Kemampuan Gerak Dasar Renang Gaya Dada Pada Siswa Menengah Pertama

This study discusses breaststroke. This type of research is descriptive qualitative. The informants in this study were 6 informants consisting of 5 students of class VII 4 and 1 informant of the sixth grade health care teacher 4 SMP Negeri 5 Kuta Selatan. Qualitative data with written words and data sources used in this study are primary and secondary data sources. Primary data sources used in this study are direct observation and calculation, secondary data used are interview data and questionnaires. Data collection techniques using triangulation are observation, interviews, and questionnaires. The analysis of the data used is the analysis of Miles and Huberman namely the analysis of interactive model data which is done through the steps of data collection, data reduction, data presentation, and conclusions concatenation. The results of this study indicate that students have sufficient ability to perform basic breaststroke movements with (good) categories. With a percentage of the results of observations as many as 18 students (60%) are in the good category and as many as 12 students (40%) are in the sufficient category. The results of the interview data are already maximal. Because a little inhibiting factor. The results of the questionnaire data showed as many as 18 students (60%) in the good category and as many as 12 students (40%) were in the sufficient category. From the three data, get the maximum data results with the category (good). Keywords: Ability, Basic Motion, Chest Style Swimming.

Superdiversity as a trajectory of diversity in Norwegian early childhood education and care: From a collection of differences to participation and becoming

This article uses the concept of ‘superdiversity’ as a lens through which various conceptualisations of diversity in Norwegian early childhood education and care policies and professionals’ understandings are made visible. Although Norwegian early childhood education and care is expected to highlight, value, and promote diversity and mutual respect, little has been written on how diversity is actually understood by professionals as part of early childhood education and care institutional practice. On the basis of interviews with 2 migration pedagogues, 10 early childhood education and care teachers, and 15 early childhood education and care teacher education students, the following conceptualisations of diversity were reconstructed: diversity as embodied by different children and families; diversity as a social context for every child’s becoming; and diversity as equal participation. Each of these accounts involved ways of working with children and families from minority and majority backgrounds, and ‘diversity as a social context for every child’s becoming’ seemed to be most in line with the Norwegian curriculum. The curriculum focuses on the process of formative development/becoming, which overlaps with and may be meaningfully supplemented by superdiversity. However, superdiversity as a sociological concept requires careful operationalisation in dialogue with the field and its empirics .