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 descriptive-correlational design to address sedentary lifestyles, cultural detachment, and limited sports diversity. It applied Self-Determination 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.
