Journal of Physical Activity and Sports (JPAS)

CORE SKILLS IN SOCCER: A STUDY OF BASIC DRIBBLING, PASSING, AND SHOOTING TECHNIQUES IN YOUTH PLAYERS

Toktong Parulian, Roiyatul Ruqayah, Oki Candra — Mon, 11 May 2026 00:00:00 +0700

This study aimed to analyze the core soccer skills consisting of dribbling, passing, and shooting among youth players. The study employed a quantitative approach with a descriptive research design. The research subjects consisted of 30 youth soccer players aged 10–12 years who participated in a soccer development program. Data collection was conducted using basic soccer skill tests, including dribbling, passing, and shooting assessments. The data were analyzed using descriptive statistics in the form of mean, standard deviation, minimum and maximum values, frequencies, and percentages. The results showed that the players’ dribbling ability was categorized as good, with an average score of 15.43 seconds. Passing ability obtained an average score of 12.37 and was also classified as good. Meanwhile, shooting ability achieved an average score of 8.33 and was categorized as good to moderate. Players aged 12 years demonstrated better technical performance than players aged 10 years, particularly in dribbling speed, passing accuracy, and shooting effectiveness. The findings indicated that the development of basic soccer technical skills was influenced by age, training experience, motor coordination, and the quality of training programs. This study emphasizes the importance of systematic, repetitive, and age-appropriate basic technical training to improve the performance of youth soccer players. The findings may serve as a reference for coaches in designing more effective and structured soccer technical training programs.

PSYCHOLOGICAL INTERVENTIONS FOR SPORTS INJURY RECOVERY: A HYBRID SYSTEMATIC LITERATURE REVIEW AND BIBLIOMETRIC ANALYSIS

Tue, 09 Jun 2026 00:00:00 +0700

Introduction: Psychological interventions have become integral to the rehabilitation process for athletes recovering from sports injuries. By addressing the psychological barriers that athletes face during rehabilitation, these strategies promote physical recovery and facilitate athletes' triumphant return to their sport with greater confidence and self-efficacy. Objective: This study explores the role of psychological interventions in sports injury recovery and highlights their integration into recovery protocols. Methodology: This study employs a hybrid approach combining a systematic literature review (SLR) and bibliometric analysis to explore psychological interventions for sports injury recovery. The SLR follows the PRISMA guidelines, synthesizing existing research published until January 26, 2026, while the bibliometric analysis, conducted using VOSviewer, provides a quantitative assessment of the research landscape. The study focuses on peer-reviewed English-language articles published on open-access platforms, mapping key themes, trends, and authors in the field. Results: The systematic review and bibliometric analysis identified six key psychological interventions for sports injury recovery: Deep Breathing, Goal Setting, Imagery, Relaxation, Self-Talk, and Social Support. These interventions are integral in reducing pain, anxiety, and negative emotional responses, enhancing athletes' adherence to rehabilitation programs. Conclusions: This study emphasizes the importance of integrating psychological interventions into the rehabilitation process to optimize both mental and physical recovery outcomes.

THE INFLUENCE OF THE SPORT EDUCATION MODEL ON COLLEGE STUDENTS' SOCCER GAMEPLAY PROFICIENCY AND INTERPERSONAL COMPETENCE

M. Said Zainuddin, Ahmad Zakaria, Andi Muhammad Fadlih — Tue, 09 Jun 2026 00:00:00 +0700

Conventional collegiate soccer instruction often overemphasizes the mastery of isolated technical skills, thereby neglecting students' tactical understanding of gameplay and social domain development. This quasi-experimental study aims to examine the effect of the Sport Education Model (SEM) on students' soccer gameplay proficiency and interpersonal competence. The study employed a Pretest-Posttest Non-Equivalent Control Group Design involving college students divided into an experimental group (SEM-based instruction with a 16-session intervention phase) and a control group (conventional instruction). Soccer gameplay proficiency was measured using the Game Performance Assessment Instrument (GPAI) observation sheet, while interpersonal competence was evaluated through a validated questionnaire scale. Inferential analysis results indicate that students who participated in SEM-based instruction experienced a significant increase in gameplay proficiency particularly in decision-making and skill execution within authentic game situations while simultaneously demonstrating superior development in interpersonal competence regarding team communication, conflict resolution, and social responsibility compared to the control group. The implications of this study confirm that restructuring sports pedagogy through the authentic competitive climate and stable team affiliation inherent in SEM can effectively bridge the fulfillment of both motor and psychosocial learning outcomes in higher education.