The integration of the universal values of sport into physical education: Positive Youth Development (PYD) framework

Universal sports values contain noble values taught in life and applied in every sports activity. For the value given to sports to be taken and applied, especially in the physical education process, to support the development of students' adolescent character, this study aims to integrate the universal values of sports into the seven spheres of physical education learning materials to encourage positive adolescent development. The research method used is quantitative, with a quasi-experimental design. The sampling technique uses purposive sampling techniques, with certain considerations from researchers, including students who do not participate in extracurricular sports, with 60 students. The instrument used was a questionnaire of 73 items designed to measure a universal scale of sports scores with validity tests obtained less stable scores = 0.254. Data analysis techniques describe statistical data, normality tests using Shapiro Wilk, homogeneity tests using Leene tests, and hypothesis testing using paired sample t-tests. The result of this study is that the universal values of sport can be well integrated into every physical education lesson in schools. Students can develop social and emotional skills fundamental to success by utilizing these principles in life inside and outside school. Incorporating these values can also help young people cope with the demands of competitiveness and focus on personal growth, not just winning or losing. To achieve the goals of Positive Youth Development, the universal values of sports must be incorporated into the curriculum of physical education and sports learning.


INTRODUCTION
Physical education is education delivered through physical activity that aims to foster aspects of physical fitness, movement skills, critical thinking skills, social skills, emotional stability, moral action, elements of a healthy lifestyle, and awareness of environmental cleanliness through Jurnal SPORTIF: Jurnal Penelitian Pembelajaran, 9 (2) 2023| 260-273 ISSN : 2477 (Online)  ISSN : 2548-7833 (Print) 261 activities that are carried out regularly to meet educational goals (Lund et al., 2010). Physical education is a crucial component of all education.
Physical education is a medium where all potential in children will be developed based on their respective abilities. The abilities mentioned above need to be developed holistically to become the foundation of the child's growth and development from time to time. This is in line with the Positive Youth Development (PYD) program, which is a concept that aims to develop positive potential in youth through positive interventions that involve various aspects of life (Shek et al., 2019). PYD focuses on the positive development of youth, emphasizing their strengths and providing opportunities to learn and develop through positive experiences (Vierimaa et al., 2018).
Positive character skills are essential for adolescents because they can help them become strong and productive leaders in the future (Allan et al., 2017). Adolescents with good social skills can interact effectively with others, build positive relationships, and lead groups better (J. V Lerner et al., 2013). In addition, adolescents with a strong sense of responsibility and the ability to work well with others can significantly contribute to group work and their social environment. This will help them reach their full potential and positively contribute to society (Newland et al., 2019). In the PYD approach, youth are seen as a valuable resource who can actively change their lives and the environment around them (Burkhard et al., 2020). Some of the main principles of the PYD approach include providing support and opportunities for youth to develop their abilities and skills, facilitating their active participation in meaningful and positive activities, and promoting positive values (Santos, Camiré et al., 2019).
Developing positive adolescent character through positive sports experiences is also essential (Bates et al., 2021). In recent years, many studies have shown that sports can positively impact adolescents' physical and mental health (Doré et al., 2020;Hiremath, 2019;Yun, 2018).
However, not all sports experiences produce positive effects. In several Juhrodin, Yudha Munanjat Saputra, Amung Ma'mun, Yunyun Yudiana The integration of the universal values of sport into physical education: Positive Youth Development (PYD) framework 262 cases, negative sports experiences can trigger problems such as aggressive behaviour, low self-esteem, and social anxiety in adolescents (Camiré et al., 2022;Newman et al., 2021;Santos, Gould, et al., 2019).
Therefore, developing sports programs that can help youth build positive character traits and universal sporting values through positive experiences is essential. One approach that can be used is the PYD program. Previous research has revealed that learning life skills can occur implicitly in sports programs that focus on teaching sport-specific skills (Bates et al., 2021). However, research conducted by Lower-Hoppe et al.,

METHOD
The research method used is quantitative with a Quasi-Experimental design, which is used to evaluate the impact of an intervention or treatment on a group without using randomization (Fraenkel et al., 2012). At the same time, the research design used was the Matching Pretest-Posttest Control Group Design, namely the type of experiment that was considered good because it met the requirements.
The instrument used is a questionnaire consisting of 73 items designed to measure the universal value scale of sport. The research design used was a matching pretest-posttest control group design with one type of treatment. The population of this study was students with an average age of 13-14 years, as many as 127 junior high school students in Ciamis District, Ciamis Regency, West Java Province, consisting of 75 male students and 52 female students. The sampling technique used is nonprobability sampling through purposive sampling by considering certain criteria. Researchers want to ensure that the selected sample meets the standards set to maximize research validity by selecting a homogeneous sample type from a purposive sample. The characteristics of this sample were chosen because they have the same requirements or characteristics.
The requirement is that some students do not participate in sports or extracurricular activities and are at least involved in physical activities.
Researchers asked students questions about their involvement in physical activities at school and outside of school. After going through the selection system, a total of 60 students were obtained, which were then divided into two groups by taking lots; students who got odd serial numbers entered group A, and those who got even numbers entered group B with each group consisting of 30 male students male and female in each group.
The dependent variables in this study were O1 and O2, measured before and after treatment. The experimental class was given the treatment of implementing universal sports values into physical education Research programs are developed and integrated into every material within the scope of physical education, including games and sports, development activities, gymnastic activities, rhythmic activities, water activities, outdoor education, and health. Whereas the control group was given physical education lessons as usual, using only a few learning models without integrating the universal values of sport. So that later it will be seen how the application of physical education learning is integrated with the universal values of sports, with none at all. The research process was carried out for one semester, and this was done to observe more deeply how the universal values of this sport can be implemented in students' academic and non-academic lives. Before and after being given treatment, all subjects or participants in the study filled out a questionnaire consisting of 73 items designed to measure a universal sports value scale.
Participants were first collected to be briefed by the researcher to provide an overview of the questionnaire given. Then, the researcher accompanied the participants in filling in to explain each statement item to the participants to make it easier to fill in and interpret each statement's intent. The results of the questionnaire validity test obtained a less stable score = 0.254, so the data was declared valid, and the reliability test showed a Cronbach alpha score of 0.848. Continuing the integration of the universal values of sports in physical education and sports learning programs, the authors adopted a questionnaire from (Opstoel et al., 2020), which consists of 23 subscales that can describe values as follows: 1 Cooperation-Sports learning can teach the importance of collaboration between individuals and groups in achieving common goals. 10 How to win -Sports can help students learn how to achieve victory in a sportsmanlike and integrity way.
11 How to lose -Sports can also help students understand how to handle defeat gracefully and maintain a spirit of learning and growth.
12 Fair play -Sports teach students to play with honesty, fairness, and sportsmanship.
13 Sharing -Sports can help students learn the meaning of sharing and caring for others.
14 Self-esteem -Sports can help boost students' confidence and help them develop a positive view of themselves.
15 Trust -Sports can help students build trust in others and their teams. 23 How to manage competition -an important value that can be integrated into physical education and sports learning programs.
Students can learn to overcome pressure, set realistic goals, and focus on personal growth rather than winning or losing.
In this study, data processing was carried out quantitatively using descriptive and inferential statistical techniques. After testing the validity and reliability beforehand, the next step is to process the data from the questionnaire from 60 students by tabulating the data using Microsoft Excel 2013 software. Statistical prerequisite test to ensure that the data   The analysis results in Table 2 show that the average score in the experimental group was 230.8333 for the pre-test, and the average score for the post-test increased to 304.7333. In addition, the standard deviation in the pre-test is 7.38163, while in the post-test, it is 5.97658. The uncertainty of the average score on the pre-test and post-test data is calculated using the average standard error. The average standard error in the pre-test was 1.34770, while in the post-test, it was 1.09117. The average score in the control group was 195.0012, and the post-test average score increased to 204.1920. The standard deviation in the pretest is 8.22301, while in the post-test, it is 7.84423. The average standard error in the pre-test was 1.56623, while in the post-test, it was 1.40211.
The lower the average standard error, the higher the confidence in the measured average score. So the data is significantly different from the average data on the pre-test and post-test. The test analysis used is the independent sample t-test, which determines whether there is a mean difference between two independent groups or two unpaired groups with the intention that the two data groups come from different subjects. Based on the results of the data in Table 3 above, it can be seen that the results of calculating the average difference in pre-test and post-test data for the two sample groups on the results of the questionnaire obtained the Lavene test for the similarity of variance of 1,960 for the experimental group and 3,760 for the control group. The ttest results for the average similarity were 40,998 for the experimental group and 6,157 for the control group. For the sample t-test P-value of 0.000, which means it is smaller than 0.05, means that H0 is rejected. With these data, it can be proven that there is a difference between the average scores on the pre-test and post-test results in the experimental group.

DISCUSSION
The data analysis above shows that the P-value in the experimental group is 0.000, which means it is less than 0.05, and in the control group, it is 0.067, which means it is greater than 0.05. So with this, the experimental group using sports and physical education program learning integrated with the PYD program can make more significant changes in assisting youth in building sports' character and universal values compared to the control group. This is because the experimental group focused more on material that contained the scope of learning in physical education, including games and sports, development activities, gymnastic activities, rhythmic activities, and water activities. From this material, the researchers included the PYD program to strengthen children's foundations in sports to build positive values in sports. However, the most striking difference was in the control group, which was only given physical education lessons as usual as contained in the curriculum designed by the school, which was dominated by games and sports only. So this is what causes the exploration of children in learning motion to be very minimal.  (Holt, 2016). Combined with the right resources, all youth can develop their talents and skills, consistent with PYD's approach to working with them. When adolescents have positive interactions with peers, adults, and institutions in their lives, PYD is considered to be the most effective (R. M. Lerner, 2017;Lower-Hoppe et al., 2022). The PYD program recognizes that every youth is different and that developmental issues affect them differently. PYD is a holistic approach to understanding child development through sports experiences (Preston et al., 2021). Research R. M. Lerner, (2017) proves that PYD is an approach to youth practice development that emphasizes maximizing strengths and developing potential in all adolescents. Through PYD, the values of sports philosophy are universally taught and implemented, not just a concept, but are embodied in everyday life both on and off the field. The universal values of sports are important to be taught early in every physical education subject; this will foster a better child's character. So it is only natural that PYD is one of the programs that can develop life skills and success for young people (Hemphill et al., 2019).

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Based on the research results above, it can be interpreted that the positive youth development (PYD) program has been significantly able to apply the universal values of sports through physical education and sports.
Integrating these values can help young people overcome competitive pressures and focus on personal development. Therefore, the universal values of sports must be applied in everyday life so that someone can be assisted in developing their psychosocial competence. Because previously positive character had been built solidly through the positive youth development (PYD) program.

ACKNOWLEDGMENT
The researchers thank the promoters, co-promoters, and several parties who have participated and assisted in this research.