Pengajaran Pendidikan Jasmani dan Perkembangan Gerak

Abstract

The Instruction of physical education is closely associated with the motion
development as continuum changes in the motion behavior along human life that are
happened through interactions between characteristics of the task of motion, individual
biological factors, and the local environmental conditions.
A study of the human motion development is often seen from various categories leading to imbalances of the developmental process, that is at the domains (cognitive, affective, psychomotor), or the interrelation of behavioral-age (under five-year-old, child,
adolescent, adult, middle age, old), or from a biological view, in the environment and
perspective of the task of motion. The concept of the motion development itself is learned through three ways that are: longitudinal, cross-sectional and mixed-longitudinal
study. The stages of the motion development can be classified into various means that
are: age chronology (biological age, morphological age, age of skeleton’s growth, tooth
age, sexual age, emotional age, mental age, age of self-conception, and perceptual age).
Teachers of the physical education are required to instill the concept of motion to all
students and not to forget the important factor “move as an important characteristic of
life”. The appliance of the physical education at school or in informal condition should
be able to lead all students to master their own skills in maintaining and improving their
motion ability. To a further implication, the application of the conventions of the motion
development into the instruction of the physical education needs a clear distinction
between the Elementary School, Junior High School, and Senior High School. That
distinction is good at the target orientation, material, and its process of learning.
Keywords: Motion development and physical education