The Relationship between Participant Self-Evaluation, Coach Competence, Participant Tasks Achievement and Participant Potential after Underwriting Boccia Training Program

Abstract

The purpose of this study was to determine the Relationship Between Participant Self-Evaluation, Coach Competence, Participant Tasks Achievement and Participant Potential After Underwriting Boccia Training Program. The type of research used in this research is quantitative descriptive research. The quantitative descriptive method is a quantitative research in which the form of description is numerical (statistical). This means that the research is related to the description with statistical numbers. This study used the SOAP-M model to analyze the evaluation of the Boccia training program. In the meta-analysis, researchers examined the relationship between self-evaluation, trainer competence, and achievement with the potential of participants after undergoing the Boccia training program. The results of the meta-analysis showed that self-evaluation, others (trainer competence), and achievement (achievement of participants' tasks in training) simultaneously affect the potential accuracy skills of throw boccia with a positive regression coefficient value. This means that self-evaluation, others (trainer competence), and achievement (achievement of participants' tasks in training) together have a positive impact on the potential of throw boccia accuracy skills in the boccia training program. This also shows that if self-evaluation, others (trainer competence), and achievement (achievement of participants' tasks in training) increase, then there is an increase in the potential of throw boccia accuracy skills and vice versa if it decreases then there is a decrease in the potential of throw boccia accuracy skills in the boccia training program. The results of the coefficient of determination test show that 93.5% of the potential of throw boccia accuracy skills can be explained by variations in self-evaluation, others (trainer competence), and achievement. The remaining 6.5% was explained by other causes outside the study variables. Of the 93.5%, 33.6% of the variation of potential participants is determined by self-evaluation, 32.0% of the variation of potential participants is determined by others (trainer competence), and 27.9% of potential participant variation is determined by achievement. Thus, self-evaluation has a more dominant influence on potential participants than other variables (trainer competence) and achievement.