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Traditional games and motor and cognitive development in children with disabilities: A narrative review
Ulfatul Azizah Awaliyyah, Cahulul Rizaldy Hasan, Fajar Awang Irawan (Author)2026-09-30|0 views | 0 downloads | page 61-69AbstractBackground: 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.APA Citation StyleAwaliyyah, 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, 61-69. https://doi.org/10.68536/pelta.v1i1.20 -
Cooperative learning and social behavior in physical education: A systematic review
Muhammad Aliffajaruddin Alfani (Author)2026-09-30|0 views | 0 downloads | page 45-51AbstractBackground: Cooperative Learning (CL) may support students’ social development by promoting interaction, responsibility, and cooperation in physical education.
Objective: This systematic review aimed to synthesize empirical evidence on social and social-emotional outcomes associated with CL implementation, variations in CL approaches, implementation characteristics across educational levels, and evidence regarding gender-related differences.
Methods: The review was conducted in accordance with the PRISMA 2020 guidelines. Searches of Scopus and ERIC identified 31 articles published between 2020 and 2025. Following duplicate removal, title and abstract screening, and full-text assessment, six studies met the eligibility criteria. Methodological quality was appraised using the Mixed Methods Appraisal Tool (MMAT) 2018, and findings were synthesized narratively.
Results: The included studies indicated that CL may support cooperation, interpersonal skills, peer communication and interaction, responsibility, positive interdependence, group processing, promotive interaction, individual accountability, empathy, and emotional regulation. However, evidence regarding gender-related differences was limited and inconsistent. All eligible studies were conducted in primary or secondary education settings, providing insufficient evidence to determine whether CL is more effective at a particular educational level.
Conclusion: Overall, CL shows potential for supporting students’ social and social-emotional development in physical education. Further research using stronger study designs, more representative samples, clearer intervention fidelity reporting, and standardized social outcome measures is needed to strengthen the evidence base.APA Citation StyleAlfani, M. A. (2026). Cooperative learning and social behavior in physical education: A systematic review. Physical Education Learning, Teaching, and Assessment, 45-51. https://doi.org/10.68536/pelta.v1i1.18 -
Preliminary psychometric evidence for PLAYfun and PLAYself among Indonesian elementary school students: Item validity and internal consistency
Ropik Hidayat, Heny Setyawati, Siti Baitul Mukarromah (Author)2026-09-30|0 views | 0 downloads | page 8-14AbstractBackground: Physical literacy encompasses motivation, confidence, physical competence, knowledge, and understanding that support lifelong engagement in physical activity. Assessing physical literacy in children requires instruments that are contextually relevant and demonstrate adequate psychometric properties.
Objective: This study aimed to provide preliminary psychometric evidence for culturally adapted versions of PLAYfun and PLAYself in the Indonesian context by examining item–total relationships and internal consistency among elementary school students.
Methods: A total of 71 fifth-grade students aged 10–11 years from three elementary schools in Pekalongan Regency participated in the study. PLAYfun comprised 18 motor-skill assessment items, whereas PLAYself consisted of 21 self-report items. Two PLAYself activities were modified to improve their geographical and cultural relevance to the Indonesian context. Item–total relationships were examined using Pearson correlations and corrected item–total correlations (CITC), while internal consistency was assessed using Cronbach’s alpha.
Results: For PLAYfun, item–total correlations ranged from 0.504 to 0.893, with very high internal consistency (α = 0.955). For PLAYself, item–total correlations ranged from 0.265 to 0.912, with high internal consistency (α = 0.895). However, five PLAYself items (PS5, PS6, PS7, PS8, and PS19) showed CITC values below 0.30, indicating relatively weak contributions to scale consistency and suggesting the need for further evaluation.
Conclusion: These findings provide preliminary psychometric support for PLAYfun and PLAYself within the elementary-school context examined; however, further validation involving larger and more diverse samples, factor-structure analyses, and additional reliability testing is required before broader use.APA Citation StyleHidayat, R. , Setyawati, H. , & Mukarromah, S. B. (2026). Preliminary psychometric evidence for PLAYfun and PLAYself among Indonesian elementary school students: Item validity and internal consistency. Physical Education Learning, Teaching, and Assessment, 8-14. https://doi.org/10.68536/pelta.v1i1.17 -
Improving volleyball forearm-passing learning outcomes through the STAD cooperative learning model: A classroom action research study
Frederich Moses Dawa, I Gst Ngr Agung Cahya Prananta, I Gede Agus Adi Saputra (Author)2026-09-30|0 views | 0 downloads | page 33-38AbstractBackground: Low proficiency in volleyball forearm passing and limited active student participation are important challenges in physical education, particularly when opportu-nities for practice are constrained by limited equipment.
Objective: This study aimed to improve students’ volleyball forearm-passing learning outcomes through the implementation of the Student Teams Achievement Division (STAD) cooperative learning model.
Methods: A classroom action research design was employed across two cycles, each consisting of planning, action, observation, and reflection stages. The participants were 36 tenth-grade students, including 14 boys and 22 girls. Instruction was organized into nine heterogeneous groups, while data were collected through observation, a forearm-passing performance test, and documentation. The data were analyzed descriptively using the number and percentage of students who met the mastery criterion.
Results: During the pre-action stage, 11 students (30.56%) achieved mastery. This num-ber increased to 16 students (44.44%) after Cycle I. Following instructional improvements in Cycle II, including the addition of practice aids to increase opportunities for practice, 33 students (91.67%) achieved mastery, exceeding the predetermined classical mastery crite-rion of 75%.
Conclusion: These findings indicate that the progressive implementation of STAD, ac-companied by reflection and instructional modification, was associated with improved volleyball forearm-passing performance. Future research should include comparison groups, larger samples, and measures of skill retention to provide stronger evidence re-garding the effectiveness of STAD.APA Citation StyleDawa, F. M. , Prananta, I. G. N. A. C. , & Saputra, I. G. A. A. (2026). Improving volleyball forearm-passing learning outcomes through the STAD cooperative learning model: A classroom action research study. Physical Education Learning, Teaching, and Assessment, 33-38. https://doi.org/10.68536/pelta.v1i1.13 -
Improving short-distance sprint performance through the Teaching at the Right Level approach
Putri Diana Sari, Wahyu Indra Bayu, Herri Yusfi, Meirizal Usra (Author)2026-09-10|0 views | 0 downloads | page 1-7AbstractBackground: Physical literacy encompasses motivation, confidence, physical competence, knowledge, and understanding that support lifelong engagement in physical activity. Assessing physical literacy in children requires instruments that are contextually relevant and demonstrate adequate psychometric properties.
Objective: This study aimed to provide preliminary psychometric evidence for culturally adapted versions of PLAYfun and PLAYself in the Indonesian context by examining item–total relationships and internal consistency among elementary school students.
Methods: A total of 71 fifth-grade students aged 10–11 years from three elementary schools in Pekalongan Regency participated in the study. PLAYfun comprised 18 motor-skill assessment items, whereas PLAYself consisted of 21 self-report items. Two PLAYself activities were modified to improve their geographical and cultural relevance to the Indonesian context. Item–total relationships were examined using Pearson correlations and corrected item–total correlations (CITC), while internal consistency was assessed using Cronbach’s alpha.
Results: For PLAYfun, item–total correlations ranged from 0.504 to 0.893, with very high internal consistency (α = 0.955). For PLAYself, item–total correlations ranged from 0.265 to 0.912, with high internal consistency (α = 0.895). However, five PLAYself items (PS5, PS6, PS7, PS8, and PS19) showed CITC values below 0.30, indicating relatively weak contributions to scale consistency and suggesting the need for further evaluation.
Conclusion: These findings provide preliminary psychometric support for PLAYfun and PLAYself within the elementary-school context examined; however, further validation involving larger and more diverse samples, factor-structure analyses, and additional reliability testing is required before broader use.APA Citation StyleSari, P. D. , Bayu, W. I. , Yusfi, H. , & Usra, M. (2026). Improving short-distance sprint performance through the Teaching at the Right Level approach. Physical Education Learning, Teaching, and Assessment, 1-7. https://doi.org/10.68536/pelta.v1i1.5 -
Teaching Games for Understanding versus differentiated instruction: Manipulative fundamental movement skill outcomes across motor educability levels in first-grade students
Dina Amaliyah El Maghfirah, Muhsana El Cintami Lanos, Rury Rizhardi (Author)2026-09-30|0 views | 0 downloads | page 52-60AbstractBackground: Differences in motor learning capacities among primary school students highlight the need for adaptive instructional strategies to support manipulative funda-mental movement skills.
Objective: This study aimed to examine the effects of instructional strategies, motor edu-cability, and their interaction on manipulative fundamental movement skill outcomes among first-grade primary school students.
Methods: A 2 × 2 factorial design was employed involving 36 students selected through purposive sampling and divided into four groups (n = 9 per group) according to instruc-tional strategy (Teaching Games for Understanding [TGfU] and differentiated instruc-tion) and motor educability level (high and low). Motor educability and manipulative skills were assessed using motor ability tasks and a manipulative skill assessment in-strument. Data were analyzed using two-way analysis of variance (ANOVA) followed by Tukey's honestly significant difference test.
Results: Significant main effects were observed for instructional strategy (F(1, 32) = 24.623, p < 0.001, η²p = .435) and motor educability (F(1, 32) = 152.141, p < 0.001, η²p = 0.826), alongside a significant interaction (F(1, 32) = 4.523, p = 0.041, η²p = 0.124). Among students with low motor educability, differentiated instruction yielded higher scores than TGfU (22.78 vs. 17.22, p < 0.001), whereas the difference was not statistically significant among those with high motor educability (p = 0.207).
Conclusion: These findings indicate that differences in manipulative skill outcomes be-tween instructional strategies vary according to students' motor educability levels. Fu-ture studies should employ larger samples, pretest–posttest assessments, and follow-up measurements to evaluate skill retentio.APA Citation StyleMaghfirah, D. A. E. , Lanos, M. E. C. , & Rizhardi, R. (2026). Teaching Games for Understanding versus differentiated instruction: Manipulative fundamental movement skill outcomes across motor educability levels in first-grade students. Physical Education Learning, Teaching, and Assessment, 52-60. https://doi.org/10.68536/pelta.v1i1.19
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