Building Cooperation Interpersonal Skill in Physical Education Lessons Through Traditional Game

Abstract

Cooperation as interpersonal skill is one of the four important competencies that must be possessed by learners to be able to lead a successful life in the 21st century. Therefore, teachers, who are usually only concerned with assisting students to meet certain hard-skill qualifications, are now also required to include cooperation in their objective. Therefore, teachers, including physical education teachers, must be able to develop teaching materials to meet such demands and all the while promoting physical activities. Games can become a reliable teaching resource to increase learners' involvement in learning and to create a cooperative learning environment. Hence, this article is focused in describing the results of the teacher's competence advancement activities as an effort to develop game as a resource to teach cooperation. A total of 23 games were selected to be played by 33 prospective PE teachers and 20 experienced PE teachers at elementary level to increase teacher's competence in the development of game as teaching resource. Assessment results stated the 23 games were appropriate (77.5%) to create an environment in which learning process that promotes cooperation to students could take place. In addition, score of teacher knowledge of game as teaching resource is 59.8% (adequate). Thus, trainings in developing game as a resource to teach cooperation in learning for Elementary School Students is necessary, specifically for elementary school physical education teachers.

Effect of a Game-Based Physical Education Program on Physical Fitness and Mental Health in Elementary School Children

“…It is evident that games may represent an important factor for triggering the health benefits of PE [36]. Therefore, for all that is stated above, the aim of this study was to assess the effect of a game-based physical fitness program on health-related physical fitness and psychological health variables in schoolchildren from primary education.…”

Evaluation of Play Skills of Primary School Students Playing Traditional Children's Games

“…Regarding the lack of physical activity, it was concluded that the physical fitness of the children was poor (Weston et al, 2019). Physical education lesson; an increase in the percentage of MVPA is observed when it is carried out in outdoor games based on a physical activity away from monotony and when it is carried out with activities that require team play and cooperationoriented activities (Hartatiti et al, 2018;Wang and Zhou, 2022). When the physical education course is conducted by these criteria, students obtain MVPA degrees greater than 50% in swimming (Cardon et al, 2004), football (Harvey et al, 2016), basketball (Iserbyt et al, 2022), and handball units (Dania et al, 2017).…”

Physical Fitness of Children with Special Needs: Aiken Validation Game Materials

“…This finding was confirmed by Ceballos Gurrola et al [37], who conducted a ball game program with elementary school children, in which it obtained a significant improvement in the metabolic profile of students in the experimental group compared to those in the control group. Based on the facts above, it is clear that the game is one of the important factors in physical education material to improve physical fitness related to health [38]. Therefore, this study aimed to validate the game material to improve physical fitness related to the health of children with special needs in elementary school.…”