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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 -
Changes in SKJ student gymnastics learning outcomes following an audiovisual-based flipped classroom in vocational high school students
Muharam Ahmad Aulian (Author)2026-09-30|0 views | 0 downloads | page 15-20AbstractBackground: Low student engagement and learning outcomes in SKJ Student Gymnastics remain a challenge in physical education, particularly when instruction is dominated by teacher-centered approaches.
Objective: This study aimed to describe changes in SKJ Student Gymnastics learning outcomes following the implementation of an audiovisual-based flipped classroom among Grade X DKV students at SMK Insan Cendikia Srengseng.
Methods: The study employed a Classroom Action Research design conducted over two cycles, each comprising planning, action, observation, and reflection. Participants were 15 students, including eight females and seven males. Audiovisual learning materials were provided through instructional videos that students studied independently at home via a WhatsApp group, while classroom sessions were used for movement practice, discussion, and direct teacher feedback. Learning outcomes were assessed across affective, cognitive, and psychomotor domains and analyzed descriptively using mean scores and learning-mastery percentages.
Results: The mean learning outcome score increased from 65.0 in the pre-cycle to 72.6 in Cycle I and 81.9 in Cycle II. Learning mastery also increased from 20.0% in the pre-cycle to 46.7% in Cycle I and 86.7% in Cycle II.
Conclusion: These findings indicate that the implementation of an audiovisual-based flipped classroom was accompanied by progressive improvements in SKJ Student Gymnastics learning outcomes across the action cycles. This approach may support students’ preparation before class while allowing more classroom time for movement practice and teacher feedback. Future studies should employ comparative designs and larger samples to provide stronger evidence regarding its effectiveness.APA Citation StyleAulian, M. A. (2026). Changes in SKJ student gymnastics learning outcomes following an audiovisual-based flipped classroom in vocational high school students. Physical Education Learning, Teaching, and Assessment, 15-20. https://doi.org/10.68536/pelta.v1i1.14 -
Task submission patterns in Edu-Tech-supported physical education among seventh-grade students
Maulana Minerva, Astagina Arif Bima Sakti, Zihan Novita Sari Sukarno, Nurahmad Amiriyadi (Author)2026-09-30|0 views | 0 downloads | page 27-32AbstractBackground: The integration of educational technology into physical education offers opportunities to support instructional delivery and students’ learning activities. However, evidence regarding students’ participation patterns in completing assigned tasks within technology-enhanced physical education, particularly at the junior secondary school level, remains limited.
Objective: This study aimed to describe students’ task-submission patterns in Edu-Tech-supported Physical Education, Sports, and Health (PESH) learning and to compare submission proportions between two Grade VII classes.
Methods: A descriptive observational design was employed using administrative records of task submissions collected over a three-month period. A total of 65 students from Class VII B (n = 31) and Class VII F (n = 34) were included through total sampling. Task-submission participation was determined based on students’ submission status for kasti and pencak silat assignments and analyzed using frequencies and percentages.
Results: The results showed that task-submission rates for kasti were 48.39% in Class VII B and 76.47% in Class VII F, whereas the corresponding rates for pencak silat were 41.94% and 70.59%, respectively. Overall, the task-submission rates were 63.08% for kasti and 56.92% for pencak silat.
Conclusion: These findings indicate descriptive variation in task-submission participation between classes in Edu-Tech-supported physical education. However, because the study did not include a comparison group, baseline measurements, or validated instruments for assessing student engagement, the findings should not be interpreted as evidence of the effectiveness of Edu-Tech. Future research should employ experimental or longitudinal designs and incorporate validated measures of student engagement.APA Citation StyleMinerva, M. , Sakti, A. A. B. , Sukarno, Z. N. S. , & Amiriyadi, N. (2026). Task submission patterns in Edu-Tech-supported physical education among seventh-grade students. Physical Education Learning, Teaching, and Assessment, 27-32. https://doi.org/10.68536/pelta.v1i1.11 -
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 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 -
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 -
Changes in forward roll skill following project-based learning and the role of movement creativity among junior high school students
Iin Mutakien, Eneng Fitri Amalia, Taupik Rochman (Author)2026-09-30|0 views | 0 downloads | page 21-26AbstractBackground: Learning the forward roll in junior high school physical education is often challenged by limited technical proficiency, restricted movement exploration, and the continued use of teacher-centered instructional approaches.
Objective: This study aimed to examine changes in forward-roll performance following the implementation of Project-Based Learning (PjBL) and to investigate the relationship between movement creativity and forward-roll skill outcomes among junior high school students.
Methods: A pre-experimental one-group pretest–posttest design was employed involving 32 eighth-grade students selected through purposive sampling. Data were collected using a questionnaire assessing students’ perceptions of PjBL implementation, a movement creativity performance rubric, and a forward-roll performance rubric. Data analysis included descriptive statistics, a paired-samples t-test, normalized gain (N-Gain), simple linear regression, and multiple linear regression.
Results: The mean forward-roll score increased from 55.19 at pretest to 88.25 at posttest, with an N-Gain of 0.74. The pretest–posttest difference was statistically significant, t(31) = 18.542, p < 0.001. Movement creativity was also strongly associated with forward-roll performance, with R² = 0.982, while the regression model including perceived PjBL implementation and movement creativity showed a significant simultaneous association with skill outcomes.
Conclusion: These findings indicate that PjBL implementation was accompanied by improved forward-roll performance and that movement creativity was closely associated with students’ skill achievement. Future studies should employ control groups and larger samples to provide stronger evidence regarding causal effects.APA Citation StyleMutakien, I. , Amalia, E. F. , & Rochman, T. (2026). Changes in forward roll skill following project-based learning and the role of movement creativity among junior high school students. Physical Education Learning, Teaching, and Assessment, 21-26. https://doi.org/10.68536/pelta.v1i1.15
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