The Talking Stick Learning Model for Introducing Relay Running to Fifth-Grade Elementary Students
Abstract
Physical education classes at the elementary level frequently teach relay running through teacher-led demonstration alone, leaving students with limited opportunity to discuss and internalize the concepts of baton exchange, starting technique, and teamwork that the event requires. This classroom action research aimed to improve fifth-grade students' learning and knowledge of relay running at SDN 14 Kwandang by implementing the Talking Stick learning model. The subjects were 27 fifth-grade students (18 boys and 9 girls). Data were collected across a pre-cycle baseline observation, Cycle I, and Cycle II, covering three domains: cognitive, affective, and psychomotor. The mean student score was 52.49 (“Poor” category) at pre-cycle baseline, rose to 68.72 (“Fair” category) after Cycle I, and reached 83.33 (“Good” category) after Cycle II. Based on the two action cycles conducted, it is concluded that the Talking Stick learning model improves fifth-grade students' knowledge of relay running, with improvement occurring across all three domains: cognitive, affective, and psychomotor.
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DOI: https://doi.org/10.37905/jas.v2i3.36336
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