Document Type : Research Paper
Authors
1
PhD student, Department of Sports Management, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
2
PhD Student, Department of Sport Management, Faculty of Physical Education and Sport Sciences, Allameh Tabataba'i University, Tehran, Iran
3
Department of Physical Education and Sport Sciences, Farhangian University, Tehran, Iran. Box: 14665-889
4
PhD Student, Department of Sports Biomechanics, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
5
PhD student, Department of Exercise Physiology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
Abstract
Background and Purpose
Traditional and local games embedded within communities' cultural and social heritage represent more than recreational pastimes. They function as sociocultural instruments that transmit values, cultivate cultural identity, strengthen social cohesion, and advance individual development through cognitive, social, and physical skills. At the same time, broader trends in industrialization, technological advancement, and the spread of sedentary lifestyles have diminished adolescents' physical activity and contributed to rising risks of metabolic and cardiovascular conditions and psychological difficulties. These shifts, coupled with the dominance of mass media and digital entertainment and the contraction of public play spaces, have marginalized indigenous games, particularly in urban settings.
Against this backdrop, schools are uniquely positioned to reconnect formal education with the informal transmission of cultural and sporting values. Purposeful integration of indigenous games into school programs can bolster motivation for movement, enhance physical literacy, and deepen students' sense of belonging and peer cohesion, while simultaneously reinforcing respect, responsibility, and cooperation. Successful revitalization, however, requires enabling conditions appropriate infrastructure, organizational support, trained human resources, and active social participation to ensure safe, meaningful, and contextually relevant implementation.
Ardabil province, with its rich cultural heritage and diverse repertoire of local games, presents a compelling context for such an educational initiative. This study examines the effectiveness of teaching indigenous games on the development of cultural and sport-related dimensions among secondary students in Ardabil County schools. By evaluating changes in cultural identity, cultural participation, social cohesion, and indicators of physical literacy and engagement, the research seeks to generate empirically grounded guidance for curriculum design and extracurricular programming. The anticipated findings aim to contribute to the preservation of cultural heritage and the strengthening of students' social and cultural identity, while offering practical strategies for educational and cultural development.
Methods
This quasi-experimental study employed a pre-test and post-test design. The statistical population included 30 students aged 12 to 18 years in good health from schools in District 1 of Ardabil. Participants were randomly assigned to two groups: experimental (15 students) and control (15 students). A researcher-designed questionnaire was used to collect data, assessing the cultural and sports dimensions. The questionnaire's content validity was confirmed by five sports management professors, and its reliability was established with a Cronbach's alpha coefficient of 0.84.
The experimental group participated in an eight-week intervention consisting of two 60-minute sessions per week, during which a selection of indigenous and local games such as Chiling Aghaj, Dastmal Ghapidi, and Besh Dash were conducted. These games were purposefully selected based on their age appropriateness, seasonal relevance, physical activity demands, and their capacity to enhance teamwork and collaborative skills. Prior to the intervention, participants were fully briefed on the study's aims and procedures, and written informed consent was obtained. Data were analyzed using SPSS version 26, with descriptive statistics and inferential tests, including independent t-tests, ANCOVA, and the Shapiro-Wilk test, performed at a significance level of 0.05. Pre-test data were collected from both groups, followed by the intervention in the experimental group. Post-test data were then gathered to assess the intervention's impact on cultural and sports development dimensions.
Results
The demographic analysis showed that participants were evenly distributed between the experimental and control groups, with the majority falling within the 14–18 age range. Regarding familiarity with indigenous games, the majority of participants rated their knowledge as "very low" (23.4%), while only a small percentage rated it as "very high" (3.3%).
Statistical analysis revealed a significant time effect (p=0.018) in the cultural and sports development dimensions, indicating that the intervention positively impacted the participants. However, no significant group effect or interaction between time and group was observed. This finding suggests that the implementation of indigenous games as a short-term intervention effectively enhanced cultural development.
The comparison between pre-test and post-test scores in the experimental group demonstrated significant improvements in areas such as cultural identity, teamwork, and social participation. Students in the experimental group reported higher levels of engagement with cultural activities and better social interactions than those in the control group.
Overall, the data indicate that indigenous games not only foster a sense of belonging and identity but also provide a platform for improving interpersonal skills and enhancing students' appreciation for their cultural heritage. The observed improvements highlight the importance of integrating traditional games into educational programs to promote holistic development among students.
Components
Control Group
Training Group
Time factor effect (effect size)
Group factor effect (effect size)
Time*Group interaction effect (effect size)
Pre-test
Post-test
Pre-test
Post-test
Sports cultural development
2.80 ± 0.40
2.82 ± 0.38
2.89 ± 0.29
3.20 ± 0.41
0.018* (0.183)
0.107
(0.090)
0.049
(0.177)
Conclusion
The findings demonstrate that traditional and local games are effective, low-cost levers for strengthening cultural identity, teamwork, and social participation among students. Viewed through a functionalist lens, these activities cultivate responsibility, ethical conduct, communication skills, and human and cultural capital while improving physical health and mental well-being. By acting as an intergenerational bridge, they preserve and transmit local traditions to younger cohorts, thereby reinforcing social cohesion and a shared sense of belonging.
These benefits justify the institutionalization of indigenous games within schooling. We recommend embedding them across physical education and cross-curricular modules; providing targeted teacher training on their cultural and pedagogical value; and co-designing activities with families, community elders, and local cultural organizations. Complementary measures include creating safe and accessible play spaces, documenting and standardizing game rules, organizing interschool cultural festivals and tournaments, and using school-based media to normalize participation. A simple monitoring framework tracking cultural identity, peer cohesion, and physical-literacy indicators should accompany implementation to ensure fidelity and continuous improvement.
For Ardabil County, with its rich repertoire of local games, this agenda offers a pragmatic pathway to preserve intangible heritage while deepening student engagement and well-being. More broadly, scaling such initiatives in culturally diverse regions can contribute to sustainable cultural development, healthier and more active lifestyles, and stronger school–community ties.
Article message
The findings underscore the value of integrating local games into school curricula to preserve cultural heritage, strengthen social cohesion, and promote holistic student development. Educational policymakers should prioritize revitalizing traditional games as tools for cultural sustainability and youth engagement.
Authors' Contributions
Conceptualization: Kheirollahi Meidani, Aali, Imani
Data Collection: Kheirollahi Meidani, Sefidgar
Data Analysis: Kheirollahi Meidani, Imani
Manuscript Writing: Sefidgar, Aali, Ashrafi
Review and Editing: All authors
Responsible for funding: General Directorate of Sports and Youth of Ardabil Province and University of Mohaghegh Ardabili
Literature Review: Aali
Project Manager: Kheirollahi Meidani, Aali
Any other Contributions: Imani (Statistical validation), Ashrafi (Intervention design)
Conflict of Interest
The authors declare no competing interests.
Acknowledgments
The authors of the article express their gratitude and appreciation to the General Directorate of Sports and Youth of Ardabil Province, the General Directorate of Education of Ardabil Province, and the University of Mohaghegh Ardabili for their support. They also express their gratitude to all the participants who played a role in the success of this research.
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