Jurnal Keolahragaan


interest, motivation, minor injury management

Document Type



This study was to find out the impact of interest and motivation of Indonesian and Malay students on implementation of management of minor post-Sports injury therapeutic massage. It was a descriptive-qualitative and descriptive quantitative mixed study with survey method. Conducted in 2021 in the Faculty of Sports Science of Yogyakarta State University. Total participans 68 students involved 50 Indonesian students and 18 Malay students. Used linkert scale instrument with modified questionnaire of interest, motivation and implementation, r-count > r-table (0.235) and alpha chronbach of 0.655. The results of the study showed that: the interest of the students in the management of the injury was very low (2 students or 3%), low (21 students or 31%), high (42 students or 60%), and very high (4 students or 6%); the motivation of the students in the management of the injury was very low (3 students or 4%), low (25 students or 37%), and high (36 students or 53%), and very high (4 students or 6%); impact of the implementation of the Sports injury management by the students was very low (3 students or 4%), low (34 students or 50%), high (23 students or 34%), and very high (8 students or 12%). Concluded that the interest and the motivation was influenced by intrinsic and extrinsic factors that could influence learning result, while the learning result could be found out in the implementation. It was necessary to organize hard skill learning using repetitive method consistent with stimulus-response theoretical perspective.

Page Range






Digital Object Identifier (DOI)





Allen, J. A., Pope, A., & Ebers, C. (2013). Work Motivation. In The Encyclopedia of Cross"Cultural Psychology (pp. 1360-1362). https://doi.org/https://doi.org/10.1002/9781118339893.wbeccp574

Altintas, E., Karaca, Y., Moustafa, A., & El Haj, M. (2020). Effect of Best Possible Self Intervention on Situational Motivation and Commitment in Academic Context. Learning and Motivation, 69, 101599. https://doi.org/https://doi.org/10.1016/j.lmot.2019.101599

Atman Uslu, N., & Yildiz Durak, H. (2022). Predicting learner autonomy in collaborative learning: The role of group metacognition and motivational regulation strategies. Learning and Motivation, 78, 101804. https://doi.org/https://doi.org/10.1016/j.lmot.2022.101804

Baihaqi, A. B., Puspitasari, M., Zuraida, M., & Nurcholis, A. (2021). Perencanaan manajemen risiko atlet berprestasi Indonesia (Studi kasus atlet dengan risiko cedera tinggi). Jurnal Keolahragaan, 9(1).

Bathgate, M. E., Schunn, C. D., & Correnti, R. (2014). Children's motivation toward science across contexts, manner of interaction, and topic. Science Education, 98(2), 189-215.

Benore, E., Bhandari, R., Harbeck-Weber, C., Logan, D. E., & Banez, G. (2017). Pediatric pain psychology: Guidelines for advanced subspecialty training. Clinical Practice in Pediatric Psychology, 5(1), 17.

Brataningrum, N. P., & Saptono, L. (2017). The influence of the effectiveness of accounting learning process on students' learning achievements. Jurnal Cakrawala Pendidikan, 36(3).

Bryan, R. R., Glynn, S. M., & Kittleson, J. M. (2011). Motivation, achievement, and advanced placement intent of high school students learning science. Science Education, 95(6), 1049-1065.

Carman, J., Zint, M., Burkett, E., & Ibáñez, I. (2021). The role of interest in climate change instruction. Science Education, 105(2), 309-352.

Danesh, J., & Shahnazari, M. (2020). A structural relationship model for resilience, L2 learning motivation, and L2 proficiency at different proficiency levels. Learning and Motivation, 72, 101636. https://doi.org/https://doi.org/10.1016/j.lmot.2020.101636

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140.

Dipnall, J. F., Rivara, F. P., Lyons, R. A., Ameratunga, S., Brussoni, M., Lecky, F. E., Bradley, C., Beck, B., Lyons, J., Schneeberg, A., Harrison, J. E., & Gabbe, B. J. (2022). Predictors of health-related quality of life following injury in childhood and adolescence: a pooled analysis. Injury Prevention, 28(4), 301 LP - 310. https://doi.org/10.1136/injuryprev-2021-044309

Ekşi, H., Özgenel, M., & Metlilo, E. (2020). The effect of motivation of success of university students on personal-professional competence: Mediation role of lifelong learning tendency. International Journal of Evaluation and Research in Education.

Gekara, V., & Snell, D. (2018). Designing and delivering skills transferability and employment mobility: the challenges of a market-driven vocational education and training system. Journal of Vocational Education & Training, 70(1), 107-129.


Graf, L. (2016). The rise of work-based academic education in Austria, Germany and Switzerland. Journal of Vocational Education & Training, 68(1), 1-16.


Gupta, R., & Dharap, O. (2022). How is India skilling its youth? A comprehensive study. Journal of Vocational Education & Training, 1-27. https://doi.org/10.1080/13636820.2022.2098171

Hee, O. C., Ping, L. L., Rizal, A. M., Kowang, T. O., & Fei, G. C. (2019). Exploring Lifelong Learning Outcomes among Adult Learners via Goal Orientation and Information Literacy Self-Efficacy. International Journal of Evaluation and Research in Education, 8(4), 616-623.

Husin, Z. S. N. C. M. G. S. H. Z. S. M. (2022). Factors influencing students' motivation towards learning. Jurnal Cakrawala Pendidikan, Vol 41, No 1 (2022): Cakrawala Pendidikan (February 2022), 259-270. https://journal.uny.ac.id/index.php/cp/article/downloadSuppFile/42211/9836

Jurado, B. C., & García, C. M. (2018). Students' attitude and motivation in bilingual education. International Journal of Educational Psychology: IJEP, 7(3), 317-342.

Kellezi, B., Dhiman, P., Coupland, C., Whitehead, J., Morriss, R., Joseph, S., Beckett, K., Sleney, J., Barnes, J., & Kendrick, D. (2022). Mental health and other factors associated with work productivity after injury in the UK: multicentre cohort study. Injury Prevention, 28(2), 131 LP - 140. https://doi.org/10.1136/injuryprev-2021-044311

Klügl, M., Shrier, I., McBain, K., Shultz, R., Meeuwisse, W. H., Garza, D., & Matheson, G. O. (2010). The prevention of Sports injury: an analysis of 12 000 published manuscripts. Clinical Journal of Sports Medicine, 20(6), 407-412.

Kuldas, S., Hashim, S., Ismail, H. N., & Abu Bakar, Z. (2015). Reviewing the Role of Cognitive Load, Expertise Level, Motivation, and Unconscious Processing in Working Memory Performance. International Journal of Educational Psychology, 4(2), 142-169.

Lathika, K. (2016). Student centered learning. International Journal of Current Research and Modern Education (IJCRME), 1(1), 677-680.

Leadbeater, B., Contreras, A., Rajabali, F., Zheng, A., Beaulieu, E., & Pike, I. (2022). Longitudinal cohort study of injury type, settings, treatment and costs in British Columbia youth, 2003-2013. Injury Prevention, 28(2), 110 LP - 116. https://doi.org/10.1136/injuryprev-2021-044168

Lim, S. L., & Yeo, K. J. (2021). The Relationship between Motivational Constructs and Self-Regulated Learning: A Review of Literature. International Journal of Evaluation and Research in Education, 10(1), 330-335.

Lin-Siegler, X., Ahn, J. N., Chen, J., Fang, F.-F. A., & Luna-Lucero, M. (2016). Even Einstein struggled: Effects of learning about great scientists' struggles on high school students' motivation to learn science. Journal of Educational Psychology, 108(3), 314.

Liu, S. L., Qi, W., Li, H., Wang, Y. F., Yang, X. F., Li, Z. M., Lu, Q., & Cong, D. Y. (2015). Recent advances in massage therapy--a review. Eur Rev Med Pharmacol Sci, 19(20), 3843-3849.

Machynska, N., & Boiko, H. (2020). Andragogy-The science of adult education: Theoretical aspects. Journal of Innovation in Psychology, Education and Didactics, 24(1), 25-34.

Manafe, Y. Y., Setyosari, P., Kuswandi, D., & Ulfa, S. (2016). Pengaruh Strategi kerjasama kelompok dan efikasi diri terhadap hasil belajar keterampilan teknikal. Jurnal Pendidikan Humaniora, 4(3), 152-162.

Marrone, R., Taddeo, V., & Hill, G. (2022). Creativity and Artificial Intelligence"”A Student Perspective. Journal of Intelligence, 10(3), 65.

Matic Girard, I., & McKay, H. (2013). What is "Implementation" and why is it important for Sportss Medicine and Physical Activity.

Ooi, S. L., Smith, L., & Pak, S. C. (2018). Evidence-informed massage therapy - an Australian practitioner perspective. Complementary Therapies in Clinical Practice, 31, 325-331. https://doi.org/https://doi.org/10.1016/j.ctcp.2018.04.004

Otundo, J. O., & Garn, A. C. (2019). Student interest and engagement in middle school physical education: examining the role of needs supportive teaching. International Journal of Educational Psychology: IJEP, 8(2), 137-161.

Pane, A., & Dasopang, M. D. (2017). Belajar dan pembelajaran. Fitrah: Jurnal Kajian Ilmu-Ilmu Keislaman, 3(2), 333-352.

Patall, E. A., Steingut, R. R., Vasquez, A. C., Trimble, S. S., Pituch, K. A., & Freeman, J. L. (2018). Daily autonomy supporting or thwarting and students' motivation and engagement in the high school science classroom. Journal of Educational Psychology, 110(2), 269.

Paul, L. A., & Quiggin, J. (2020). Transformative education. Educational Theory, 70(5), 561-579.

Redelius, K., Quennerstedt, M., & Öhman, M. (2015). Communicating aims and learning goals in physical education: part of a subject for learning? Sports, Education and Society, 20(5), 641-655. https://doi.org/10.1080/13573322.2014.987745

Rotgans, J. I., & Schmidt, H. G. (2017). The relation between individual interest and knowledge acquisition. British Educational Research Journal, 43(2), 350-371.

Sari, M., Siswati, T., Suparto, A. A., Ambarsari, I. F., Azizah, N., Safitri, W., & Hasanah, N. (2022). Metodologi penelitian. Global Eksekutif Teknologi.

Skalstad, I., & Munkebye, E. (2022). How to support young children's interest development during exploratory natural science activities in outdoor environments. Teaching and Teacher Education, 114, 103687.


Spengler, M., Damian, R. I., & Roberts, B. W. (2018). How you behave in school predicts life success above and beyond family background, broad traits, and cognitive ability. Journal of Personality and Social Psychology, 114(4), 620.

Studenka, B. E., Dorsch, T. E., Ferguson, N. L., Olsen, C. S., & Gordin, R. D. (2017). Nonlinear assessment of motor variability during practice and competition for individuals with different motivational orientations. Learning and Motivation, 58, 16-26. https://doi.org/https://doi.org/10.1016/j.lmot.2017.03.002

Tambunan, H., Sinaga, B., & Widada, W. (2021). Analysis of Teacher Performance to Build Student Interest and Motivation towards Mathematics Achievement. International Journal of Evaluation and Research in Education, 10(1), 42-47.

Utomo, A., & Kushartanti, B. M. W. (2019). Efektivitas massage frirage dan kombinasi back massage-stretching untuk penyembuhan nyeri pinggang. Jurnal Keolahragaan, 7(1), 43-56.

van Griethuijsen, R. A. L. F., Kunst, E. M., van Woerkom, M., Wesselink, R., & Poell, R. F. (2020). Does implementation of competence-based education mediate the impact of team learning on student satisfaction? Journal of Vocational Education & Training, 72(4), 516-535. https://doi.org/10.1080/13636820.2019.1644364

Wang, H., Wang, L., & Zhu, J. (2022). Moderated Mediation Model of the Impact of Autonomous Motivation on Postgraduate Students' Creativity. Thinking Skills and Creativity, 43, 100997. https://doi.org/https://doi.org/10.1016/j.tsc.2021.100997

Wang, Z., & Adesope, O. (2016). Exploring the effects of seductive details with the 4-phase model of interest. Learning and Motivation, 55, 65-77.


Widarto, Pardjono, Noto, W. (2012). Pengembangan Model Pembelajaran Soft Skills dan Hard Skills untuk Siswa SMK. Jurnal Cakrawala Pendidikan, No 3 (2012): Cakrawala Pendidikan edisi November 2012, Th. XXXI, No. 3. https://journal.uny.ac.id/index.php/cp/article/view/1139/pdf

Xu, J., Du, J., Wang, C., Liu, F., Huang, B., Zhang, M., & Xie, J. (2020). Intrinsic motivation, favorability, time management, and achievement: A cross-lagged panel analysis. Learning and Motivation, 72, 101677. https://doi.org/https://doi.org/10.1016/j.lmot.2020.101677