The Effect of Box Jump and Barrier Hops on Triple Jump Psychomotor Skills in Grade XII Students of SMA Negeri 6 Semarang
DOI:
https://doi.org/10.53863/mor.v6i1.2255Keywords:
Barrier Hops, Box Jump, Physical Education, Plyometric Training, Psychomotor Competence, Triple JumpAbstract
Psychomotor competence in Triple Jump demands explosive power, rhythmic coordination, and precise technique, yet empirical comparisons of plyometric approaches targeting Triple Jump outcomes in formal physical education (PE) settings remain scarce. This study examined and compared the effects of Box Jump and Barrier Hops on Triple Jump psychomotor outcomes among senior high school students. A quasi-experimental two-group pretest-posttest design was employed, with three progressive overload sessions (135 minutes/session). Seventy Grade XII students of SMA Negeri 6 Semarang (2025/2026) were selected via simple random sampling into the Box Jump group (Class XII J, n = 35) and Barrier Hops group (Class XII L, n = 35), aged 17–18 years. Assessment used a movement technique rubric (12 descriptors across three indicators, scored SP/12 × 100) and a standardized jump distance conversion table adjusted for student sex. Data were analyzed using descriptive statistics, Shapiro-Wilk normality test, Levene homogeneity test, paired samples t-test, and independent samples t-test (α = .05). Both groups showed significant within-group improvements: Box Jump from 51.66 to 75.63 (t(34) = −7.160, p = .000) and Barrier Hops from 53.91 to 76.11 (t(34) = −10.741, p = .000). A significant between-group difference was found (t(68) = −7.243, p = .000), favoring Barrier Hops. Both plyometric approaches significantly enhanced Triple Jump psychomotor competence, with Barrier Hops yielding marginally superior outcomes. This study offers empirical evidence for integrating a structured plyometric program into the PE curriculum, guiding educators in selecting modalities aligned with the biomechanical demands of the Triple Jump.
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