Development, Validity, and Practicality of Interactive Multimedia Teaching Materials for Long Jump among Undergraduate Sport Science Students

The integration of digital technology into higher education has created opportunities for instructional resources that combine conceptual explanation with visual and interactive learning support. In athletics education, conventional materials may provide limited opportunities for repeated observation of complex movement sequences. This study aimed to develop interactive multimedia teaching materials for the long jump and to assess their preliminary validity and practicality among undergraduate Sport Science students. A Research and Development (R&D) approach adapted from the Borg and Gall model was used and limited to five stages: research and information collecting, planning, developing the preliminary product, preliminary field testing, and main product revision. The product integrated text, images, animations, instructional videos, movement-analysis content, formative quizzes, feedback, and self-evaluation. Six experts rated 30 items covering subject matter, media, and learning domains, while 20 undergraduate students rated 40 items covering ease of use, learning interest, content presentation, and multimedia appearance. Expert appraisal produced 90.0% overall, with domain scores of 90.0% for subject matter, 88.0% for media, and 92.0% for learning. The overall Aiken’s V was 0.875, providing supporting evidence of content relevance based on the expert ratings. Student responses produced an overall score of 90.0%; the dimension scores were 89.8% for ease of use, 91.5% for learning interest, 91.7% for content presentation, and 87.1% for multimedia appearance. All dimension scores fell within the study’s Very Practical category. These findings indicate that the product was favorably appraised and practically usable in a limited field setting.