Departmental Bulletin Paper Physical education and sport as a psychosocial intervention effort for children in disaster-prone areas

Nopembri, Soni  ,  Sugiyama, Yoshio

37pp.13 - 21 , 2015-03-26
Indonesia has the potential to experience massively damaging natural disasters. The Special Region of Yogyakarta is a province in Indonesia and home to the disaster-prone area of Merapi Volcano. Merapi Volcano erupts at any time with low, moderate, or high intensity. The destructive potential of this natural disaster is vehemently impressed upon local children, and as a result, many children become victims of psychological and social disorders. Children are more susceptible to it because their perception of disaster is far different from that of adults. Physical education and sport are a special form of activity that places emphasis on movement as a whole. Various studies on the inclusion of physical education and sport in psychosocial intervention efforts have been carried out. Physical education and sport are the only disciplines in the curriculum that addresses the physical and psychological health problems in students from pre-school through college. Physical activity plays an important role in the psychological and social well-being of an individual. In addition, physical activity is also instrumental in developing students' perception of health, and can serve as a protection against placing excessive emphasis on extrinsic values. A number of studies have also found a positive impact of physical education and sports classes on moral development. Indonesia's great potential for disaster is often realized, with deadly, and devastating results for the people in the disaster area. The impact of disasters often causes persistent traumatic stress for the surrounding community, especially for children. Emotional demands before the disaster, during evacuation, and after the disaster require children to be prepared psychologically and socially. However, despite the increase in community disaster preparedness, it still revolves around incidental activities without explicitly defined programs working with existing educational services. This results in programs that do not specify how to prepare children for disaster emergencies. Children's psychosocial preparedness in facing emergencies should be clearly defined in a program integrated into local education. Physical education and sport are likely to provide many opportunities for children to actively engage and develop psychosocial skills, in addition to providing numerous other benefits.

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