Browsing by Subject "Traditional Games"

Now showing 1 - 2 of 2
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    Effects of an introductory swimming programme based on aquatic motor games on body and socio-affective self-esteem in 5-and 6-year-olds
    (2023) Simón-Piqueras, Juan Ángel; Zamorano-García, David; Gil-Madrona, Pedro Gil-Madrona; Cano Noguera, Francisco
    This study sought to examine the success of the application of two introductory swimming programmes in enhancing the body and socio-affective self-esteem of 5 and 6 year olds, and to determine which of these programmes was more effective in this improvement. Both programmes were administered over three months and were designed under the stageapproach of the Royal Spanish Swimming Federation. The first was implemented in the control group (31 girls and 27 boys), and the second in the experimental group (29 girls and 23 boys). The experimental group included the application of aquatic games designed to promote cooperative play and children’s knowledge of their own bodies. The results showed significant improvements in both types of self-esteem in the experimental group, while only body self-esteem improved in the control group. In the between-group comparison, the experimental group showed significantly more robust results in both types of self-esteem. No gender differences were found. We conclude that the use of motor games oriented towards collaborative games and knowledge of one's own body aremore effective in improving both types of self-esteem. Thus, their use is recommended in introductory swimming classes.
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    Open Access
    Integration of social values from traditional Minangkabau sports into sociology teaching to foster students’ character development
    (Universidad de Murcia. Servicio de Publicaciones, 2025) Komaini, Anton; Ihsan, Nurul; Yusra, Alfajri; Nelwatri, Helpi; Ockta, Yovhandra; Sin departamento asociado
    This study explored the character education values embedded in traditional children's sports games within Minangkabau ethnic culture and examined how these values can be integrated into high school Sociology teaching materials. The aim was to deepen understanding of how culture influences students' character development, thereby emphasizing the cultural role in shaping moral and social behavior. A qualitative approach was employed. Data were collected from five active high school Sociology teachers, three traditional sports experts, and two Minangkabau cultural specialists, selected through purposive sampling. Data collection methods included observation, interviews, and document analysis. The analysis was conducted using Zhang’s semantic analysis and the interactive model by Miles and Huberman, involving data collection, reduction, display, and conclusion drawing. Findings revealed that five traditional Minangkabau games—Sipak Rago, Mancik-Mancik, Kuciang-Kuciang, Sipak Tekong, and Cak Bur—contain key character values such as honesty, justice, discipline, and care. Integration into Sociology teaching occurs in two stages: (1) identifying and formulating character values with a systematic link to norms, and (2) embedding local Minangkabau values into teaching materials, considering cognitive, affective, and psychomotor learning domains. This approach underscores the importance of value-based content that actively engages students in the learning process.