x Gould, Daniel & Dana K. Voelker (2010) Youth Sport Leadership Development: Leveraging the Sports Captaincy Experience, Journal of Sport Psychology in Action, 1:1, 1-14, DOI: 10.1080/21520704.2010.497695 Gould, Daniel & Dana K. Voelker (2012) Enhancing Youth Leadership Through Sport and Physical Edu- Copyright © 2020, authors, e-ISSN : 2580-071X , p-ISSN : 2085-6180 Yugi Rahmanudin Lugaya et. al/ Jurnal Pendidikan Jasmani dan Olahraga 5 (2) 141 cation, Journal of Physical Education, Recreation & Dance, 83:8, 38-41, DOI: 10.1080/07303084.2012.10598828. Gould, D., Smith, P., White, J., & Chung, Y. (2006). Future directions in coaching life skills: Understand- ing high school coaches’ views and needs. Athletic Insight: The Online Journal of Sport Psychology, 8, 1–11 Gray, Shirley, John Sproule, Kevin Morgan. 2009. “Teaching Team Invasion Games and Motivational Climate.” European Physical Education Review 15 (1): 65–89. Greco, P., Memmert, D., & Morales, J. C. P. (2010). The effect of deliberate play on tac- tical perfor- mance in basketball. Perceptual and Motor Skills, 110(3), 849–856. doi:10.2466/PMS.110.3.849-856 Gunarsa S.D., (2008). Psikologi Perkembangan Anak Remaja. PT BPK Gunung Mulia, Jl. Kwitang 22-23, Jakarta. Hagger, M. S., Barkoukis, V., Chatzisarantis, N. L. D., John Wang, C. K., & Baranowski, J. (2005). Per- ceived autonomy support in physical education and leisure-time physical activity: A cross-cultural eval- uation of the trans-contextual model. Journal of Edu- cational Psychology, 97(3), 376–390. https:// doi.org/10.1037/0022-0663.97.3.376 Hassandra, M., Goudas, M., & Chroni, S. (2003). Ex- amining factors associated with intrinsic motivation in physical education: A qualitative approach. Psy- chology of Sport and Exercise, 4(3), 211–223. https://doi.org/10.1016/S1469-0292(02)00006-7 Hoffmann, J. J., Reed, J. P., Leiting, K., Chiang, C. Y., & Stone, M. H. (2014). Repeated sprints, high- intensity interval training, small-sided games: Theo- ry and application to field sports. International Jour- nal of Sports Physiology and Performance, 9(2), 352 –357. doi:10.1123/IJSPP.2013-0189 Hill-Haas SV, Dawson B, Impellizzeri FM, Coutts AJ. Physiology of small-sided games training in football: a systematic review. Sports Med. 2011;41(3):199– 220. doi:10.2165/11539740-000000000-00000 Hill Haas, S., Coutts, A. J., Rowsell, G. J. y Dawson, B. T. (2009). Generic versus small-sided game training in soccer. International Journal of Sports Medicine, 30(9), 636-642.
 Impellizzeri, F. M., Marcora, S. M., Castagna, C., Reil- ly, T., Sassi, A., Iaia, F. M. et al. (2006). Physiologi- cal and performance effects of generic versus specif- ic aerobic training in soccer players. International Journal of Sports Medicine, 27(6), 483-492.
 Koklu Y, Asci A, Kocak FU, Alemdaroglu U, Dundar U. Comparison of the physiological responses to differ- ent small-sided games in elite young soccer players. J Strength Cond Res. 2011;25(6):1522– 1528. doi:10.1519/ JSC.0b013e3181e06ee1 
 Kolovelonis, A., & Goudas, M. (2013). The develop- ment of self-regulated learning of motor and sport skills in physical education: A review. Hellenic Jour- nal of Psychology, 10(3), 193–210. Memmert, D. (2010). Game test situations: Assessment of game creativity in ecological valid situations. In- ternational Journal of Sport Psychology, 41, 94-95. Memmert, D. y Roth, K. (2007). The effects of non- specific and specific concepts on tactical creativity in team ball sports. Journal of Sports Sciences, 25 (12), 1423-1432. Monks, 2009. Tahap Perkembangan Masa Remaja. Medical Journal New Jersey Muagman, 1980. De- fenisi Remaja. Jakarta : Penerbit Grafindo Jakarta Ntoumanis, N., and Standage, M. (2009). Morality in Sport: A Self-Determination Theory Perspective. Journal of Applied Social Psychology, 21(4), 365- 380. Okely, D. 2012. “Prevalence and Correlates of Low Fundamental Movement Skill Competency in.” (July). Ortega, E., Alarcón, F. y Piñar, M. (2012). Modifica- ciones reglamentares en baloncesto de formacion: Un nuevo equipamento, una nueva perspectiva. Owen, A., Twist, C., & Ford, P. (2004). Small-sided games: The physiological and technical effect of altering pitch size and player numbers. Insight: The F. A. Coaches Association Journal, 7(2), 50-53. Reilly, T. (2005). An ergonomics model of the soccer training process. Journal of Sports Sciences, 23(6), 561-572. Reinboth, Michael; Duda, Joan; Ntoumanis, N. (2004). Dimensions of Coaching Behavior, Need Satisfac- tion, and the Psychological and Physical Welfare of Young Athletes. European Science Editing, 38(2), 35–37. https://doi.org/10.1023/B Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psy- chologist, 55(1), 68–78. https://doi.org/10.1037/0003 -066X.55.1.68 Ryan, R. M., Kuhl, J., & Deci, E. L. (1997). Nature and Autonomy: An Organizational View of Social and Neurobiological Aspects of Self-Regulation in Be- havior and Development. Development and Psycho- pathology, 9, 701-728. http://dx.doi.org/10.1017/S0954579497001405 Ryan, R. M. (1995). Psychological needs and the facili- tation of integrative processes. Journal of Personali- ty, 63, 397-427. Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internaliza- tion.JournalofPersonalityandSocialPsychology, 57,749- 761. Ryan, R. M., Deci, E. L., & Grolnick, W. S. (1995). Autonomy, related- ness, and the self: Their relation Copyright © 2020, authors, e-ISSN : 2580-071X , p-ISSN : 2085-6180 Yugi Rahmanudin Lugaya et. al/ Jurnal Pendidikan Jasmani dan Olahraga 5 (2) 142 to development and psychopathology. In D. Cicchet- ti & D, J. Cohen (Eds.), Developmental psycho- pathology: Theoo' and methods (pp. 618-655). New York: Wiley. Thornburgh, N. (2006). Special Report - Dropout Na- tion, (April), 1–9. Travassos, B., Araujo, D., Davids, K., Vilar, L., Es- teves, P. y Vanda, C. (2012). Informational con- straints shape emergent functional behaviours during performance of interceptive actions in team sports. Psychology of Sport and Exercise, 13(2), 216-223. 
 Vallerand, R. J., Gauvin, L. I., & Halliwell, W. R. (1986). Negative Effects of Competition on Chil- dren’s Intrinsic Motivation. The Journal of Social Psychology, 126(5), 649–656. https:// doi.org/10.1080/00224545.1986.9713638 Copyright © 2020, authors, e-ISSN : 2580-071X , p-ISSN : 2085-6180 Yugi Rahmanudin Lugaya et. al/ Jurnal Pendidikan Jasmani dan Olahraga 5 (2)