The Effect of Traditional Egrang Sports on Static and Dynamic Balance in Elementary School Students
Abstract
This study aims to analyze the effect of traditional egrang sports on static and dynamic balance in elementary school students. This study uses a quantitative, experimental approach with a one-group pretest-posttest design. The research sample consisted of 57 fifth- and sixth-grade students at Elementary School 1 Seliling, selected through total sampling. The instruments used were the Stork Stand Test for static balance and the Beam Balance Test for dynamic balance. Egrang training was provided for 4 weeks, once per week. Data analysis was carried out using descriptive and inferential statistics, including paired-samples t-tests, after satisfying the prerequisite tests for normality and homogeneity. The results showed increases in average static balance from 18.25 to 27.77 and in dynamic balance from 2.82 to 3.84. The results of the hypothesis test showed a significance value of 0.000 (p < 0.05) for both variables, indicating a significant effect of egrang training on static and dynamic balance. Based on the distribution of categories, improvements in dynamic balance appear more pronounced than those in static balance, although statistically, static balance shows a greater improvement. This study concludes that egrang training is effective in improving static and dynamic balance in elementary school students. Therefore, the traditional egrang game can serve as an innovative, fun, and culturally rooted alternative for learning physical education, supporting children's motor development.
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References
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DOI: https://doi.org/10.17509/tegar.v9i2.99662
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