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Effects of Health-Related Fitness Model to Improve Physical Fitness and Physical
Activity in Vocational High School Students
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1. The results of previous Several studies on Health-Related Fitness have been
studies revealed that the carried out by previous researchers, such as
health-related fitness model examining the relationship between Health-Related
provides health Fitness indicators including cardiovascular fitness
improvements for students and body mass index, and academic performance to
related to fitness [21]–[23]. high school graders which gave a positive but small
Physical fitness during relationship [21]. Another study was conducted by
childhood and adolescence is Brusseau [22]. He examined the effect of the
a strong predictor of future Comprehensive School Physical Activity Program
health [24]. (CSPAP) on physical activity and health-related
fitness to 1390 children from kindergarten to
elementary school students in grade 6 with low
family income. The result showed that CSPAP carried
out to 12 weeks was able to increase physical activity
and HRF. However, the magnitude of the effect was
weak to moderate category. Furthermore, Hastie [23]
in his research which aimed to develop the physical
fitness of 5th grade elementary school students by
combining Project-Based Learning (PBL) and health-
related fitness (HRF) showed evidence that supports
the effectiveness of the PBL-themed fitness education
unit. Another study was conducted by Britton [24]
which investigated the role of Perceived Athletic
Competence (PAC) and Health-Related Fitness (HRF)
in mediating the interrelationship between Motor
Competence (MC) and Physical Activity (PA) during
a child's transition from primary to secondary school.
It was found that there was a stronger relationship
through HRF compared to PAC to MC-PA, and that
HRF was a more substantial mediator of the MC-PA
relationship during the school transition period. The
Health Related Fitness (HRF) model has been widely
used to promote healthy behavior and the adoption
of a healthy lifestyle in order to maximize physical
activity during the lessons and keep students
physically active for at least 50% of class period [25].
Note:
Reference to previous research has been added
comprehensively.
2. Mistakes should be corrected. Grammar mistakes have been revised based on the
Maybe, through using the reviewer’s suggestion.
programme Grammarly of
others.
3. The description of figure 1 The description of figure 1 has been revised based on
uses Intervention Group and the reviewer’s suggestion.
Comparison Group terms.
4. Modify it by including more The explanation of the discussion part has been
clarity to the points discussed revised based on the reviewer’s suggestion.
in the analysis part.
Effects of Health-Related
Fitness Model to Improve
Physical Fitness and Physical
Activity in Vocational High
School Students
by Lutfi Nur
Submission date: 28-Apr-2021 08:34AM (UTC+0700)

Submission ID: 1540795126
File name: SAJ-19923390_rev_27-4-21_oke.doc (258K)
Word count: 4645
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Effects of Health-Related Fitness Model to Improve Physical
Fitness and Physical Activity in Vocational High School Students
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Title : Effects of Health-Related Fitness Model to Improve Physical Fitness
and Physical Activity in Vocational High School Students
Author (s) : Sheila Dwi Loviani1,2*
Nurlan Kusmaedi3
Yudha Munajat Saputra4
Hamidie Ronald Daniel Ray5
Lutfi Nur6
Institution : STKIP Sebelas April, Sumedang, Jawa Barat
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Effects of Health-Related Fitness Model to Improve
Physical Fitness and Physical Activity in Vocational
High School Students
Sheila Dwi Loviani1,2*, Yudha Munajat Saputra3, Nurlan Kusmaedi4,
Hamidie Ronald Daniel Ray5, Lutfi Nur6

1Department
of Physical Education, STKIP Sebelas April, Sumedang, Jawa Barat 45323, Indonesia
2,3,4,5Department
of Sports Education, School of Postgraduate Studies, Universitas Pendidikan Indonesia, 40154, Bandung, Indonesia
6Department of Elemntary Teacher Education, Tasikmalaya Campus, Universitas Pendidikan Indonesia, 40154, Bandung, Indonesia
*Corresponding Author: sheila@stkip11april.ac.id
Received March 22, 2021; Revised ; Accepted
Copyright©2021 by authors, all rights reserved. Authors agree that this article remains permanently open access under
the terms of the Creative Commons Attribution License 4.0 International License
Abstract Physical activity and physical fitness have a vital role in enhancing a healthy and active lifestyle for
individuals. This study aimed to see the impact of providing a health-related fitness model on physical improvement and
vocational high school students' physical activity. The experimental method with randomized control group
pretest-posttest design was applied in this research. The sample selection was based on random cluster sampling to select
two classes as the experimental group and the control group consisting of 33 students each, with an age range of 16-17.
The instruments used in this study were physical fitness test instruments and students' physical activity tests. The data
analysis technique used the Mann-Whitney test and t-test to determine the difference in influence between the
experimental and control groups. The results showed that overall, the two groups had a positive impact on the
improvement of students' physical fitness and physical activity. However, the experimental class showed a significant
increase compared to the control class on the physical fitness variable. Meanwhile, in the physical activity variable, there
was no significant difference between the two groups. From these findings, the researchers concluded that the
health-related fitness model and the direct instruction model could be applied as an alternative for teachers to improve
physical fitness and physical activity for vocational high school students. Furthermore, the researcher explicitly suggests
the use of health-related fitness models to improve students' physical fitness.
Keywords health-related fitness, physical fitness, physical activity
1. Introduction
A healthy and active lifestyle is not just a campaign echoed by health activists. However, individuals must maintain
their quality of life and avoid various diseases such as hypertension, diabetes, obesity, etc [1]–[3]. A healthy and active
lifestyle has a positive correlation with physical activity and new fitness. However, nowadays, the challenges in
maintaining a lifestyle are getting heavier with the advent of technology such as smartphones, which indirectly makes
them lazy to move as they get attached to these devices [4], [5]. Although smartphones have many benefits and are
becoming increasingly sophisticated and multifunctional, studies have identified some potential associated risks,
especially among young smartphone users [6], [7]. Addiction to smartphones carries dangerous consequences for user
safety and can have negative implications [8]. This factor becomes the driving factor in the decline in adolescents' active
lifestyles even though many individuals have felt the benefits of being physically active. For example, adults who engage
in regular physical activity during leisure time are less likely to have health problems such as obesity, high blood pressure,
and diabetes than those who are inactive [9], [10]. Furthermore, it is recommended that school-age children and
adolescents should engage in 60 minutes or more of daily physical activity. However, recent evidence suggests that
adolescents' physical activity has decreased, and activity among adolescents in some countries remains relatively low [11],
[12]. Therefore, there are some essential needs for effective interventions which promote health and physical activity
participation among adolescents.
As a compulsory subject at schools, physical education has a role in promoting health and offering adolescents
opportunities to participate in physical activities [13], [14]. However, several previous studies revealed that school
physical education programs do not provide adequate physical activity for adolescents [15], [16]. The availability of many
entertainment technologies and environmental factors that are not supportive also encourages sedentary adolescent
lifestyles and contributes to the decline in one's physical fitness [17], [18]. Physical fitness itself is a set of people’s
characteristics that are positively correlated with their physical activity and is a goal of physical education [17].
Vocational high school students are demanded to be able to master skills that can be directly applied when they work in
companies later. These students need initial capital in order to have more power and strength to do their activities. Besides,
the need to increase fitness and physical activity also encourages students to have the initial capital to protect them from
various diseases and increase their self-confidence to avoid various health problems in the future. Darst, et al [19]
revealed that many people do not join community sports, exercise in gyms, or participate in other sports organizations
because of their lack of competence in physical abilities, and fear of embarrassment. Therefore, the increase in students’
physical activity and physical fitness in schools needs to be designed in the learning process. The provision of appropriate
learning models in improving students' fitness and physical activity needs to be considered by schools since good fitness
makes students more confident in carrying out activities and having a positive impact on their lives. In this study,
researchers offered solutions to improve students' physical fitness and physical activities by applying the health-related
fitness (HRF) model.
The health-related fitness (HRF) model is a learning model that can be integrated with physical education to provide
knowledge and habituation to practice physical activities for children at school. This model assumes that physical activity
is the core of a healthy lifestyle. The development of such a lifestyle requires knowledge of physical fitness, which
includes the relationship between activity and health, healthy physical skills, and commitment to the virtues of exercise.
In this model, students must have self-management as an effort to formalize activities to make them have habits related to
fitness training that is more meaningful to students in physical education settings [20], [21].
The health-related fitness model has a goal consisting of five stages that are in line with students' development and
growth. First, doing exercises regularly, includes learning personal habits and learning to practice them regularly, and
enjoying them. Second, obtaining fitness criteria for physical fitness components related to health and learning to create
realistic personal physical fitness goals. Third, physical fitness patterns include choosing personal activities and
evaluating exercise and exercise programs. Fourth, self-evaluation includes testing one's fitness and translating test results.
Fifth, solving problems and making decisions such as planning a physical fitness program and becoming a knowledgeable
doer. The HRF model’s characteristics emphasize knowledge, attitudes and behaviors, a continuous program of activities,
and regular testing and individual assessment.
Several studies on Health-Related Fitness have been carried out by previous researchers, such as examining the
relationship between Health-Related Fitness indicators including cardiovascular fitness and body mass index, and
academic performance to high school graders which gave a positive but small relationship [22]. Another study was
conducted by Brusseau [23]. He examined the effect of the Comprehensive School Physical Activity Program (CSPAP)
on physical activity and health-related fitness to 1390 children from kindergarten to elementary school students in grade 6
with low family income. The result showed that CSPAP carried out to 12 weeks was able to increase physical activity and
HRF. However, the magnitude of the effect was weak to moderate category. Furthermore, Hastie [24] in his research
which aimed to develop the physical fitness of 5th grade elementary school students by combining Project-Based
Learning (PBL) and health-related fitness (HRF) showed evidence that supports the effectiveness of the PBL-themed
fitness education unit. Another study was conducted by Britton [25] which investigated the role of Perceived Athletic
Competence (PAC) and Health-Related Fitness (HRF) in mediating the interrelationship between Motor Competence
(MC) and Physical Activity (PA) during a child's transition from primary to secondary school. It was found that there was
a stronger relationship through HRF compared to PAC to MC-PA, and that HRF was a more substantial mediator of the
MC-PA relationship during the school transition period. The Health Related Fitness (HRF) model has been widely used to
promote healthy behavior and the adoption of a healthy lifestyle in order to maximize physical activity during the lessons
and keep students physically active for at least 50% of class period [26]. In this study, the researcher wanted to see an
overview of the health-related fitness model's application as a form of promotion of fitness education by adjusting the
applicable curriculum in Indonesia. Furthermore, this study aimed to investigate the effectiveness of applying the
health-related fitness model to increase physical fitness and physical activity for vocational high school students.
2. Materials and Methods
This study's research method was an experimental method with a randomized control group pretest-posttest design
[27]. The sample selection used random cluster sampling to select two classes as the experimental and control groups
with an age range of 16-17. The experimental group consisted of 33 students. They were treated with the health-related
fitness learning model, while the control group consisting of 33 students was treated with the direct instruction learning
model. All participants from the two groups attended physical education learning with a 90-minute session for four
weeks. The experimental group was carried out for 12 meetings and held three times a week for one month. Whereas,
the control group was given treatment using the direct instruction learning model that physical education teachers
commonly use by following the school's lesson schedule.
The instruments used in this study were the Indonesian Physical Fitness Test (TKJI) which included a 60-meter running
test, a 60-second pull-up test, a 60-second sit-up test, a vertical jump test, and a 1200-meter running test [28]. The second
instrument is the International Physical Activity Questionnaire (IPAQ) to determine students' level of physical activity
[29].
The data analysis technique used in this study was the Mann-Whitney test on the abnormally distributed data group.
Simultaneously, the t-test was carried out on the normal and homogeneous distributed data group to determine the
differences in the pre-test and post-test results between the two groups.
3. Result
This study aimed to determine the impact of giving a health-related fitness model on improving student's physical
fitness and physical activity. Based on the research results, information was obtained about the data description of the
results of measurements of students' physical fitness and physical activity as shown in table 1.
Table 1. Data description from the measurement of students' physical fitness and physical activity (N = 66)
Experimental Group Control Group

Variable
Pre-test Post-test Pre-test Post-test
Physical fitness 12.48±1.50 18.42±1.30 8.85±0.87 13.15±0.97
Physical activity 12.84±3.37 14.61±4.05 12.48±2.86 15.15±3.38
Based on table 1, it can be seen in the experimental group that the results of students’ physical fitness and physical
activity have increased from the pre-test and post-test results; the physical fitness from an average of 12.48 to 18.42,
while the physical activity of students from 12.84 to 14.61. The control group also experienced an increase in the
pre-test and post-test results; the physical fitness from an average of 8.85 to 13.15, while the physical activity of
students from 12.48 to 15.15. In summary, the increase in the pre-test and post-test results in the two groups can be seen
in Figure 1.
Figure 1. The increase of pre-test and post-test results in the experimental group and the control group
In Figure 1, it can be seen that in the experimental group, the average student's physical fitness increased by 5.94,
which is higher than the average increase in the control group, which got a mean score of 4.3. However, the mean
increase in students' physical activity in the experimental group was 1.77, smaller than the control group with 2.67.
Furthermore, to determine the significance of the increase in the pre-test and post-test results, the Mann-Whitney test
was performed on data with an abnormal distribution and t-test on data that were normally distributed and
homogeneous.
Table 2. The results of the Mann-Whitney test and t-test in the experimental group and the control group
Physical fitness Physical activity

Group Remark Remark
Mann-Whitney Asymp. Sig. Mann-Whitney Asymp. Sig.
Experimental 2.000 .000 Sig -8.028* .000* sig
Control .500 .000 Sig 315.000 .003 sig
*)t-test was employed because data are homogenous and normally distributed
Based on table 2, information is obtained about the Mann-Whitney test results in the experimental group. The
calculation of the student's physical fitness showed a value of 2.000 with an Asymp value. sig. of 0.000, which means that
there is a significant difference. Meanwhile, students' physical activity was carried out by calculating the t-test, which
obtained a score of -8.028 with a sig value of 0.000, which means that there is a significant difference. Furthermore, in the
control group, the Mann-Whitney calculation was carried out which obtained 0.500 for physical fitness and 0.003 for
physical activity with the Asymp value. sig. of 0.000. It means that there is a significant difference. This result means that
overall there is an effect of applying the health-related fitness model and the conventional model on improving student's
physical fitness and physical activity. Furthermore, to determine the significance of the differences between the two
groups, the Mann-Whitney test and t-test were performed, as shown in table 3.
Table 3. The results of the difference test between the experimental group and the control group
Variable Mann-Whitney Z Asymp. Sig.

Physical fitness 2.000 -7.061 .000
Variable F df Sig
Physical activity 2.131 62 .565
Based on table 3, it can be seen that the physical fitness variable after analysis using the Mann-Whitney test shows a
value of 2.000 and an Asymp value sig. of 0.000, which is smaller than 0.05. It means that there is a significant
difference between physical fitness results in the experimental group and the control group. Furthermore, the physical
activity variable using the t-test shows a sig. value of 0.565, which is greater than 0.05, meaning that there is no
significant difference in physical activity results in the experimental and control groups. Therefore, the health-related
fitness model's application is proven to be more effective than conventional models in improving physical fitness.
However, physical activity did not show a significant difference.
4. Discussion
In this study, it was proven that students who were given the health-related fitness (HRF) model experienced better
physical fitness improvement than the group that applied traditional methods. However, there was no significant
difference in the physical activity variable between the two groups. Findings in the field reveal that students in the
experimental group also understood the application of the health-related fitness model. They were also actively involved
in practice at the time of learning with a structured physical education program designed to improve health-related fitness,
promote movement skills, and lead to success and pleasure in learning activities. Other findings in the field reveal no
significant difference in the physical activity of students in the experimental group and the control group because of the
limitations of researchers in controlling activities outside of learning at school. During school hours, the control group
only received a conventional learning model at school. However, after being given a physical activity questionnaire, it
turned out that some of them were involved in extracurricular activities as well as training in amateur sports clubs outside
school, so that there was no difference in physical activity between the two groups. This situation certainly has a good
impact on promoting physical activity, according to some previous studies. The studies revealed that although many
young people are more active than adults, most of them have a lower physical activity level than recommended for good
health [15], [30].
In line with this study's results, previous research revealed that implementing health-related fitness gives students more
opportunities to participate in special exercises and games designed to promote sustainable fun and participation [31].
Furthermore, the competence and physical activity that students perceive is influenced by other factors such as the
experience of success or failure in games, teacher attention, motivation, and interactions in the classroom with peers
[32]–[35]. The strategy of providing the HRF model applied to physical education learning at schools has a significant
impact on student's physical fitness and physical activity. In the HRF model, the types of subject matter are adjusted to the
types of subjects listed in the curriculum. The number of hours of compulsory/ intra-per-week lessons as stated in the
curriculum (for example, 2 x 45 minutes) is adjusted by dividing it into meetings that support fitness development (into 3
x 30 minutes). Furthermore, the provision of theoretical material is emphasized so that it is conveyed in an integrated
manner in direct practice. This application is in line with previous research suggestions that reveal that schools' physical
education learning curriculum should maximize physical activity during lessons and keep students active for at least 50%
of the class time [36].
The application of learning models, especially the health-related fitness (HRF) model, is essential to be applied from an
early age to instill habits to maintain health. This statement is reinforced because having good physical fitness and regular
physical activity are essential components of a healthy lifestyle for children and adolescents [37]–[40]. Furthermore,
efforts to train physical fitness at schools can be made by maximizing physical education lessons with curriculum
adjustments. This curriculum should maximize physical activity during lessons and keep students active for at least 50%
of the class time [36]. Researchers have suggested that behavior change is a dynamic process and involves several factors:
motivation, perceived inhibition, enjoyment, stages of change, and social support [41]–[44]. Previous studies have also
reported that physical activity combined with a behavior modification approach can effectively increase short-term and
long-term physical activity of adolescents [45]–[47].
5. Conclusions
Based on the results obtained, the researcher concluded that both the health-related fitness model and the direct
instruction model could positively affect vocational high school students' physical activity and physical fitness.
However, all students in the experimental group experienced a more significant increase than students in the control
group regarding students' physical fitness. These findings are vital for physical education teachers to fully understand
the problems related to student's physical fitness and physical activity. The statement, as mentioned earlier's rationale is
to develop effective interventions so that physical educator learning implemented at schools can promote students to
improve student fitness by utilizing health-related fitness programs and developing a fun learning environment.
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Sheila Dwi Loviani1,2,*, Yudha Munajat Saputra2, Nurlan Kusmaedi2,
1Department of Physical Education, STKIP Sebelas April, Sumedang, Jawa Barat 45323, Indonesia
2Department of Sports Education, School of Postgraduate Studies, Universitas Pendidikan Indonesia, 40154, Bandung, Indonesia
3Department of Elementary Teacher Education, Tasikmalaya Campus, Universitas Pendidikan Indonesia, 40154, Bandung, Indonesia
Received March 22, 2021; Revised April 29, 2021; Accepted
Cite This Paper in the following Citation Styles

(a): [1] Sheila Dwi Loviani, Yudha Munajat Saputra, Nurlan Kusmaedi, Hamidie Ronald Daniel Ray, Lutfi Nur,
"Effects of Health-Related Fitness Model to Improve Physical Fitness and Physical Activity in Vocational High School
Students," International Journal of Human Movement and Sports Sciences, Vol. 9, No. 4, pp. XX - XX, 2021. DOI:
10.13189/saj.2021.09040x.
(b): Sheila Dwi Loviani, Yudha Munajat Saputra, Nurlan Kusmaedi, Hamidie Ronald Daniel Ray, Lutfi Nur (2021).
Effects of Health-Related Fitness Model to Improve Physical Fitness and Physical Activity in Vocational High School
Students. International Journal of Human Movement and Sports Sciences, 9(4), XX - XX. DOI:
10.13189/saj.2021.09040x.
Abstract Physical activity and physical fitness have a model and the direct instruction model could be applied as
vital role in enhancing a healthy and active lifestyle for an alternative for teachers to improve physical fitness and
individuals. This study aimed to see the impact of physical activity for vocational high school students.
providing a health-related fitness model on physical Furthermore, the researcher explicitly suggests the use of
improvement and vocational high school students' physical health-related fitness models to improve students' physical
activity. The experimental method with randomized fitness.
control group pretest-posttest design was applied in this
research. The sample selection was based on random Keywords Health-Related Fitness, Physical Fitness,
cluster sampling to select two classes as the experimental Physical Activity
group and the control group consisting of 33 students each,
with an age range of 16-17. The instruments used in this
study were physical fitness test instruments and students'
physical activity tests. The data analysis technique used the
1. Introduction
Mann-Whitney test and t-test to determine the difference in
influence between the experimental and control groups. A healthy and active lifestyle is not just a campaign
The results showed that overall, the two groups had a echoed by health activists. However, individuals must
positive impact on the improvement of students' physical maintain their quality of life and avoid various diseases
fitness and physical activity. However, the experimental such as hypertension, diabetes, obesity, etcetc. [1]–[3]. A
class showed a significant increase compared to the control healthy and active lifestyle has a positive correlation with
class on the physical fitness variable. Meanwhile, in the physical activity and new fitness. However, nowadays, the
physical activity variable, there was no significant challenges in maintaining a lifestyle are getting heavier
difference between the two groups. From these findings, with the advent of technology such as smartphones, which
the researchers concluded that the health-related fitness indirectly makes them lazy to move as they get attached to
these devices [4], [5]. Although smartphones have many by applying the health-related fitness (HRF) model.
benefits and are becoming increasingly sophisticated and The health-related fitness (HRF) model is a learning
multifunctional, studies have identified some potential model that can be integrated with physical education to
associated risks, especially among young smartphone provide knowledge and habituation to practice physical
users [6], [7]. Addiction to smartphones carries dangerous activities for children at school. This model assumes that
consequences for user safety and can have negative physical activity is the core of a healthy lifestyle. The
implications [8]. This factor becomes the driving factor in development of such a lifestyle requires knowledge of
the decline in adolescents' active lifestyles even though physical fitness, which includes the relationship between
many individuals have felt the benefits of being physically activity and health, healthy physical skills, and
active. For example, adults who engage in regular commitment to the virtues of exercise. In this model,
physical activity during leisure time are less likely to have students must have self-management as an effort to
health problems such as obesity, high blood pressure, and formalize activities to make them have habits related to
diabetes than those who are inactive [9], [10]. fitness training that is more meaningful to students in
Furthermore, it is recommended that school-age children physical education settings [20], [21].
and adolescents should engage in 60 minutes or more of The health-related fitness model has a goal consisting
daily physical activity. However, recent evidence suggests of five stages that are in line with students' development
that adolescents' physical activity has decreased, and and growth. First, doing exercises regularly, includes
activity among adolescents in some countries remains learning personal habits and learning to practice them
relatively low [11], [12]. Therefore, there are some regularly, and enjoying them. Second, obtaining fitness
essential needs for effective interventions which promote criteria for physical fitness components related to health
health and physical activity participation among and learning to create realistic personal physical fitness
adolescents. goals. Third, physical fitness patterns include choosing
As a compulsory subject at schools, physical education personal activities and evaluating exercise and exercise
has a role in promoting health and offering adolescents programs. Fourth, self-evaluation includes testing one's
opportunities to participate in physical activities [13], [14]. fitness and translating test results. Fifth, solving problems
However, several previous studies revealed that school and making decisions such as planning a physical fitness
physical education programs do not provide adequate program and becoming a knowledgeable doer. The HRF
physical activity for adolescents [15], [16]. The model’s characteristics emphasize knowledge, attitudes
availability of many entertainment technologies and and behaviors, a continuous program of activities, and
environmental factors that are not supportive also regular testing and individual assessment.
encourages sedentary adolescent lifestyles and contributes Several studies on Health-Related Fitness have been
to the decline in one's physical fitness [17], [18]. Physical carried out by previous researchers, such as examining the
fitness itself is a set of people’s characteristics that are relationship between Health-Related Fitness indicators
positively correlated with their physical activity and is a including cardiovascular fitness and body mass index, and
goal of physical education [17]. academic performance to high school graders which gave
Vocational high school students are demanded to be a positive but small relationship [22]. Another study was
able to master skills that can be directly applied when they conducted by Brusseau [23]. He examined the effect of
work in companies later. These students need initial the Comprehensive School Physical Activity Program
capital in order to have more power and strength to do (CSPAP) on physical activity and health-related fitness to
their activities. Besides, the need to increase fitness and 1390 children from kindergarten to elementary school
physical activity also encourages students to have the students in grade 6 with low family income. The result
initial capital to protect them from various diseases and showed that CSPAP carried out to 12 weeks was able to
increase their self-confidence to avoid various health increase physical activity and HRF. However, the
problems in the future. Darst, et al [19] revealed that many magnitude of the effect was weak to moderate category.
people do not join community sports, exercise in gyms, or Furthermore, Hastie [24] in his research which aimed to
participate in other sports organizations because of their develop the physical fitness of 5th grade elementary
lack of competence in physical abilities, and fear of school students by combining Project-Based Learning
embarrassment. Therefore, the increase in students’ (PBL) and health-related fitness (HRF) showed evidence
physical activity and physical fitness in schools needs to that supports the effectiveness of the PBL-themed fitness
be designed in the learning process. The provision of education unit. Another study was conducted by Britton
appropriate learning models in improving students' fitness [25] which investigated the role of Perceived Athletic
and physical activity needs to be considered by schools Competence (PAC) and Health-Related Fitness (HRF) in
since good fitness makes students more confident in mediating the interrelationship between Motor
carrying out activities and having a positive impact on Competence (MC) and Physical Activity (PA) during a
their lives. In this study, researchers offered solutions to child's transition from primary to secondary school. It was
improve students' physical fitness and physical activities found that there was a stronger relationship through HRF
compared to PAC to MC-PA, and that HRF was a more schedule.
substantial mediator of the MC-PA relationship during the The instruments used in this study were the Indonesian
school transition period. The Health Related Fitness (HRF) Physical Fitness Test (TKJI) which included a 60-meter
model has been widely used to promote healthy behavior running test, a 60-second pull-up test, a 60-second sit-up
and the adoption of a healthy lifestyle in order to test, a vertical jump test, and a 1200-meter running test
maximize physical activity during the lessons and keep [28]. The second instrument is the International Physical
students physically active for at least 50% of class period Activity Questionnaire (IPAQ) to determine students'
[26]. In this study, the researcher wanted to see an level of physical activity [29].
overview of the health-related fitness model's application The data analysis technique used in this study was the
as a form of promotion of fitness education by adjusting Mann-Whitney test on the abnormally distributed data
the applicable curriculum in Indonesia. Furthermore, this group. Simultaneously, the t-test was carried out on the
study aimed to investigate the effectiveness of applying normal and homogeneous distributed data group to
the health-related fitness model to increase physical determine the differences in the pre-test and post-test
fitness and physical activity for vocational high school results between the two groups.
students.
3. Result
This study aimed to determine the impact of giving a
This study's research method was an experimental health-related fitness model on improving student's
method with a randomized control group pretest-posttest physical fitness and physical activity. Based on the
design [27]. The sample selection used random cluster research results, information was obtained about the data
sampling to select two classes as the experimental and description of the results of measurements of students'
control groups with an age range of 16-17. The physical fitness and physical activity as shown in table 1.
experimental group consisted of 33 students. They were Based on table 1, it can be seen in the experimental
treated with the health-related fitness learning model, group that the results of students’ physical fitness and
while the control group consisting of 33 students was physical activity have increased from the pre-test and
treated with the direct instruction learning model. All post-test results; the physical fitness from an average of
participants from the two groups attended physical 12.48 to 18.42, while the physical activity of students
education learning with a 90-minute session for four from 12.84 to 14.61. The control group also experienced
weeks. The experimental group was carried out for 12 an increase in the pre-test and post-test results; the
meetings and held three times a week for one month. physical fitness from an average of 8.85 to 13.15, while
Whereas, the control group was given treatment using the the physical activity of students from 12.48 to 15.15. In
direct instruction learning model that physical education summary, the increase in the pre-test and post-test results
teachers commonly use by following the school's lesson in the two groups can be seen in Figure 1.

Variable

Group Remark Remark
Control .500 .000 Sig 315.000 .003 sig
*t-test was employed because data are homogenous and normally distributed
In Figure 1, it can be seen that in the experimental physical fitness and physical activity. Furthermore, to
group, the average student's physical fitness increased by determine the significance of the differences between the
5.94, which is higher than the average increase in the two groups, the Mann-Whitney test and t-test were
control group, which got a mean score of 4.3. However, performed, as shown in table 3.
the mean increase in students' physical activity in the
Table 3. The results of the difference test between the experimental
experimental group was 1.77, smaller than the control group and the control group
group with 2.67. Furthermore, to determine the
significance of the increase in the pre-test and post-test
results, the Mann-Whitney test was performed on data Physical
2.000 -7.061 .000
fitness
with an abnormal distribution and t-test on data that were
Variable F df Sig
normally distributed and homogeneous.
Physical
Based on table 2, information is obtained about the 2.131 62 .565
activity
Mann-Whitney test results in the experimental group. The
calculation of the student's physical fitness showed a Based on table 3, it can be seen that the physical fitness
value of 2.000 with an Asymp value. sig. of 0.000, which variable after analysis using the Mann-Whitney test shows
means that there is a significant difference. Meanwhile, a value of 2.000 and an Asymp value sig. of 0.000, which
students' physical activity was carried out by calculating is smaller than 0.05. It means that there is a significant
the t-test, which obtained a score of -8.028 with a sig difference between physical fitness results in the
value of 0.000, which means that there is a significant experimental group and the control group. Furthermore,
difference. Furthermore, in the control group, the the physical activity variable using the t-test shows a sig.
Mann-Whitney calculation was carried out which obtained value of 0.565, which is greater than 0.05, meaning that
0.500 for physical fitness and 0.003 for physical activity there is no significant difference in physical activity
with the Asymp value. sig. of 0.000. It means that there is results in the experimental and control groups. Therefore,
a significant difference. This result means that overall the health-related fitness model's application is proven to
there is an effect of applying the health-related fitness be more effective than conventional models in improving
model and the conventional model on improving student's physical fitness. However, physical activity did not show
a significant difference. maximize physical activity during lessons and keep
students active for at least 50% of the class time [36].
The application of learning models, especially the
4. Discussion health-related fitness (HRF) model, is essential to be
applied from an early age to instill habits to maintain
In this study, it was proven that students who were health. This statement is reinforced because having good
given the health-related fitness (HRF) model experienced physical fitness and regular physical activity are essential
better physical fitness improvement than the group that components of a healthy lifestyle for children and
applied traditional methods. However, there was no adolescents [37]–[40]. Furthermore, efforts to train
significant difference in the physical activity variable physical fitness at schools can be made by maximizing
between the two groups. Findings in the field reveal that physical education lessons with curriculum adjustments.
students in the experimental group also understood the This curriculum should maximize physical activity during
application of the health-related fitness model. They were lessons and keep students active for at least 50% of the
also actively involved in practice at the time of learning class time [36]. Researchers have suggested that behavior
with a structured physical education program designed to change is a dynamic process and involves several factors:
improve health-related fitness, promote movement skills, motivation, perceived inhibition, enjoyment, stages of
and lead to success and pleasure in learning activities. change, and social support [41]–[45]. Previous studies
Other findings in the field reveal no significant difference have also reported that physical activity combined with a
in the physical activity of students in the experimental behavior modification approach can effectively increase
group and the control group because of the limitations of short-term and long-term physical activity of adolescents
researchers in controlling activities outside of learning at [46]–[48].
school. During school hours, the control group only
received a conventional learning model at school.
However, after being given a physical activity 5. Conclusions
questionnaire, it turned out that some of them were
involved in extracurricular activities as well as training in Based on the results obtained, the researcher concluded
amateur sports clubs outside school, so that there was no that both the health-related fitness model and the direct
difference in physical activity between the two groups. instruction model could positively affect vocational high
This situation certainly has a good impact on promoting school students' physical activity and physical fitness.
physical activity, according to some previous studies. The However, all students in the experimental group
studies revealed that although many young people are experienced a more significant increase than students in
more active than adults, most of them have a lower the control group regarding students' physical fitness.
physical activity level than recommended for good health These findings are vital for physical education teachers to
[15], [30]. fully understand the problems related to student's physical
In line with this study's results, previous research fitness and physical activity. The statement, as mentioned
revealed that implementing health-related fitness gives earlier's rationale is to develop effective interventions so
students more opportunities to participate in special that physical educator learning implemented at schools
exercises and games designed to promote sustainable fun can promote students to improve student fitness by
and participation [31]. Furthermore, the competence and utilizing health-related fitness programs and developing a
physical activity that students perceive is influenced by fun learning environment.
other factors such as the experience of success or failure
in games, teacher attention, motivation, and interactions in
the classroom with peers [32]–[35]. The strategy of
providing the HRF model applied to physical education
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1. The results of previous Several studies on Health-Related Fitness have been
studies revealed that the carried out by previous researchers, such as
health-related fitness model examining the relationship between Health-Related
provides health Fitness indicators including cardiovascular fitness
improvements for students and body mass index, and academic performance to
related to fitness [21]–[23]. high school graders which gave a positive but small
Physical fitness during relationship [21]. Another study was conducted by
childhood and adolescence is Brusseau [22]. He examined the effect of the
a strong predictor of future Comprehensive School Physical Activity Program
health [24]. (CSPAP) on physical activity and health-related
fitness to 1390 children from kindergarten to
elementary school students in grade 6 with low
family income. The result showed that CSPAP carried
out to 12 weeks was able to increase physical activity
and HRF. However, the magnitude of the effect was
weak to moderate category. Furthermore, Hastie [23]
in his research which aimed to develop the physical
fitness of 5th grade elementary school students by
combining Project-Based Learning (PBL) and health-
related fitness (HRF) showed evidence that supports
the effectiveness of the PBL-themed fitness education
unit. Another study was conducted by Britton [24]
which investigated the role of Perceived Athletic
Competence (PAC) and Health-Related Fitness (HRF)
in mediating the interrelationship between Motor
Competence (MC) and Physical Activity (PA) during
a child's transition from primary to secondary school.
It was found that there was a stronger relationship
through HRF compared to PAC to MC-PA, and that
HRF was a more substantial mediator of the MC-PA
relationship during the school transition period. The
Health Related Fitness (HRF) model has been widely
used to promote healthy behavior and the adoption
of a healthy lifestyle in order to maximize physical
activity during the lessons and keep students
physically active for at least 50% of class period [25].
Note:
Reference to previous research has been added
comprehensively.
2. Mistakes should be corrected. Grammar mistakes have been revised based on the
Maybe, through using the reviewer’s suggestion.
programme Grammarly of
others.
3. The description of figure 1 The description of figure 1 has been revised based on
uses Intervention Group and the reviewer’s suggestion.
Comparison Group terms.
4. Modify it by including more The explanation of the discussion part has been
clarity to the points discussed revised based on the reviewer’s suggestion.
in the analysis part.
Effects of Health-Related
Fitness Model to Improve
Physical Fitness and Physical
Activity in Vocational High
School Students
by Lutfi Nur
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Title : Effects of Health-Related Fitness Model to Improve Physical Fitness
and Physical Activity in Vocational High School Students
Author (s) : Sheila Dwi Loviani1,2*
Nurlan Kusmaedi3
Yudha Munajat Saputra4
Hamidie Ronald Daniel Ray5
Lutfi Nur6
Institution : STKIP Sebelas April, Sumedang, Jawa Barat
Has been proofread by Charity Translation Team, a translation agency, on 24th April, 2021.
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Sheila Dwi Loviani1,2*, Yudha Munajat Saputra3, Nurlan Kusmaedi4,

1Department
of Physical Education, STKIP Sebelas April, Sumedang, Jawa Barat 45323, Indonesia
2,3,4,5Department
of Sports Education, School of Postgraduate Studies, Universitas Pendidikan Indonesia, 40154, Bandung, Indonesia
6Department of Elemntary Teacher Education, Tasikmalaya Campus, Universitas Pendidikan Indonesia, 40154, Bandung, Indonesia
Received March 22, 2021; Revised ; Accepted
Abstract Physical activity and physical fitness have a vital role in enhancing a healthy and active lifestyle for
individuals. This study aimed to see the impact of providing a health-related fitness model on physical improvement and
vocational high school students' physical activity. The experimental method with randomized control group
pretest-posttest design was applied in this research. The sample selection was based on random cluster sampling to select
two classes as the experimental group and the control group consisting of 33 students each, with an age range of 16-17.
The instruments used in this study were physical fitness test instruments and students' physical activity tests. The data
analysis technique used the Mann-Whitney test and t-test to determine the difference in influence between the
experimental and control groups. The results showed that overall, the two groups had a positive impact on the
improvement of students' physical fitness and physical activity. However, the experimental class showed a significant
increase compared to the control class on the physical fitness variable. Meanwhile, in the physical activity variable, there
was no significant difference between the two groups. From these findings, the researchers concluded that the
health-related fitness model and the direct instruction model could be applied as an alternative for teachers to improve
physical fitness and physical activity for vocational high school students. Furthermore, the researcher explicitly suggests
the use of health-related fitness models to improve students' physical fitness.
Keywords health-related fitness, physical fitness, physical activity
1. Introduction
A healthy and active lifestyle is not just a campaign echoed by health activists. However, individuals must maintain
their quality of life and avoid various diseases such as hypertension, diabetes, obesity, etc [1]–[3]. A healthy and active
lifestyle has a positive correlation with physical activity and new fitness. However, nowadays, the challenges in
maintaining a lifestyle are getting heavier with the advent of technology such as smartphones, which indirectly makes
them lazy to move as they get attached to these devices [4], [5]. Although smartphones have many benefits and are
becoming increasingly sophisticated and multifunctional, studies have identified some potential associated risks,
especially among young smartphone users [6], [7]. Addiction to smartphones carries dangerous consequences for user
safety and can have negative implications [8]. This factor becomes the driving factor in the decline in adolescents' active
lifestyles even though many individuals have felt the benefits of being physically active. For example, adults who engage
in regular physical activity during leisure time are less likely to have health problems such as obesity, high blood pressure,
and diabetes than those who are inactive [9], [10]. Furthermore, it is recommended that school-age children and
adolescents should engage in 60 minutes or more of daily physical activity. However, recent evidence suggests that
adolescents' physical activity has decreased, and activity among adolescents in some countries remains relatively low [11],
[12]. Therefore, there are some essential needs for effective interventions which promote health and physical activity
participation among adolescents.
As a compulsory subject at schools, physical education has a role in promoting health and offering adolescents
opportunities to participate in physical activities [13], [14]. However, several previous studies revealed that school
physical education programs do not provide adequate physical activity for adolescents [15], [16]. The availability of many
entertainment technologies and environmental factors that are not supportive also encourages sedentary adolescent
lifestyles and contributes to the decline in one's physical fitness [17], [18]. Physical fitness itself is a set of people’s
characteristics that are positively correlated with their physical activity and is a goal of physical education [17].
Vocational high school students are demanded to be able to master skills that can be directly applied when they work in
companies later. These students need initial capital in order to have more power and strength to do their activities. Besides,
the need to increase fitness and physical activity also encourages students to have the initial capital to protect them from
various diseases and increase their self-confidence to avoid various health problems in the future. Darst, et al [19]
revealed that many people do not join community sports, exercise in gyms, or participate in other sports organizations
because of their lack of competence in physical abilities, and fear of embarrassment. Therefore, the increase in students’
physical activity and physical fitness in schools needs to be designed in the learning process. The provision of appropriate
learning models in improving students' fitness and physical activity needs to be considered by schools since good fitness
makes students more confident in carrying out activities and having a positive impact on their lives. In this study,
researchers offered solutions to improve students' physical fitness and physical activities by applying the health-related
fitness (HRF) model.
The health-related fitness (HRF) model is a learning model that can be integrated with physical education to provide
knowledge and habituation to practice physical activities for children at school. This model assumes that physical activity
is the core of a healthy lifestyle. The development of such a lifestyle requires knowledge of physical fitness, which
includes the relationship between activity and health, healthy physical skills, and commitment to the virtues of exercise.
In this model, students must have self-management as an effort to formalize activities to make them have habits related to
fitness training that is more meaningful to students in physical education settings [20], [21].
The health-related fitness model has a goal consisting of five stages that are in line with students' development and
growth. First, doing exercises regularly, includes learning personal habits and learning to practice them regularly, and
enjoying them. Second, obtaining fitness criteria for physical fitness components related to health and learning to create
realistic personal physical fitness goals. Third, physical fitness patterns include choosing personal activities and
evaluating exercise and exercise programs. Fourth, self-evaluation includes testing one's fitness and translating test results.
Fifth, solving problems and making decisions such as planning a physical fitness program and becoming a knowledgeable
doer. The HRF model’s characteristics emphasize knowledge, attitudes and behaviors, a continuous program of activities,
and regular testing and individual assessment.
Several studies on Health-Related Fitness have been carried out by previous researchers, such as examining the
relationship between Health-Related Fitness indicators including cardiovascular fitness and body mass index, and
academic performance to high school graders which gave a positive but small relationship [22]. Another study was
conducted by Brusseau [23]. He examined the effect of the Comprehensive School Physical Activity Program (CSPAP)
on physical activity and health-related fitness to 1390 children from kindergarten to elementary school students in grade 6
with low family income. The result showed that CSPAP carried out to 12 weeks was able to increase physical activity and
HRF. However, the magnitude of the effect was weak to moderate category. Furthermore, Hastie [24] in his research
which aimed to develop the physical fitness of 5th grade elementary school students by combining Project-Based
Learning (PBL) and health-related fitness (HRF) showed evidence that supports the effectiveness of the PBL-themed
fitness education unit. Another study was conducted by Britton [25] which investigated the role of Perceived Athletic
Competence (PAC) and Health-Related Fitness (HRF) in mediating the interrelationship between Motor Competence
(MC) and Physical Activity (PA) during a child's transition from primary to secondary school. It was found that there was
a stronger relationship through HRF compared to PAC to MC-PA, and that HRF was a more substantial mediator of the
MC-PA relationship during the school transition period. The Health Related Fitness (HRF) model has been widely used to
promote healthy behavior and the adoption of a healthy lifestyle in order to maximize physical activity during the lessons
and keep students physically active for at least 50% of class period [26]. In this study, the researcher wanted to see an
overview of the health-related fitness model's application as a form of promotion of fitness education by adjusting the
applicable curriculum in Indonesia. Furthermore, this study aimed to investigate the effectiveness of applying the
health-related fitness model to increase physical fitness and physical activity for vocational high school students.
This study's research method was an experimental method with a randomized control group pretest-posttest design
[27]. The sample selection used random cluster sampling to select two classes as the experimental and control groups
with an age range of 16-17. The experimental group consisted of 33 students. They were treated with the health-related
fitness learning model, while the control group consisting of 33 students was treated with the direct instruction learning
model. All participants from the two groups attended physical education learning with a 90-minute session for four
weeks. The experimental group was carried out for 12 meetings and held three times a week for one month. Whereas,
the control group was given treatment using the direct instruction learning model that physical education teachers
commonly use by following the school's lesson schedule.
The instruments used in this study were the Indonesian Physical Fitness Test (TKJI) which included a 60-meter running
test, a 60-second pull-up test, a 60-second sit-up test, a vertical jump test, and a 1200-meter running test [28]. The second
instrument is the International Physical Activity Questionnaire (IPAQ) to determine students' level of physical activity
[29].
The data analysis technique used in this study was the Mann-Whitney test on the abnormally distributed data group.
Simultaneously, the t-test was carried out on the normal and homogeneous distributed data group to determine the
differences in the pre-test and post-test results between the two groups.
3. Result
This study aimed to determine the impact of giving a health-related fitness model on improving student's physical
fitness and physical activity. Based on the research results, information was obtained about the data description of the
results of measurements of students' physical fitness and physical activity as shown in table 1.

Variable
Based on table 1, it can be seen in the experimental group that the results of students’ physical fitness and physical
activity have increased from the pre-test and post-test results; the physical fitness from an average of 12.48 to 18.42,
while the physical activity of students from 12.84 to 14.61. The control group also experienced an increase in the
pre-test and post-test results; the physical fitness from an average of 8.85 to 13.15, while the physical activity of
students from 12.48 to 15.15. In summary, the increase in the pre-test and post-test results in the two groups can be seen
in Figure 1.
In Figure 1, it can be seen that in the experimental group, the average student's physical fitness increased by 5.94,
which is higher than the average increase in the control group, which got a mean score of 4.3. However, the mean
increase in students' physical activity in the experimental group was 1.77, smaller than the control group with 2.67.
Furthermore, to determine the significance of the increase in the pre-test and post-test results, the Mann-Whitney test
was performed on data with an abnormal distribution and t-test on data that were normally distributed and
homogeneous.

Group Remark Remark
Control .500 .000 Sig 315.000 .003 sig
*)t-test was employed because data are homogenous and normally distributed
Based on table 2, information is obtained about the Mann-Whitney test results in the experimental group. The
calculation of the student's physical fitness showed a value of 2.000 with an Asymp value. sig. of 0.000, which means that
there is a significant difference. Meanwhile, students' physical activity was carried out by calculating the t-test, which
obtained a score of -8.028 with a sig value of 0.000, which means that there is a significant difference. Furthermore, in the
control group, the Mann-Whitney calculation was carried out which obtained 0.500 for physical fitness and 0.003 for
physical activity with the Asymp value. sig. of 0.000. It means that there is a significant difference. This result means that
overall there is an effect of applying the health-related fitness model and the conventional model on improving student's
physical fitness and physical activity. Furthermore, to determine the significance of the differences between the two
groups, the Mann-Whitney test and t-test were performed, as shown in table 3.
Table 3. The results of the difference test between the experimental group and the control group

Physical fitness 2.000 -7.061 .000
Variable F df Sig
Physical activity 2.131 62 .565
Based on table 3, it can be seen that the physical fitness variable after analysis using the Mann-Whitney test shows a
value of 2.000 and an Asymp value sig. of 0.000, which is smaller than 0.05. It means that there is a significant
difference between physical fitness results in the experimental group and the control group. Furthermore, the physical
activity variable using the t-test shows a sig. value of 0.565, which is greater than 0.05, meaning that there is no
significant difference in physical activity results in the experimental and control groups. Therefore, the health-related
fitness model's application is proven to be more effective than conventional models in improving physical fitness.
However, physical activity did not show a significant difference.
4. Discussion
In this study, it was proven that students who were given the health-related fitness (HRF) model experienced better
physical fitness improvement than the group that applied traditional methods. However, there was no significant
difference in the physical activity variable between the two groups. Findings in the field reveal that students in the
experimental group also understood the application of the health-related fitness model. They were also actively involved
in practice at the time of learning with a structured physical education program designed to improve health-related fitness,
promote movement skills, and lead to success and pleasure in learning activities. Other findings in the field reveal no
significant difference in the physical activity of students in the experimental group and the control group because of the
limitations of researchers in controlling activities outside of learning at school. During school hours, the control group
only received a conventional learning model at school. However, after being given a physical activity questionnaire, it
turned out that some of them were involved in extracurricular activities as well as training in amateur sports clubs outside
school, so that there was no difference in physical activity between the two groups. This situation certainly has a good
impact on promoting physical activity, according to some previous studies. The studies revealed that although many
young people are more active than adults, most of them have a lower physical activity level than recommended for good
health [15], [30].
In line with this study's results, previous research revealed that implementing health-related fitness gives students more
opportunities to participate in special exercises and games designed to promote sustainable fun and participation [31].
Furthermore, the competence and physical activity that students perceive is influenced by other factors such as the
experience of success or failure in games, teacher attention, motivation, and interactions in the classroom with peers
[32]–[35]. The strategy of providing the HRF model applied to physical education learning at schools has a significant
impact on student's physical fitness and physical activity. In the HRF model, the types of subject matter are adjusted to the
types of subjects listed in the curriculum. The number of hours of compulsory/ intra-per-week lessons as stated in the
curriculum (for example, 2 x 45 minutes) is adjusted by dividing it into meetings that support fitness development (into 3
x 30 minutes). Furthermore, the provision of theoretical material is emphasized so that it is conveyed in an integrated
manner in direct practice. This application is in line with previous research suggestions that reveal that schools' physical
education learning curriculum should maximize physical activity during lessons and keep students active for at least 50%
of the class time [36].
The application of learning models, especially the health-related fitness (HRF) model, is essential to be applied from an
early age to instill habits to maintain health. This statement is reinforced because having good physical fitness and regular
physical activity are essential components of a healthy lifestyle for children and adolescents [37]–[40]. Furthermore,
efforts to train physical fitness at schools can be made by maximizing physical education lessons with curriculum
adjustments. This curriculum should maximize physical activity during lessons and keep students active for at least 50%
of the class time [36]. Researchers have suggested that behavior change is a dynamic process and involves several factors:
motivation, perceived inhibition, enjoyment, stages of change, and social support [41]–[44]. Previous studies have also
reported that physical activity combined with a behavior modification approach can effectively increase short-term and
long-term physical activity of adolescents [45]–[47].
5. Conclusions
Based on the results obtained, the researcher concluded that both the health-related fitness model and the direct
instruction model could positively affect vocational high school students' physical activity and physical fitness.
However, all students in the experimental group experienced a more significant increase than students in the control
group regarding students' physical fitness. These findings are vital for physical education teachers to fully understand
the problems related to student's physical fitness and physical activity. The statement, as mentioned earlier's rationale is
to develop effective interventions so that physical educator learning implemented at schools can promote students to
improve student fitness by utilizing health-related fitness programs and developing a fun learning environment.
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Sheila Dwi Loviani1,2,*, Yudha Munajat Saputra2, Nurlan Kusmaedi2,
1Department of Physical Education, STKIP Sebelas April, Sumedang, Jawa Barat 45323, Indonesia
2Department of Sports Education, School of Postgraduate Studies, Universitas Pendidikan Indonesia, 40154, Bandung, Indonesia
3Department of Elementary Teacher Education, Tasikmalaya Campus, Universitas Pendidikan Indonesia, 40154, Bandung, Indonesia
Received March 22, 2021; Revised April 29, 2021; Accepted
Cite This Paper in the following Citation Styles

(a): [1] Sheila Dwi Loviani, Yudha Munajat Saputra, Nurlan Kusmaedi, Hamidie Ronald Daniel Ray, Lutfi Nur,
"Effects of Health-Related Fitness Model to Improve Physical Fitness and Physical Activity in Vocational High School
Students," International Journal of Human Movement and Sports Sciences, Vol. 9, No. 4, pp. XX - XX, 2021. DOI:
10.13189/saj.2021.09040x.
(b): Sheila Dwi Loviani, Yudha Munajat Saputra, Nurlan Kusmaedi, Hamidie Ronald Daniel Ray, Lutfi Nur (2021).
Effects of Health-Related Fitness Model to Improve Physical Fitness and Physical Activity in Vocational High School
Students. International Journal of Human Movement and Sports Sciences, 9(4), XX - XX. DOI:
10.13189/saj.2021.09040x.
Abstract Physical activity and physical fitness have a model and the direct instruction model could be applied as
vital role in enhancing a healthy and active lifestyle for an alternative for teachers to improve physical fitness and
individuals. This study aimed to see the impact of physical activity for vocational high school students.
providing a health-related fitness model on physical Furthermore, the researcher explicitly suggests the use of
improvement and vocational high school students' physical health-related fitness models to improve students' physical
activity. The experimental method with randomized fitness.
control group pretest-posttest design was applied in this
research. The sample selection was based on random Keywords Health-Related Fitness, Physical Fitness,
cluster sampling to select two classes as the experimental Physical Activity
group and the control group consisting of 33 students each,
with an age range of 16-17. The instruments used in this
study were physical fitness test instruments and students'
physical activity tests. The data analysis technique used the
1. Introduction
Mann-Whitney test and t-test to determine the difference in
influence between the experimental and control groups. A healthy and active lifestyle is not just a campaign
The results showed that overall, the two groups had a echoed by health activists. However, individuals must
positive impact on the improvement of students' physical maintain their quality of life and avoid various diseases
fitness and physical activity. However, the experimental such as hypertension, diabetes, obesity, etcetc. [1]–[3]. A
class showed a significant increase compared to the control healthy and active lifestyle has a positive correlation with
class on the physical fitness variable. Meanwhile, in the physical activity and new fitness. However, nowadays, the
physical activity variable, there was no significant challenges in maintaining a lifestyle are getting heavier
difference between the two groups. From these findings, with the advent of technology such as smartphones, which
the researchers concluded that the health-related fitness indirectly makes them lazy to move as they get attached to
these devices [4], [5]. Although smartphones have many by applying the health-related fitness (HRF) model.
benefits and are becoming increasingly sophisticated and The health-related fitness (HRF) model is a learning
multifunctional, studies have identified some potential model that can be integrated with physical education to
associated risks, especially among young smartphone provide knowledge and habituation to practice physical
users [6], [7]. Addiction to smartphones carries dangerous activities for children at school. This model assumes that
consequences for user safety and can have negative physical activity is the core of a healthy lifestyle. The
implications [8]. This factor becomes the driving factor in development of such a lifestyle requires knowledge of
the decline in adolescents' active lifestyles even though physical fitness, which includes the relationship between
many individuals have felt the benefits of being physically activity and health, healthy physical skills, and
active. For example, adults who engage in regular commitment to the virtues of exercise. In this model,
physical activity during leisure time are less likely to have students must have self-management as an effort to
health problems such as obesity, high blood pressure, and formalize activities to make them have habits related to
diabetes than those who are inactive [9], [10]. fitness training that is more meaningful to students in
Furthermore, it is recommended that school-age children physical education settings [20], [21].
and adolescents should engage in 60 minutes or more of The health-related fitness model has a goal consisting
daily physical activity. However, recent evidence suggests of five stages that are in line with students' development
that adolescents' physical activity has decreased, and and growth. First, doing exercises regularly, includes
activity among adolescents in some countries remains learning personal habits and learning to practice them
relatively low [11], [12]. Therefore, there are some regularly, and enjoying them. Second, obtaining fitness
essential needs for effective interventions which promote criteria for physical fitness components related to health
health and physical activity participation among and learning to create realistic personal physical fitness
adolescents. goals. Third, physical fitness patterns include choosing
As a compulsory subject at schools, physical education personal activities and evaluating exercise and exercise
has a role in promoting health and offering adolescents programs. Fourth, self-evaluation includes testing one's
opportunities to participate in physical activities [13], [14]. fitness and translating test results. Fifth, solving problems
However, several previous studies revealed that school and making decisions such as planning a physical fitness
physical education programs do not provide adequate program and becoming a knowledgeable doer. The HRF
physical activity for adolescents [15], [16]. The model’s characteristics emphasize knowledge, attitudes
availability of many entertainment technologies and and behaviors, a continuous program of activities, and
environmental factors that are not supportive also regular testing and individual assessment.
encourages sedentary adolescent lifestyles and contributes Several studies on Health-Related Fitness have been
to the decline in one's physical fitness [17], [18]. Physical carried out by previous researchers, such as examining the
fitness itself is a set of people’s characteristics that are relationship between Health-Related Fitness indicators
positively correlated with their physical activity and is a including cardiovascular fitness and body mass index, and
goal of physical education [17]. academic performance to high school graders which gave
Vocational high school students are demanded to be a positive but small relationship [22]. Another study was
able to master skills that can be directly applied when they conducted by Brusseau [23]. He examined the effect of
work in companies later. These students need initial the Comprehensive School Physical Activity Program
capital in order to have more power and strength to do (CSPAP) on physical activity and health-related fitness to
their activities. Besides, the need to increase fitness and 1390 children from kindergarten to elementary school
physical activity also encourages students to have the students in grade 6 with low family income. The result
initial capital to protect them from various diseases and showed that CSPAP carried out to 12 weeks was able to
increase their self-confidence to avoid various health increase physical activity and HRF. However, the
problems in the future. Darst, et al [19] revealed that many magnitude of the effect was weak to moderate category.
people do not join community sports, exercise in gyms, or Furthermore, Hastie [24] in his research which aimed to
participate in other sports organizations because of their develop the physical fitness of 5th grade elementary
lack of competence in physical abilities, and fear of school students by combining Project-Based Learning
embarrassment. Therefore, the increase in students’ (PBL) and health-related fitness (HRF) showed evidence
physical activity and physical fitness in schools needs to that supports the effectiveness of the PBL-themed fitness
be designed in the learning process. The provision of education unit. Another study was conducted by Britton
appropriate learning models in improving students' fitness [25] which investigated the role of Perceived Athletic
and physical activity needs to be considered by schools Competence (PAC) and Health-Related Fitness (HRF) in
since good fitness makes students more confident in mediating the interrelationship between Motor
carrying out activities and having a positive impact on Competence (MC) and Physical Activity (PA) during a
their lives. In this study, researchers offered solutions to child's transition from primary to secondary school. It was
improve students' physical fitness and physical activities found that there was a stronger relationship through HRF
compared to PAC to MC-PA, and that HRF was a more schedule.
substantial mediator of the MC-PA relationship during the The instruments used in this study were the Indonesian
school transition period. The Health Related Fitness (HRF) Physical Fitness Test (TKJI) which included a 60-meter
model has been widely used to promote healthy behavior running test, a 60-second pull-up test, a 60-second sit-up
and the adoption of a healthy lifestyle in order to test, a vertical jump test, and a 1200-meter running test
maximize physical activity during the lessons and keep [28]. The second instrument is the International Physical
students physically active for at least 50% of class period Activity Questionnaire (IPAQ) to determine students'
[26]. In this study, the researcher wanted to see an level of physical activity [29].
overview of the health-related fitness model's application The data analysis technique used in this study was the
as a form of promotion of fitness education by adjusting Mann-Whitney test on the abnormally distributed data
the applicable curriculum in Indonesia. Furthermore, this group. Simultaneously, the t-test was carried out on the
study aimed to investigate the effectiveness of applying normal and homogeneous distributed data group to
the health-related fitness model to increase physical determine the differences in the pre-test and post-test
fitness and physical activity for vocational high school results between the two groups.
students.
3. Result
This study aimed to determine the impact of giving a
This study's research method was an experimental health-related fitness model on improving student's
method with a randomized control group pretest-posttest physical fitness and physical activity. Based on the
design [27]. The sample selection used random cluster research results, information was obtained about the data
sampling to select two classes as the experimental and description of the results of measurements of students'
control groups with an age range of 16-17. The physical fitness and physical activity as shown in table 1.
experimental group consisted of 33 students. They were Based on table 1, it can be seen in the experimental
treated with the health-related fitness learning model, group that the results of students’ physical fitness and
while the control group consisting of 33 students was physical activity have increased from the pre-test and
treated with the direct instruction learning model. All post-test results; the physical fitness from an average of
participants from the two groups attended physical 12.48 to 18.42, while the physical activity of students
education learning with a 90-minute session for four from 12.84 to 14.61. The control group also experienced
weeks. The experimental group was carried out for 12 an increase in the pre-test and post-test results; the
meetings and held three times a week for one month. physical fitness from an average of 8.85 to 13.15, while
Whereas, the control group was given treatment using the the physical activity of students from 12.48 to 15.15. In
direct instruction learning model that physical education summary, the increase in the pre-test and post-test results
teachers commonly use by following the school's lesson in the two groups can be seen in Figure 1.

Variable

Group Remark Remark
Control .500 .000 Sig 315.000 .003 sig
*t-test was employed because data are homogenous and normally distributed
In Figure 1, it can be seen that in the experimental physical fitness and physical activity. Furthermore, to
group, the average student's physical fitness increased by determine the significance of the differences between the
5.94, which is higher than the average increase in the two groups, the Mann-Whitney test and t-test were
control group, which got a mean score of 4.3. However, performed, as shown in table 3.
the mean increase in students' physical activity in the
Table 3. The results of the difference test between the experimental
experimental group was 1.77, smaller than the control group and the control group
group with 2.67. Furthermore, to determine the
significance of the increase in the pre-test and post-test
results, the Mann-Whitney test was performed on data Physical
2.000 -7.061 .000
fitness
with an abnormal distribution and t-test on data that were
Variable F df Sig
normally distributed and homogeneous.
Physical
Based on table 2, information is obtained about the 2.131 62 .565
activity
Mann-Whitney test results in the experimental group. The
calculation of the student's physical fitness showed a Based on table 3, it can be seen that the physical fitness
value of 2.000 with an Asymp value. sig. of 0.000, which variable after analysis using the Mann-Whitney test shows
means that there is a significant difference. Meanwhile, a value of 2.000 and an Asymp value sig. of 0.000, which
students' physical activity was carried out by calculating is smaller than 0.05. It means that there is a significant
the t-test, which obtained a score of -8.028 with a sig difference between physical fitness results in the
value of 0.000, which means that there is a significant experimental group and the control group. Furthermore,
difference. Furthermore, in the control group, the the physical activity variable using the t-test shows a sig.
Mann-Whitney calculation was carried out which obtained value of 0.565, which is greater than 0.05, meaning that
0.500 for physical fitness and 0.003 for physical activity there is no significant difference in physical activity
with the Asymp value. sig. of 0.000. It means that there is results in the experimental and control groups. Therefore,
a significant difference. This result means that overall the health-related fitness model's application is proven to
there is an effect of applying the health-related fitness be more effective than conventional models in improving
model and the conventional model on improving student's physical fitness. However, physical activity did not show
a significant difference. maximize physical activity during lessons and keep
students active for at least 50% of the class time [36].
The application of learning models, especially the
4. Discussion health-related fitness (HRF) model, is essential to be
applied from an early age to instill habits to maintain
In this study, it was proven that students who were health. This statement is reinforced because having good
given the health-related fitness (HRF) model experienced physical fitness and regular physical activity are essential
better physical fitness improvement than the group that components of a healthy lifestyle for children and
applied traditional methods. However, there was no adolescents [37]–[40]. Furthermore, efforts to train
significant difference in the physical activity variable physical fitness at schools can be made by maximizing
between the two groups. Findings in the field reveal that physical education lessons with curriculum adjustments.
students in the experimental group also understood the This curriculum should maximize physical activity during
application of the health-related fitness model. They were lessons and keep students active for at least 50% of the
also actively involved in practice at the time of learning class time [36]. Researchers have suggested that behavior
with a structured physical education program designed to change is a dynamic process and involves several factors:
improve health-related fitness, promote movement skills, motivation, perceived inhibition, enjoyment, stages of
and lead to success and pleasure in learning activities. change, and social support [41]–[45]. Previous studies
Other findings in the field reveal no significant difference have also reported that physical activity combined with a
in the physical activity of students in the experimental behavior modification approach can effectively increase
group and the control group because of the limitations of short-term and long-term physical activity of adolescents
researchers in controlling activities outside of learning at [46]–[48].
school. During school hours, the control group only
received a conventional learning model at school.
However, after being given a physical activity 5. Conclusions
questionnaire, it turned out that some of them were
involved in extracurricular activities as well as training in Based on the results obtained, the researcher concluded
amateur sports clubs outside school, so that there was no that both the health-related fitness model and the direct
difference in physical activity between the two groups. instruction model could positively affect vocational high
This situation certainly has a good impact on promoting school students' physical activity and physical fitness.
physical activity, according to some previous studies. The However, all students in the experimental group
studies revealed that although many young people are experienced a more significant increase than students in
more active than adults, most of them have a lower the control group regarding students' physical fitness.
physical activity level than recommended for good health These findings are vital for physical education teachers to
[15], [30]. fully understand the problems related to student's physical
In line with this study's results, previous research fitness and physical activity. The statement, as mentioned
revealed that implementing health-related fitness gives earlier's rationale is to develop effective interventions so
students more opportunities to participate in special that physical educator learning implemented at schools
exercises and games designed to promote sustainable fun can promote students to improve student fitness by
and participation [31]. Furthermore, the competence and utilizing health-related fitness programs and developing a
physical activity that students perceive is influenced by fun learning environment.
other factors such as the experience of success or failure
in games, teacher attention, motivation, and interactions in
the classroom with peers [32]–[35]. The strategy of
providing the HRF model applied to physical education
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JUARA: Jurnal Olahraga
E-ISSN 2655-1896 ISSN 2443-1117
https://doi.org/10.33222/juara.v5i1.1000
Implementation of the Health Related Fitness Model
Sheila Dwi Loviani1, Yudha M Saputra1, Hamidie Ronald1, Nurlan Kusnaeni1

1
Prodi Pendidikan Olahraga Sekolah Pascasarjana, Universitas Pendidikan Indonesia
*e-mail: Sheila@stkip11april.ac.id
Info Artikel Abstract

____________________ ____________________________________________________________
Article History: This study aims to see the effect of providing a health-related fitness model
Received (month) (year) on physical improvement and physical activity of SMK students. The
Approved (month) (year) method used in this study was experimental with a randomized control
Published (month) (year) group pretest-posttest design. The sample used a random cluster sampling
____________________ technique by selecting two classes as the experimental group and the
control group, each consisting of 33 students, with an age range of 16-17
Keywords:
years. The instruments used in this study were physical fitness test
health related fitness; instruments, namely the Indonesian Physical Fitness Test (TKJI) and the
active lifestyle; International Physical Activity Questionnaire (IPAQ). The results showed
physical fitness that there was an effect of Health related fitness on physical fitness and
active lifestyles of students. A good Health Related Fitness can have a
significant impact both for yourself and for fellow friends, relatives, family
and other general public.
© 2019 STKIP Muhammadiyah Kuningan

Under the license CC BY-SA 4.0

Alamat korespondensi: Jl. Dr. Setiabudi No.229, Isola, Kec. Sukasari, Kota Bandung
E-mail : pascasarjana@upi.edu
Sheila Dwi Loviani1, Yudha M Saputra1, Hamidie Ronald1, Nurlan Kusnaeni1 / JUARA : Jurnal Olahraga 5
(2) (2020)
INTRODUCTION
Excellent physical fitness is absolutely for children at school. This Health Related
needed by all people from children to the Fitness model has a goal consisting of 5 stages
elderly, regardless of one's social status, even that are in line with the development and
from intellectuals to laypeople (Pavlova, growth of students (Houston & Kulinna,
Vovkanych, & Vynogradskyi, 2014). Because 2015).
excellent physical fitness is the main capital to According to Don & Murray (1997) in
be able to carry out daily activities well. the book Foundations of Personal Fitness,
Physical health related to fitness must also be HRF is a type of physical fitness that
carried out with predetermined standards, such emphasizes physical activity and exercise that
as doing regular exercise activities three times will improve or help you maintain your
a week will improve one's physical fitness functional health. The five components of
(Elmagd, 2016), as well as physical education HRF are cardiovascular fitness, flexibility,
programs in schools which are expected to muscle strength, muscle endurance and body
increase awareness to implement active composition. This health-related fitness model
lifestyle. However, to develop a lifelong active is expected for students to develop skills,
individual, it is very important for students to physical fitness, knowledge, attitudes, and
understand the concept of fitness and how behaviors that can lead them to have an active
physical activity contributes to health and healthy lifestyle.
(Ohuruogu, 2016). This learning model believes that the
However, based on current data from success of physical education begins with the
the Ministry of Health of the Republic of embeddedness of students' enjoyment of
Indonesia in 2020, as many as 18.8% and various physical activities. Therefore, various
10.8% of children in Indonesia have the supplies such as skills, physical fitness,
problem of being overweight and obese attitudes, knowledge, and daily behavior must
(KEMENKES RI, 2020). Children with low always be self-trust oriented in order to
fitness levels are more likely to become establish a healthy active lifestyle in the
overweight or obese over time than those with future.
high fitness levels (Sahoo, Sahoo, & The characteristics of the HRF model
Choudhury, 2015). emphasize knowledge, attitudes and behavior,
Healthy physical fitness was the only as well as an ongoing program of activities,
significant contributor to primary school and regular testing and individual assessment
students' participation in physical activity out (Chen, Hammond-bennett, Hypnar, & Mason,
of several of the factors tested. However, 2018). This research is to provide an overview
today's children are about 15% less fit than of the implementation of the Health Related
their parents when they were younger. Fitness model as a form of promotion of
Lifestyle choices will provide a quality of life fitness education by adjusting the applicable
that allows them to be able to do many things curriculum in Indonesia. The findings
and can avoid obesity (Prusak et al., 2016). highlight that the Health Related Fitness
The school environment plays an model provides health-related improvements
important role in providing opportunities for for students (Brusseau et al., 2014). Based on
children to engage in physical activity (Prusak the description above, the researcher intends to
et al., 2016). The Health Related Fitness conduct research on the relationship between
(HRF) model can be an alternative learning health related fitness models and physical
model that can be integrated with physical fitness and active lifestyles in vocational
education in an effort to provide knowledge students.
and habituation to practice physical activity
(2) (2020)
used random cluster sampling so that there were

33 people as samples. The instrument used in
this research is the TKJI (Indonesian Physical
Fitness Test) which is taken from Helison's
METHODS theory in Metzler (2000) book entitled
Instructional Models For Physical Education
Participants in this study were students
about physical fitness. Meanwhile, to see the
who were in the age range of 16/17 years which
active lifestyle in this study using the
was the transitional phase from adolescence to
International Physical Activity Questionnaire
adulthood. The method used in this study is an
(IPAQ) (Booth, 2015).
experimental study with a one-group pretest-
posttest design (Fraenkel, Wallen, & Hyun, FINDINGS AND DISCUSSION
2012). The population in this study were
students of class XI. The sampling technique Findings
Table 1. Normality Test

Shapiro-Wilk
Group
Sig
TKJI Pretest 0,197
Postest 0,005
IPAQ Pretest 0,012
Postest 0,085
Based on the Shapiro-Wilk normality test As for the IPAQ data obtained the value
for TKJI data, Sig. Pretest is 0.197, and Posttest of Sig. Pretest is 0.012 and Posttest is 0.085.
is 0.005. Because one data, namely posttest data From the two data, both > 0.05 so it can be
<0.05, it can be concluded that the TKJI data is concluded that the IPAQ data is normally
not normally distributed. So that an alternative distributed. The next statistical test is the
to processing TKJI data can use a non- homogeneity test and hypothesis testing.
parametric test: the Wilcoxon test.
Tabel 2 Homogeneity Test

Levene
Sig
Statistic
TKJI 0,690 0,410
IPAQ 1,722 0,194
Because the normality test on the TKJI homogeneity test is 0.194 > 0.05, so according
data is not normally distributed, the to the basis for making decisions on the
homogeneity test is not considered, so the next homogeneity test, it can be concluded that the
statistical test is the Wilcoxon test. Then, for the variance of the IPAQ data is the same
IPAQ data, the value based on the mean on the (homogen).
Table 3. First Output of Wilcoxon Test; Ranks

N Mean Rank Sum of Ranks
Posttest TKJI Negative Ranks 0a 0,00 0,00
Eksperimen – Positive Ranks 33b 17,00 561,00
Pretest TJKI Ties 0c
Eksperimen Total 33
a. Posttest TKJI group Experiment < Pretest TKJI group Experiment

(2) (2020)
b. Posttest TKJI group Experiment > Pretest between the results of the understanding test for
TKJI group Experiment the pretest and posttest. There are 33 positive
c. Posttest TKJI group Experiment = Pretest data (N) which means that 33 students
TKJI Kelas Experiment experienced an increase in understanding seen
from the pretest score to the post test score. The
Based on the table above, it is known 3 things: mean ranks or the average increase is 17.00.
1) Negative ranks or the difference (negative) While the number of positive ranks or sum of
between the results of the understanding test for ranks is 561.00.
the pretest and posttest is 0, both on the value 3) Ties is the similarity of pretest and posttest
of N, Mean rank, and Sum of ranks. This 0 values, here the ties value is 0, so it can be said
value indicates that there is no decrease from that there is no equal value between pretest and
the pretest value to the posttest value. posttest values.
2) Positive ranks or the difference (positive)
Table 4. Second Output Wilcoxon Test; Test Statistics

Z Asymp. Sig. (2-tailed)
Posttest TKJI group
Experiment – Pretest -5.092 0,000
TKJI group Experiment
In the Wilcoxon test, the determination of value is known. Sig. (2-tailed) is worth 0.000.
the hypothesis test is seen in the second output Because the value of 0.000 <0.05, it can be
of "test statistics". The following is the basis for concluded that Ha is accepted. This means that
decision making used in the Wilcooxn test as a there is a difference between the results of the
guide to answer the research hypothesis. physical fitness test (TKJI) for pretest and
1) If the value of Asymp. Sig. (2-tailed) < posttest data, so it can also be concluded that
0.05 then Ha is accepted "there is an effect of using the Health Related
2) If the value of Asymp. Sig. (2-tailed) > Fitness Model on the physical fitness of XI
0.05 then Ha is rejected students of SMKN Buahdua Sumedang".
Based on the table above, the Asymp
Discussion physical activity and healthy behaviors (Tannehill,

The Health Related Fitness (HRF) model is Mars, & Macphail, 2014). According to SHAPE
a program that is well known in the learning America - Society of Health and Physical
process to improve physical fitness as an Educators, the goal of physical education is to
instrument for application in supporting daily life. develop physically literate individuals who have
In the data that has been analyzed the active the knowledge, skills and beliefs to enjoy lifelong
lifestyle and physical fitness have a unidirectional healthy physical activity (SHAPE, 2015).
relationship which if the understanding of the HRF The fitness paradigm in physical education
model increases, the active lifestyle will increase, is currently changing with the changing times that
if the understanding of the HRF model increases, are increasingly advanced (Powell, Powell, Wood,
the physical fitness will increase, and if the active & Nevill, 2015). In the current physical education
lifestyle increases, the physical fitness will learning process, it is not only about motion that
increase (Filgueira et al., 2021). These two things dominates, but more than that the results or
are closely related and influence each other educational values, especially in physical
between variables. A quality physical education education that must be achieved, have been
program should prepare individuals for lifelong growing, as stated in the journal (Bailey, Armour,
(2) (2020)
Kirk, & Jess, 2009), that sports, physical education cognitive. Analysis of the evidence shows that
and educational values in it include Physical PESS has the potential to make a development
health, physical skills, Affective, Social, contribution to youth in each of these domains.
Cognitive, Creativity, Lifestyle/Leisure, this Likewise, the mechanisms that enable PESS to
shows that physical education that has been contribute to cognitive and academic development
growing in it consists of various aspects such as are barely understood.
physical health, physical skills, can show However, there is some persuasive
sportsmanship, mutual respect, tolerance and even evidence to suggest that physical activity can
remain good in the face of defeat, still respect the increase a child's concentration and arousal, which
opponent when winning, also in terms of may benefit academic performance indirectly
knowledge that can add insight into how important (Shephard, 2010). It can be concluded that many
it is to maintain physical fitness, maintain health of the educational benefits claimed for PESS are
for the long term and there are many more benefits highly dependent on contextual and pedagogic
that can be obtained so that it provides knowledge variables, which makes us question the simple
that has an effect on awareness and carries out an equivalence of participation and beneficial
active and healthy lifestyle into everyday life outcomes for youth. In the last section, therefore,
(Langhammer, Bergland, & Rydwik, 2018). the review raises questions about whether PESS
And from all aspects that are included in should be held accountable for the claims made by
physical education, namely an active lifestyle, it the benefits of education, and about the
will become a necessity and a lifestyle in the implications of accountability (Bailey et al., 2009).
present and in the future. Exercise and fitness have
an important role to play for health (Jackson & CONCLUSION
Jackson, 2016), through quality physical
education programs, the potential to make (at In its influence on physical fitness and an
least) four unique contributions to students' lives: active lifestyle, it can be seen from the
(1) daily physical activity, (2) level of physical difference in pretest and posttest scores on the
fitness personalized, (3) development of students' TKJI and IPAQ scores, the results of
competence in various physical and sports skills, which show that there is a significant effect
and (4) acquiring the knowledge necessary to lead based on the tests carried out. There is a very
an active and healthy lifestyle (Houston & significant influence on the understanding that
Kulinna, 2014). is carried out on its influence in the application
This academic review critically examines of an active lifestyle and increasing the level of
the theoretical and empirical foundations made for physical fitness. A good Health Related Fitness
educational purposes. Physical education and can have a significant impact both for yourself
school sports (PESS). A historical overview of and for fellow friends, relatives, family and
PESS development shows the origins of four other general public.
broad domains: physical, social, affective and
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Related Fitness Models in Physical Sahoo, K., Sahoo, B., & Choudhury, A. K.
Education, (March 2014). (2015). Family Practice Childhood
https://doi.org/10.1080/08924562.2014.8 obesity : causes and consequences,
79026 (April). https://doi.org/10.4103/2249-
4863.154628
Jackson, A. S., & Jackson, A. S. (2016). The
Evolution and Validity of Health-Related SHAPE. (2015). The Essential Components of
Fitness The Evolution and Validity of Physical Education. Society of Health
Health-Related Fitness, 6297(June). and Physical Educators. Retrieved from
(2) (2020)
www.shapeamerica.org
Shephard, R. J. (2010). Relationships of

Physical Activity to Brain Health and the
Academic Performance of
Schoolchildren.
https://doi.org/10.1177/15598276093511
33.
Tannehill, D., Mars, H. Van Der, & Macphail,

A. (2014). The Business of Physical,
(January).
E-ISSN 2655-1896 ISSN 2443-1117
https://doi.org/10.33222/juara.v5i1.1000
Info Artikel Abstract

____________________ ____________________________________________________________
Article History: This study aims to see the effect of providing a health-related fitness
Received (month) (year) model on physical improvement and physical activity of SMK students.
Approved (month) (year) The method used in this study was experimental with a randomized
Published (month) (year) control group pretest-posttest design. The sample used a random cluster
____________________ sampling technique by selecting two classes as the experimental group
and the control group, each consisting of 33 students, with an age range
Keywords:
of 16-17 years. The instruments used in this study were physical fitness
health related fitness; test instruments, namely the Indonesian Physical Fitness Test (TKJI) and
active lifestyle; the International Physical Activity Questionnaire (IPAQ). The results
physical fitness showed that there was an effect of Health related fitness on physical
fitness and active lifestyles of students. A good Health Related Fitness can
have a significant impact both for yourself and for fellow friends,
relatives, family and other general public.
© 2019 STKIP Muhammadiyah Kuningan

Under the license CC BY-SA 4.0
INTRODUCTION
Excellent physical fitness is absolutely physical activity for children at school. This
needed by all people from children to the Health Related Fitness model has a goal
elderly, regardless of one's social status, even consisting of 5 stages that are in line with the
from intellectuals to laypeople (Pavlova, development and growth of students
Vovkanych, & Vynogradskyi, 2014). Because (Houston & Kulinna, 2015).
excellent physical fitness is the main capital According to Don & Murray (1997) in
to be able to carry out daily activities well. the book Foundations of Personal Fitness,
Physical health related to fitness must also be HRF is a type of physical fitness that
carried out with predetermined standards, emphasizes physical activity and exercise that
such as doing regular exercise activities three will improve or help you maintain your
times a week will improve one's physical functional health. The five components of
fitness (Elmagd, 2016), as well as physical HRF are cardiovascular fitness, flexibility,
education programs in schools which are muscle strength, muscle endurance and body
expected to increase awareness to implement composition. This health-related fitness
active lifestyle. However, to develop a model is expected for students to develop
lifelong active individual, it is very important skills, physical fitness, knowledge, attitudes,
for students to understand the concept of and behaviors that can lead them to have an
fitness and how physical activity contributes active and healthy lifestyle.
to health (Ohuruogu, 2016). This learning model believes that the
However, based on current data from success of physical education begins with the
the Ministry of Health of the Republic of embeddedness of students' enjoyment of
Indonesia in 2020, as many as 18.8% and various physical activities. Therefore, various
10.8% of children in Indonesia have the supplies such as skills, physical fitness,
problem of being overweight and obese attitudes, knowledge, and daily behavior must
(KEMENKES RI, 2020). Children with low always be self-trust oriented in order to
fitness levels are more likely to become establish a healthy active lifestyle in the
overweight or obese over time than those future.
with high fitness levels (Sahoo, Sahoo, & The characteristics of the HRF model
Choudhury, 2015). emphasize knowledge, attitudes and behavior,
Healthy physical fitness was the only as well as an ongoing program of activities,
significant contributor to primary school and regular testing and individual assessment
students' participation in physical activity out (Chen, Hammond-bennett, Hypnar, & Mason,
of several of the factors tested. However, 2018). This research is to provide an
today's children are about 15% less fit than overview of the implementation of the Health
their parents when they were younger. Related Fitness model as a form of promotion
Lifestyle choices will provide a quality of life of fitness education by adjusting the
that allows them to be able to do many things applicable curriculum in Indonesia. The
and can avoid obesity (Prusak et al., 2016). findings highlight that the Health Related
The school environment plays an Fitness model provides health-related
important role in providing opportunities for improvements for students (Brusseau et al.,
children to engage in physical activity 2014). Based on the description above, the
(Prusak et al., 2016). The Health Related researcher intends to conduct research on the
Fitness (HRF) model can be an alternative relationship between health related fitness
learning model that can be integrated with models and physical fitness and active
physical education in an effort to provide lifestyles in vocational students.
knowledge and habituation to practice
technique used random cluster sampling so
that there were 33 people as samples. The
instrument used in this research is the TKJI
(Indonesian Physical Fitness Test) which is
METHODS taken from Helison's theory in Metzler (2000)
book entitled Instructional Models For
Participants in this study were students
Physical Education about physical fitness.
who were in the age range of 16/17 years
Meanwhile, to see the active lifestyle in this
which was the transitional phase from
study using the International Physical Activity
adolescence to adulthood. The method used in
Questionnaire (IPAQ) (Booth, 2015).
this study is an experimental study with a one-
group pretest-posttest design (Fraenkel, FINDINGS AND DISCUSSION
Wallen, & Hyun, 2012). The population in this
study were students of class XI. The sampling Findings
Table 1. Normality Test

Shapiro-Wilk
Group
Sig
TKJI Pretest 0,197
Postest 0,005
IPAQ Pretest 0,012
Postest 0,085
Based on the Shapiro-Wilk normality test As for the IPAQ data obtained the value
for TKJI data, Sig. Pretest is 0.197, and of Sig. Pretest is 0.012 and Posttest is 0.085.
Posttest is 0.005. Because one data, namely From the two data, both > 0.05 so it can be
posttest data <0.05, it can be concluded that the concluded that the IPAQ data is normally
TKJI data is not normally distributed. So that distributed. The next statistical test is the
an alternative to processing TKJI data can use a homogeneity test and hypothesis testing.
non-parametric test: the Wilcoxon test.
Tabel 2 Homogeneity Test

Levene
Sig
Statistic
TKJI 0,690 0,410
IPAQ 1,722 0,194
Because the normality test on the TKJI the homogeneity test is 0.194 > 0.05, so
data is not normally distributed, the according to the basis for making decisions on
homogeneity test is not considered, so the next the homogeneity test, it can be concluded that
statistical test is the Wilcoxon test. Then, for the variance of the IPAQ data is the same
the IPAQ data, the value based on the mean on (homogen).
Table 3. First Output of Wilcoxon Test; Ranks

N Mean Rank Sum of Ranks
Posttest TKJI Negative Ranks 0a 0,00 0,00
Eksperimen – Positive Ranks 33b 17,00 561,00
Pretest TJKI Ties 0c
Eksperimen Total 33
a. Posttest TKJI group Experiment < Pretest b. Posttest TKJI group Experiment > Pretest
TKJI group Experiment TKJI group Experiment
c. Posttest TKJI group Experiment = Pretest for the pretest and posttest. There are 33
TKJI Kelas Experiment positive data (N) which means that 33 students
experienced an increase in understanding seen
Based on the table above, it is known 3 things: from the pretest score to the post test score.
1) Negative ranks or the difference (negative) The mean ranks or the average increase is
between the results of the understanding test 17.00. While the number of positive ranks or
for the pretest and posttest is 0, both on the sum of ranks is 561.00.
value of N, Mean rank, and Sum of ranks. This 3) Ties is the similarity of pretest and posttest
0 value indicates that there is no decrease from values, here the ties value is 0, so it can be said
the pretest value to the posttest value. that there is no equal value between pretest
2) Positive ranks or the difference (positive) and posttest values.
between the results of the understanding test
Table 4. Second Output Wilcoxon Test; Test Statistics

Z Asymp. Sig. (2-tailed)
Posttest TKJI group
Experiment – Pretest -5.092 0,000
TKJI group Experiment
In the Wilcoxon test, the determination HRF model increases, the active lifestyle will
of the hypothesis test is seen in the second increase, if the understanding of the HRF model
output of "test statistics". The following is the increases, the physical fitness will increase, and if
basis for decision making used in the the active lifestyle increases, the physical fitness
Wilcooxn test as a guide to answer the will increase (Filgueira et al., 2021). These two
research hypothesis. things are closely related and influence each other
1) If the value of Asymp. Sig. (2-tailed) between variables. A quality physical education
< 0.05 then Ha is accepted program should prepare individuals for lifelong
2) If the value of Asymp. Sig. (2-tailed) physical activity and healthy behaviors
> 0.05 then Ha is rejected (Tannehill, Mars, & Macphail, 2014). According
Based on the table above, the Asymp to SHAPE America - Society of Health and
value is known. Sig. (2-tailed) is worth 0.000. Physical Educators, the goal of physical
Because the value of 0.000 <0.05, it can be education is to develop physically literate
concluded that Ha is accepted. This means that individuals who have the knowledge, skills and
there is a difference between the results of the beliefs to enjoy lifelong healthy physical activity
physical fitness test (TKJI) for pretest and (SHAPE, 2015).
posttest data, so it can also be concluded that The fitness paradigm in physical education
"there is an effect of using the Health Related is currently changing with the changing times that
Fitness Model on the physical fitness of XI are increasingly advanced (Powell, Powell,
students of SMKN Buahdua Sumedang". Wood, & Nevill, 2015). In the current physical
Discussion education learning process, it is not only about
The Health Related Fitness (HRF) model motion that dominates, but more than that the
is a program that is well known in the learning results or educational values, especially in
process to improve physical fitness as an physical education that must be achieved, have
instrument for application in supporting daily life. been growing, as stated in the journal (Bailey,
In the data that has been analyzed the active Armour, Kirk, & Jess, 2009), that sports, physical
lifestyle and physical fitness have a unidirectional education and educational values in it include
relationship which if the understanding of the Physical health, physical skills, Affective, Social,
Cognitive, Creativity, Lifestyle/Leisure, this pedagogic variables, which makes us question the
shows that physical education that has been simple equivalence of participation and beneficial
growing in it consists of various aspects such as outcomes for youth. In the last section, therefore,
physical health, physical skills, can show the review raises questions about whether PESS
sportsmanship, mutual respect, tolerance and should be held accountable for the claims made
even remain good in the face of defeat, still by the benefits of education, and about the
respect the opponent when winning, also in terms implications of accountability (Bailey et al.,
of knowledge that can add insight into how 2009).
important it is to maintain physical fitness,
maintain health for the long term and there are CONCLUSION
many more benefits that can be obtained so that it
provides knowledge that has an effect on In its influence on physical fitness and
awareness and carries out an active and healthy an active lifestyle, it can be seen from the
lifestyle into everyday life (Langhammer, difference in pretest and posttest scores on the
Bergland, & Rydwik, 2018). students' TKJI and IPAQ scores, the results of
And from all aspects that are included in which show that there is a significant effect
physical education, namely an active lifestyle, it based on the tests carried out. There is a very
will become a necessity and a lifestyle in the significant influence on the understanding that
present and in the future. Exercise and fitness is carried out on its influence in the application
have an important role to play for health (Jackson of an active lifestyle and increasing the level
& Jackson, 2016), through quality physical of physical fitness. A good Health Related
education programs, the potential to make (at Fitness can have a significant impact both for
least) four unique contributions to students' lives: yourself and for fellow friends, relatives,
(1) daily physical activity, (2) level of physical family and other general public.
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A. (2014). The Business of Physical,
(January).
JUARA : Jurnal Olahraga
Jl. Syeh Maulana Akbar, Kec. Kuningan, Kabupaten Kuningan, Jawa Barat
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Experimental Group Control Group

Physical fitness Physical activity

Variable Mann-Whitney Z Asymp. Sig.

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Experimental Group Control Group

Physical fitness Physical activity

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Attached is the paper of Effects of Health-Related Fitness Model to Improve

Number Before Revision Revision Results

Submission date: 28-Apr-2021 08:34AM (UTC+0700)

FINAL GRADE GENERAL COMMENTS

CERTIFICATE OF DOCUMENT TRANSLATION

Document Type : Manuscript

Head of Charity Translation Team

Hamidie Ronald Daniel Ray5, Lutfi Nur6

Received March 22, 2021; Revised ; Accepted

Experimental Group Control Group

Physical fitness Physical activity

Variable Mann-Whitney Z Asymp. Sig.

Sheila, M.Pd <sheila@stkip11april.ac.id>

Acceptance Letter & Advice of Payment (ID:19923390)-Effects of Health-Related

Anthony Robinson <revision.hrpub@gmail.com> 11 Mei 2021 16.38

Dear Sheila Dwi Loviani,

The publication fee is $480. Below are Wire Transfer instructions.

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REFERENCES Activity : An International Perspective,