Traditional Sport Model to Improve Fundamental Movement Skills and Social Attitudes of Students During COVID-19

Mujriah, Mujriah; Siswantoyo, Siswantoyo; Sukoco, Pamuji; Rosa, Friska Octavia; Susanto, Ermawan; Setiawan, Edi

doi:10.17309/tmfv.2022.3.02

Cited by 16 publications

(15 citation statements)

References 42 publications

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“…The study found that using games and physical activities in learning can enhance children's gross motor skills (Aliriad et al, 2024;Nur et al, 2020;Sutapa & Suharjana, 2019). Similarly, research results have shown that integrating gaming elements into learning can improve coordination and motor control in elementary school students (Mujriah et al, 2022;Saputra et al, 2021;Suryadi et al, 2023). Therefore, these findings affirm that gamification in physical education not only enhances students' interest and participation but is also effective in improving their motor skills.…”

Section: Discussionmentioning

confidence: 57%

Enhancing Self-Esteem, Satisfaction, and Motor Skills through Gamification in Elementary Physical Education

Wibowo

2024

Teor. metod. fiz. vihov.

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Objectives. This study aimed to investigate the impact of gamification in physical education on enhancing the self-esteem, satisfaction, and motor skills of 7-9-year-old elementary school students. Materials and methods. This study employed a pre-experimental method using a one-group pretest-posttest design without a control group. The participants were 90 elementary school students aged 7-9 years in Salatiga City (Indonesia), selected through purposive sampling. The research instruments included self-esteem, sports satisfaction, and motor skills assessment tools that have been validated and tested for reliability. The gamified intervention was implemented in physical education instruction over eight weeks. The statistical analysis was conducted using descriptive statistics, prerequisite tests, analysis of variance (ANOVA), and paired samples t-tests. Results. The study’s findings indicate significant changes in the observed variables following the intervention, with a significance value (Sig) of 0.000 < 0.05. The calculated t-values for all three variables were more significant than the critical t-value of 1.990, with a significance level (Sig. 2-tailed) < 0.05. Therefore, this implies that gamification in elementary physical education instruction has a statistically significant positive impact on students’ self-esteem, satisfaction, and motor skills. Conclusions. The findings elucidate that the implementation of a gamification intervention has proven effective in enhancing students’ self-esteem, satisfaction with learning, and motor skills abilities. The practical implications of these findings underscore the importance of considering the integration of gamified process into instructional design as a strategy to enhance the quality of physical education learning in elementary schools.

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Section: Discussionmentioning

confidence: 57%

Enhancing Self-Esteem, Satisfaction, and Motor Skills through Gamification in Elementary Physical Education

Wibowo

2024

Teor. metod. fiz. vihov.

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“…The study of the cardiovascular and respiratory indicators in patients of the control and main groups showed positive time course was observed in terms of pulse and blood pressure (Mujriah et al, 2022). When comparing the obtained repeated indicators of the cardiovascular and respiratory systems between the control and the main group, no significant differences were found, which indicates a positive effect of complex physical rehabilitation on women in both groups.…”

Section: Discussionmentioning

confidence: 80%

Complex Physical Rehabilitation of Women of Reproductive Age with Stage I Hypertensive Heart Disease

Stratiy

Sychova

Kachailo

et al. 2023

Teor. metod. fiz. vihov.

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Background. Hypertensive heart disease (HD) is a chronic abnormality that affects various systems of the body and is especially unfavorable for women of reproductive age. The purpose of the study was to develop a comprehensive program of physical rehabilitation for young women suffering with stage I hypertensive heart disease at the outpatient stage of rehabilitation and evaluate its effectiveness. Materials and methods. 42 young women with a diagnosis of HD were randomly divided into two groups: one performing traditional physical rehabilitation (control group) and the other following a method based on the Pilates system. Questionnaire, Martinet-Kushelevsky test, modified Romberg test, and Deshin test were performed. Results. Questionnaire and examination for determination of therapeutic tasks in the application of physical rehabilitation show improvement due to the use of the suggested methodology. Indicators of Martinet-Kushelevsky test improved from 2.46 points to 5.48 points (p<0.01) which is better (p<0.05) than in the case of the traditional methodology where they changed from 2.44 to 4.61 (p<0.01). Kotov-Deshin test results show improvement in both groups evenly but the test results of the women of the main group improved from “unsatisfactory” to “good”, and those of the women of the control group improved from “unsatisfactory” to “satisfactory” with significantly better results in the main group (p<0.05). Distribution of the Romberg test results show improvement of vestibular stability in all participants of the main group. Conclusions. The proposed program of complex physical rehabilitation of patients with stage I hypertensive heart disease using the Pilates method proved to be effective. Due to this program, there was a significant decrease in heart rate, systolic and diastolic pressure, an improvement in the response of the cardiovascular system to the Martinet-Kushelevsky functional test as well as in the state of the respiratory and nervous systems, as evidenced primarily by the indicators of hypoxic tests, spirometry, clino- and orthostatic tests, with the Romberg and Deshin methods.

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“…This makes traditional games the right alternative in developing physical literacy. Several studies on traditional Lombok games that have been explored through research (Irmansyah et al, 2021;Kurniawan et al, 2020;Mujriah et al, 2022) have not found their relevance and are focused on increasing children's physical literacy. This is the basis and logical justification, as well as the uniqueness of this study, because it accommodates various traditional Lombok games, such as Ketik Jaran, Begelompongan, Kideng, Begatrik, Panji (to mention a few).…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of Lombok traditional games on increasing physical literacy of elementary school

Sudarwo

Kurniawan²,

Irmansyah³

et al. 2023

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Physical literacy has four components, one of which is the physical component. Increasing the physical component requires learning strategies implemented through physical education, one of which is the traditional Lombok game, which is an effective learning process for children. This research aims to test the effectiveness of traditional Lombok games in increasing physical literacy in elementary school students. This study used the Quasi Experimental Design research method (pretest and posttest control group design) involving 66 class IV students. It consists of two groups, namely, the control group and the intervention group. The intervention group (n = 33; 50% boys and girls) received a weekly 60-minute Lombok traditional game session provided by a local instructor trained in child care, whereas the control group (n = 33; 50% boys and women) received no additional treatment.Components of children's physical literacy were assessed using the PLAYbasic instrument before and after treatment. The results of the PL assessment of the pre-test control group were 42.7 in the Emarging category, the post-test was 45.5 in the Emarging category, while in the experimental group the pre-test was 45.6 in the Emarging category and the post-test was 65.1 in the Competent category, there was an increase in the experimental group. The experimental group using traditional Lombok games had a better level of physical literacy or the Competent category than the control group. While the results of data analysis from the study showed the output of the Independent Samples Test, the Sig value was obtained. (2-tailed) = 0.000 0.05.Thus, the traditional Lombok games for grade IV students aged 9 years have a significant influence. Based on these results, it shows the importance of traditional Lombok game interventions that can provide benefits for developing and increasing appropriate physical literacy in later life.

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Traditional Sport Model to Improve Fundamental Movement Skills and Social Attitudes of Students During COVID-19

Cited by 16 publications

References 42 publications

Enhancing Self-Esteem, Satisfaction, and Motor Skills through Gamification in Elementary Physical Education

Enhancing Self-Esteem, Satisfaction, and Motor Skills through Gamification in Elementary Physical Education

Complex Physical Rehabilitation of Women of Reproductive Age with Stage I Hypertensive Heart Disease

The effectiveness of Lombok traditional games on increasing physical literacy of elementary school

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