Development of a Traditional Game-Based Football Learning Model to Improve Elementary School Students’ Motor Skills

Abstract

Objectives: This study developed and evaluated a traditional game-based football learning model intended to improve the motor skills of elementary school students at SD Inpres Nggarorandi.

Materials and Methods: A research and development design followed the five ADDIE phases: analysis, design, development, implementation, and evaluation. Participants were 36 students aged 10–12 years, one physical education teacher, and three expert validators. The product comprised eight football learning activities adapted from traditional games. Evidence of product quality was obtained from expert-validation forms, teacher and student practicality questionnaires, implementation-fidelity records, and a motor-skill assessment covering locomotor, object-control, and balance/stability domains. Pretest–posttest change was examined with a paired-samples t-test (α = .05), and effect magnitude was expressed as Cohen’s d_z.

Results: The model achieved an overall expert-validity score of 92.3%. Practicality was 94.6% according to the teacher and 91.8% according to students, while implementation fidelity reached 93.7%. Total motor-skill scores increased from 63.72 ± 8.45 at pretest to 82.58 ± 7.21 at posttest, t(35) = 12.84, p < .001, d_z = 2.14. Significant improvements were also observed in locomotor, object-control, and balance/stability scores (all p < .001).

Conclusions: The traditional game-based football learning model demonstrated high validity, practicality, implementation fidelity, and preliminary effectiveness for improving elementary school students’ motor skills. The model offers a culturally responsive way to connect local play traditions with football-related learning tasks; however, controlled studies with larger samples are needed before causal and generalizable claims can be made.