Integrating Sport-Measurement into Sport-Pedagogy: Designing a Women's Handball Training Curriculum Based on Aerobic Endurance Test Profiles

Habain Sila Perdana; Samsul Arifin; Sugiri Sugiri; Miftahudin Miftahudin; Ristanti Puji Astuti

doi:10.61650/alj.v4i2.1056

Authors

Habain Sila Perdana Universita Pertahanan, Indonesia
Email : [email protected]
Samsul Arifin Universita Pertahanan, Indonesia
Email : [email protected]
Sugiri Sugiri Universita Pertahanan, Indonesia
Email : [email protected]
Miftahudin Miftahudin Universita Pertahanan, Indonesia
Email : [email protected]
Ristanti Puji Astuti Universita Pertahanan, Indonesia
Email : [email protected]

https://doi.org/10.61650/alj.v4i2.1056

Keywords: Female Athlete, Handball, Instructional Design, Training Curriculum, Multistage Fitness Test

Abstract

Background: Modern sports pedagogy often suffers from a methodological gap where physiological fitness data, such as aerobic endurance, is passively documented rather than utilized as a functional basis for tactical curriculum design. Objective: This study aims to design, implement, and evaluate a junior women's handball training curriculum that integrates sport-measurement diagnostics into a scaffolded pedagogical framework. Methods: Employing a descriptive-evaluative approach within the ADDIE (Analysis, Design, Development, Implementation, Evaluation) instructional model, the research involved 21 junior female handball athletes. Athlete VO2Max profiles, measured via the Multistage Fitness Test (MFT), served as diagnostic baselines to differentiate instructional loads, court dimensions, and tactical complexity. Results: The diagnostic analysis revealed significant physiological heterogeneity, which was successfully translated into adaptive training tiers. Post-intervention evaluations using the Game Performance Assessment Instrument (GPAI) demonstrated a statistically significant improvement (p < 0.001) in both motor skill execution (+26.95%) and cognitive tactical decision-making (+26.28%), with effect sizes indicating large practical impacts. Conclusion: Systematically using objective fitness data as a scaffolding mechanism for tactical instruction optimizes athletic performance and fosters a more inclusive, evidence-based learning ecosystem, effectively bridging the dichotomy between clinical measurement and sport pedagogy.

Aine, A., Drywood, E., & Muhonen, J. (2025). Sports governing body responses to coach-athlete violence in Finland and the UK. International Sports Law Journal, 25(2), 57–73. https://doi.org/10.1007/s40318-025-00292-1

Ausland, Å., Solstad, B. E., & Torstveit, M. K. (2026). Guided by trust and pushed past the limit: Retired elite female athletes’ narrative accounts of coaching, voices and menstrual health. International Journal of Sports Science and Coaching. https://doi.org/10.1177/17479541261440230

Balikci, S. (2026). Investigating the Impact of AI-Supported Self-Coaching as a Professional Development Model for Embedded Instruction in Inclusive Early Childhood Settings. Behavioral Sciences, 16(1). https://doi.org/10.3390/bs16010140

Bennett, B., Wang, S., & Fyall, G. (2026). Coach perceptions of child safeguarding policy in New Zealand’s youth sport sector. Sports Coaching Review, 15(1), 129–157. https://doi.org/10.1080/21640629.2023.2211481

Calder, M. C. (2024). Safeguarding Children: The Assessment Challenges. In The Child Protection Handbook (pp. 301–319). Elsevier. https://doi.org/10.1016/B978-0-7020-7977-1.00031-7

Cohen, D., Park, C., Woodbridge, M., Garcia, E., Sutherland, K., Conroy, M., & Sumi, C. (2026). Contextual Barriers and Facilitators in Implementing BEST in CLASS-PK Coaching in Early Childhood Settings. Journal of Educational and Psychological Consultation. https://doi.org/10.1080/10474412.2026.2660068

Dsouza, S. (2026). Beyond the Balance: Ethics, Justice, and Governance in the Environment‐Society Nexus. In Global Nexus Handbook (Vol. 3, pp. 879–903). wiley. https://doi.org/10.1002/9781394248087.ch48

Elizarraras, J. M., & Hampshire, P. K. (2026). Empowering Families in Early Intervention to Advocate: A Coaching Model Supporting Family Choice of Language Identity. Intervention in School and Clinic, 61(5), 215–225. https://doi.org/10.1177/10534512261431340

Esteve-Faubel, R. P., Esteve-Faubel, J. M., Botella-Quirant, M. T., & del Carmen Fernández-Morante, M. (2026). Mentoring in times of reform: music education insights from Spain. International Journal of Mentoring and Coaching in Education, 1–24. https://doi.org/10.1108/IJMCE-07-2025-0094

Fernandez, E., Welbourne, P., Lee, B., & Ma, J. L. C. (2024). THE ROUTLEDGE HANDBOOK OF CHILD AND FAMILY SOCIAL WORK RESEARCH: Knowledge-Building, Application, and Impact. In The Routledge Handbook of Child and Family Social Work Research: Knowledge-Building, Application, and Impact. Taylor and Francis. https://doi.org/10.4324/9781003241492

Fernandez, M. M. (2026). Women Arnis Coaches in Philippine Schools: Knowledge, Skills, and Perceptions Under Republic Act No. 9850. International Sports Studies, 48(Special Issue), 102–109. https://doi.org/10.69665/iss.v48i1S.146

Glennon, T. J., Dickerson, J., O’Rourke, S., & Tanner, K. (2026). Improving Practitioner Knowledge and Confidence in Early Intervention Coaching for Sensory-Based Concerns: A Pilot Study. American Journal of Occupational Therapy, 80(1). https://doi.org/10.5014/ajot.2025.051445

Goff, S. (2024). Inter-Agency Practice In Safeguarding Children. In The Child Protection Handbook (pp. 63–73). Elsevier. https://doi.org/10.1016/B978-0-7020-7977-1.00006-8

Graham, N., Dreger, K., Uhlig, T., Hayes, B., Rue, L., & Price, S. (2026). Leveraging Peer Coaching to Transform Care Delivery: The Nursing Innovation Fellowship. Journal of Nursing Administration, 56(4), 213–218. https://doi.org/10.1097/NNA.0000000000001713

Guan, L., & Hu, B. Y. (2026). Effects of the MMCI Instructional Support Intervention and Peer Coaching on ECE Pre-Service Teachers’ Science Teaching and Children’s Learning. Journal of Research on Educational Effectiveness, 19(2), 403–431. https://doi.org/10.1080/19345747.2025.2493653

Guan, L., Hu, B. Y., LoCasale-Crouch, J., & He, M. Y. (2026). Understanding Chinese Pre-service Preschool Teachers’ Experiences with the MMCI Course and Coaching: A Multiple Case Study. Early Childhood Education Journal, 54(3), 1685–1699. https://doi.org/10.1007/s10643-025-01965-0

Hardy, J. K., McCorkle, L. S., Pennington, R. C., Williams, T., Duncan, A. L., & Kim, C. K. H. (2026). Coaching Practitioners and Families to Provide Academic Instruction to Young Children: A Systematic Review of Single Case Experimental Studies. Early Childhood Education Journal, 54(4), 2843–2856. https://doi.org/10.1007/s10643-025-02047-x

Harikrishnan, U., Bharathi, S. V. S., Athisaiyaraj, S., Thangaraj, P., Arunachalavadivu, P., & Anto, A. C. (2025). AI-Enhanced Fitness Coaching: Personalized Workout Plans with Integrated IoT Data and Deep Learning. Proceedings of the 9th International Conference on Electronics, Communication and Aerospace Technology, ICECA 2025, 59–66. https://doi.org/10.1109/ICECA66444.2025.11383556

König, S., Uhl, E., & Braun, A. (2026). Kids’ motives of sport participation and the image of handball–a qualitative approach to increasing the number of child members. Frontiers in Sports and Active Living, 8. https://doi.org/10.3389/fspor.2026.1803270

Lee, V. J., Montgomery, A., Hanna, C., & Gentile, C. (2026). Writing the future: empowering early childhood educators through the kid writing coaching model. Journal of Early Childhood Teacher Education. https://doi.org/10.1080/10901027.2026.2621887

Liu, W., Yu, X., Wang, J., Zhou, T., Yu, T., Chen, X., Xie, S., Han, F., & Wang, Z. (2023). Improving Kidney Outcomes in Patients With Nondiabetic Chronic Kidney Disease Through an Artificial Intelligence–Based Health Coaching Mobile App: Retrospective Cohort Study. JMIR MHealth and UHealth, 11. https://doi.org/10.2196/45531

Love, L. M., Simonsen, K. A., Beck Dallaghan, G. L., & Bowler, C. (2026). Navigating faculty coaching: a framework of key considerations. Academic Medicine : Journal of the Association of American Medical Colleges, 101(5), 496–505. https://doi.org/10.1093/acamed/wvag015

McCorkle, L. S., Duncan, A. L., Hardy, J. K., Kim, C. K. H., Williams, T., & Pennington, R. C. (2026). Twenty Years of Virtual Coaching: A Systematic Review of Single-Case Studies on Supporting Families in Early Childhood. Journal of Special Education Technology. https://doi.org/10.1177/01626434261456276

Ozen-Uyar, R., & Yigit-Gencten, V. (2026). Enhancing Early Childhood Teachers’ SEL Competencies: A Scoping Review of Coaching-Based Professional Development. Early Childhood Education Journal, 54(4), 2189–2213. https://doi.org/10.1007/s10643-025-01980-1

Schladant, M., Garilli, A., Balzano, G., Natale, R., & Elbaum, B. (2025). Job-embedded Peer Coaching Professional Development to Support Preschool Assistive Technology Use: Teachers’ and Peer Coaches’ Perceptions. Early Childhood Education Journal, 54(4), 2631–2641. https://doi.org/10.1007/s10643-025-02048-w

Schooley, S. E. (2026). Coaching with compassion in graduate leadership education: A convergent mixed-methods pedagogical case study. International Journal of Management Education, 24(2). https://doi.org/10.1016/j.ijme.2026.101409

Viltard, Y. (2026). Paradiplomacy in the French Style. In The Routledge Handbook of Paradiplomacy (pp. 276–283). Taylor and Francis. https://doi.org/10.4324/9781003608684-36

Wilaphan, K., & Rattanawongsa, R. (2026). Development of a Professional Coaching Model to Enhance Digital Technology Competency for Primary Teachers: A Mixed-Methods Study. Suranaree Journal of Social Science, 20(1). https://doi.org/10.55766/sjss282027

Xu, R., & Li, Q. (2026). An AI Coach Grounded in Digital Agency: Modeling Enhanced Competence for Rural Early Childhood Teachers. Proceedings of 2026 3rd International Conference on Informatics Education and Computer Technology Applications, IECA 2026, 533–538. https://doi.org/10.1145/3802133.3802220

Yates, J., & Yates, S. (2024). SAFEGUARDING AND CHILDREN IN CONFLICT WITH THE LAW. In The Child Protection Handbook (pp. 249–255). Elsevier. https://doi.org/10.1016/B978-0-7020-7977-1.00026-3

Yau, Y., Shen, Y. C., & Hooi, L. B. (2026). Leveraging human pose estimation for diagnostic feedback: Action research on instructional mediation and sustainable learning in coach education. Acta Psychologica, 263. https://doi.org/10.1016/j.actpsy.2025.106128

Published

Downloads

Authors

Abstract

Downloads

Published

How to Cite

Issue

Section

License

Similar Articles

SUBMISSION

RightComponent

Keywords

Submit Now

Waitlist Contributor

Sponsorship