The effect of traditional play education on physical fitness, health and happiness levels in secondary school students

The aim of this research is to examine the effect of traditional game education on the physical fitness, health and happiness levels of secondary school students. For this purpose, a pre-test was given to the students, then they were made to play traditional games for 10 weeks, and a post-test was given at the end of 10 weeks. In the pre-test and post-test, students; Body mass index, sit and reach flexibility test, standing double leg forward jump, T Test, 30 meter speed test and 20 meter shuttle run tests and a form consisting of questions regarding health and happiness perceptions were applied. Students wastaught traditional games; Games such as dodge ball with goal, istop, bouncing ball and my hand were played. The sample of the research consisted of volunteers from 5th and 6th grade students at Barbaros Secondary School in Ereğli district of Konya province, determined by easily accessible sampling method. The model of the research is an experimental research model with a pre-test and post-test design. Independent groups T Test, Dependent Groups T Test and Cohen's d were used in the analysis of the data obtained in the study. In the findings of the study, when comparing the experimental and control groups in all participants, a significant difference was found in favor of the experimental group in agility and speed skills in men. For girls; There was no significant difference between the experimental and control groups. In the effect size analysis, it can be said that traditional game education had a large effect on improving speed and agility skills, a medium effect on endurance skills, and a small effect on power, health and happiness skills in all participants in the experimental group. In the control group, all participants; It can be said that it affects speed skills at a moderate level and power, endurance and agility skills at a small level. In conclusion; It is seen that the program applied to both groups improved the students' physical fitness development and their perception of health and happiness. However, it seems that the traditional game education applied to the experimental group is more effective, especially in the development of speed and agility skills and their perception of happiness. Therefore, it can be said that including more traditional games that involve movement and excitement in physical education and sports classes will contribute more to the physical development of students.