The Influence on Physical Education State Anxiety and Leisure Motivation on Perceived Well-Being of Students

Barlizo, Remie Joy E.; Osorno, Rodolfo II M.

doi:10.46827/ejpe.v9i2.4560

Cited by 1 publication

(3 citation statements)

References 20 publications

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“…Students learn best when they can positively relate to lessons with these games as examples. It corroborates with the studies conducted by previous scholars(Avila, 2021;Barlizo & Osorno, 2022; Morales, 2015; Morales, 2016; Moro & Billote, 2023), who found that students stay motivated during the lesson with indigenous games integrated into the lesson.…”

supporting

confidence: 91%

“…Thematic analysis was used to elicit and draw conclusions from the coded data. In particular, after the researchers determined the different perspectives of stakeholders, particularly the teachers (Agustin, 2020;Barlizo & Osorno, 2022;Booc et al, 2019;Cajetas-Saranza, 2020;Cerda, 2021;Morales, 2015;Mabborang et al, 2022;Moro & Billote, 2023;Mozar, 2020;Prestoza et al, 2020), students (Avila, 2021;Barlizo & Osorno, 2022;Booc et al, 2019;Morales, 2015), government officials (Mozar, 2020), and even others (or the authors themselves) (Almario, 2005;Cagas et al, 2022) and later make the coding, the data was analyzed thematically. Here, it was found that the Philippine traditional games can promote cultural heritage, facilitate convenient learning, and strengthen the foundation values, health, and socialization.…”

Section: Discussionmentioning

confidence: 99%

“…Most studies concluded that using conventional games was helpful (Avila, 2021;Barlizo & Osorno, 2022;Morales, 2015;Morales, 2016;Moro & Billote, 2023). In contrast, one study (Moro & Billote, 2023) did point out its limitations.…”

Section: Limitations In Using Traditional Games In the Classroommentioning

confidence: 99%

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Boosts and Setbacks of Implementing Indigenous Filipino Games: Perspectives from Curriculum’s Stakeholders

C. Balay-as,

Osben Pelila,

O. Busbus

2023

Int. J. Phys. Educ. Fit. Sports

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Filipinos had enjoyed playing indigenous games long before any other games. Little is known about traditional games and their perspectives among educational stakeholders who support their preservation in the educational system for emerging countries like the Philippines. This study aimed to explore the viewpoints of educational stakeholders regarding integrating indigenous games into the curriculum. A scoping design was used to review pertinent journal articles. Thus 14 were considered after screening and filtering the searched records in three databases. It was found that stakeholders have both positive and negative perspectives on the said implementation. They perceived that implementing indigenous Filipino games a) promotes cultural heritage, b) facilitates convenient learning, and c) strengthens the foundation values, health, and socialization. However, there are some setbacks, like a) limitations in using traditional games in the classroom and b) the endangerment of indigenous Filipino games due to the fast growth of e-games. Therefore, a call to action among curriculum implementers to revisit what areas need to be strengthened in implementing indigenous games despite the continuous advancements of technology that paved the emergence of modern games and even the prioritization of sports games. Although support from the community is needed, and more mandates from the local government to promote these games in playing, especially outside school.

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supporting

confidence: 91%