The Traditional Games of Macabebe, Pampanga
Kylene S Lacson | Daisy Mae A Matuguina | Yna Frances S Cortes | Geraldine N Guinto | Clarisse Faye B Caoleng | Mary Chantelle O Carlos
Abstract:
The study aimed to discover the undocumented traditional games
within the Municipality of Macabebe, Pampanga, the Philippines. The
data findings are to be contextualized in the educational implications
of the Physical Education curriculum. With the use of a qualitative research approach, particularly a focused ethnography, a total of 16 key
informants with age ranges from 61 to 102 years old participated in
the semi-structured interview. After the data process, there were 11
traditional games found, five in the coastal area classified as moderately vigorous intensity when playing while six games in the land
were vigorous. Using the Braun and Clarke thematic analysis, three
themes were explicated. The first theme encompasses the people in
Macabebe’s way of life and how the participants provide basic needs
to their families. The second theme describes the origin of undocumented conventional games. The third theme states the educational
implications of the Physical Education curriculum among the students. Relatively, the study provides data that enumerates the undocumented traditional games in Macabebe to be integrated into the curriculum.
References:
- Abdullah, B., Amri, S., Yee, K. L., & Abu Samah, B. (2013). The impact of traditional games on the gross motor skill develop-ment of an early childhood. The Social Sciences, 8(6), 590-595. https://shura.shu.ac.uk/7143/1/game_and_motor_development.pdf.
- Agustin, M. L. (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 So-cial Sciences, 1(1), 27-34. https://doi.org/10.47631/mejress.v1i1.26.
- Akbari, H., Abdoli, B., Shafizadehkenari, M., Khalaji, H., Hajihosseini, S., & Ziaee, V. (2009). The effect of traditional games in fundamental motor skill development in 7-9-year-old boys. Iranian Journal of Pe-diatrics, 19(2), 123-129. http://journals.tums.ac.ir/abs.aspx?segment=en&issue_id=1495&culture_var=en&jour-nal_id=4&org_id=59&manuscript_id=13004.
- Al Farizi, A. S., Budiman, D., & Wibowo, R. (2019). Implementation of kasti lead-up games in elementary schools. Journal of Teaching Physical Education in Elemen-tary School, 3(1), 21-27. https://doi.org/10.17509/tegar.v3i1.20422.
- Alfarero, J. A., & Mejarito, C. L. (2014). Tradi-tional games in Leyte and the values learned by the players. University of the Visayas-Journal of Research, 8(1), 269-280. https://doi.org/10.5281/zenodo.2139926.
- Azlan, A., Ismail, N., Fauzi, N. F. M., & Talib, R. A. (2021). Playing traditional games vs. free-play during physical education les-son to improve physical activity: A com-parison study. Pedagogy of Physical Cul-ture and Sports, 25(3), 178-187. https://doi.org/10.15561/26649837.2021.0306.
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Re-search in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa.
- Booc, R., Rafaela, K., Torres, M., Bulawan, R., Jabonero II, L., Cortuna, I. J., & Asuncion, J. (2019). The traditional Filipino games: Status check among Generation Z. Theo-retical & Applied Sciences, 78(10), 150-151. https://doi.org/10.15863/tas.2019.10.78.25.
- Buted, D., Menez, N., Baruc, M., & Borbon, J. (2014). Embroidery industry as tour-ist attraction in Taal Batangas, Philip-pines. Asia Pacific Journal of Multidisci-plinary Research, 2(2), 130-134. https://ejournals.ph/article.php?id=5772.
- Cresswell, J. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Edwards Brothers, Inc.
- Cresswell, J. (2014). Research design: Qualita-tive, qualitative, and mixed methods ap-proaches. SAGE Publications, Inc.
- Connelly, F. M., & Clandinin, D. J. (1990). Sto-ries of experience and narrative inquiry. Educational Researcher, 19(5), 2–14. https://doi.org/10.3102/0013189X019005002.
- DiCicco-Bloom B., & Crabtree B.F. (2006). The qualitative research interview. Medical Education 40(4), 314–321. https://doi.org/10.1111/j.1365-2929.2006.02418.x.
- Festiawan, R. (2020). Application of traditional games: How does it affect the children’s fundamental motor skills. Jurnal MensSana, 5(2), 157-164, 163. https://doi.org/10.24036/MensSana.050220.08.
- Gipit, M. A., Abdullah, M. R., Musa, R. M., Kosni, N. A., & Maliki, A. B. H. M. (2017). The ef-fect of traditional games intervention programme in the enhancement school-age children’s motor skills: A preliminary study. Malaysian Journal of Movement, Health & Exercise, 6(2), 157-169. https://doi.org/10.15282/mohe.v6i2.142.
- Gustian, U. (2021). Effectiveness of traditional games in stimulating elementary school student motor skill development. Jurnal Pendidikan Jasmani dan Olahraga, 6(1), 75-80. https://doi.org/10.17509/jpjo.v6i1.27026.
- Gutierrez, A., Guzman, N. G., Ramos, R., & Uylengco, J. K. A. (2022). The empirical change of playing habits among children. International Journal of Multidisciplinary: Applied Business and Education Research, 3(2), 303-317. https://doi.org/10.11594/ijmaber.03.02.15.
- Hammersley, M., & Atkinson, P. (2007). Eth-nography: Practices and Principles. Routledge.
- Hanief, Y. N. (2017). Shaping basic move-ments in elementary school students through traditional games. Journal of Sportif, 1(1), 60-73. https://ojs.unpkediri.ac.id./index.php/pjk/issue/view/18/Yulingga.
- Hartanto, D., Kusmaedi, N., Ma’mun, A., & Ab-duljabar, B. (2021). Integrating social skills in traditional games with physical education interventions. International Journal of Human Movement and Sports Sciences, 9(5), 921 - 928. https://doi.org/10.13189/saj.2021.090513.
- Iwandana, D. T., Falaahudin, A., & Nugroho, W. A. (2021). Sport values in traditional games as playing activities for children. Journal of Teaching Physical Education in Elementary School, 4(2), 96-100. https://doi.org/10.17509/tegar.v4i1.28363.
- Jacob, S. A., & Furgerson, S. P. (2012). Writing interview protocols and conducting in-terviews: Tips for students new to the field of qualitative research. The Qualita-tive Report, 17(42), 1-10. https://doi.org/10.46743/2160-3715/2012.1718.
- Jose, R. (2001). War and violence, history and memory: The Philippine experience of the second world war. Asian Journal of Social Sciences, 29(3), 457-470. https://brill.com/view/journals/ajss/29/3/article-p457_6.xml.
- Knoblauch, H. (2005). Focused ethnography. Forum Qualitative Sozialforschung Fo-rum: Qualitative Social Research, 6(3). https://doi.org/10.17169/fqs-6.3.20.
- Krueger, R.A., & Casey, M.A. (2009). Focus Groups A Practical Guide for Applied Re-search. SAGE Publications, Inc.
- Lázár, K. (2005). Why play and sing? The role of folk games and folk songs in everyday life. Traditiones, 34(1), 191–197. https://doi.org/10.3986/Traditio2005340115.
- Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Journals.
- Lopez, M. (2001). A study of Philippine games, University of the Philippine Press.
- Mabborang, F. D., Suarez, A., Dacuycuy, C., Malapira, D. J., & Agag, R. (2022). Street games in Filipino society in selected rural towns of Ilocos Norte. Asian Research Journal of Arts & Social Sciences, 18(1), 10-17. https://doi.org/10.9734/arjass/2022/v18i130322.
- Martinez, Y., & Morales, Y. (2011). Looking back at the lost Moro kingdoms. Institute for Comparative and Advanced Studies Phils.
- Maulana. D. A., Sugiyanto, & Slamet, R. (2021). Traditional games as tourism sports and characteristics of sports culture in Sum-bawa Indonesia. International Journal of Social Sciences and Humanities Invention, 8(10), 6640-6648. https://doi.org/10.18535/ijsshi/v8i10.05.
- Miles, D. A. (2017). A taxonomy of research gaps: Identifying and defining the seven research gaps. Doctoral Student Work-shop. https://www.researchgate.net/publication/319244623.
- Nyota, S., & Mapara, J. (2008). Shona tradi-tional children's games and play: Songs as indigenous ways of knowing. The Journal of Pan African Studies, 2(4), 184-202. https://www.jpanafrican.org/archive_issues/currentissue_vol2no4.htm.
- Piech, K., & Cieslinski, I. (2007). Traditional games and plays from southern Podlasie as an element of cultural heritage. Studies in Physical Culture and Tourism, 14(2), 149-158. www.wbc.poznan.pl/Content/78271/PDF/Piech_REV.pdf.
- Pratiwi, Y., & Kristanto, M. (2014). Efforts to improve children's gross motor skills (body balance) through traditional engklek games in group b of tunas rimba II school year 2014/2015. PAUDIA: Jurnal Penelitian dalam Bidang Pendidikan Anak Usia Dini, 3(2). https://doi.org/10.26877/paudia.v3i2% 20 Oktober.513.
- Rauber, S. B., Boullosa, D. A., Carvalho, F. O., De Moraes, J. F. V. N., De Sousa, L. R. C., Simoes, H. G., & Campbell, C. S. G. (2014). Traditional games resulted in post-exercise hypotension and a lower cardio-vascular response to the cold pressor test in healthy children. Frontiers in Physiolo-gy, 5. https://doi.org/10.3389/fphys.2014.00235.
- Rouhi, M. (2012). Iranian traditional games pedagogy and their importance in im-proving physical and psychological as-pects of elementary school students. Journal of American Science, 8(9). https://doi.org/10.7537/marsjas080912.60.
- Supriadi, D. (2019). Traditional games activi-ties to develop fundamental movement skills of elementary school students. Jurnal Pendidikan Jasmani dan Olahraga, 4(1), 98-102. https://doi.org/10.17509/jpjo.v4i1.13873
- Tolentino, J., Miclat, C. K. S., Bansil, J. C. B., Bacani, S. M. G., Datu, J. S., Gopez, R. A. C., & Malit, C. B. (2020). Unravel from the in-fluences: Establishing the identity of the Pinukpúk festival dance. Asia Pacific Journal of Multidisciplinary Research, 8(3), 1-12.