Abstract
Background: Indonesian traditional games have potential as culturally relevant learning activities in adapted physical education for children with disabilities. However, evidence regarding their contributions to motor and cognitive development remains fragmented.
Objective: This review aimed to examine and synthesize evidence on the role of Indonesian traditional games in supporting motor and cognitive development among children with disabilities.
Methods: A narrative literature review was conducted using a thematic narrative synthesis. Relevant literature was identified through Google Scholar, Scopus, and reference screening. Six primary studies published between 2014 and 2025 were examined according to participant characteristics, game types, study designs, outcome measures, and empirical findings.
Results: Four studies employed research and development designs, one used classroom action research, and one adopted a qualitative approach. The findings indicated favorable trends in gross motor skills, particularly locomotor performance, balance, and coordination. A study involving the traditional Sikodoka game reported an increase in motor skill achievement from 38% at baseline to 95% after the second intervention cycle. Another study reported a reduction in running test time from 11.12 to 9.24 seconds following a traditional game-based intervention. However, most studies had methodological limitations, and none directly assessed cognitive function using specific validated measures.
Conclusion: Indonesian traditional games show promise for supporting motor development and providing culturally relevant activities in adapted physical education. Nevertheless, evidence regarding cognitive benefits remains insufficient. Future research should employ controlled designs, validated motor and cognitive assessments, and longitudinal follow-up.
Keywords:
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Copyright (c) 2026 Ulfatul Azizah Awaliyyah, Cahulul Rizaldy Hasan, Fajar Awang Irawan
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Awaliyyah, U. A. , Hasan, C. R. , & Irawan, F. A. (2026). Traditional games and motor and cognitive development in children with disabilities: A narrative review. Physical Education Learning, Teaching, and Assessment, 1(1), 61-69. https://doi.org/10.68536/pelta.v1i1.20
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