Understanding Young Learners’ Dribbling Performance: A Descriptive Exploration of Fundamental Football Skills in Elementary Education

Abstract

Background: Dribbling in football demands control, rhythm, and coordination between movement and balance. For children in primary education, this skill forms the basis for developing confidence and enjoyment in physical activity.

Aims: This study explored the dribbling ability of elementary school students and described how their performance reflects fundamental football skills. The purpose was to provide a clear overview of students’ ability levels and to support teachers in planning more effective football learning programs.

Methods: The research used a descriptive quantitative approach involving 21 students from UPT SPF SDN Monginsidi III. Each participant completed a dribbling test arranged in a cone circuit, and the time required to finish the course was recorded. All results were processed using percentage analysis to group students into categories of excellent, good, sufficient, poor, and very poor performance.

Results: The analysis indicated that 3 students (14.28%) achieved good results, 12 students (57.14%) were at a sufficient level, 4 students (19.06%) fell into the poor category, and 2 students (9.52%) were categorized as very poor. The majority of learners performed at a sufficient level, suggesting that their technique and consistency still need improvement.

Conclusion: Most students demonstrated a moderate level of dribbling ability. To raise performance quality, teachers and coaches are advised to strengthen discipline during training, focus on technique correction, and include more repetition-based practice. Consistent and guided training is expected to improve both motor coordination and mastery of basic football movements.