SavedAdd your journal

Journals / Beden Eğitimi ve Spor Araştırmaları Dergisi / 2026 / Cilt: 18 Sayı: 2

The Effect of Retro-Based Game Forms on Certain Physical Fitness Parameters in Children Aged 10-12 Years

10-12 Yaş Grubu Çocuklarda Retro Temelli Oyun Formlarının Bazı Fiziksel Uygunluk Parametrelerine Etkisi

Sezer Güler0009-0009-1379-2610
Onur Özyurt0009-0006-5538-7320
Mehmet Ali Oğurlu0009-0008-0521-352X
Novruz Abuzarlı0009-0002-5157-0743
Oğuzhan Yüksel(Kütahya Dumlupınar Üniversitesi)0000-0002-4172-8298
Pages
24–50
Publication Date
2026-10-02
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

In conclusion, it is believed that retro-based games can be used as a supportive intervention to develop trunk, upper and lower extremity strength, flexibility, and motor skills in preadolescent children.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study is to examine the effect of retro-themed game formats on certain physical fitness parameters in children aged 10–12.
📊
Key Findings & Data:A total of 250 students enrolled in elementary and middle schools affiliated with the Ministry of National Education participated in the study.
💡
Conclusion & Impact:In conclusion, it is believed that retro-based games can be used as a supportive intervention to develop trunk, upper and lower extremity strength, flexibility, and motor skills in preadolescent children.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Geleneksel oyunlar · fiziksel performans · Öğrenci

Abstract

The purpose of this study is to examine the effect of retro-themed game formats on certain physical fitness parameters in children aged 10–12. A total of 250 students enrolled in elementary and middle schools affiliated with the Ministry of National Education participated in the study. Of the participants, 121 were in the experimental group (69 boys, 52 girls) and 129 were in the control group (77 boys, 52 girls). Both the experimental and control groups participated in a total of four hours per week of physical education and sports classes, as well as extracurricular activities, over a six-week period. While both groups engaged in achievement-oriented games as part of the curriculum, the experimental group additionally played at least two retro-themed games following active rest periods. The participants’ physical fitness levels were assessed using the 30-second sit-up test, 30-second push-up test, standing long jump, three-step single-leg hop, and sit-and-reach test. Data were analyzed using ANOVA for mixed measures in SPSS 22.0, and a significance level of p 0.05); however, pre-test to post-test changes were significant in both groups (p < 0.05). It was determined that the levels of development were generally in favor of the experimental group. In conclusion, it is believed that retro-based games can be used as a supportive intervention to develop trunk, upper and lower extremity strength, flexibility, and motor skills in preadolescent children.

Özet

Bu araştırmanın amacı; 10-12 yaş grubu çocuklarda retro temelli oyun formlarının bazı fiziksel uygunluk parametrelerine etkisini incelemektir. Araştırmaya, Millî Eğitim Bakanlığına bağlı ilkokul ve ortaokullarda öğrenim gören toplam 250 öğrenci katılmıştır. Katılımcıların 121’i deney (69 erkek, 52 kız), 129’u kontrol grubunda (77 erkek, 52 kız) yer almıştır. Deney ve kontrol grupları altı hafta boyunca haftada toplam dört saat beden eğitimi ve spor dersi ile ders dışı eğitim etkinliklerine katılmıştır. Her iki gruba müfredat kapsamında kazanım odaklı oyunlar uygulanırken, deney grubuna ek olarak aktif dinlenmenin ardından en az iki retro temelli oyun oynatılmıştır. Katılımcıların fiziksel uygunluk düzeyleri 30 sn mekik, 30 sn şınav, durarak uzun atlama, üç adım tek ayak sıçrama ve otur-uzan testleriyle değerlendirilmiştir. Verilerin analizinde SPSS 22.0 programında karışık ölçümlerde ANOVA kullanılmış ve anlamlılık düzeyi p 0.05), buna karşın her iki grupta ön test-son test değişimlerinin anlamlı olduğunu göstermiştir (p<0.05). Gelişim düzeylerinin genel olarak deney grubu lehine olduğu belirlenmiştir. Sonuç olarak, retro temelli oyunların ön ergenlik dönemindeki çocukların gövde, üst ve alt ekstremite kuvveti ile esneklik ve motor yeterliliklerinin geliştirilmesinde destekleyici bir uygulama olarak kullanılabileceği düşünülmektedir.

🔖

Cite This Article

Güler, S., Özyurt, O., Oğurlu, M. A., Abuzarlı, N., Yüksel, O. (2026). The Effect of Retro-Based Game Forms on Certain Physical Fitness Parameters in Children Aged 10-12 Years. Beden Eğitimi ve Spor Araştırmaları Dergisi, Cilt: 18 Sayı: 2, 24–50. https://ajindex.com/articles/1461981

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (47)

  1. Addy Putra, M. Z., Amirul Fahmi, R., & Nor Ziratul Aqma, N. (2014). Re-creation of Malaysian traditional game namely ‘Baling Selipar’: a critical review. International Journal of Science, Environment and Technology, 3(6), 2083-2086.
  2. Akbari, H., Abdoli, B., Shafizadehkenari, M., Khalaji, H., Hajihosseini, S., & Ziaee, V. (2013). The effect of traditional games in fundamental motor skill development in 7-9 year old boys. Iranian journal of pediatrics, 19(2), 123-129.
  3. Alibrahim, M. S., Said, M. A., Bursais, A. K., Atta, I. I., Abdelrahman, M. A., Mohamed, H. H.,. & Alshuwaier, G. O. (2025). Risk factors for cardiovascular disease among Saudi students: Association with BMI, current smoking, level of physical activity, and dietary habits. PLoS One, 20(5), e0321206. https://doi.org/10.1371/journal.pone.0321206
  4. Aman, M. S. (2005). Asas pengurusan sukan. Kuala Lumpur: Universiti Malaya.
  5. Campbell, M. K., Piaggio, G., Elbourne, D. R., & Altman, D. G. (2012). Consort 2010 statement: extension to cluster randomised trials. Bmj, 345. https://doi.org/10.1136/bmj.e5661
  6. Cirav, Ö. (2018). 9-10 yaş grubu çocuklara uygulanan eğitsel oyun aktivitelerinin fiziksel ve motorik özelliklerine etkisi (Yayımlanmamış yüksek lisans tezi). İstanbul Gelişim Üniversitesi, İstanbul.
  7. Civallero, E. (2007, August). Traditional games, music and oral tradition: Intangible tools in multicultural libraries. In IFLA Satellite Meeting 2007. Conference on Innovative Multicultural Library Services for All. Pretoria, South Africa (pp. 15-17).
  8. Cohen, J. (1992). Quantitative methods in psychology: A power primer. Psychol. Bull., 112, 155-159. https://doi.org/10.1037/0033-2909.112.1.155 Çakto, P., & Akın, S. (2023). Çocuklarda motor gelişim, hareket eğitimi ve oyun. İ.Görgüt & A. Türker (Ed.), Küreselleşen Dünyada Spor Bilimleri IV (ss. 5–24) içinde. Duvar Yayınlar.
  9. Çakto, P., & Akin, S. (2024). The effect of the situated game teaching model through set-plays on motor development. Retos, 57, 64-71. https://doi.org/10.47197/retos.v57.104840
  10. Çınar, M. (2024). Öğrencilerde geleneksel çocuk oyunlarının fiziksel okuryazarlığa etkisi (Yayımlanmamış Yüksek Lisans Tezi). İstanbul Gedik Üniversitesi, İstanbul.
  11. ÇOSKF.(2024).Çocuk oyunları ve Spor kulüpleri. https://coskf.org.tr/adresinden alındı. Erişim tarihi:21.05.2024
  12. Dos Santos, M. L., Thompson, M., Dinyer-McNeely, T., Torrence, T., Lockie, R. G., Orr, R. M., & Dawes, J. J. (2023). Differences and relationships between push-up and sit-up variations among male law enforcement cadets. The Journal of Strength & Conditioning Research, 37(9), 1865-1869. https://doi.org/10.1519/JSC.0000000000004466
  13. Ekunsanmi, T. (2012). A note on the current status of Arin, a Yoruba traditional game played with the seeds of dioclea reflexa. JLS, 6, 349-353.
  14. Eren, H.B. (2018). Ortaöğretim öğrencilerinin fiziksel uygunluk karnesi ölçümlerinin veri madenciliği ile sınıflandırılması (Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi, Ankara.
  15. Faigenbaum, A. D., Bush, J. A., McLoone, R. P., Kreckel, M. C., Farrell, A., Ratamess, N. A., & Kang, J. (2015). Benefits of strength and skill-based training during primary school physical education. The Journal of Strength & Conditioning Research, 29(5), 1255-1262. https://doi.org/10.1519/JSC.0000000000000812
  16. Güngör, F., Ovacık, U., Ertan Harputlu, Ö., Yekdaneh, A. A., Kurt, İ., Ertürk Uzunoğlu, G.,. & Akbaba, Y. A. (2024). Tele-assessment of core performance and functional capacity: reliability, validity, and feasibility in healthy individuals. Journal of telemedicine and telecare, 30(6), 1017-1025. https://doi.org/10.1177/1357633X221117335
  17. Hassanı, F., & Afazelı, Z. (2024). Be More Active with Traditional Games: Traditional Review. Turkiye Klinikleri Journal of Sports Sciences, 16(1), 119-128. https://doi.org/10.5336/sportsci.2023-99764
  18. Irwanto, D., Septianingrum, K., & Utomo, A. W. B. (2025). The Effect of Traditional Games on Students Physical Fitness Levels. Journal La Medihealtico, 6(4), 966-980. https://doi.org/10.37899/journallamedihealtico.v6i4.2297
  19. Kılıç, O., & Cinoğlu, M. (2008). Bilimsel araştırma yöntemleri. İstanbul: Lisans Yayıncılık.
  20. Koç, H., & Aslan, C. S. (2010). Erkek hentbol ve voleybol sporcularının seçilmiş fiziksel ve motorik özelliklerinin karşılaştırılması. Selçuk Üniversitesi Beden Eğitimi ve Spor Bilim Dergisi, 12(3), 227-231.
  21. Kovačević, T., & Opić, S. (2014). Contribution of traditional games to the quality of students’ relations and frequency of students' socialization in primary education. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 16(Sp. Ed. 1), 95-112. https://doi.org/10.15516/cje.v16i0.958
  22. Macar, Ş., & Ziyagil, M. A. (2024). The effect of tradıtıonal games educatıon on physıcal fıtness, health and happıness levels in secondary school students. Conhecimento & Diversidade, 16(43), 452-481. https://doi.org/10.18316/rcd.v16i43.11909
  23. Martínez-Santos, R., Founaud, M. P., Aracama, A., & Oiarbide, A. (2020). Sports teaching, traditional games, and understanding in physical education: A tale of two stories. Frontiers in Psychology, 11, 581721. https://doi.org/10.3389/fpsyg.2020.581721
  24. MEB (2012). Oyun ve Fiziki Etkinlikler Dersi Öğretim Programı. TTKB, Ankara.
  25. Murray, D. M., Varnell, S. P., & Blitstein, J. L. (2004). Design and analysis of group-randomized trials: a review of recent methodological developments. American journal of public health, 94(3), 423-432. https://doi.org/10.2105/AJPH.94.3.423
  26. Noyes, F. R., Barber, S. D., & Mooar, L. A. (1989). A rationale for assessing sports activity levels and limitations in knee disorders. Clinical Orthopaedics and Related Research®, 246, 238-249. https://doi.org/10.1097/00003086-198909000-00034
  27. Onarici Gungor, E., Yaliz Solmaz, D., Guven, G., & Gurol, B. (2025). A 12-week afterschool game-based physical activity program improves physical fitness of 9-10-year-old children: a randomized controlled study. Scientific Reports, 15, 44013. https://doi.org/10.1038/s41598-025-31429-9
  28. Oran, A. (2023). 11-13 yaş arası bireylerde beden eğitimi dersinde uygulanan geleneksel oyunların bazı temel motorik özelliklere etkisi (Yayımlanmamış yüksek lisans tezi). Hitit Üniversitesi, Çorum.
  29. Parlebas P. (2008). “Un ludorama exubérant,” in Jeux Traditionnels et Populaires de Picardie et du Nord–Pas-de-Calais, ed. Lobjoias D. (Douai: Engelaere Editions).
  30. 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
  31. Rauber, S. B., Boullosa, D. A., Carvalho, F. O., de Moraes, J. F., de Sousa, I. R., Simões, H. G., & Campbell, C. S. (2014). Traditional games resulted in post-exercise hypotension and a lower cardiovascular response to the cold pressor test in healthy children. Frontiers in physiology, 5, 235. https://doi.org/10.3389/fphys.2014.00235
  32. Sahay, S. (2013). Traditional children's games of Bihar. Electronic Journal of Folklore. 54: 119-136. https://doi.org/10.7592/FEJF2013.54.sahay
  33. Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics (Sixth Edition). USA: Pearson Education Limited.
  34. Tabachnick, B. G., & Fidell, L. S. (2007). Experimental designs using ANOVA (Vol. 724). Belmont, CA: Thomson/Brooks/Cole.
  35. Tamer, K. (2000). Sporda fiziksel-fizyolojik performansın ölçülmesi ve değerlendirilmesi. Bağırgan Yayınevi.
  36. Tarara, D. T., Hegedus, E. J., & Taylor, J. B. (2014). Real‐time test‐retest and interrater reliability of select physical performance measures in physically active college‐aged students. International journal of sports physical therapy, 9(7), 874.
  37. Tek, T. B. (2015). Ortaokul öğrencilerinin fiziksel uygunluk düzeyleri ile fiziksel uygunluk bilgi düzeylerinin karşılaştırılması (Yayımlanmamış yüksek lisans tezi). Çanakkale Onsekiz Mart Üniversitesi, Çanakkale.
  38. Thuc, D. C., Hieu, P. N., Suong, L. T., & Bang, L. C. (2024). Using traditional games in physical education classes improves fitness and stabilizes the vestibule for 10-11-year-old. Journal of Physical Education, 35, e3550. https://doi.org/10.4025/jphyseduc.v35i1.3550
  39. Trajkovik, V., Malinovski, T., Vasileva-Stojanovska, T., & Vasileva, M. (2018). Traditional games in elementary school: Relationships of student’s personality traits, motivation and experience with learning outcomes. PloS one, 13(8), e0202172. https://doi.org/10.1371/journal.pone.0202172
  40. Valantine, I., Madić, D., & Sporiš, G. (2017). Effects of invasion games on physical fitness in primary school children. Exercise and quality of life, 9(1), 15-22. https://doi.org/10.31382/eqol.170602
  41. Verdú, E., Homs, J., & Boadas-Vaello, P. (2021). Physiological changes and pathological pain associated with sedentary lifestyle-induced body systems fat accumulation and their modulation by physical exercise. International journal of environmental research and public health, 18(24), 13333. https://doi.org/10.3390/ijerph182413333
  42. Yeniasir, M., Gökbulut, B., & Yaraşir, Ö. (2017). Knowledge and opinions of families regarding games—Toy selection for 6 to 12 year old children (the case of Northern Cyprus). Journal of Human Behavior in the Social Environment, 27(6), 546-558. https://doi.org/10.1080/10911359.2017.1296397
  43. Yüz Yüze 100 Çocuk oyunu; https://tegm.meb.gov.tr/dosya/100cocukoyunu.pdf
  44. Alibrahim, M. S., Said, M. A., Bursais, A. K., Atta, I. I., Abdelrahman, M. A., Mohamed, H. H.,. & Alshuwaier, G. O. (2025). Risk factors for cardiovascular disease among Saudi students: Association with BMI, current smoking, level of physical activity, and dietary habits. PLoS One, 20(5), e0321206. https://doi.org/10.1371/journal.pone.0321206
  45. Ekunsanmi, T. (2012). A note on the current status of Arin, a Yoruba traditional game played with the seeds of dioclea reflexa. JLS, 6, 349-353.
  46. Güngör, F., Ovacık, U., Ertan Harputlu, Ö., Yekdaneh, A. A., Kurt, İ., Ertürk Uzunoğlu, G.,. & Akbaba, Y. A. (2024). Tele-assessment of core performance and functional capacity: reliability, validity, and feasibility in healthy individuals. Journal of telemedicine and telecare, 30(6), 1017-1025. https://doi.org/10.1177/1357633X221117335
  47. Macar, Ş., & Ziyagil, M. A. (2024). The effect of tradıtıonal games educatıon on physıcal fıtness, health and happıness levels in secondary school students. Conhecimento & Diversidade, 16(43), 452-481. https://doi.org/10.18316/rcd.v16i43.11909