Augmented Reality in Breaststroke Swimming: Improving Techniques and Skills

JOSSAE (Journal of Sport Science and Education) OPEN ACCESS E-ISSN Online: 2548-4699 http://journal.unesa.ac.id/index.php/jossae/index http://dx.doi.org/10.26740/jossae.v9n2.p113-120 Augmented Reality in Techniques and Skills Breaststroke Swimming: Improving Tri Winarti Rahayua*, Fatkhur Rozib, Muhammad Zulqarnain Mohd Nasirc, Bambang Priyonod, Khalil Junan Difae a,e Universitas Sebelas Maret, Indonesia b Universitas Islam Negeri Salatiga, Indonesia c Universiti Teknologi MARA, Malaysia d Universitas Negeri Semarang, Indonesia Correspondence: Received: 23 Aug 2024 Accepted: 29 Oct 2024 Published: 30 Oct 2024 Abstract This study aims to assess the impact of Augment Reality (AR) media on breaststroke swimming skills in students of the Faculty of Sports, Sebelas Maret University Surakarta. The research method used in this study is a pseudo-experimental method. The research design implemented was a nonequivalent control group design. The study involved 30 students as subjects. Data collection in this study using breaststroke swimming skills test. The data analysis used was an independent t-test, which distinguishes breaststroke swimming skills between the experimental group and the control group. The experimental group received breaststroke swimming lessons using AR media, while the control group was taught breaststroke swimming with conventional methods. The results of this study indicated a significant difference in breaststroke swimming skills between the experimental group and the control group. Data were analysed using paired sample t-test and N-Gain Score. The results of this research showed the average results of the N-Gain Score calculation in the experimental group (60.6%) and the control group (30.6%). This shows that breaststroke swimming learning media using AR media is more effective than learning media with conventional media. The conclusion in this study is that learning breaststroke swimming using AR media has a significant effect on improving breaststroke swimming skills in students of the Faculty of Sports, Sebelas Maret University, Surakarta. Keywords: Augmented reality; breaststroke style; learning media; swimming skills 1. Introduction The rapid advancement of technology has significantly impacted various fields, including sports science and education. One of the most notable technological innovations in recent years is Augmented Reality (AR), which overlays digital information onto the natural world through devices such as smartphones, tablets, or AR glasses (Arena, Collotta, Pau, & Termine, 2022; Billinghurst, 2020). Good learning media is learning media that can convey messages or learning materials clearly so that the material can be received and understood by students. There are several factors that must be considered in choosing learning media. These factors include; learning objectives to be achieved, characteristics of students who take part in learning, learning materials to be delivered, and ease of use of the selected media. Choosing the right learning media can assist students in comprehending the material presented by instructors. Learning media can provide concrete experiences and also as intermediaries that help learning (Wulandari, Salsabila, Cahyani, Nurazizah, & Ulfiah, 2023). The selection of the right media needs to be done by the teacher to make it easier for students to achieve JOSSAE (Journal of Sport Science and Education) | Volume 9 | Nomor 2 | 2024 | 113 - 120 113 Tri Winarti Rahayu, Fatkhur Rozi, Muhammad Zulqarnain Mohd Nasir, Bambang Priyono, Khalil Junan Difa Augmented Reality in Breaststroke Swimming: Improving Techniques and Skills their learning goals. Learning media is needed by teachers to facilitate the delivery of material both theoretical and practical material. In learning materials that involve a lot of the psychomotor domain, a suitable learning media is needed to explain the movements to be learned. Swimming is a fundamental physical activity that plays a crucial role in developing motor skills and overall physical fitness. It is also used to teach movements and is considered to have a high level of difficulty (Overbury, Conroy, & Marks, 2023; Rodríguez González, Melguizo-Ibáñez, Martín-Moya, & González-Valero, 2023). This is due to the complexity of the movements that must be learnt in swimming. To be able to master swimming skills requires a good understanding of the theory of swimming movements studied. Students be required to understand swimming movements and then be required to demonstrate the movements. Among the various swimming styles, breaststroke is particularly notable for its technical complexity, which requires swimmers to execute precise, synchronized movements involving both the upper and lower body. The arm and leg actions in breaststroke are distinct from other strokes, necessitating a simultaneous pull-push motion with the arms while performing a whip-like kick with the legs. This unique movement pattern, combined with the need for proper timing in breathing and maintaining streamlined body alignment, makes breaststroke one of the most challenging swimming techniques to master (Mashud et al., 2023; Strzała et al., 2012). At the stage of learning motion, understanding the movement will be obtained in the cognitive phase, where in that phase students try to recognise and understand the movements being studied. After being able to understand the movement well, students are expected to demonstrate the movement by understanding the movement that has been owned. Starting to try to do the movement is included in the associative phase, which is the phase when students start trying to do the movement (Fernandes et al., 2022; Filho, De, & Manoel, 2002). The feedback is needed in this associative phase to get the correct movement. To get a good understanding and practice in swimming learning, the right learning media is needed. The integration of AR into swimming training, specifically in breaststroke, presents a promising approach to enhance technique and skill acquisition. AR can provide swimmers with immediate visual cues and corrections in real-time, allowing them to adjust their movements as they swim (Nohantiya & Putra, 2020; Richards & Clemente, 2012). For example, an AR system could highlight the correct body position or the optimal trajectory of the swimmer's hands and legs, making it easier for learners to internalize these movements. Additionally, AR can simulate different swimming conditions or challenges, helping students develop adaptability and problem-solving skills in a controlled environment. This integration not only makes the learning process more engaging but also more personalized, catering to the unique learning pace and style of each student (Powell, Polsley, Casey, & Hammond, 2023; Syahrastani, Hidayat, Komaini, Gemaini, & Zulbahri, 2022). AR in swimming lessons aims to create a more interactive and engaging learning environment. Through AR, instructors can present a (...truncated)