Review Jurnal Internasional Educational Paradigms and Philosophy of Footbal Coaching: a Theoritcal an Practical Perspective

1. MAKALAH
“REVIEW JURNAL INTERNASIONAL”
Oleh :
M Khoirul Fuad Ubaidillah 20060484131
FAKULTAS ILMU OLAHRAGA
UNIVERSITAS NEGERI SURABAYA
2021

2. i
DAFTAR ISI
DAFTAR ISI..............................................................................................................i
KATA PENGANTAR...............................................................................................ii
BAB I........................................................................................................................1
JURNAL...................................................................................................................1
1. Introduction.....................................................................................................1
2. Philosophy and sport training: from theory to practice .............................2
3. Materials and methods ...................................................................................3
4. Results ..............................................................................................................4
5. Discussion.........................................................................................................4
6. Conclusion .......................................................................................................5
7. Appendix..........................................................................................................5
References...............................................................................................................7
BAB II.......................................................................................................................8
REVIEW JURNAL...................................................................................................8
BAB III.....................................................................................................................9
PENUTUP.................................................................................................................9
BAB IV................................................................................................................... 10
DAFTAR PUSTAKA.............................................................................................. 10

3. ii
KATA PENGANTAR
Puji syukur kehadirat Allah SWT yang telah memberikan rahmat dan
hidayah-Nya sehingga saya dapat menyelesaikan tugas makalah yang berjudul
“Review Jurnal Internasional” ini tepat pada waktunya.
Adapun tujuan dari penulisan dari makalah ini adalah untuk memenuhi
tugas dari Bapak Dr. Made Pramono, M.Hum pada mata kuliah Filsafat dan Sejarah
Olahraga. Selain itu, makalah ini juga bertujuan untuk menambah wawasan tentang
review jurnal internasional bagi para pembaca dan penulis.
Saya mengucapkan terima kasih kepada Bapak Dr. Made Pramono, M.Hum
selaku dosen mata kuliah Filsafat dan Sejarah Olahraga yang telah memberikan
tugas ini sehingga dapat menambah pengetahuan dan wawasan sesuai dengan
bidang studi yang saya tekuni.
Saya juga mengucapkan terima kasih kepada semua pihak yang telah
membagi sebagian pengetahuannya sehingga saya dapat menyelesaikan makalah
ini.
Saya menyadari makalah yang saya tulis ini masih jauh dari kata sempurna.
Oleh karena itu, kritik dan saran yang membangun akan saya harapkan demi
kesempurnaan makalah ini.
Tuban, 22 Februari 2021
M Khoirul Fuad Ubaidillah

4. 1
© 2015 The Authors. Published by Elsevier Ltd.
Peer-review under responsibility of Academic World Education and Research Center.
BAB I
JURNAL
7th World Conference on Educational Sciences, (WCES-2015), 05-07 February
2015, Novotel Athens Convention Center, Athens,
Greece
EducationalParadigms and Philosophyof Football
Coaching: a Theoretical and Practical Perspective
Emanuele Isidoria
, Mascia Miglioratia
, Claudia Maulinia
Rafael
Ramos Echazarretaa
*
aUniversity of Rome "Foro Italico", Laboratory of General Pedagogy, Piazza L. De Bosis, 15, Rome 00135,
Italy
Abstract
The main goal of this study is to reflect upon both the role and the function of the sports coach as
an educator as well as upon coaching as an educational practice. This will be done from a
philosophical perspective grounded in educational research. Football coaches are professionals who
require critical skills and awareness of the worldviews that guide their practice. Nonetheless,
coaching in football is commonly perceived as a non-educational practice. This means that it focuses
solely on technical issues regarding how to teach the skills of the game. In contrast to this common
trend, we shall present and expose five philosophical paradigms in the tradition of Western
philosophy of sport which conceive of the sport coach as an educator of youth. These paradigms are
the pragmatist, the idealist, the positivist, the existentialist and the socio-critical, which we shall
derive from the results of a questionnaire built to detect the preferences of football coaches in
relation to the philosophical profiles linked to them. This questionnaire also shows that the
philosophical profile of youth football coaches depends on variables such as the age and the context
of training.
© 2015 The Authors. Published by Elsevier Ltd.This is anopen access article under
the CC BY-NC-ND license(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-reviewunder responsibility ofAcademic WorldEducation and Research Center.
Keywords: Sport Philosophy, Education, Paradigms, Coaching, Football
1. Introduction
Helping sports professionals to developas critically reflective practitioners,aware oftheirrole
and dutiesaseducators,is one oftheobjectives ofcontemporary sport pedagogy (Isidori,2008).
In accordance with the theorists of reflective critical thought, which has its roots in American
pragmatism,one can begin tobecome a reflective professionalin sport only ifhe orshebecomes
aware ofthe values,beliefs,andprejudices that influence his/her own actions as professionals.
This critical exercise is very important especially when there are professions related to sport
training. Coaching is definitely one of those professions that requires critical skills and
awarenessoftheworldviewsthat guidethepractice ofsporttrainingandteaching (Jones,2006).

5. 2
In Italy, footballcoaches,because ofdeficiencies in their initial and continuing education,are
not usedto reflecting ontheirworldviews.Forthis reason,very oftenthey have noclearidea of
the philosophicalcontext oftheirtraining and its meanings (Abraham& Collins, 1998). This
lack of awarenessofthe paradigms that guideteachingsport is very serious, especially when
one trains youngathletesandin a sport suchas football,where the opportunities fordeveloping
critical thinking and reflective attitudes are few and poor due to a cultural tradition that often
conceives this sport only in a context of competition and high performance.
2. Philosophy and sport training: from theory to practice
Among the so-called “sport sciences”, the philosophy of sport education serves as a
theoretical means to develop a conceptual framework for sport pedagogy, developing the
critical, reflexive and deconstructionist perspectiveon sport training(Isidori,2010). Applied to
the culturalcontext ofsport training,philosophyofsport educationcan be considered as a tool
(that is a critical and reflective way ofreasoning)which allows coaches to examine and explore
the meanings of this practice in relation to the construction of their identity as human beings.
Philosophyhelps coaches to be aware of their role and function in this context, and it has the
following practical functions:
1) it reflects on the needs and conditions for legitimacy of the concept of coaching,
demonstrating the importance of sport for every human being;
2) it studies the characteristics through which sport can be said to be educational,
arguingthereasonsthat justify this practicein terms of a real promotion of human
values and,in thecaseof school sport,its presencewithin theschool curriculumin
the form of physical education;
3) itresearchesthedirectand indirectconsequencesof theabsenceof theeducational
and pedagogical component in the high level sports;
4) itanalyzes thepossibleeducational functionof sportin society and in theschool and
uses itas a critical tool againsttheprevailingcapitalisticmentality and againstthe
crisis of values in society;
5) itmakeproposalson howto developeducational activities,to promotevalues,social
cohesionandcultural pluralismincontemporary society through sportand coaching
as a form of education.
These functionsidentify specific areas oftheoretical-methodologicaland empiricalresearchfor
the philosophy of sport education applied to sport coaching practice. The main area of this
philosophical research is, without any doubt,that dealing with the educationalvalues.To be
clear,this philosophy considersvalues andethics as themain matters ofits research field (Parry,
2007), and it aims at interpreting the values oftrainingandcoaching in theframeworkofa more
general context represented by a general axiology (systemof human values and its scientific
study). The philosophy of sport education aims at developing a critical-reflexive discourse on
sport values which emerge fromtraining, stressing the importance of education and lifelong-
learning,and oftheirfundamentalroles in preventingincorrectbehaviors in the amateuras well
as high levels sports andin alltypes ofphysical activities. It also highlights theneedfora sport
systemreally focused both on education andthepromotion ofvalues;that is the needfora social
pedagogy of sport which should start in the family and in the school.
A sport educationist is aware that the possible lackof ethics and values in sport coaching is
not due to sport as a practice in itself but to external, exogenous and extrinsic factors which
society is responsible for(Arnold,1994). It must be said that the self-awareness ofone’s own
practice and experience when engaged in sport is the fundamental condition for the
understanding of sport values (Reid, 2009).
Actually, without a critical reflection on this experience and without an “educator”
who stimulates andguidesthis reflectionshowingallthe possible educationalvalues intrinsic
in sport,it is difficult to thinkof training as a toolto build and promote newvalues forpeople.
For this reason, the philosophy of sport education is aimed at developing a critical-reflective
methodologyin athletesso they may be helped to understandsome ofthe pure values ofsport
such as peace, tolerance, friendship, and prevention of violence.
Starting from this epistemological background, the first aim of this study was to build and
validate a research tool

6. 3
(a questionnaire)aimed both at detectingthe philosophicalparadigms and pedagogicalprofiles
of a group of Italian youth football coaches and at identifying the theories of education upon
which they base theirteaching andtraining.The secondaimwas to use this questionnaire as a
means and first step to building a self-reflective critical educational model for these
professionals.
3. Materials and methods
This pilot study was divided into two main macro-phases.The first phase ofthe research,in
which a hermeneutical approach was used, consisted of an epistemological analysis of the
conceptofa paradigmas defined in the frameworkof contemporaryphilosophy ofscienceby
the American philosopher Thomas Kuhn(1922-1996). As is known,it was this epistemologist
of science who popularized the concept ofa paradigm,used as a toolto analyze the theory of
knowledge and science, which is interpreted as a set of understandings, myths and ways of
interpreting the world (1962) and as a solution to problems used as models,examples or rules
which may be explicit and usedas basis forthe resolution ofproblematic issues in the so-called
“normal science” (1970).
In the second editionof The Structure ofScientific Revolutions,Kuhn,in fact,expanded the
meaning of paradigm in a “sociological” sense, conceiving it as a set of beliefs, values and
techniquesrecognized by the members ofa particulargroup.Summing up Kuhn’s thought,one
can say that a paradigmis,first ofall,a body ofvalues anda frameworkofmeanings that guides
and gives meaning to the practice ofscientists (Masterman,1972; Mcnamee,2004). Therefore,
taking into account Kuhn’stheories about paradigms,in this studyit was decided to conceive
of the paradigmas a “worldview” (Weltanschauung), developed by coaches starting from:
1) a conceptionof knowledgerelated to themain scientific theorieson sportandphysical
activity;
2) a conceptionof therelationshipbetween coach and athlete;
3) a body of values,interests and purposesrelated to sportand physical activity;
4) a way of actingrelated to theeducational methods and teaching techniques;
5) a general conception andsensegiven to humanexistencethrough sport.
The paradigmis therefore conceivedas a matrix ofbeliefs and assumptions aboutthe nature
of sport, its meaningsandits purposes,which informs specific pedagogicalattitudes andstyles
of training in sport coaches. These beliefs andassumptions can be more orless tacit,but they
both serveto determine and influencethe personalchoice ofeducationmodels usedby coaches
to train theirathletes.Each philosophicalparadigmofsport coaching,whichis tied totheoverall
philosophicaland educationalconceptions ofsport and human life, reflects a combination of
guidelines that are theresult ofdifferent perspectives implied in coaches’curricula and learning
programs.Since the paradigmrepresents both a “pre-understanding” ofthe world and the root
of human action, it reflects specific trends and it needs specific pedagogical models to be
implemented by sports coaches. A pedagogical paradigm is always correlated with the
concepts of “orientation” and “model”. Orientation is a trend and preference towards
educational actions oriented by specific models of sport coaching. Model is a reference
framework of the strategies and methods put in place by sport coaches to train their athletes
(Isidori, 2003). A research analysis upon both sport philosophy and pedagogy scholarly
literature (Davis, 1963; McFee, 2007) allows the identification of five basic teaching and
learning paradigms which are related tothe main philosophical movements ofWestern culture,
that is the:
1) pragmatistparadigm;
2) idealistparadigm;
3) realist/positivistparadigm;
4) existentialist paradigm;
5) socio-critical paradigm.
Each paradigm is inspired by a specific philosophy of education that has its basis in the
thinking of many influentialWesternphilosophers associatedwith eachmovement(Fernandez-
Balboa,1997; Morgan,2006; Thomas,2007). Furthermore,since eachparadigmshows specific

7. 4
characteristics and complexfeatures due to the many variables which define it, we decided to
analyze and to sum up the characteristics of each paradigm, taking into account three basic
aspectsofeachparadigm,namely:the anthropologicalvisionproposed; the value-implications
tied to sport in terms of meanings, purposes and objectives; the teaching techniques used in
perspective.
On the basis of this hermeneutical analysis carried out on these three aspects of every
paradigm(Pearson,1990), we proceededstartingfroma 125 items questionnaire (25 items x5
paradigms)up to a final 50 items questionnaire (10 items x 5 paradigms)(see Appendix).This
research tool,basedon a Likert scale,centeredon a score system from1 to 5, aimed to detect
the levelof agreement ordisagreement ofcoaches with reference to theitems contained in the
questionnaire. The questionnaire was validated in three main phases.
1) In the first phase, the questionnaire was submitted to the analysis of a group of
Italian and foreign university experts (sport philosophers, educationists and
psychologists) who reviewed the questionnaire focusing on its coherence with the
existing scholarly literature, on its internal consistency, and clearness.
2) In the second phase, the questionnaire was both electronically submitted and
administered in person to a sampleof sport coachestraininginthecity of Rome (50
subjects). The coaches were then interviewed to verify the formal clearness and
consistency of thequestionnairefromtheirpointof view. The interviewsalso aimed
at verifying if the scores totaled by each coach with reference to every single
paradigm really revealed his/her preferences and orientations towards the way of
thinkingand modelsof teachingbehaviorimplicitin each philosophical paradigm.
3) The third phase of validation consisted of a discriminating power analysis of each
questionnaire’s item.In particular,thevaluesof themean and standard deviation of
each item which composed the questionnaire were analyzed. This analysis allowed
useto identify and to eliminateitems with alowdiscriminating power,and to build
the 50-items-final-questionnaire (Cronbach’s α = 0,711).
The statistical tests carried out on the questionnaire’s items showed sufficient evidence of
clearness and discriminative power. For this reason, the questionnaire built for detecting
philosophical paradigms (QPP) in footballcoaches was consideredas a sufficiently valid and
reliable research tool in the framework of the pilot study. The questionnaire was both
electronically submittedand administered in person to a sample of20 subjects representedby
coaches training at Lodigiani Football Club of Rome and to a group of 25 students from the
University ofRome “Foro Italico” who were alsocoaches (45youthfootballcoaches:8females
and 37 males).The closerthe score reportedforeach paradigmwas to 125,the more the subject
was shown to prefer (or not to prefer) that philosophical paradigm.
4. Results
The pilot study allowed us to define a philosophical profile for each coach and to identify
his/her personal theory of education through sport and physical activity as expressed by
paradigms. The data fromthe questionnaire showed a prevalence oftwo main paradigms:the
socio-critical (15 coaches=33.3%) and the pragmatist (13 coaches=28.9%). The other
preferencesare distributed in this way:idealist paradigm(9coaches=20.0%); realist/positivist
paradigm (7 coaches=15.5%); existentialist paradigm(1 coach=2.2%).
From figure 3, one can observe that among the coaches who preferred the socio-critical
paradigm,11 of15 (24.4%) trained in competitive sport.Amongwho preferredthe pragmatist
one,9of13 (20.0%) were those whotrainedin schoolsport.This correlationmay be considered
as correlated to the coaches’ age. In fact, among those coaches who preferred the idealist
paradigm, characterized by such a high average as those who preferred the socio-critical one,
the larger part trained in competitive sport (6 of 9=13.3%).
5. Discussion

8. 5
Generally speaking,philosophicalparadigms are oftenfragmentedandconfusedandit is not
easy to define them analytically. Philosophical paradigms are worldviews which influence
footballcoaches’behaviors.Therefore,due tothe fragmentedandcomplexnatureofparadigms,
football coaches’ philosophical profiles are difficult to define,
reduce and sumup in an analytical sequence of orientations and models. Analysing their own
philosophicalprofile,footballcoaches can betterunderstand theirvalues,the meaning and the
sense theygive to sport andto relations with theirathletes,as wellas the pedagogicalmodels
they tend to adopt during the training process.
Coaching professionsin youth footballare always complex; the sport is perceivedas highly
competitive in our society which makes it difficult to promote authentic values (Lee, 2003).
Sport coaches are not only responsible for a team’s performance.The role of these persons
encompassesa varietyofresponsibilities which extendbeyondtherole ofa “coach” or“trainer”
in a strictly technical sense. For this reason, the QPP can be used as a methodology for
developing a critical and reflective attitude not only in football coaches but also in coaches
training in other sports. Currently, the need for improved training/education and support for
footballcoachesencouragesresearch focused on educationaland critical-reflective practice,
which is considereda centraltopic in literature about the sports coach as an educator,in order
to help the coachesto develop intoeducators and sport valuepromoters foryoung people and
the society.
6. Conclusion
If adapted, the questionnaire administered in this research can be also used to detect the
philosophical paradigms of different samples of subjects (physical education teachers, sport
educators,etc).This study has highlightedthe needforcontinuing to validate the QPPfroma
statistical point of view in order both to have a more reliable research tool and to use it as a
means to help youth footballcoaches,througha self-evaluation andself-understanding oftheir
own personalparadigms,to develop into critical-reflective practitioners able to avoid teaching
and behavior mistakes.Thisstudyis anexample ofhowphilosophy ofeducation can be applied
to practice in a context suchas youth footballin which thereare veryfewpossibilities todevelop
critical thinking both forcoaches andathletes due to the highly competitive perception ofthis
sport in our society.
°Authors’ contributions. This study and the questionnaire is the result of a collaboration between the four authors.
Their contribution can be summed up as follows: Emanuele Isidori: conception and design of the study and
questionnaire; manuscript writing. Mascia Migliorati and Claudia Maulini: acquisition of data and scientific
literature; manuscript and questionnaire revision. Rafael Ramos Echazarreta: analysis and interpretation of data;
obtaining funding.
7. Appendix
7.1 Questionnaireto detectcoaches’educational philosophical paradigms: statements
For each itembelow,respondaccording to the
strength ofyourbeliefStrong Agreement 5 ----- 4 --
--- 3 ----- 2 ----- 1 Strong Disagreement
1. When one trains, it is necessary to continuously change exercises to the athletes
2. Athletes must always conformwith the highestvalues of sport
3. The purposeof sportisthe performance
4. The resultin sportis theproductof the sumof many personal contributions
5. The purposeof sportisthesocial integration
6. The purpose of sport is the transmission of democratic values
7. It is fundamental to proposeactivities that develop athletes’ neuromuscular control and
strength

9. 6
8. In sport,no resultisever predictable
9. If one want athletes to listen to one,one has to usedirectcommunication
10. Fair-playisthemostimportantthingin sport
11. It is possible to objectively measure the performance of athletes
12. We must always and completely control the activities of athletes
13. The coach must accept the dominant ideologies (money, success) of contemporary society
14. Sport is an expression of human transcendence and spiritual values
15. Tests to measure the performance of athletes are fundamental
16. When onetrains,onealwaysmust followa definiteprogram
17. The purposeof sportisto change society
18. One has to let athletes free to autonomously explore their own game situations
19. Sportis notimportantfor itself butfor the values thatitallows to achieve
20. It is necessary to maximize the conditional capacities in athletes
21. It is necessary to question the effectiveness of training programs
22. When onetrains,onemustmakereferenceto modelsof traditional training(coach
as leader,coach providestrainingprograms, etc.)
23. Coach is the central figure in the formation process of athlete
24. It is important to use scientifically tested training schemes
25. The relation between coach and athlete is a relation between equals
26. It is fundamental to participate at one’s own athletes training
27. The ethics of sportis more importantthan meand my athletes
28. The performance of the athlete is more important than his creative capacity
29. The athlete learns by himself without the strict supervision of the coach
30. The purposeof training is to builda personal relationship with theathlete
31. Good coachesarebornandnot made
32. The athletes mustbegivefreedomof decision
33. Itis necessary to giveordersto the athletes
34. When one trains, it isnecessary to teach athletes on howto resolve conflicts
35. Athletes growup and matureif they decideautonomously
36. Scientificknowledgemakes you bea great coach
37. Athletes areableto understandthe gamesituationsby themselves
38. It is necessary to establish the strategy of play together with the athletes
39. Onemustimposehispointof viewto the athletes
40. To play well,itis sufficientto havea good coach
41. The athlete who does not performwell enough should notplay
42. Disciplineisnotfundamental in training
43. The respectfor democraticvalues is moreimportantthan winning
44. Coach ismoreimportantthan equipmentand sportsfacilities
45. In training, practical experience is more important than theoretical knowledge
46. An athletealways learns not by himself but with the others
47. Sportalwaysmakes people better
48. Team sportsimprovethepersonality of the athlete
49. Sportbringstheathleteto the spiritual dimension
50. It is necessary to encourage athletes to propose solutions to solve game situations
7.2 Scoring tips
1. Writeyour scorebeneath each itemnumber in thechart below.
2. For each set(for example,theten Idealistquestions) addthevaluesof theanswers
given.In a singlesetof numbers,thetotal should fall between 10 (all “1”) and 50
(all “5”).
3. Dividethetotal scorefor each setby 5.Thosewill beyour scoresfor each
educational philosophical position.

10. 7
Total/5=Score
References
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development. Quest, 50, (1), 59-79. Arnold, P. J. (1994). Sport and moral education.
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Davis, E. C. (1963) (Ed.) Philosophies fashion physical education; pragmatism, idealism, realism, aritomism,
existentialism. Dubuque, Iowa: W.
C. Brown Co.
Fernández-Balboa, M. (Ed.) (1997). Critical postmodernism in human movement, physical education and sport.
Albany, NY: SUNY. Hardman, A. R., & Jones, C.) (eds.) (2011). The Ethics of Sports Coaching. London:
Routledge.
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pedagogy. Studia Universitatis Babes-Bolyai. Educatio Artis Gymnasticae, 53, (2), 33-38.
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and Sport. Studies and Research, 48,(1), 15-20.
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L. (ed.) (2006). The Sports Coach as Educator. London: Routledge
Kretchmar, R.S. (1994). Practical Philosophy of Sport. Champaign, IL: Human Kinetics.
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knowledge (pp. 59-89). Cambridge: Cambridge University Press.
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science. Sport, Ethics and Philosophy, 1,(1), 58-77.
Mcnamee, M. (2004). Positivism, Popper and paradigms. In M. McNamee (Ed.). Philosophy and the sciences of
exercise, health and sport (pp.
1-20). London: Routledge.
Morgan, W. J. (2006). Philosophy and physical education. In D. Kirk, D. Macdonald, & M. O’Sullivan (Eds). The
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Parry, J. (2007). Sport, Ethos and Education. In J. Parry, S. Robinson, M. Nesti, & N. Watson Spirituality and Sport
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Philosophy of Sport 36, (1), 40-49. Thomas, G. (2007). Education and Theory. Strangers in
paradigms. Maidenhead: Mc Graw Hill-Open University Press.

11. 8
BAB II
REVIEW JURNAL
Judul Educational Paradigms and Philosophy of Football
Coaching: a Theoretical and Practical Perspective
Pengarang Emanuele Isidoria, Mascia Miglioratia, Claudia
Maulinia Rafael Ramos Echazarretaa*
Nama Jurnal Journal of the Philosophy of Sport
Volume, Issue,
Tahun, Halaman
Procedia – Socian and Behavioral Sciences 197 (2015)
624—621
© 2015 The Authors. Published by
Elsevier Ltd. This is an open access
article under the CC BY-NC-ND
license
Tujuan Penelitian Tujuan utama dari penelitian ini adalah untuk
merefleksikan peran dan fungsi pelatih olahraga sebagai
pendidik serta pembinaan sebagai praktik pendidikan.
Metode Penelitian Penelitian tahap pertama yang menggunakan pendekatan
hermeneutis terdiri dari analisis epistemologis terhadap
konsep paradigma sebagaimana didefinisikan dalam
kerangka filsafat ilmu kontemporer oleh filsuf Amerika
Thomas Kuhn (1922-1996).
Hasil dan
Pembahasan
Studi percontohan memungkinkan kami untuk menentukan
profil filosofis untuk setiap pelatih dan untuk
mengidentifikasi / teori pribadinya pendidikan melalui
olahraga dan aktivitas fisik seperti yang diungkapkan oleh
paradigma.
Kesimpulan Jika disesuaikan, kuesioner yang diberikan dalam
penelitian ini juga dapat digunakan untuk mendeteksi
paradigma filosofis dari sampel mata pelajaran yang
berbeda (guru pendidikan jasmani, pendidik olahraga, dll).
Studi ini menyoroti perlunya terus memvalidasi QPP dari
sudut pandang statistik agar memiliki alat penelitian yang
lebih andal dan menggunakannya sebagai alat untuk
membantu pelatih sepak bola muda, melalui evaluasi diri
dan pemahaman diri.
Keunggulan penelitian berupa data lapangan yang diperoleh langsung
oleh dari sampel
Kekurangan Terlalu singkat dan hasil kurang bisa dipahami

12. 9
BAB III
PENUTUP
Kesimpulan
Jurnal diatas membahas serta merefleksikan peran dan fungsi pelatih
olahraga sebagai pendidik serta pembinaan sebagai praktik pendidikanbela
diri ini.
Saran
Sebagai penulis saya menyadari bahwa masih banyakkekurangan di
dalammakalah ini. Untuk kedepannya penulis akan menjelaskan secara
detail dari sumber yang lebih banyak.

13. 10
BAB IV
DAFTAR PUSTAKA
1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open
access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of Academic World Education and Research
Center. doi:10.1016/j.sbspro.2015.07.203