Kata Kunci
elementary school students
physical literacy
traditional games
physical literacy
traditional games
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Gustian, U. (2020). Traditional games: an approach to developing students physical literacy in elementary school. Jurnal SPORTIF : Jurnal Penelitian Pembelajaran, 6(1), 199-215. https://doi.org/10.29407/js_unpgri.v6i1.14252
Abstrak
Physical literacy (PL) is a skill that must be possessed by students as a result of a shift in physical education learning achievements. However, there are not many forms of learning activities that can be used to develop. For this reason, the study was conducted aiming to find learning activities that could develop PL. Experiments carried out by implementing a modified traditional game consisting of seven games, namely lempar kaleng, lempar telur penyu, sumpitan, balap balon, estafet kelereng, bakiak, dan engklek. The study was tested on first grade elementary school students, totaling fifty students. The results showed an increase in students' understanding in playing games, movement skills, happiness, and cumulatively there was an increase in student achievement in PL. The increase occurred due to traditional games that were modified in accordance with the characteristics of students, arranged by considering the principles and aspects of developing learning activities. Based on these results, it was concluded that the use of modified traditional games could improve elementary school students' PL.
Referensi
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Darminiasih, N. N., Marhaeni, A. A. I. N., & Sutama, I. M. (2014). Penggunaan Metode Bermain Permainan Tradisional Dalam Upaya Meningkatkan Kemampuan Berbahasa Dan Sosial Emosional Anak Kelompok B Tk Sebana Sari. PENDASI: Jurnal Pendidikan Dasar Indonesia, 4(1).
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Edwards, L. C., Bryant, A. S., Keegan, R. J., Morgan, K., & Jones, A. M. (2017). Definitions, foundations and associations of physical literacy: a systematic review. Sports Medicine, 47(1), 113–126.
Fedewa, A. L., & Ahn, S. (2011). The effects of physical activity and physical fitness on children’s achievement and cognitive outcomes: a meta-analysis. Research Quarterly for Exercise and Sport, 82(3), 521–535.
Gelisli, Y., & Yazici, E. (2015). A study into traditional child games played in Konya region in terms of development fields of children. Procedia-Social and Behavioral Sciences, 197, 1859–1865.
Giblin, S., Collins, D., & Button, C. (2014). Physical literacy: importance, assessment and future directions. Sports Medicine, 44(9), 1177–1184.
Goodway, J. D., Ozmun, J. C., & Gallahue, D. L. (2019). Understanding motor development: Infants, children, adolescents, adults. Jones & Bartlett Learning.
Higgs, C., Balyi, I., Way, R., Cardinal, C., Norris, S., & Bluechardt, M. (2008). Developing physical literacy: A guide for parents of children ages 0 to 12. Vancouver, BC: Canadian Sports Centres.
Kovačević, T., & Opić, S. (2014). Contribution of traditional games to the quality of students’ relations and frequency of students’ socialization in primary education. Croation Journal of Education, 16(1), 95–112.
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Lavega, P., Alonso, J. I., Etxebeste, J., Lagardera, F., & March, J. (2014). Relationship between traditional games and the intensity of emotions experienced by participants. Research Quarterly for Exercise and Sport, 85(4), 457–467.
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Perdani, P. A. (2013). Peningkatan keterampilan sosial melalui metode bermain permainan tradisional pada anak TK B. Jurnal Pendidikan Usia Dini, 7(2), 234–250.
Roetert, E. P., & MacDonald, L. C. (2015). Unpacking the physical literacy concept for K-12 physical education: What should we expect the learner to master? Journal of Sport and Health Science, 4(2), 108–112.
Santrock, J. W. (2014). Essentials of life-span development. McGraw-Hill.
Silverman, S., & Mercier, K. (2015). Teaching for physical literacy: Implications to instructional design and PETE. Journal of Sport and Health Science, 4(2), 150–155.
Spinath, B., & Spinath, F. M. (2005). Development of self-perceived ability in elementary school: The role of parents’ perceptions, teacher evaluations, and intelligence. Cognitive Development, 20(2), 190–204.
Sun, H. (2015). Operationalizing physical literacy: the potential of active video games. Journal of Sport and Health Science, 4(2), 145–149.
Tandon, P. S., Tovar, A., Jayasuriya, A. T., Welker, E., Schober, D. J., Copeland, K., … Ward, D. S. (2016). The relationship between physical activity and diet and young children’s cognitive development: A systematic review. Preventive Medicine Reports, 3, 379–390.
Tremblay, M., & Llyod, M. (2010). Physical literacy measurement the missing piece. Physical & Health Education Journal, 76(1), 26.
Whitehead, M. (2013). Stages in physical literacy journey. ICSSPE Bulletin–Journal of Sport Science and Physical Education, 65. Retrieved from http://www.icsspe.org/sites/default/files/bulletin65_0.pdf#page=29. Diakses tanggal 13 Januari 2020.
WHO. (2014). Commission on Ending Childhood Obesity hold hearing with non-state actors. Geneva (CH): World Health Organization; 2014.
Williams, H. G., Pfeiffer, K. A., O’neill, J. R., Dowda, M., McIver, K. L., Brown, W. H., & Pate, R. R. (2008). Motor skill performance and physical activity in preschool children. Obesity, 16(6), 1421–1426.
Akbari, H., Abdoli, B., Shafizadeh, M., Khalaji, H., Hajihosseini, S., & Ziaee, V. (2009). The Effect of Traditional Games in Fundamental Motor Skill Development in 7-9 Year-Old Boys. Iranian Journal of Pediatrics, 19(2), 123-129.
Aryamanesh, S., & Sayyah, M. (2014). Effect of some selected games on the develop-ment of locomotor skills in 4-6 year-old preschool boys. International Journal of Sport Studies, 4(6), 648–652.
Butler, J., & Griffin, L. (2010). More teaching games for understanding: Moving globally. Human Kinetics.
Byl, J., & Kloet, B. V. (2014). Physical education for homeschool, classroom, and recreation settings: 102 games with variations. Human Kinetics.
Castelli, D. M., Centeio, E. E., Beighle, A. E., Carson, R. L., & Nicksic, H. M. (2014). Physical literacy and comprehensive school physical activity programs. Preventive Medicine, 66, 95–100.
Coker, C. A. (2017). Motor learning and control for practitioners. New York: Routledge.
Daggett, S. (2010). Physical education and literacy: The odd couple or a match made in heaven. Educator’s Voice, 3, 42–49.
Darminiasih, N. N., Marhaeni, A. A. I. N., & Sutama, I. M. (2014). Penggunaan Metode Bermain Permainan Tradisional Dalam Upaya Meningkatkan Kemampuan Berbahasa Dan Sosial Emosional Anak Kelompok B Tk Sebana Sari. PENDASI: Jurnal Pendidikan Dasar Indonesia, 4(1).
Domville, M., Watson, P. M., Richardson, D., & Graves, L. E. F. (2019). Children’s perceptions of factors that influence PE enjoyment: a qualitative investigation. Physical Education and Sport Pedagogy, 1–13.
Edwards, L. C., Bryant, A. S., Keegan, R. J., Morgan, K., & Jones, A. M. (2017). Definitions, foundations and associations of physical literacy: a systematic review. Sports Medicine, 47(1), 113–126.
Fedewa, A. L., & Ahn, S. (2011). The effects of physical activity and physical fitness on children’s achievement and cognitive outcomes: a meta-analysis. Research Quarterly for Exercise and Sport, 82(3), 521–535.
Gelisli, Y., & Yazici, E. (2015). A study into traditional child games played in Konya region in terms of development fields of children. Procedia-Social and Behavioral Sciences, 197, 1859–1865.
Giblin, S., Collins, D., & Button, C. (2014). Physical literacy: importance, assessment and future directions. Sports Medicine, 44(9), 1177–1184.
Goodway, J. D., Ozmun, J. C., & Gallahue, D. L. (2019). Understanding motor development: Infants, children, adolescents, adults. Jones & Bartlett Learning.
Higgs, C., Balyi, I., Way, R., Cardinal, C., Norris, S., & Bluechardt, M. (2008). Developing physical literacy: A guide for parents of children ages 0 to 12. Vancouver, BC: Canadian Sports Centres.
Kovačević, T., & Opić, S. (2014). Contribution of traditional games to the quality of students’ relations and frequency of students’ socialization in primary education. Croation Journal of Education, 16(1), 95–112.
Kovar, S. K. (2012). Elementary classroom teachers as movement educators. McGraw-Hill Companies.
Kurniati, E. (2016). Permainan Tradisional dan Perannya Dalam Mengembangkan Keterampilan Sosial Anak. Kencana.
Lambrick, D., Westrupp, N., Kaufmann, S., Stoner, L., & Faulkner, J. (2016). The effectiveness of a high-intensity games intervention on improving indices of health in young children. Journal of Sports Sciences, 34(3), 190–198.
Lavega, P., Alonso, J. I., Etxebeste, J., Lagardera, F., & March, J. (2014). Relationship between traditional games and the intensity of emotions experienced by participants. Research Quarterly for Exercise and Sport, 85(4), 457–467.
Lobstein, T., Jackson-Leach, R., Moodie, M. L., Hall, K. D., Gortmaker, S. L., Swinburn, B. A., … McPherson, K. (2015). Child and adolescent obesity: part of a bigger picture. The Lancet, 385(9986), 2510–2520.
Lundvall, S. (2015). Physical literacy in the field of physical education–A challenge and a possibility. Journal of Sport and Health Science, 4(2), 113–118.
Nani, S., Matsouka, O., Theodorakis, Y., & Antoniou, P. (2019). Perceived Benefits of a Therapeutic Exercise Program through Digital Interactive Games Among Children with Cancer. Nosileftiki, 58(1).
Nur, H. (2013). Membangun karakter anak melalui permainan anak tradisional. Jurnal Pendidikan Karakter, (1).
Pagani, L. S., Fitzpatrick, C., & Barnett, T. A. (2013). Early childhood television viewing and kindergarten entry readiness. Pediatric Research, 74(3), 350.
Payne, V. G., & Isaacs, L. D. (2017). Human motor development: A lifespan approach. Routledge.
Perdani, P. A. (2013). Peningkatan keterampilan sosial melalui metode bermain permainan tradisional pada anak TK B. Jurnal Pendidikan Usia Dini, 7(2), 234–250.
Roetert, E. P., & MacDonald, L. C. (2015). Unpacking the physical literacy concept for K-12 physical education: What should we expect the learner to master? Journal of Sport and Health Science, 4(2), 108–112.
Santrock, J. W. (2014). Essentials of life-span development. McGraw-Hill.
Silverman, S., & Mercier, K. (2015). Teaching for physical literacy: Implications to instructional design and PETE. Journal of Sport and Health Science, 4(2), 150–155.
Spinath, B., & Spinath, F. M. (2005). Development of self-perceived ability in elementary school: The role of parents’ perceptions, teacher evaluations, and intelligence. Cognitive Development, 20(2), 190–204.
Sun, H. (2015). Operationalizing physical literacy: the potential of active video games. Journal of Sport and Health Science, 4(2), 145–149.
Tandon, P. S., Tovar, A., Jayasuriya, A. T., Welker, E., Schober, D. J., Copeland, K., … Ward, D. S. (2016). The relationship between physical activity and diet and young children’s cognitive development: A systematic review. Preventive Medicine Reports, 3, 379–390.
Tremblay, M., & Llyod, M. (2010). Physical literacy measurement the missing piece. Physical & Health Education Journal, 76(1), 26.
Whitehead, M. (2013). Stages in physical literacy journey. ICSSPE Bulletin–Journal of Sport Science and Physical Education, 65. Retrieved from http://www.icsspe.org/sites/default/files/bulletin65_0.pdf#page=29. Diakses tanggal 13 Januari 2020.
WHO. (2014). Commission on Ending Childhood Obesity hold hearing with non-state actors. Geneva (CH): World Health Organization; 2014.
Williams, H. G., Pfeiffer, K. A., O’neill, J. R., Dowda, M., McIver, K. L., Brown, W. H., & Pate, R. R. (2008). Motor skill performance and physical activity in preschool children. Obesity, 16(6), 1421–1426.
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