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Submission ID trn:oid:::3618:125228585 Page 5 of 14 - Integrity Submission Submission ID trn:oid:::3618:125228585 Journal Physical Health Recreation (JPHR) Volume 6 Nomor 2 .
Maret 2025 https://jurnal.
id/index.
php/JPHR e-ISSN : 2747- 013X Strategy for Improving Football Learning Outcomes Through the Implementation of Mini Football Games in Junior High School Students Son Ikhlas Hulu1.
Alwi Fahruzy Nasution2.
Joko Priono3 .
onhulu@gmail.
com1, alwifahruzynasution@gmail.
com2, jokopriono@gmail.
Universitas Pembinaan Masyarakat Indonesia.
Jl.
Teladan No.
Teladan Bar.
Kec.
Medan Kota.
Kota Medan.
Sumatera Utara 202141.
Universitas Pembinaan Masyarakat Indonesia.
Jl.
Teladan No.
Teladan Bar.
Kec.
Medan Kota.
Kota Medan.
Sumatera Utara 202142.
Universitas Pembinaan Masyarakat Indonesia.
Jl.
Teladan No.
Teladan Bar.
Kec.
Medan Kota.
Kota Medan.
Sumatera Utara Abstract.
This classroom action research aims to improve soccer learning outcomes through the implementation of mini soccer games for ninth-grade students of Madani Private Junior High School in the 2025/2026 Academic Year .
The research was conducted in two cycles, each of which included planning, action, observation, and The learning action used small-sided games .
ini socce.
5 vs.
5 on a modified field (A25y35 .
with simple rules .
o offside, kick-i.
and player rotation to ensure high student engagement.
Data collection used activity observations and skill practice tests with a passing and dribbling performance rubric .
echnical indicators.
scale 1Ae4 per indicato.
which were converted to a score of 0Ae100 with a KKM reference of 75.
The results of cycle I showed an average score of 68.
75 with a completeness of 56.
25%, where passing and dribbling were not optimal.
Improvements in cycle II were made through emphasizing basic technique training before the game and providing clearer tactical instructions.
The results increased to an average of 81.
56 with a completion rate of 87.
50%, accompanied by increased student motivation, engagement, and social interaction during learning.
Thus, mini-soccer games are effective as a learning strategy to improve soccer learning outcomes in junior high school students.
Keywords: mini soccer.
learning outcomes.
physical education.
junior high school 1 Introduction Although soccer is a popular PE subject with the potential to develop motor skills and teamwork, its implementation in schools often faces obstacles: learning tends to be teacher-centered, students' opportunities for ball contact are limited, and technical drills are conducted separately from the game context.
This can result in low mastery of basic techniques such as passing and dribbling, ultimately reducing student learning outcomes.
Pedagogically, small-sided soccer games (SSG.
are considered relevant for the PE context because they modify the number of players, field size, and rules of play, allowing students to Page 5 of 14 - Integrity Submission Submission ID trn:oid:::3618:125228585 Page 6 of 14 - Integrity Submission Submission ID trn:oid:::3618:125228585 engage more actively in authentic game situations.
Literature suggests that smaller, modified game formats can increase the frequency of technical engagement .
, more ball touches, passing/dribbling opportunitie.
, while also encouraging more natural decision-making and tactical understanding than isolated technical drills.
Research synthesis findings also confirm that manipulation of the format, area size per player, and game rules in SSGs affects the number and quality of technical actions during play.
However, research gaps remain in two areas.
First, the school context gap: in soccer learning in ninth-grade students at Madani Private Middle School, the initial diagnostic results .
re-cycl.
indicated that students' skill achievement was still low.
Of the 32 students, the average skill score was only 62.
19, with a learning completion rate of 34.
38% .
out of 32 student.
Initial observations also revealed several problems: .
some students passively waited for the ball.
their passing accuracy was unstable.
they easily lost control of their dribbling when under pressure from opponents.
teamwork had not yet developed due to minimal communication in the game.
These initial data confirm the need for learning interventions that encourage students to be more active, practice techniques more frequently in a game context, and receive targeted feedback.
Second, the literature gap: much research on SSG focuses on the context of club/SSB training or athlete development environments, emphasizing physical aspects and match performance.
Meanwhile, in the context of junior high school physical education (PJOK), there are still limited articles examining SSG through a Classroom Action Research (CAR) design that emphasizes cycle-based learning improvement .
eflection-improvemen.
and measures success based on learning completion (KKM).
Furthermore, not all studies present detailed practical assessment instruments .
assing and dribbling technique rubrics with operational indicator.
, making it difficult for teachers to consistently replicate the intervention.
Based on this gap, the novelty and contribution of this article lie in: .
the implementation of a mini-soccer game in a junior high school physical education setting using a two-cycle CAR as a structured learning improvement strategy.
the development of action scenarios that position basic technique training as a "bridge" to the mini-game so that passing and dribbling skills are practiced in relevant game situations.
the use of practical assessment based on skills rubrics oriented towards technical indicators .
, passing accuracy/direction, ball control while dribbling, foot use, and simple decision-makin.
so that learning outcomes can be measured more objectively.
strengthening process indicators .
ctiveness, involvement, and cooperatio.
as evidence that the intervention not only improves grades but also the quality of learning.
Thus, this study aims to describe and demonstrate the effectiveness of implementing a minisoccer game in improving soccer learning outcomes .
articularly passing and dribblin.
in ninth-grade students of Madani Private Middle School in the 2025/2026 academic year through a two-cycle CAR approach.
Page 6 of 14 - Integrity Submission Submission ID trn:oid:::3618:125228585 Page 7 of 14 - Integrity Submission Submission ID trn:oid:::3618:125228585 2 Method Research Design This study employed a Classroom Action Research (CAR) spiral model .
lanningAeactionAe observationAereflectio.
implemented in two cycles.
Each cycle was designed to improve the learning process and enhance soccer learning outcomes through the implementation of smallsided soccer games.
CAR was chosen because it allows for gradual learning improvements based on findings and reflections from the previous cycle.
The study was conducted at Madani Private Junior High School, with 32 ninth-grade students participating in the 2025/2026 academic year.
The action followed the school's physical education (PJOK) schedule .
, 2 x 40-minute sessions per session, or as required by school The study involved collaboration between the researcher and the PJOK teacher as a partner .
Learning Action Procedures General Design of the Mini-Soccer Learning The learning action used a 5-on-5 format .
r 4v4 if space is limite.
with player rotation to ensure all students had an equal playing opportunity.
Modifications to the game were made as Field size: A 25 y 35 m .
djusted to school facilitie.
Goals: Mini goals (A 2 y 1 .
or cone-gates.
Game duration: 2 sets of 8Ae10 minutes per game, with a 2Ae3 minute break for feedback.
Modified rules: no offsides, kick-ins replace throw-ins, quick restarts, safe play .
educing excessive physical contac.
Meeting structure: warm-up Ie short technical drill Ie mini-soccer game Ie reflection/feedback Ie cool-down.
Cycle I Details Cycle I Objective: To increase student engagement and initial mastery of passing and dribbling techniques through mini-soccer.
Cycle I Action Steps (Operationa.
Warm-up .
: light jogging dynamic coordination.
Technical drill .
Ae20 minute.
Pair/triangle passing .
oot contact, direction, powe.
Close-foot control dribbling .
traight and light zigzag path.
Mini-soccer game .
sets of 8Ae10 minute.
otate every 3Ae5 minute.
Focus of instruction: AuFind space, short passes, dribble when there is space.
Ay Reflection .
Ae10 minute.
: The teacher provides general feedback.
students summarize any difficulties.
Cycle I Reflection Findings .
ypical example.
Passing is not yet accurate, dribbling is easily lost when pressured, some students passively wait for the ball, and teamwork is not yet stable.
Page 7 of 14 - Integrity Submission Submission ID trn:oid:::3618:125228585 Page 8 of 14 - Integrity Submission Submission ID trn:oid:::3618:125228585 Cycle II Details (Improvements from Cycle I) Cycle II Goal: Improve the quality of technique and teamwork through reinforced drills, more focused game rules, and more specific feedback.
Cycle II Action Improvements:
More structured drills .
Ae25 minute.
Passing to targets .
ones/area.
with technical feedback .
take foot, ball contact, follow-throug.
Dribbling with change of direction .
one slalo.
ball protection.
Game rules that enforce engagement:
Minimum of 3 passes before shooting .
ptional, if appropriat.
Goals count double if a combination of passes occurs .
, 3Ae4 consecutive passe.
Rotate more frequently to prevent dominance by some students.
Micro-coaching:
The teacher pauses the game for 30Ae60 seconds at key moments for quick correction.
Final Reflection:
Emphasis on improving playing decisions, communication, and sportsmanship.
Data Collection Instruments and Techniques .
Activity and Collaboration Observation Sheet Observations were conducted to assess the quality of the learning process during the activity.
Observers consisted of physical education teachers and/or researchers .
Observation indicators included:
Learning activities Active participation .
oving, seeking space, not being passiv.
Enthusiasm/motivation to participate in activities Discipline in following rules and instructions Courage to try and not be afraid of making mistakes Social Cooperation in Games Team Communication (Giving Instructions/Suppor.
Sportsmanship (Respecting Teammates/Opponent.
Sharing Roles/Position Rotation Helping Teammates and Building Teamwork Rating scale: 1Ae4 .
= poor, 2 = adequate, 3 = good, 4 = very goo.
The activity score is calculated as a percentage:
Percentage of Activity = Maximum Score * Score Obtained * 100%.
Assessment Consistency: Before observation, observers align their perceptions of the indicators .
ubric briefin.
and record them at the same time to minimize bias.
Soccer Skills Practical Test (Passing and Dribblin.
Page 8 of 14 - Integrity Submission Submission ID trn:oid:::3618:125228585 Page 9 of 14 - Integrity Submission Submission ID trn:oid:::3618:125228585 Learning outcomes are measured through a practical test based on a performance rubric for two main components:
Passing .
eighting 50%) Ae indicators:
Starting stance and body position.
Supporting foot and ball contact.
Direction/target accuracy.
Pass power according to distance.
Follow-through/balance after passing.
Dribbling .
eighting 50%) Ae indicators:
ball control near the feet, use of the feet .
ight-lef.
and the surface of the feet, change of direction and balance, speed with control, ball protection under pressure from opponents.
Rubric scale: each indicator is scored from 1Ae4.
The total score is converted to a score of 0Ae100 using the formula:
Final Score = Score obtained y Maximum score y 100 Final Score = Maximum score y Score obtained y 100 Learning completion is determined based on the Minimum Competency (KKM) of 75, referring to the school's Minimum Competency (KKM) for Physical Education and Health (PJOK) requirements .
urriculum document/quality report card/school regulation.
Quantitative Analysis Average class score .
= Oc.
X = NOcX Learning completion percentage: Completeness = Number of students completing k y 100% Completion = Number of students completing y 100% Improvement between cycles: i = k Qualitative Analysis Observation data and field notes were analyzed through the following steps: data reduction Ie data presentation Ie conclusion drawing.
This analysis is used to explain changes in learning behavior .
ctiveness, cooperation, discipline, sportsmanshi.
and learning factors that support improved outcomes.
Criteria for Action Success An action is considered successful if:
Ou 75% of students achieve a score of Ou 75 (Minimum Competency Minimum Competenc.
, and there is an increase in activity/cooperation at least in the "good" category (Ou 75%) or a clear upward trend from cycle I to cycle II.
Page 9 of 14 - Integrity Submission Submission ID trn:oid:::3618:125228585 Page 10 of 14 - Integrity Submission Submission ID trn:oid:::3618:125228585 3 Result Main Research Data Learning Outcomes (Skills Practice Score.
Phase Average Class Grade Learning Completion (Ou.
Number Students Completed Completeness Improvement PreCycle 11/32 Cycle 18/32 56 point 81 point .
s Cycle I) 37 point .
s Pr.
Cycle 28/32 Summary of Changes in Learning Outcomes Average Increase from Cycle I to II: 12.
81 points .
Increase in Completion from Cycle I to II: 31.
25% .
56% relative increas.
Success Criteria Achieved: 87.
50% > Minimum Competency (KKM) 75% of target Observation of the Learning Process (Qualitative - Increasing Tren.
Indicator Cycle I Cycle II Repair Notes Active Participation Enough .
Good .
More frequent rotation Enthusiasm/Motivation Good .
Very good .
Interesting tactical rules Team Communication Enough .
Good .
Effective micro-coaching Sportsmanship Good .
Very good .
Final reflection helps Key Qualitative Findings Cycle I Problems: Inaccurate passing, dribbling easily lost when pressured, passive students waiting for the ball, minimal cooperation.
Cycle II Improvements: Specific pre-game drills .
arget cone passing, slalom dribblin.
, "minimum 3 passes before shooting" rule .
ouble goal for combination.
, micro-feedback .
topping the game for 30-60 seconds for correction.
Page 10 of 14 - Integrity Submission Submission ID trn:oid:::3618:125228585 Page 11 of 14 - Integrity Submission Submission ID trn:oid:::3618:125228585 SSG Benefits: More ball touches, authentic decision-making, high engagement, increased social 4 Discussion The results of the study showed that the implementation of small-sided soccer games (SSG) improved the soccer learning outcomes of ninth-grade students at Madani Private Middle School.
The improvement was evident in the average class score, which increased from 68.
(Cycle I) to 81.
56 (Cycle II), a 12.
81-point increase.
Learning completion also increased from 25% .
out of 32 student.
50% .
out of 32 student.
, a 31.
25-point increase.
This improvement indicates that the game modification using the small-sided soccer format was effective not only in terms of final grades but also as a learning strategy that encouraged more active student engagement in authentic play situations.
Pedagogically, the effectiveness of the program can be explained by the main mechanisms of SSG: more technical engagement .
ore touche.
and more frequent student involvement in decision-making situations.
When the number of players is reduced and the playing space is modified, students experience a higher frequency of ball contact and more opportunities to perform technical actions such as passing and dribbling compared to learning in large-format In the SSG review, reducing the number of players tends to increase the number of technical actions and provides greater technical stimulation because each student is "more directly involved" in the game.
PMC
Furthermore, improvements in Cycle II can be understood as a result of the refinement of more targeted constraints.
When Cycle II adds more specific pre-game technical drills and clarifies game rules .
or example, rules that encourage passing combinations, rotations, or game target.
, students gain a "bridge" from technical mastery to in-game application.
This approach aligns with the principle of the constraints-led approach, which emphasizes that skill learning occurs through the interaction between task constraints .
ules, field size, number of player.
, the environment, and student characteristicsAithus, effective movement behaviors emerge as students adapt to the demands of the game.
From a game-learning perspective, the mini-soccer format also aligns with the Teaching Games for Understanding (TGfU) approach, which places the game as the primary context for students to understand tactical problems, make decisions, and then execute the required skills.
In other words, mini-games allow passing and dribbling techniques to be learned not as AuisolatedAy movements, but as solutions to game problems .
, opening up space, maintaining possession, creating opportunitie.
The TGfU principle emphasizes the interconnectedness of tactical understanding, decision-making, and skill execution, making them more meaningful for Human Kinetics Journals The findings of this study are also consistent with a literature synthesis that suggests that manipulation of game format .
umber of player.
, pitch configuration, and rules in SSG influences technical-tactical responses and the quality of player engagement.
The umbrella Page 11 of 14 - Integrity Submission Submission ID trn:oid:::3618:125228585 Page 12 of 14 - Integrity Submission Submission ID trn:oid:::3618:125228585 review showed that various constraints .
ormat, pitch configuration, scoring method, tactical objective.
influence the measurement of technical actions and game responses in SSG.
PLOS
On the other hand, a systematic review of tactical behavior in SSG also showed that smaller game formats tend to enhance certain tactical behaviors and expose players to more frequent game situations that require quick decisions.
ScienceDirect Therefore, the improved learning outcomes in this study are plausible: mini-game-based learning creates a more action-rich training environment that is more relevant to the demands of the game.
Research Limitations This study has several limitations that require consideration.
First, the study involved only one class .
, so generalization to other schools or grade levels requires caution.
Second, the CAR was implemented in two cycles without a comparison group .
, so the improvement in learning outcomes cannot be fully concluded to be due solely to the intervention .
ther factors such as student adaptation, repetition of the exercises, or temporary motivation may be at pla.
Third, skill assessments and process observations are potentially subject to observer bias, despite collaboration/perception alignment.
Fourth, the measurement focus was primarily on passing and dribbling, so other aspects .
, advanced ball control, shooting, and understanding of more complex tactic.
were not measured in depth.
These limitations serve as the basis for design improvements in subsequent studies .
, adding a detailed pre-cycle, increasing the number of cycles, or comparing with other model.
Operational Practical Implications .
or Physical Education Teacher.
Based on the results and learning mechanisms of the SSG, the following practical recommendations can be implemented by Physical Education teachers to make the intervention easier to replicate:
Game format: Use 4v4 or 5v5 .
afer for Physical Educatio.
with rotations to ensure equal playing time for all students.
Pitch size: Modify to approximately 25 x 35 m .
r adjust to facilitie.
, use cones for boundaries and mini-goals.
Duration: Use two sets of 8Ae10 minutes per game, with a 2Ae3 minute break for brief feedback.
rotate every 3Ae5 minutes.
Drill:game ratio: conduct a short technical drill .
pproximately 20Ae25 minute.
followed by a game .
pproximately 20 minute.
the drill serves as a Autechnical warm-upAy before playing.
Progression .
evel u.
First week/session: Focus on short passes and controlled dribbling without pressure.
Next session: Add rules encouraging combinations .
, "3 passes before shooting") and simple tactical tasks .
inding space/suppor.
Feedback: Implement micro-coaching .
top the game for 30Ae60 seconds at key moment.
to make technical/tactical corrections immediately relevant.
Page 12 of 14 - Integrity Submission Submission ID trn:oid:::3618:125228585 Page 13 of 14 - Integrity Submission Submission ID trn:oid:::3618:125228585 Assessment: Use a clear performance rubric .
assing & dribbling indicator.
and document changes between cycles through .
practice scores, .
completion, and .
activity/cooperation observation summaries.
Overall, the mini-soccer lessons provided a learning environment that engaged students more, practiced skills more frequently in a game context, and encouraged them to make decisions.
The combination of game modifications, pre-game drill reinforcement, and targeted feedback explains why Cycle II results improved significantly compared to Cycle I, both in terms of average scores and learning completion.
5 Conclution The implementation of mini-soccer games .
mall-sided game.
in Physical Education (PJOK) learning for grade IX of Madani Private Middle School in the 2025/2026 academic year has been proven to improve soccer learning outcomes.
The increase was seen in the average class score from 68.
75 in Cycle I to 81.
56 in Cycle II .
n increase of 12.
81 point.
, as well as the percentage of learning completion from 56.
25% to 87.
50% .
n increase of 31.
25 percentage These findings indicate that game modification through the mini-soccer format is effective in enriching student engagement, increasing opportunities to practice skills in a game context, and improving learning outcomes, especially in the aspects of passing and dribbling.
References