Improving academic learning time effectiveness through lesson study in elementary physical education

Authors

• Nora Antika, Department of Physical Education, Faculty of Teacher Training and Education, Sriwijaya University, IndonesiaFollow
• Meirizal Usra, Department of Physical Education, Faculty of Teacher Training and Education, Sriwijaya University, IndonesiaFollow
• Wahyu Indra Bayu, Department of Physical Education, Faculty of Teacher Training and Education, Sriwijaya University, IndonesiaFollow
• Iyakrus Iyakrus, Department of Physical Education, Faculty of Teacher Training and Education, Sriwijaya University, IndonesiaFollow
• Herri Yusfi, Department of Physical Education, Faculty of Teacher Training and Education, Sriwijaya University, IndonesiaFollow
• Arizky Ramadhan, Department of Physical Education, Faculty of Teacher Training and Education, Sriwijaya University, IndonesiaFollow
• Asha Hasnimy Mohd Hashim, School of Education, Faculty of Social Science and Humanities, Universiti Teknologi Malaysia, MalaysiaFollow
• Japhet Ndayisenga, Institute of Physical education and Sports at the University of Burundi, BurundiFollow
• José Vicente García-Jiménez, Departament of Artistic, Musical and Body Expression, Faculty of Education, University of Murcia, SpainFollow

Abstract

Background: Academic Learning Time in Physical Education (ALT-PE) is a key indicator of instructional effectiveness, reflecting the time students spend actively engaged in meaningful learning activities. However, PE lessons often involve excessive Management and waiting time, reducing opportunities for active participation. Although Lesson Study (LS) is recognized as a collaborative professional development approach that can improve instructional quality, its impact on ALT-PE remains underexplored. Objective: This study examined the effectiveness of Lesson Study (LS) in improving instructional effectiveness and optimizing ALT-PE among elementary school PE teachers. Methods: A qualitative-dominant mixed-methods action research design was employed involving 10 PE teachers from six public elementary schools. Participants were purposively selected based on their involvement in a school-based LS program. The intervention consisted of three LS cycles, including planning, implementation, observation, and reflection. Quantitative data were collected through video-based observations using the revised ALT-PE system and analyzed with descriptive and inferential statistics. Qualitative data were obtained from interviews, reflection notes, and lesson documents, and were analyzed thematically. Result: Following the LS intervention, Activity time increased from 20.63% to 50.96%, while Waiting time decreased from 23.13% to 0.51%. Management time decreased from 43.49% to 37.26%, whereas Instruction time remained relatively stable. Paired-sample t-tests indicated significant improvements in Activity (p < .001), Waiting (p < .001), and Management (p = .012), but not in Instruction time (p = .576). Qualitative findings revealed improved classroom organization, greater teacher awareness of instructional efficiency, and stronger collaborative pedagogical reflection. Conclusion: Lesson Study significantly enhanced ALT-PE effectiveness by increasing meaningful activity time, reducing non-productive instructional time, and strengthening instructional practices, highlighting its potential as a sustainable professional development model for elementary PE teachers.

Recommended Citation

Antika, Nora; Usra, Meirizal; Bayu, Wahyu Indra; Iyakrus, Iyakrus; Yusfi, Herri; Ramadhan, Arizky; Hashim, Asha Hasnimy Mohd; Ndayisenga, Japhet; and García-Jiménez, José Vicente (2026) "Improving academic learning time effectiveness through lesson study in elementary physical education," Indonesian Journal of Research in Physical Education, Sport, and Health: Vol. 4: No. 1, Article 10.
Available at: https://citeus.um.ac.id/ijrpesh/vol4/iss1/10