Hopscotch: Motivational Effects on Teaching/Learning and Performance in One-Foot Jumping in Girls
DOI:
https://doi.org/10.47197/retos.v62.109541Keywords:
Hopscotch, Motivation, One-Foot Hop, GirlsAbstract
Introduction: Traditional games are valuable tools for the comprehensive development of children, which can have positive effects on the teaching/learning process and physical/motor performance. It is useful to assess their scope and limitations. Objective: To evaluate the motivational effects and motor performance of one-foot hopping in girls who systematically practice the game of Hopscotch. Methods: Quasi-experimental research, studying an experimental group that systematically practices hopscotch (n=16), and a control group (n=17) with girls who engage in other physical activities, both homogeneous groups with a moderate level of physical activity. The performance of both groups was studied in a One-Foot Hop Test (OFHT), their motivational level, and the linear correlation between motivation and OFHT performance. Results: There are significant differences in the OFHT in favor of the experimental group (p=0.010), showing better levels of strength, coordination, and agility. The experimental group presented better average scores in the Motivational Test for performing the OFHT (20.13) than the control group (14.06). There was a very slight positive linear correlation between motivation and one-foot hopping performance for the experimental group and a very slight negative correlation for the control group. Conclusions: Previous motor experiences stimulated through traditional games like hopscotch can enhance skills such as one-foot hopping and its determining and conditional capabilities. Motivation towards the practice of certain traditional games like hopscotch may have indirect motivational effects associated with other motor performance tests like the OFHT.
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