Integrating indigenous games into physical education: Students’ experiences in Southwest Ethiopia

Adugna Eshetu Keto

doi:10.29329/pedper.2026.208

Integrating indigenous games into physical education: Students’ experiences in Southwest Ethiopia

Adugna Eshetu Keto Department of Sport Science, Bonga College of Education, Bonga, Ethiopia https://orcid.org/0009-0007-9234-7720

DOI

https://doi.org/10.29329/pedper.2026.208

Abstract

Indigenous games constitute culturally situated forms of physical activity and community knowledge, yet their systematic integration into formal physical education remains limited. This study investigated secondary school students’ perceptions and experiences of integrating indigenous games into physical education in Southwest Ethiopia and explored pedagogical, curricular, and institutional factors affecting implementation. A convergent parallel mixed-methods design was employed with 286 students from five secondary schools in Kaffa Zone. Quantitative data were collected through a structured questionnaire and analysed using descriptive statistics. Qualitative data were obtained from 10 students, four physical education teachers, and two school administrators through semi-structured interviews. Twenty physical education sessions were also observed. Interview and observation data were analysed thematically, and findings from the three strands were integrated during interpretation. Students expressed strong support for indigenous games, particularly curricular inclusion (M = 4.48, SD = 0.71), cultural understanding (M = 4.41, SD = 0.74), cooperation and teamwork (M = 4.35, SD = 0.78), and enjoyment (M = 4.30, SD = 0.81). However, 65.8% reported never participating or participating only once per term. Indigenous games appeared in only 15% of observed lesson plans, and none of the observed sessions demonstrated explicit alignment between games and stated curriculum objectives. Students also rated facilities and space (M = 2.41, SD = 1.23) and teacher encouragement (M = 2.85, SD = 1.14) comparatively low. Qualitative findings highlighted cultural meaning, informal participation, curriculum marginalisation, and gender-related participation patterns. The findings indicate a substantial gap between students’ receptiveness to indigenous games and their formal curricular implementation. Effective integration requires curriculum recognition, teacher preparation, locally appropriate resources, community engagement, intentional lesson planning, and gender-responsive pedagogy. The study illustrates how culturally relevant pedagogy can connect community knowledge with formal physical education when institutional and pedagogical conditions support implementation.

Keywords

Sociocultural learning, Cultural heritage, Gender equity, Secondary education.

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How to Cite

Keto, A. E. (2026). Integrating indigenous games into physical education: Students’ experiences in Southwest Ethiopia. Pedagogical Perspective, 5(2), 494-508. https://doi.org/10.29329/pedper.2026.208