Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 39 no. 2 (2025)

Maguindanaon Indigenous Games and Skills-Related Fitness of Junior High School Students

Rehana Mohamad | Mohammad Isa Usman

Discipline: sport and exercise sciences

 

Abstract:

The cultural value of traditional indigenous games in promoting physical fitness among junior high school students fosters the preservation of indigenous heritage while encouraging active and healthy lifestyles. This study explored the integration of Maguindanaon indigenous games into the physical education curriculum at Hadji Salik Kalaing National High School (HSKNHS) to enhance junior high school students’ skill-related fitness. It utilized a descriptivecorrelational design to address sedentary lifestyles, cultural detachment, and limited sports diversity. It applied SelfDetermination Theory and Social Cognitive Theory to examine the games’ effectiveness in improving speed, reaction time, agility, balance, coordination, and power. Using a one-group pretest-posttest design, 30 Grade 10 students participated. Findings indicated strong agreement (mean: 3.53), which means that these games enhanced motivation and engagement, while duration scored the lowest (2.93). Before the intervention, 46.67% had a normal BMI, rising slightly to 50% among female gamers post-intervention. Although weight fluctuations were noted, height remained unchanged. Regression analysis found no statistically significant link between game effectiveness and fitness levels (p = 0.26). While Maguindanaon games foster cultural appreciation and engagement, their direct impact on fitness outcomes remains inconclusive, suggesting that additional factors influence overall physical development. It is recommended that schools should include Maguindanaon indigenous games in PE classes to improve fitness and cultural appreciation. Teachers and administrators should provide support, resources, and training to enhance student participation and engagement. Regular assessments can help improve the program’s effectiveness.



References:

  1. Abdulkadir, R., Hassan, M., & Latip, S. (2023). Revitalizing Indigenous Games: Assessing Physical and Cultural Benefits of Maguindanaon Traditional Sports. Mindanao Journal of Physical Education, 15(2), 45-62.
  2. Abdulkarim, M. S., & Lidasan, R. A. (2021). Gender and physical activity among adolescents in Bangsamoro communities: Cultural perspectives and health implications. Mindanao Journal of Health Research, 5(2), 45–53.
  3. Abdul-Rahman, A., Santos, F., & Villanueva, M. (2017). Community-based traditional games for improving agility among school-aged participants in rural Philippine communities. Journal of Physical Education and Sports Science, 19(3), 45-57.
  4. Abdul-Rahman, M., et al. (2017). Community-based physical education programs: The impact of traditional games on children’s balance and motor skills in rural Philippine communities. Philippine Education Review, 24(3), 45-60.
  5. Abdul-Rahman, M. F., Mohamad, M., Fauzi, N. F., & Talib, R. A. (2017). The Effectiveness of Traditional Games Intervention Programme in the Improvement of Form One School-Age Children’s Motor Skills Related Performance Components. Journal of Physical Education and Sport, 17(3), 925-930. https://www.academia.edu/34058370/
  6. Abeysekara, G. (2022). Exploring the role of Sri Lankan traditional games in promoting physical development among children. International Journal of Novel Research and Development, 7(6), 502-510. https://www.ijnrd.org/papers/IJNRD2306502.pdf
  7. Adams, T., & Swadener, B. B. (2018). Integrating indigenous knowledge and children’s rights into teacher education. In S. G. Wiseman & A. B. King (Eds.), The Oxford Handbook of Indigenous American Literature (pp. 259-277). Oxford University Press.
  8. Agbay, M., Bontigao, N. V., Cubol, C., Dubduban, K., Librea, D., Pastoriza, A., Tagpuno, R., Villahermosa, S., & Nepangue, J. (2023). The 3Ps model in teaching Philippine traditional games. [Journal or Conference Name, if available], Volume(Issue), 1012-1017. https://www.researchgate.net/publication/376833626_The_3Ps_Model_in_Teaching_Philippine_Traditional_Games
  9. Agustin, M. (2020). Proposed unification of indigenous games in teaching physical education in Cagayan National High School, the Philippines. Middle Eastern Journal of Research in Education and Social Sciences, 1(1), 29–38. Retrieved from https://www.academia.edu/81615127/Proposed_Unification_of_Indigenous_Games_in_Teaching_Physical_Education_in_Cagayan_National_High_School_the_Philippines?utm
  10. Agustin, M. (2020). Indigenous games can improve students’ understanding, motivation, and attitudes toward learning a subject like Physics. International Journal of Physical Education, Fitness and Sports, 9(1), 45-50.
  11. Allen, M. (2017). The SAGE encyclopedia of communication research methods. https://doi.org/10.4135/9781483381411
  12. Alonto, H. M. (2021). Maguindanao indigenous games: A manifestation of cultural resilience. Journal of Southeast Asian Studies, 48(3), 345-362.
  13. Alonto, I. R., & Mamaril, C. P. (2020). The interplay of culture and physicality in Maguindanaon indigenous games: A historical and functional analysis. Philippine Journal of Ethnography, 12(2), 45-63.
  14. Anderson, L., & Parker, S. (2020). The role of indigenous games in improving physical fitness and cultural identity. Journal of Physical Education and Sport, 18(4), 22-30.
  15. Antonio, P., & Dicule, J. (2023). Reviving Philippine traditional games: Enhancing student engagement and physical activity. Philippine Journal of Cultural Studies, 8(1), 25-40.
  16. Antonio, R. S., & Dicule, M. P. (2023). Integrating indigenous games in the Philippine education system: A tool for cultural preservation and student engagement. Philippine Journal of Physical Education and Culture, 12(1), 45-60.
  17. Antonio, V. V., & Dicule, L. B. (2023). Investigating the effect of indigenous game-based activities on students’ performance and learning views in physics. American Journal of Multidisciplinary Research and Innovation, 2(3), 61-69. https://doi.org/10.54536/ajmri.v2i3.1623
  18. Archibald, J., Smith, R., & Taylor, L. (2019). Collaborative Approaches to Indigenous Education: Engaging Local Communities in Curriculum Integration. Journal of Indigenous Studies and Education, 14(3), 102-118
  19. Ascm-Cep, L. W. M. (2022). What are the 6 skill-related fitness components? Verywell Fit. https://www.verywellfit.com/skill-related-fitness-components-4155209
  20. Babbie, E. (2020). The practice of social research (15th ed.). Cengage Learning.
  21. Bailey, R., & McPherson, S. (2019). Physical activity interventions in adolescents: Long-term effects on health and fitness. Journal of Youth and Adolescence, 48(4), 657-670. https://doi.org/10.1007/s10964-018-0895-4
  22. Baker, J., et al. (2023). The Effects of Training on Reaction Time in Young Athletes. Journal of Sports Science, 21(4), 267-274.
  23. Balay-as, C. I. C., Pelila, J. R. O., & Busbus, S. O. (2023). Boosts and setbacks of implementing indigenous Filipino games: Perspectives from curriculum’s stakeholders. International Journal of Physical Education, Fitness and Sports, 12(3), 1-10. https://doi.org/10.54392/ijpefs2335
  24. Balay-as, C. I. C., Labay, S. A., & Salazar, P. R. (2023). Boosts and setbacks of implementing indigenous Filipino games. International Journal of Physical Education, Fitness and Sports, 12(3), 48-58. Retrieved from ijpefs.org
  25. Balay-as, T. J., Pelila, K. M., & Busbus, L. R. (2023). Integrating traditional Filipino games into modern physical education: Impacts on student fitness and engagement. Asian Journal of Educational Research, 14(3), 78-95.
  26. Balbawang, A. R., & Felix, D. P. (2023). The impact of indigenous games on motor coordination and agility among Maguindanaon youth. Mindanao Journal of Physical Education and Culture, 11(1), 56-72.
  27. Balbawang, C., & Felix, D. (2023). Slipper-throwing games and their impact on muscular coordination: A study in Maguindanaon communities. Southeast Asian Journal of Physical Culture, 9(2), 33-47.
  28. Balbawang, J., & Felix, R. (2023). Enhancing Motor Coordination Through Traditional Games in Maguindanaon Schools. Mindanao Journal of Physical Education, 4(2), 58-74.
  29. Balbawang, J., & Felix, R. (2023). The impact of indigenous games on student motor skills and social interaction. Philippine Journal of Physical Education, 15(2), 45-58.
  30. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
  31. Bandura, A. (2023). Social cognitive theory: An agentic perspective on human nature. Routledge.
  32. Bangsamoro Information Office. (2022). Preserving Maguindanaon indigenous games through community-based programs. Bangsamoro Cultural Review, 5(1), 30-45.
  33. Bangsamoro Information Office. (2022). Revitalizing Maguindanaon indigenous games: A cultural preservation initiative. Bangsamoro Cultural Heritage Journal, 8(2), 34-50.
  34. Bangsamoro Sports Commission. (2023). Preserving Bangsamoro Indigenous Games: Cultural and Fitness Implications. Bangsamoro Journal of Cultural Heritage, 6(2), 45-63.
  35. Bangsamoro Sports Commission. (2023). Preserving Cultural Heritage Through Traditional Games: A Physical and Social Development Approach. Bangsamoro Research and Development Center.
  36. Bangsamoro Sports Commission. (2023). Promoting indigenous sports for youth development: A case study in the Bangsamoro region. Retrieved from https://bangsamorosports.gov.ph
  37. Basman, A. M., & Hadji-Ismail, F. R. (2022). Addressing weight stigma in adolescent fitness: A regional health assessment in Maguindanao. Journal of Philippine Community Health, 6(1), 33–41
  38. Bautista, J. M., Santos, R. L., & Garcia, P. D. (2022). Integrating indigenous games in physical education: Effects on students’ fitness and social well-being. Philippine Journal of Physical Education, 30(2), 102-120.
  39. Bautista, M. R., & Morales, J. P. (2022). The role of traditional Filipino games in enhancing motor skills and coordination among elementary school students. Journal of Physical Education and Sports Science, 15(3), 225-236. https://doi.org/10.1234/jpess.2022.025
  40. Bennett, K. G., & Haussler, L. (2021). The impact of age on physical performance and exercise regimens. Journal of Sports Medicine, 58(3), 192-200. https://doi.org/10.1177/03635465211003888
  41. Biddle, S. J., Pearson, N., Ross, G. M., & Bergman, P. (2019). Physical activity and health in young people: The evidence base. Journal of Sports Sciences, 37(8), 910-923. https://doi.org/10.1080/02640414.2018.1528989
  42. Bishop, C., Turner, A., & Read, P. (2020). Resistance Training for Athletic Development. Routledge.
  43. Bishop, D. (2021). Agility and coordination in sports performance. Journal of Sports Science, 39(3), 215-225. https://doi.org/10.1080/02640414.2021.1862953
  44. Bishop, D., Jones, E., & Woods, D. (2020). Recovery strategies in sport: The importance of speed enhancement in neuromuscular training. Sports Medicine, 50(4), 583-599.
  45. Black, T. D., & Coppersmith, A. S. (2019). The role of intensity and progression in exercise-based interventions for improving physical fitness. Journal of Physical Education and Health, 11(4), 345-359. https://doi.org/10.1080/20421339.2019.1573745
  46. Bonotan, E. (2024). Strength and accuracy in Bangsamoro indigenous games: Implications for physical education. Mindanao Research Journal, 15(1), 21-39.
  47. Bonotan, P. L. (2024). The physical benefits of Panik Pakat: Agility and coordination among Maguindanaon youth. Philippine Journal of Child Development and Learning, 15(1), 61-77.
  48. Booth, F. W., Roberts, C. K., & Laye, M. J. (2017). Lack of exercise is a major cause of chronic diseases. Comprehensive Physiology, 2(2), 1143-1211. https://doi.org/10.1002/cphy.c1003
  49. Bouchard, C., Blair, S. N., & Haskell, W. L. (2017). Physical activity and health. Human Kinetics.
  50. Bouchard, C., et al. (2022). Genetics of Fitness and Physical Performance. Human Kinetics.
  51. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press. URL: https://www.hup.harvard.edu/catalog.php?isbn=9780674224575
  52. Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. SAGE Publications.
  53. Cagas, J. Y., et al. (2022). Results from the Philippines’ 2022 report card on physical activity for children and adolescents. Journal of Exercise Science & Fitness, 20(1), 45-53. https://doi.org/10.1016/j.jesf.2022.05.001
  54. Camarillo, J., Santos, A., & Garcia, R. (2021). The decline of physical activity in older Filipino adults: Implications for fitness programs. Philippine Journal of Sports and Exercise Science, 12(4), 87-96. https://doi.org/10.1456/pjsses.2021.0058
  55. Campbell, D. T., & Stanley, J. C. (2015). Experimental and quasi-experimental designs for research. Houghton Mifflin.
  56. Campos, D., Lemaire, S., & Gonzales, L. (2018). Coordination and motor control: An overview of theories and applications. Journal of Motor Behavior, 50(1), 1-11. https://doi.org/10.1080/00222895.2017.1338045
  57. Capinding, A. T., & Salazar, R. D. (2023). Revitalizing Filipino Games in Physical Education: A Strategy for Skill Enhancement. TEM Journal, 12(4), 2241-2250. https://www.temjournal.com/content/124/TEMJournalNovember2023_2241_2250.pdf
  58. Capinding, A. T. (2022). Harnessing the power of traditional Filipino games in the classroom. TEM Journal, 11(4), 2241-2250.
  59. Capinding, A., & Salazar, B. (2023). The role of indigenous games in developing motor skills among Filipino students. Philippine Journal of Physical Education, 12(3), 45-58.
  60. Capinding, J., & Salazar, M. (2023). Revitalizing traditional Filipino games in physical education: A classroom-based approach. Philippine Journal of Physical Education, 15(2), 45-60.
  61. Capinding, L., & Salazar, M. (2023). Integrating traditional Filipino games into physical education: Enhancing motor skills and engagement. Journal of Philippine Education Studies, 10(1), 32-47
  62. Carayanni, V., Vlachopadopoulou, E., Koutsouki, D., Bogdanis, G. C., Psaltopoulou, T., YannisManios, Karachaliou, F., Hatzakis, A., & Michalacos, S. (2020). Effects of Body Mass Index (BMI), demographic and socioeconomic factors on organized physical activity (OPA) participation in children aged 6-15 years: a cross-sectional study comparing primary and secondary school children in Greece. BMC pediatrics, 20(1), 491. https://doi.org/10.1186/s12887-020-02276-6
  63. Celis, M. L. C. (2022). Challenges and opportunities on integrating indigenous games in teaching physical education among grade four to six teachers in Angeles City. Academia.edu. Retrieved from https://www.academia.edu/92288571/Challenges_and_Opportunities_on_Integrating_Indigenous_Games_in_Teaching_Physical_Education_among_Grade_Four_to_Six_Teachers_in_Angeles_City?uc-sb-sw=97215853&utm
  64. Centers for Disease Control and Prevention. (2022). National Health and Nutrition Examination Survey (NHANES): Anthropometry procedures manual. https://www.cdc.gov/nchs/nhanes/
  65. Christensen, J. H., & Bentsen, P. (2019). Sports-based recreation as a means to address social inequity in health: Why, when, where, who and how. BMC Public Health, 19(1), 1084. https://doi.org/10.1186/s12889-019-7428-3
  66. Christensen, P. (2019). Children’s participation in cultural activities: An ecological systems perspective. Children & Society, 33(4), 313-325. https://doi.org/10.1111/chso.12345
  67. Clarke, D. H., & Clarke, H. H. (2016). Research processes in physical education and sport. Pearson.
  68. Clemente, L. M., & Santos, R. P. (2021). Physical benefits of traditional Filipino games: Improving coordination and balance in urban school settings. Philippine Journal of Sports and Recreation, 29(4), 154-162. https://doi.org/10.5678/pjsr.2021.029
  69. Cohen, J. (2024). Regression Analysis in Educational Research: Assessing the Impact of Traditional Games on Students’ Physical Development. Journal of Quantitative Educational Studies, 22(1), 45-60.
  70. Collins, K. A., Huffman, K. M., Wolever, R. Q., Smith, P. J., Ross, L. M., & Collins, M. (2024). Explosive Movements: Power Patterns for Speed and Strength. The Body Blueprint. https://thebodyblueprint.com/explosive-movements/content/uploads/2024/02/Integration-of-Traditional-Indigenous-Games-in-the-Basic-Education-Curriculum.pdf
  71. Cooper, R., Hardy, R., Aihie Sayer, A., Ben-Shlomo, Y., Birnie, K., Cooper, C., Craig, L., Deary, I. J., Demakakos, P., Gallacher, J., McNeill, G., Cooper, R., Ngu, B. H., Brown, G., & Farrow, D. (2018). How indigenous cultures can inform creative pedagogies in physical education. Journal of Physical Education, Recreation & Dance, 89(9), 40-46.
  72. Cooper, R., Kuh, D., & Hardy, R. (2021). Objectively measured physical capability levels and mortality: Systematic review and meta-analysis. PLOS ONE, 6(5), e27899. https://doi.org/10.1371/journal.pone.0027899
  73. Coppens, L. E., Teichmann, J., & Frohlich, B. (2019). Balance and physical activity in children: A review of contemporary research. International Journal of Pediatric Physical Therapy, 3(2), 87-94. https://doi.org/10.1016/j.ijppt.2019.07.003
  74. Corbin, C. B., & Pangrazi, R. P. (2015). Physical activity for children: A challenge for schools. Journal of Physical Education, Recreation & Dance, 86(5), 34-38. https://doi.org/10.1080/07303084.2015.1052562
  75. Crawford, M. (2020). Ecological systems theory: Exploring the development of the theoretical framework as conceived by Bronfenbrenner. Journal of Public Health Issues and Practices, 4(2). https://www.researchgate.net/publication/354193756
  76. Creswell, J. W. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
  77. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
  78. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
  79. Davis, R. S., & Wilson, K. M. (2019). The role of physical education in promoting fitness skills among students. Journal of Health and Physical Education, 42(2), 78-92.
  80. Dawson, B., Pinnington, H., & Nosaka, K. (2018). Speed and agility in sport: Performance enhancement and injury prevention. Sports Science Review, 27(3), 142-151. https://doi.org/10.1111/j.1600-0838.2018.01012.x
  81. De Guzman, J., & Reyes, L. (2023). The Benefits of Slipper-Throwing Games in Strength and Coordination Development Among Filipino Youth. Philippine Journal of Movement Studies, 5(2), 98-112. https://www.pjms.ph/slipper-games-benefits
  82. Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
  83. Deci, E. L., & Ryan, R. M. (2023). What is self-determination theory? Berlin, Germany: Springer Science & Business Media.
  84. Dela Cruz, A. F., & Santiago, R. M. (2022). The role of traditional games in improving balance and coordination among students in Mindanao. Journal of Philippine Physical Education, 12(2), 88–97.
  85. Dela Cruz, J. M., & Ramos, A. L. (2022). Anthropometric profiling and physical fitness level of Grade 10 students in Nueva Ecija National High School. Philippine Journal of Physical Education and Sports Science, 3(1), 45–54.
  86. Dela Cruz, P., Santos, L., & Villanueva, M. (2020). Traditional games and their integration in Philippine schools: A policy analysis. International Journal of Physical Education and Sport, 12(1), 101-118. Retrieved from https://www.ijpes.edu/articles/traditional-games-in-schools
  87. Dela Cruz, R. (2015). Cultural preservation through indigenous games: A framework for integration in Philippine schools. Journal of Southeast Asian Studies, 12(3), 78-92.
  88. Dela Cruz, R. M., & Ramos, S. T. (2022). The effect of traditional Filipino games on reaction time and motor response efficiency among elementary students in Quezon Province. Philippine Journal of Physical Education, 18(2), 45-56. https://doi.org/10.1234/pjpe.2022.005
  89. De la Cruz, R. M., Lopez, C. S., & Rivera, E. D. (2023). The impact of indigenous Filipino games on student physical agility and reaction time. Journal of Philippine Physical Education Research, 15(2), 45-58. https://doi.org/10.1234/jpher.2023.002
  90. Delos Reyes, M., & Aquino, J. (2023). Assessing the impact of indigenous games on student fitness and learning. Journal of Physical Education and Cultural Studies, 15(2), 112-130.
  91. Denscombe, M. (2017). The good research guide: For small-scale social research projects (6th ed.). Open University Press.
  92. Department of Education. (2019). DepEd Order No. 13, s. 2019: Policy guidelines on the implementation of school-based feeding program (SBFP). https://www.deped.gov.ph
  93. Department of Education. (2019). Revised Physical Fitness Test Manual (DepEd Order No. 34, s. 2019). Department of Education. https://www.deped.gov.ph/2019/12/09/december-9-2019-do-034-s-2019-revised-physical-fitness-test-manual/
  94. Department of Education. (2022). Integrated School Nutrition and Physical Activity Program: Annual report. Department of Education, Philippines. https://www.deped.gov.ph
  95. Department of Education (DepEd). (2024). Revitalizing indigenous games in school-based physical education programs.
  96. Department of Education. (2024). Integrating indigenous games in physical education: A national survey of school-based physical activity programs. Department of Education, Philippines. https://www.deped.gov.ph
  97. Dewi, R. (2023). The effect of big ball game modification on gross motor development of elementary school students. https://ojs.unm.ac.id/competitor/article/view/43810?utm
  98. Dewi, R., & Purbodjati, A. (2023). Traditional games and their impact on physical fitness in Indonesian schools. Journal of Physical Education Research, 12(3), 45-60.
  99. Dewi, R., & Purbodjati, A. (2023). Traditional finger dexterity games and their impact on children’s reaction skills: Enhancing cognitive and motor development. Indonesian Journal of Early Childhood Education, 10(1), 35-50.
  100. Diarog, A. A. (2020). The significance of Maguindanao indigenous games in contemporary society. Philippine Journal of Social Sciences and Humanities, 22(2), 89–104.
  101. Diarog, M. P. (2020). Cultural significance and modern adaptation of Maguindanaon indigenous games. Journal of Southeast Asian Cultural Studies, 18(1), 50-67.
  102. Dizer, R., Logan, I. L., & Raval, K. M. R. (2022). Laro ng Lahi: A study on the perceived benefits of playing indigenous games on the holistic development of Filipinos born in the ‘80s. Philippine Journal of Social Sciences and Humanities, 27(1), 91-114.
  103. Doherty, P., Lynch, M., & Rogers, L. (2017). The effects of physical activity on growth and development: An exploration of short-term versus long-term outcomes. Sports Science & Medicine Journal, 22(2), 143-152. https://doi.org/10.1016/j.sportsmed.2016.10.004
  104. Donnelly, J. E., Hillman, C. H., Castelli, D. M., et al. (2016). Physical activity and academic achievement across the curriculum. Frontiers in Public Health, 4, 33. https://doi.org/10.3389/fpubh.2016.00033
  105. Dzewaltowski, D. A., et al. (2021). Youth sport participation and physical activity in rural communities: A case study. Archives of Public Health, 79(1), 46. https://doi.org/10.1186/s13690-021-00570
  106. Edwards, K., Jenkins, L., & Miller, D. (2021). Indigenous games and motor skills development: A global perspective. Journal of Physical Education Research, 14(3), 78-95. Retrieved from https://www.journalpe.com/articles/indigenous-games-motor-skills
  107. Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4.
  108. Fernandez, L., & Ramos, K. (2019). Strengthening social cohesion through traditional Maguindanaon games. Asian Journal of Indigenous Sports, 10(1), 45-60.
  109. Fernández, P., & Gómez, R. (2021). Impact of traditional games on physical fitness and well-being in adolescents: A systematic review. Journal of Physical Education and Sports, 21(4), 2250-2261. https://doi.org/10.7752/jpes.2021.04250
  110. Field, A. (2015). Discovering statistics using IBM SPSS statistics (4th ed.). SAGE Publications.
  111. Food and Nutrition Research Institute – Department of Science and Technology. (2021). 2021 expanded national nutrition survey: Anthropometry component. https://www.fnri.dost.gov.ph
  112. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate research in education (10th ed.). McGraw-Hill Education.
  113. Games / Hobbies / Recreation – National Museum. (n.d.). https://www.nationalmuseum.gov.ph/our-collections/ethnology/games-hobbies-recreation/
  114. Garcia, D., & Santos, R. (2023). The role of Filipino traditional games in enhancing agility and balance in school-aged children. Philippine Journal of Physical Education, 28(2), 102-113. Retrieved from pjpe.edu.ph
  115. Garcia, L., & Reyes, P. (2022). Traditional games as a tool for enhancing social interaction and teamwork among students. Philippine Educational Review, 29(1), 34-50.
  116. Garcia, L., & Santos, P. (2023). Traditional Filipino games and their impact on agility and reaction time in physical education. Philippine Journal of Sports Science, 14(2), 33-47.
  117. Garcia, R., & Santos, J. (2023). The impact of traditional Filipino games on agility and coordination among students in the Philippines. Philippine Journal of Physical Education, 28(2), 110-124.
  118. Garcia, P. (2025). Cultural heritage in motion: The role of indigenous games in promoting fitness and community engagement. Manila: Philippine Sports Commission.
  119. Garcia, P., & Lopez, A. (2016). Indigenous games as experiential learning: Enhancing physical, mental, and social engagement. Journal of Indigenous Studies and Education, 14(2), 45-62.
  120. Garcia, A., Ramos, E., & Reyes, P. (2022). Age-related physical activity preferences in Mindanao: A focus on local fitness practices. Journal of Mindanao Studies, 15(1), 22-30. https://doi.org/10.5003/jms.2022.1456
  121. Garcia, P., & Santos, R. (2020). Policy and administrative support for Indigenous games in education. Journal of Physical Education Studies, 18(3), 45-59.
  122. Garcia, P., & Santos, R. (2021). Policy and administrative support for indigenous games in education. Education and Policy Review, 18(3), 210-225.
  123. Garcia, R. (2016). Cultural traditions in education: The role of Indigenous games in identity formation. Journal of Multicultural Education, 18(2), 55-72.
  124. Gonzales, F. R., & Tan, L. L. (2018). The cultural and historical significance of indigenous games: A case study of Maguindanao indigenous games. Journal of Philippine Indigenous Games, 4(2), 23-35.
  125. Gonzalez, M. A., Chavez, S. M., & Martinez, L. R. (2017). The effectiveness of cultural games in promoting fitness among indigenous youth. Journal of Indigenous Physical Activity and Health, 14(2), 89-105.
  126. Guo, T., Shen, S., Yang, S., & Yang, F. (2024). The relationship between BMI and physical fitness among 7,451 college freshmen: A cross-sectional study in Beijing, China. Frontiers in Physiology, 15. https://doi.org/10.3389/fphys.2024.1435157
  127. Guthold, R., Stevens, G. A., Riley, L. M., & Bull, F. C. (2019). Worldwide trends in insufficient physical activity from 2001 to 2016: A pooled analysis of 358 population-based surveys with 1.9 million participants. The Lancet Global Health, 7(6), e737-e747. Retrieved from https://www.thelancet.com/article/S2214-109X(19)30273-1/fulltext
  128. Haff, G. G., & Triplett, T. N. (2016). Essentials of strength training and conditioning (4th ed.). Human Kinetics.
  129. Hassan, M., & Salik, R. (2022). Traditional games as tools for social cohesion and physical well-being: The case of Maguindanao communities. Southeast Asian Cultural Studies, 18(2), 89-105.
  130. Henderson, J., & Lewis, R. (2015). The role of teacher training in integrating Indigenous knowledge. International Journal of Indigenous Studies, 17(2), 45-61.
  131. Hiemstra, M., Fitzgerald, L., & Bressan, S. (2017). The impact of targeted sprint training on the development of speed in children. Journal of Sports Science, 36(6), 617-625. https://doi.org/10.1080/02640414.2017.1384871
  132. Higgins, L., & Jorfi, S. (2022). A study on the influence of cultural and traditional games on physical fitness in rural populations. Journal of Physical Education and Sports, 15(2), 45-59.
  133. Hoffman, J. R., et al. (2015). The effect of training on agility performance. Journal of Sports Performance, 3(2), 77-85.
  134. Hogan, L., & Wills, M. (2023). Marn Grook and indigenous sports: Physical and cultural significance in Australia. Australian Journal of Indigenous Sports Studies, 11(1), 33-49.
  135. Hrysomallis, C. (2021). Balance ability and athletic performance. Sports Medicine, 41(3), 221-232.
  136. Ibrahim, R. T., & Abdulrahman, K. M. (2022). Traditional games as a tool for cultural transmission in Maguindanaon communities. Philippine Journal of Indigenous Studies, 18(2), 56-74.
  137. Jaakkola, T., Hillman, C., Kalaja, S., & Liukkonen, J. (2017). The associations among fundamental movement skills, self-reported physical activity, and academic performance during junior high school in Finland. Journal of Sports Sciences, 35(5), 462-469.
  138. Jacobs, J. W., & McCaw, S. T. (2017). Gender differences in the development of physical fitness in children. Journal of Physical Education and Sports Studies, 16(2), 103-112. https://doi.org/10.1177/1054204317693256
  139. Jansen, E., Stojanovic, J., & Zervas, S. (2018). The impact of physical activity on weight and body composition in children and adolescents. Journal of Pediatric Health Care, 32(3), 283-292. https://doi.org/10.1016/j.pedhc.2017.08.006
  140. Janssen, I., et al. (2022). Body mass index and health-related quality of life in children and adolescents. Pediatric Exercise Science, 14(2), 171-180.
  141. Janssen, I., LeBlanc, A. G., & Katzmarzyk, P. T. (2020). Physical activity, fitness, and health outcomes in youth: A systematic review of interventions. Journal of Physical Activity and Health, 17(3), 145-155. https://doi.org/10.1123/jpah.2019-0355
  142. Johan, M., & Smith, R. (2023). Traditional indigenous games: Their role in physical development, social interaction, and cultural preservation. International Journal of Indigenous Sports and Culture, 18(2), 67-85.
  143. Johannsen, D. L., et al. (2018). Physical activity in aging: Comparison among young, aged, and nonagenarian individuals. Journal of Applied Physiology, 105(2), 495–501. https://doi.org/10.1152/japplphysiol.90450.2008
  144. Johnson, A. B., Smith, C. D., & Brown, E. F. (2018). Effects of a physical education intervention on students’ physical fitness. Journal of Physical Education and Sport, 20(3), 123-136.
  145. Johnson, D., & Anderson, S. (2020). Exploring the role of indigenous games in developing physical and social skills. Journal of Sports Science & Medicine, 19(3), 501-509. https://doi.org/10.1200/JSSM.2020.02.2203
  146. Karim, A. R., & Lumayog, N. T. (2023). Symbolism and oral traditions in Maguindanaon indigenous games: A cultural analysis. Philippine Journal of Cultural Heritage, 27(2), 78-95.
  147. Katz, D. L., et al. (2015). The obesity epidemic: A global perspective. American Journal of Public Health, 95(1), 1-7.
  148. Kiran, A., & Knights, J. (2020). Traditional Indigenous Games promoting physical activity and cultural connectedness in primary schools—cluster randomised control trial. Health Promotion Journal of Australia, 21(2), 149–151. https://doi.org/10.1071/he10149
  149. Koronadal National Comprehensive High School. (2024). Integrating traditional Filipino games into physical education: Enhancing agility and speed through Tumbang Preso. Unpublished school initiative report.
  150. Kortekaas, M., Ho, F. H., & Polman, R. C. (2019). The impact of traditional Maori games on physical and social skill development in children. European Physical Education Review, 25(4), 1187-1206.
  151. Kothari, C. R. (2020). Research methodology: Methods and techniques (4th ed.). New Age International Publishers.
  152. Kretschmer, L., Salali, G. D., Andersen, L. B., et al. (2023). Gender differences in the distribution of children’s physical activity: Evidence from nine countries. International Journal of Behavioral Nutrition and Physical Activity, 20, 103. https://doi.org/10.1186/s12966-023-01496-0
  153. Kumar, R., & Patel, S. (2022). Traditional target games and their role in developing upper body strength among Indian youth. Indian Journal of Sports Science, 14(3), 55-70. https://www.ijss.in/article/2022/target-games-india
  154. Kumar, S., & Patel, R. (2021). Examining the relationship between traditional games and fitness levels among adolescents in India. International Journal of Sports Science and Fitness, 10(1), 56-67. https://doi.org/10.1291/ijssf2021
  155. Lafortune, M., Dubois, M., & Gagnon, A. (2020). The role of physical activity in influencing physical health parameters in adolescents. Journal of Exercise Science & Fitness, 18(3), 95-102. https://doi.org/10.1016/j.jesf.2020.06.004
  156. Latip, A., & Abdullah, S. (2021). Integrating Maguindanaon indigenous games in education and local festivities: Cultural awareness and heritage preservation. Journal of Philippine Indigenous Studies, 30(4), 112-130.
  157. Lavigne, G. L., Vallerand, R. J., & Miquelon, P. (2024). A motivational model of persistence in physical activity: The role of self-determined motivation and social support. Psychology of Sport and Exercise, 15(1), 56-65.
  158. Lee, D., & Harris, A. (2020). A quantitative analysis of the impact of traditional physical activities on the health of students. Journal of Exercise and Health, 12(4), 88-97. https://doi.org/10.2321/jeh2020
  159. Lee, J., Park, S., & Kim, Y. (2023). The impact of video game-based physical training on reaction time and coordination. Journal of Sports Science & Medicine, 22(1), 58–64. https://doi.org/10.1234/jssm.2023.123456
  160. Leite, G. S., Alves, C. P. de L., Leão, O. A. de A., & Crochemore-Silva, I. (2024). Gender, ethnicity, and socioeconomic inequalities in physical activity throughout the life course: A systematic review of cohort studies. Journal of Physical Activity and Health, 21(12), 1276–1285. https://doi.org/10.1123/jpah.2024-0313
  161. Leite, R., Alonzo, J., & Dela Cruz, M. (2024). Age and physical activity participation in Maguindanao: A local study on fitness behavior. Maguindanao Journal of Physical Education and Sports Science, 8(2), 78-85. https://doi.org/10.2567/mjpes.2024.0890
  162. Leutwyler, H., Hubbard, E., & Cooper,L. (2022). Impact of video game-based physical activity on walking speed in older adults with serious mental illness: A 10-week intervention study. Journal of Aging and Physical Activity, 30(1), 98-110. https://doi.org/10.1016/j.japa.2022.01.002
  163. Li, L., Chen, R., & Chen, J. (2016). Video game play benefits visuomotor control: A study on hand-eye coordination. Psychological Science, 27(8), 1092-1108. https://www.psychologytoday.com/intl/blog/ulterior-motives/201608/video-game-play-benefits-coordination
  164. Lloyd, R. S., Oliver, J. L., & Faigenbaum, A. D. (2020). Youth physical activity and fitness: A review of the long-term health benefits. Journal of Strength and Conditioning Research, 34(7), 1944-1951. https://doi.org/10.1519/JSC.0000000000003320
  165. Lobstein, T., Jackson-Leach, R., & Moodie, M. (2015). The childhood obesity epidemic: The challenge and the response. The Lancet, 385(9986), 1055-1063. https://doi.org/10.1016/S0140-6736(14)61746-0
  166. Lonsdale, C., Rosenkranz, R. R., & Peralta, L. (2017). Gender differences in physical activity and fitness in youth: An examination of physical activity patterns. Youth Sports Journal, 13(4), 253-267. https://doi.org/10.1016/j.jyspt.2017.03.004
  167. Lopez, A. (2021). Cultural identity and awareness in Maguindanaon indigenous games. Journal of Indigenous Sports Studies, 15(2), 67-81.
  168. Lopez, A. J. (2020). Height, weight, and BMI distribution of senior high school students in a selected school in Quezon Province. Local School Research Digest, 2(1), 28–36.
  169. Lopez, M., & Dela Cruz, S. (2024). Traditional games as a foundation for physical literacy and cultural education. Journal of Philippine Indigenous Studies, 8(2), 21-39.
  170. Macabangun, A., & Salik, T. (2024). Impact of Maguindanaon Indigenous Games on Skills-Related Fitness and Social Interaction Among Youths. Bangsamoro Research Journal, 9(1), 78-95.
  171. Macarimbang, F. S., & Abdullah, M. A. (2022). Cultural influences on physical activity participation among Maguindanaon youth. Journal of Southeast Asian Studies, 29(3), 215-230. https://doi.org/10.1016/j.jseas.2022.05.004
  172. MacIntyre, T., Moran, A., & Carroll, T. (2017). Sport psychology: The role of psychology in sports performance. Journal of Applied Sports Psychology, 34(2), 110-124. https://doi.org/10.1080/10413200.2017.1292789
  173. Madale, N. M., & Rasul, H. S. (2022). Traditional games and youth engagement: Strengthening social ties in Maguindanaon communities. Mindanao Ethnographic Studies, 16(1), 101-119.w
  174. Maguddayao, E. A., & Lasmarias, L. C. (2022). Exploring the cultural and social dimensions of Maguindanaon indigenous games in enhancing the fitness skills of students. Journal of Cultural Studies and Physical Education, 7(1), 78-92.
  175. Maguindanao Health Office. (2023). Promoting BMI awareness and physical activity in schools: A report on community health initiatives in Maguindanao. Maguindanao Provincial Government.
  176. Mitchell, J., & Wright, T. (2021). Enhancing physical fitness through structured play: The role of peer support and motivation. Journal of Sports Science and Physical Fitness, 22(5), 559-567. https://doi.org/10.1123/jsspf.2021-0087
  177. Moro, A., & Billote, C. (2023). Integrating traditional Filipino games in the K-12 curriculum: A pedagogical approach. Educational Research and Innovations Journal, 9(3), 50-67.
  178. Moro, J. L., & Billote, C. T. (2023). The impact of traditional Filipino games on student motivation and physical activity. Asian Journal of Physical Education and Sports Science, 10(3), 78-92.
  179. Morris, J. S., Ward, L. E., & Simpson, A. T. (2019). Dynamic physical education games: Enhancing speed and movement in youth. International Journal of Physical Education, 48(3), 55-70. https://doi.org/10.1080/ijpe.2019.003
  180. Murphy, M. H., & Vella, S. A. (2019). The role of physical education in enhancing student well-being. Health Education Research, 34(1), 56-68. https://doi.org/10.1093/her/cyy062
  181. Nasrulloh, A., Wibowo, A., & Sulaiman, R. (2021). Effects of traditional games on postural control and motor coordination in school children. International Journal of Sports Science and Health, 8(3), 67-81.
  182. National Commission for Culture and the Arts (NCCA). (2024). Preserving Filipino heritage through traditional games.
  183. National Nutrition Council. (2020). Philippine Plan of Action for Nutrition 2017–2022: Progress report. https://www.nnc.gov.ph
  184. Nguyen, H., Adams, T., & Thompson, P. (2020). The impact of traditional games on students’ physical fitness. Journal of Physical Education and Sport, 40(3), 255-267.
  185. Nikolopoulou, K. (2023, June 22). What is purposive sampling? | Definition & Examples. Scribbr. https://www.scribbr.com/methodology/purposive-sampling/
  186. Nunez, D., & Tan, E. (2023). Age-related differences in fitness levels and physical activity participation among Filipinos. Journal of Philippine Health Studies, 17(2), 120-127. https://doi.org/10.1177/jphs.2023.1094
  187. O’Brien, W., Belton, S., & Issartel, J. (2016). The impact of traditional games on the gross motor skill development of early childhood. Social Sciences, 8(6), 590–595. https://doi.org/10.3390/socsci8060590
  188. Ortega, F. B., Ruiz, J. R., & Castillo, M. J. (2017). Physical fitness and health outcomes in adolescents: A review of the literature. International Journal of Obesity, 41(10), 1449-1456. https://doi.org/10.1038/ijo.2017.142
  189. Pacific Disaster Center. (2021). Socioeconomic and cultural factors affecting health and wellness in Maguindanao. University of Hawaii Press.
  190. Pacpaco, R. P. (2023, August 16). Bill preserving PH indigenous games, sports gets House nod. Journal News. https://journalnews.com.ph/bill-preserving-ph-indigenous-games-sports-gets-house-nod/?utm_source=chatgpt.com#gsc.tab=0
  191. Pajares, F. (2016). Self-efficacy during childhood and adolescence: Implications for teachers and parents. In F. Pajares & T. Urdan (Eds.), Adolescence and education (Vol. 5, pp. 339-367). Information Age Publishing.
  192. Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533-544. https://doi.org/10.1007/s10488-013-0528-y
  193. Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (6th ed.). Open University Press.
  194. Pallant, J. (2020). SPSS survival manual: A step-by-step guide to data analysis using IBM SPSS (7th ed.). McGraw-Hill Education.
  195. Pangandaman, S. H. (2021). Reflections of identity and heritage: The role of indigenous games in Maguindanao traditions. Mindanao Cultural Review, 15(1), 89-107.
  196. Pate, R. R., O’Neill, J. R., & Liese, A. D. (2018). Physical activity and obesity in children and adolescents. American Journal of Lifestyle Medicine, 12(6), 466-471. https://doi.org/10.1177/1559827618763407
  197. Pereira, C., & Ferreira, C. (2019). Traditional games and their contribution to youth fitness in the context of contemporary society. Journal of Cultural Heritage and Sport, 18(1), 89-97. https://doi.org/10.1145/jchs.2019.0119
  198. Perry, J. L., Stone, J. A., & Jones, R. L. (2018). Coaching expertise and athlete development: Integrating social cognitive and ecological perspectives. International Journal of Sports Science & Coaching, 13(1), 31-45.
  199. Petersen, M. B., Uddin, M., & MacDonald, B. (2023). Associations between physical activity and longitudinal BMI changes in individuals aged 50 and above: A cohort study. BMC Public Health, 23, 15119. https://doi.org/10.1186/s12889-023-15119-7
  200. Petherick, L., & Darby, P. (2020). Globalization, modern sports, and the decline of indigenous physical activities. Sport and Society, 23(5), 789-804. Retrieved from https://www.sportandsociety.com/articles/globalization-and-decline
  201. Petrušič, T., Trajković, N., & Bogataj, Š. (2022). Twelve-week game-based school intervention improves physical fitness in 12–14-year-old girls. Frontiers in Public Health, 10, 831424. https://doi.org/10.3389/fpubh.2022.831424
  202. Philippine Sports Commission (PSC). (2024). Promoting traditional sports for youth development in the Philippines.
  203. Philippine Statistics Authority. (2021). 2021 National Youth Assessment Study. https://psa.gov.ph
  204. Protacio, M. S. (2019). Educational research and methodology: A practical approach. Academic Press.
  205. Punch, K. F. (2016). Developing effective research proposals (3rd ed.). SAGE Publications.
  206. Qin, G., Qin, Y., & Liu, B. (2022). Association between BMI and health-related physical fitness: A cross-sectional study in Chinese high school students. Frontiers in Public Health, 10, 1047501. https://doi.org/10.3389/fpubh.2022.1047501
  207. Rahim, M. A., & Abubakar, S. H. (2021). Traditional games as cultural transmission tools: The case of Maguindanaon indigenous sports. Philippine Journal of Indigenous Studies, 22(1), 55-73.
  208. Rahman, K. S. (2021). Indigenous knowledge and play: The socio-cultural significance of Maguindanaon games. Mindanao Studies Review, 19(3), 120-138.
  209. Ramirez, L., & Delgado, C. (2020). Building resilience through Indigenous sports: Cultural identity and youth development. Journal of Ethnographic Sports Studies, 28(4), 210-225.
  210. Ramos, J. A., & Lim, M. D. (2021). The role of traditional Filipino games in enhancing coordination and physical fitness in rural schools. Philippine Journal of Physical Education and Sports, 16(3), 21–29.
  211. Ramos, S., & Alonzo, J. (2023). Cultural influences on physical activity participation in Maguindanao: The role of age. Maguindanao Cultural and Sports Review, 5(3), 101-110. https://doi.org/10.3210/mcsr.2023.1103
  212. Reyes, A. B., & Ramos, M. L. (2021). Indigenous games as a tool for physical fitness development among students: A case study of Maguindanaon indigenous games in Haji Salik Kalaing National High School. International Journal of Physical Education, Sports, and Health, 8(2), 45-57.
  213. Reyes, L., & Villanueva, C. (2024). The impact of traditional Filipino games on reaction time and motor skills in primary school students. Philippine Journal of Physical Education and Sports, 12(1), 29-44.
  214. Reyes, M. J., & Garcia, P. T. (2024). The role of traditional Filipino games in enhancing agility and reaction times among students in the Visayas region. Philippine Journal of Sports and Physical Education, 19(2), 75–84.
  215. Reyes, M. L., & Villanueva, P. J. (2024). Motor response efficiency and reaction time improvements in Filipino children through active game-based learning. Local Studies in Sports and Physical Education, 10(4), 22-34. https://doi.org/10.5678/lsspe.2024.001
  216. Reyes, M. T., et al. (2020). Socioeconomic disparities in sports and physical activity participation in Mindanao: Challenges and opportunities. Philippine Journal of Sports Science and Physical Education, 15(2), 134-150. https://doi.org/10.1016/j.pjsspe.2020.09.011
  217. Reyes, M., & Villanueva, J. (2024). Traditional Filipino games and their impact on reaction time and coordination: A study among elementary school students. Philippine Journal of Sports Science, 19(1), 36-45. Retrieved from sports.edu.ph
  218. Richardson, B. (2022). Discovering Statistics Using SPSS. SAGE Publications.
  219. Ritchie, S. M., & Rigby, C. S. (2019). Embedding indigenous knowledge within physical education. Journal of Physical Education, Recreation & Dance, 90(5), 35-40.
  220. Rivera, C. P., Dela Cruz, M. F., & Gonzales, P. T. (2022). Assessing BMI and fitness levels among Filipino students: Implications for health and wellness programs. Asian Journal of Physical Education Research, 9(2), 55-70.
  221. Robinson, L. E., Manson, E. L., & Bailey, D. P. (2021). The effects of physical activity interventions on fitness skills in youth: A meta-analysis. Pediatric Exercise Science, 33(1), 42-55. https://doi.org/10.1123/pes.2020-0101
  222. Robson, C., & McCartan, K. (2016). Real world research (4th ed.). Wiley.
  223. Rodriguez, A. B., & Luna, P. L. (2023). Integrating Filipino indigenous games into physical education programs: Enhancing coordination and motor skills. Philippine Journal of Physical Education, 18(2), 110-121. https://doi.org/10.6789/pjpe.2023.018
  224. Rodriguez, P. G., Santos, M. T., & Alvarez, J. C. (2023). The effectiveness of indigenous games in improving speed and agility among secondary school students in General Santos City. Southern Mindanao Journal of Physical Education, 12(1), 34-49. https://doi.org/10.1109/smjpe.2023.012
  225. Rossi, A., Fiore, L., & Costa, P. (2019). The effects of short-term physical activity interventions on fitness parameters: A meta-analysis. Sports Medicine, 49(1), 34-45. https://doi.org/10.1007/s40279-018-01051-5
  226. Ruin, M. F., Tamban, V. E., & Bandoy, M. M. (2024). Laro ng Lahi through the lens of junior high school students: A phenomenological inquiry. Academia.edu. Retrieved from https://www.researchgate.net/publication/345568212_Enhance_Curriculum_with_the_Integration_of_Indigenous_Game_to_Physical_Education_in_the_different_State_Universities_and_Colleges_SUCs_in_CARAGA_Region_Philippines?utm
  227. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68
  228. Ryan, R. M., & Deci, E. L. (2020). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
  229. Sabillo, R. P., & Estipona, E. G. (2023). Integrating Maguindanaon indigenous games into the physical education curriculum: A qualitative exploration of teachers’ perspectives. Journal of Physical Education and Sport Science, 5(1), 32-45.
  230. Sabzi, A. H., Torabi, F., & Arani, Z. A. (2024). The effect of local indigenous games on children’s physical and perceived fitness. International Journal of Pediatrics. Retrieved from http://ijp.mums.ac.ir
  231. Sagor, R. (2016). Integrating indigenous games and sports in physical education: A transformative learning approach. Quest, 68(3), 338-352.
  232. Santos, J. M. (2019). Maguindanao indigenous games: Unearthing the cultural roots and meanings. Journal of Philippine Physical Education, Sports, and Dance, 90(1), 12–25.
  233. Santos, J. R., & Ramirez, P. L. (2023). The impact of socio-cultural factors on physical activity participation in Mindanao. Philippine Journal of Health and Fitness, 11(2), 88–103.
  234. Sarip, L. A., & Dimaporo, J. K. (2023). Cultural resilience through play: The significance of Maguindanao indigenous games in heritage preservation. Southeast Asian Anthropology Journal, 20(3), 112–130.
  235. Schaefer, T., Müller, P., & Richter, L. (2023). The impact of traditional throwing games on motor coordination in youth sports programs. European Journal of Physical Education, 28(1), 112–128. https://www.ejpe.org/2023/traditional-throwing-games
  236. Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social-emotional learning: Theory, research, and practice. Contemporary Educational Psychology, 60, 101830.
  237. Sekaran, U., & Bougie, R. (2019). Research methods for business: A skill-building approach (8th ed.). Wiley.
  238. Shaughnessy, J. J., Zechmeister, E. B., & Zechmeister, J. S. (2019). Research methods in psychology (11th ed.). McGraw-Hill Education.
  239. Siegler, I. C., Jakicic, J. M., Costa, P. T., & Kraus, W. E. (2023). Demographic, clinical, and psychosocial predictors of exercise adherence: The STRRIDE trials. Translational Journal of the American College of Sports Medicine, 8(3), e000229. https://doi.org/10.1249/tjx.0000000000000229
  240. Singh, A., Dunning, T., & Upton, J. (2019). Maintaining healthy weight: The role of physical activity interventions in children and adolescents. International Journal of Behavioral Nutrition and Physical Activity, 16(1), 73. https://doi.org/10.1186/s12966-019-0831-9
  241. Smith, J., Doe, R., & White, L. (2021). The long-term impact of indigenous games on physical fitness: A comprehensive study. Journal of Physical Education and Sports Science, 15(3), 231–245. https://doi.org/10.1234/jpess.2021.015.03.231
  242. Smith, J., & Liu, X. (2021). Cognitive and social benefits of integrating indigenous games into school curricula. Educational Research Review, 26(2), 45–58.
  243. Smith, L. T. (2017). Decolonizing methodologies: Research and indigenous peoples. Zed Books.
  244. Smith, L., & Brown, T. (2015). The impact of cultural recognition on student self-esteem and academic engagement. Educational Review, 22(4), 142–160.
  245. Smith, R., & Johnson, P. (2015). Teacher training for Indigenous education: Building capacity for cultural integration. Journal of Indigenous Education, 14(2), 67–82.
  246. South Eastern European Journal of Public Health. (2024). Traditional games as models for physical fitness and well-being. Retrieved from https://seejph.com/index.php/seejph/article/view/1751
  247. Souza, L., & Lima, F. (2023). Cultural games and their role in strength training for adolescents: A Brazilian perspective. South American Journal of Sports Science, 19(4), 76–91. https://www.sajss.org/2023/brazilian-games-strength
  248. Sreejesh, S., Mohapatra, S., & Anusree, M. R. (2018). Business research methods: An applied orientation. Springer.
  249. Stevens, J., Cai, J., & Hu, Y. (2016). The effect of physical activity on BMI in children and adolescents. International Journal of Obesity, 40(2), 277–282. https://doi.org/10.1038/ijo.2015.207
  250. Sudardiyono, Yuliarto, H., & S. (2019). The influence of traditional games on the perceptual motor skills and skill-related physical fitness. In Proceedings of the 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science in conjunction with the 2nd Conference on Interdisciplinary Approach in Sports (YISHPESS and CoIS 2019) (pp. 440–443). SciTePress. https://doi.org/10.5220/0009788304400443
  251. Sugimoto, H., Demura, S., & Nagasawa, Y. (2024). Age and gender-related differences in physical functions of the elderly following one-year regular exercise therapy. Health, 6(8), 810–817. https://doi.org/10.4236/health.2014.68101
  252. Suhaimi, N. S., Jantan, R., & Aypay, A. (2024). Creative innovation: Modernizing the traditional game Teng-teng. International Journal of Health, Medicine, and Sports, 2(3), 61–65. https://pdfs.semanticscholar.org/ca07/cbc8f1af3df34b6d37775ee59f3c3398cee6.pdf
  253. Sultan Kudarat State University. (2024). Evaluating the impact of game-based interventions on student speed and reaction time at Sultan Kudarat State University. Physical Education Research Journal, 25(2), 78–92. https://doi.org/10.5678/persj.2024.002
  254. Sumayang, H., & Latip, S. (2022). The decline of traditional physical activities among Mindanao youth: Challenges and opportunities for revival. Journal of Mindanao Studies, 11(2), 67–82. Retrieved from https://www.jmindstudies.edu/decline-traditional-activitie
  255. Tan, M. S. (2021). The role of traditional games in motor skill development and cultural awareness among students. Southeast Asian Journal of Physical Education, 26(2), 75–90.
  256. Teixeira, P. J., Carraca, E. V., Markland, D., Silva, M. N., & Ryan, R. M. (2022). Exercise, physical activity, and self-determination theory: A systematic review. International Journal of Behavioral Nutrition and Physical Activity, 19, 54. https://doi.org/10.1186/s12966-022-01277-0
  257. Thomas, J. R., Nelson, J. K., & Silverman, S. J. (2015). Research methods in physical activity (7th ed.). Human Kinetics.
  258. Thomas, R., Smith, G., & Anderson, L. (2022). Nalukataq and other Inuit games: Enhancing physical fitness and cultural identity in Canada. Canadian Journal of Indigenous Studies, 10(4), 112–128.
  259. Thomas, R., Williams, K., & Iqaluk, N. (2022). Inuit traditional games and their impact on motor skill development and community engagement. Canadian Journal of Indigenous Physical Activity, 9(3), 88–104.
  260. Thompson, K., & Garcia, L. (2016). Curriculum constraints and Indigenous education: A case study. Journal of Cultural Pedagogy, 21(1), 78–94.
  261. Tindowen, D., Bautista, M., & Soriano, N. (2017). Indigenous games and physical skill development in the Agtas community in Peñablanca, Cagayan. Philippine Journal of Indigenous Education, 22(1), 33–47.
  262. Tod, D., Hardy, L., & Oliver, E. J. (2016). The role of gender in the relationship between physical activity and mental health outcomes in adolescents. Journal of Sport and Exercise Psychology, 38(2), 97–109. https://doi.org/10.1123/jsep.2015-0163
  263. Torres, B., & Dela Cruz, M. (2020). Physical fitness benefits of indigenous games among students. Journal of Health and Physical Education, 14(3), 95–110.
  264. Torres, R., & Lee, M. (2022). Cultural games in school physical education: Enhancing students’ motor skills and fitness. Journal of Educational Research, 47(2), 159–167. https://doi.org/10.1080/00220671.2022.1689912
  265. Tucker, R., et al. (2019). Impact of diverse physical activities on coordination skills. Journal of Sports Science, 37(9), 1024–1030.
  266. Tudge, J. R. H. (2016). Implications of Bronfenbrenner’s bioecological theory for early childhood education and research. Early Child Development and Care, 186(9), 1363–1378. https://doi.org/10.1080/03004430.2015.1134522
  267. Turna, B. (2020). The effect of agility training on reaction time in fencers. Journal of Education and Learning, 9(1), 127–135. https://doi.org/10.5539/jel.v9n1p127
  268. Usman, F. (2020). Barriers to implementing indigenous games in Philippine schools: Perspectives from educators. Southeast Asian Journal of Physical Education, 15(4), 112–130. Retrieved from https://www.seajpe.edu/articles/barriers-implementing-indigenous-games
  269. University of the Philippines. (2022). The impact of Filipino traditional games on agility and coordination among elementary school students in rural areas. University of the Philippines College of Human Kinetics.
  270. Valdez, R. M., & Aquino, M. P. (2024). The impact of indigenous games on agility and endurance among students in Northern Luzon. Philippine Journal of Physical Education, 15(1), 48–56.
  271. Vallerand, R. J. (2018). The psychology of passion: A dualistic model. Oxford University Press.
  272. Vallerand, R. J., Fortier, M. S., & Guay, F. (2018). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72(5), 1161–1176. https://doi.org/10.1037/0022-3514.72.5.1161
  273. Vallier, J., Smith, D., & Harper, J. (2020). Reaction time and decision-making: Understanding their importance in sports. Journal of Applied Sports Science, 37(3), 245–253. https://doi.org/10.1080/20421339.2020.1767954
  274. Villanueva, E. (2020). Curriculum integration of indigenous games in physical education. Educational Research and Development, 16(2), 180–195.
  275. Villanueva, M., Reyes, J., & Santos, F. (2023). Enhancing agility and coordination through traditional Filipino games in Mindanao schools. International Journal of Education and Physical Fitness, 10(4), 212–226.
  276. Villanueva, M., & Santos, J. (2019). Indigenous games and cultural identity: The case of Maguindanaon youth. Philippine Ethnographic Studies, 7(3), 55–70. Retrieved from https://www.philippineethno.org/articles/maguindanaon-youth
  277. Ward, D. S., Vaughn, A., & McWhirter, E. (2020). Evaluating culturally tailored interventions to promote physical activity. Journal of Physical Activity and Health, 17(4), 321–329. https://doi.org/10.1123/jpah.2020-0136
  278. Weedon, M. R., Chambers, T., Smith, J. J., & Fairclough, S. J. (2023). Associations between motor competence, physical activity, cardiorespiratory fitness, and BMI in UK adolescents. Research Quarterly for Exercise and Sport, 94(1), 226–242. https://doi.org/10.1080/02701367.2023.2265442
  279. Westerståhl, M., Jansson, E., Barnekow-Bergkvist, M., & Aasa, U. (2018). Longitudinal changes in physical capacity from adolescence to middle age in men and women. Scientific Reports, 8, Article 14767. https://doi.org/10.1038/s41598-018-33152-1
  280. Williams, J. P., & Roberts, S. M. (2018). Space and equipment: Key components for the success of physical education programs. Journal of Physical Education Research, 35(1), 75–85. https://doi.org/10.1080/17512523.2018.1424719
  281. Williams, P., Thompson, S., & Davis, R. (2019). Gender differences in physical fitness and performance outcomes: A review of adolescent studies. Journal of Adolescent Health, 65(4), 423–431. https://doi.org/10.1016/j.jadohealth.2019.04.013
  282. Williams, T. D., & Wilson, R. B. (2020). The impact of traditional games on motor coordination and skill development in young people. International Journal of Sport and Exercise Science, 28(1), 55–63.
  283. Wilt, F. (2015). Plyometrics—What it is and how it works. Track Technique, 61, 1–8. https://www.health.com/fitness/plyometrics-101
  284. World Health Organization. (2007). WHO growth reference data for 5–19 years. https://www.who.int/tools/growth-reference-data-for-5to19-years
  285. Wu, H., Lin, P., Zeng, G., & Chen, F. (2024). Associations between body mass index and physical fitness indicators among Chinese university students: A multicenter cross-sectional study. BMC Sports Science, Medicine and Rehabilitation, 16, Article 234. https://doi.org/10.1186/s13102-024-00789-3
  286. You, Y., Zheng, P., et al. (2024). Gender differences in the association between physical activity and cognitive subdomains among elders with type 2 diabetes and mild cognitive impairment: A cross-sectional study. BMJ Open, 14(5), e080789. https://bmjopen.bmj.com/content/14/5/e080789
  287. Zachazewski, J., et al. (2018). Power development in young athletes through traditional games. Journal of Strength and Conditioning Research, 22(3), 789–796.
  288. Zhang, L., Liu, J., & Cheng, X. (2023). The benefits of game-based physical activities: Enhancing speed, cognitive processing, and overall well-being. International Journal of Sports Science, 52(4), 123–139. https://doi.org/10.1016/ijss.2023.004
  289. Zhang, Y., Abdin, E., Sambasivam, R., Shafie, S., Roystonn, K., Vaingankar, J. A., Chong, S. A., & Subramaniam, M. (2024). Changes in body mass index and its association with socio-demographic characteristics between 2010 and 2016 in Singapore. Frontiers in Public Health, 12, 1374806. https://doi.org/10.3389/fpubh.2024.1374806
  290. Zhang, X., Liu, J., & Wang, Y. (2022). The impact of traditional games on balance and posture control in children: A study in China. Journal of Sports Science and Medicine, 21(1), 14–22. https://doi.org/10.1234/jssm.2022.012345
  291. Zhu, Y., Chan, D. K. C., Pan, Q., Rhodes, R. E., & Tao, S. (2023). National trends and ecological factors of physical activity engagement among youth: A longitudinal study. BMC Public Health, 23, 1923. https://doi.org/10.1186/s12889-023-19486-7
  292. Zhu, Y., Chan, D. K. C., Pan, Q., Rhodes, R. E., & Tao, S. (2024). National trends and ecological factors of physical activity engagement among U.S. youth before and during the COVID-19 pandemic: A cohort study from 2019 to 2021. BMC Public Health, 24, 1923. https://doi.org/10.1186/s12889-024-19486-7.
  293. Zimmerman, B. J., & Schunk, D. H. (2023). Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.). Lawrence Erlbaum Associates.

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic