11th ASEAN Council of Physical Education and Sport (ACPES) International Conference 2025

Ampa, Mohammad S.1, Paqueo, Andie A.2 (Presenter)
2Assistant Professor IV, Department of Professional Studies, College of SPEAR,
Mindanao State University, Main-Campus, Marawi City,
Lanao del Sur, Philippines
May 2025
Email: andie.paqueo@msumain.edu.ph

ABSTRACT

This study examines the moderating role of the coach-athlete relationship on the predictive link between parental ethnic socialization and moral character development in sports among Meranaw tertiary student-athletes. An associational type of quantitative research design: a merged of predictive-correlational with a simple moderation analysis and causal-comparative designs were utilized. Additionally, demographic differences across sex and sports type as criterion groups were evaluated. Meranaw student-athletes of Mindanao State University (MSU)-Main Campus, Marawi City, and Adiong Memorial State College (AMSC), Ditsaan-Ramain, Lanao del Sur, AY 2024-2025 were the respondents; 134 athletes participated through total-enumeration. Adapted self-reported questionnaires, subsequently pilot-tested were the primary measures. Frequency and percentage counts, mean, Pearson r, stepwise multiple regression analysis, moderation analysis, and Z-test were the statistical treatments. The results indicated a moderate positive linear correlation between parental ethnic socialization and sports moral character, and accorded a moderate predictive effect explaining 25.25% of the variance in the dependent variable. Meanwhile, coach-athlete relationship posited a negative moderation effect, and revealed significant difference when compared across sex. The study recommended that non-Muslim coaches extend efforts of abiding their principles and styles with Islamic principles as well as the socio-cultural traditions of the Meranaw society.

Keywords: parental ethnic socialization, moral character development, coach-athlete relationship, Meranaw student-athletes

BACKGROUND

Positive parenting has a significant relationship in developing and strengthening children’s character; religiosity possessed by parents is a good mediator in the development of moral character (Suciati et al., 2023). And, being one of the most conservative Muslim groups in the country; even with the influx of modernization, the Meranaw’s psychosocial orientation has been largely influenced by their culture (Bantog & Sarip-Macarambon, 2021). Thus, Meranaw parents are the primary ethnic socializing agents in shaping their children’s ethnic identity (Seok et al., 2012).
In similar veins, Clarke (2018) asserted that coaches play a significant role in influencing and promoting moral development among athletes. However, the quality of the coach-athlete relationship can either amplify or diminish the moral lessons learned at home, particularly when coaches come from different cultural or religious backgrounds. Understanding how these cultural and relational forces interact is crucial.

OBJECTIVES

This study examined the moderating role of coach-athlete relationship on the predictive relationship between parent ethnic socialization and moral character development among Meranaw tertiary student-athletes in Lanao del Sur.

Specifically, the following research questions served as its central questions:

RQ1: How does parental ethnic socialization correlate with sports moral character development?
RQ2: How does coach-athlete relationship moderate the relationship between parental ethnic socialization and sports moral character development?
RQ3: How does perceived parental ethnic socialization differ across sex?
RQ4: How does sports moral character development differ across sports type?
RQ5: How does coach-athlete relationship differ across demographic characteristics with respect to sex and sports type?

METHODOLOGY
Research Design
An associational type of quantitative research design: a merged of predictive-correlational with a simple moderation analysis and causal-comparative designs were utilized. It primarily examined the moderating effect of the coach-athlete relationship on the predictive link between parental ethnic socialization (independent variable) and moral character development (dependent variable) in sports among Meranaw tertiary student-athletes.
Secondarily, demographic differences across sex (female & male) on parental ethnic socialization and coach-athlete-relationship, and sports type (individual/dual & team) on moral character development and coach-athlete-relationship as criterion groups were evaluated on the causal-comparative portion.

Research Locale and Respondents

    The study was carried out at two selected SUCs (State College and Universities) in Lanao del Sur: 1) Mindanao State University (MSU)-Main Campus, Marawi City, and the 2) Adiong Memorial State College (AMSC) Lake Knights, Ditsaan-Ramain, Lanao del Sur. The selection criteria involved: male and female; limited to Meranaw tertiary student-athletes; must at least competed in one regional tertiary sports competition; enrolled 2nd semester, AY 2024-2025. A total of 134 Meranaw athletes participated through total-enumeration from the events: Arnis, Athletics, Badminton, Basketball, Karatedo, Sepak Takraw, Softball, Baseball, Table Tennis, Volleybal.

Instrumentation

A self-administered survey questionnaire comprised of: the adapted Parental Ethnic Socialization Scale (PESS; Derlan et al., 2016), the adapted Sports Moral Character Development Questionnaire (SMCD-Q; Yu & Xie, 2019), and the adopted Coach–Athlete Relationship Questionnaire (CART-Q; Jowett & Ntoumanis, 2004). Subsequently pilot tested and the reliability were established at Cronbach’s Alpha (α): PESS= 0.84; SMCD-Q= 0.92; and CART-Q= 0.84

Statistical Tools

It employed descriptive statistics in the form of frequency and percentage distribution, and mean scores in describing the demographics and study variables. Meanwhile, the Pearson r for the correlation portion, and a stepwise multiple regression analysis for the prediction. The D’ Agostino-Pearson R Test confirmed that the residuals were normally distributed. The simple moderation analysis was examined by means of the moderation analysis. Lastly, for the significant differences across selected demographics, Z-test was utilized.

RESULTS AND DISCUSSION

Predictive-Correlation

Table 1
Predictive-Correlation between Parental Ethnic Socialization (IV) and Moral Character Development (DV)

Parental Ethnic Socialization
(IV) Moral Character Development
(DV)
ρ r R²
.000 .503 .2525380
Note. Correlation is significant at the 0.05 level (2-tailed).

Table 1 shows that there is a statistical correlation between parental ethic socialization and moral character development (< ρ = .000), and indicates a moderate positive relationship (r = .503) implicating that a positive perception on how their parents culturally familiarize them about their Meranaw ethnic culture complements positive level on their moral character behaviors developed through sports participation in a moderate accord. Moreover, approximately 25.25% of the variation in the dependent variable is explained by the dependent variable with its predictive significance; thus, a moderate predictive relationship.

Moderating Effect

Table 2
Moderating Effect of Coach-Athlete Relationship (M) between Parental Ethnic Socialization (IV) and Moral Character Development (DV)

Coach-Athlete Relationship
(M) Parental Ethnic Socialization (IV) and Moral Character Development (DV)
ρ ɑ
.000 -.016
Note. Correlation is significant at the 0.05 level (2-tailed).

Table 2 presents that there is a statistical moderating effect (< ρ = .000) of the coach athlete-relationship on the central relationship. However, it posits a negative moderating effect (ɑ = -.016), further implicating, that an increase in the level of coach-athlete relationship weakens the positive relationship between IV and DV, and vise-versa. Thus, there is a considerable influence that can be associated with their coach-athlete relationship as moderator but in a negative accord.

Significant Differences

Table 3
Differences across Sex and Sports Type

Criterion Groups

Sex (Male vs Female) Parental Ethnic Socialization (IV)
ρ Z
.097 1.662

Sports Type(Individual/Dual vs Team ) Moral Character Development (DV)
ρ Z
.760 .305

Sex (Male vs Female)
Sports Type (Individual/Dual vs Team) Coach-Athlete Relationship (M)
ρ Z
.016 2.42
.214 1.214
Note. Difference is significant at the 0.05 level (2-tailed).

Table 3 illustrates that there is no significant difference established (> ρ = 0.097) across sex on the parental ethnic socialization. Meanwhile, no significant difference established (> ρ = .760) across sports type on moral character development.

On the other hand, no significant difference established across sports type on the coach athlete-relationship (> ρ = .214), but significantly differs across sex, between male and female (< ρ = .016). Based on the raw statistical data, female have 50.1222 variance while male has 120.859. With a high variance, male Meranaw athletes have varied perceptions on their sporting partnership with their coaches unlike female athletes that have almost same stance.

CONCLUSIONS
The findings indicate a moderate positive linear and moderate predictive relationship between parental ethnic socialization and sports moral character. Thus, Ho1 and Ho2 are rejected. These results suggest that cultural upbringing significantly, though not exclusively, influences moral values in the sporting context, as evidenced by a moderate predictive relationship. The moderate association and predictive capacity of parental ethnic socialization on moral character development among Meranaw athletes suggest that, while cultural socialization through parental guidance plays a meaningful role, it is not the sole influence; factors such as social circles, coaching style, and individual motivation likely contribute to the athletes’ moral character formation.

On the other hand, the coach-athlete relationship revealed to significantly moderates, but negatively, the relationship between IV and DV; thus, this failed to reject Ho3. Given that many coaches were non-Meranaw or non-Muslim, this suggests that the quality of interpersonal dynamics between coaches and athletes may weaken the positive influence of parental ethnic socialization on moral character development. This may reflect a lack of cultural alignment, limited empathy, or reduced relational closeness, which can hinder the reinforcement of family-instilled cultural values within the sports environment, especially, among Meranaw women athletes. There are special Islamic codes with reference to women’s life pattern, status in the society, and so on (Siddiqi, 2003). These findings highlight the importance of cultural sensitivity training and relationship-building initiatives for coaches; therefore, it is recommended that coaches align their coaching principles and practices with Islamic values and the traditional socio-cultural norms of Meranaw athletes.
Given that this study focused exclusively on student-athletes from state universities and colleges, it is recommended that future research include junior high school (JHS), senior high school (SHS), or private college athletes to explore broader variations in sports moral character development. In addition, qualitative or mixed-method approaches are encouraged to gain deeper insight into the lived experiences and perspectives of athletes.
References
Bantog, M. A., & Sarip-Macarambon, H. M. (2021). So Manga Pananaroon Sa Ranaw: Reflections of Meranaw Culture and Worlview. International Journal of Linguistics, Literature and Translation. https://10.32996/ijllt.2021.4.2.11
Camire, M., & Trudel, P. (2010). High school athletes’ perspectives on character development through sport participation. Physical Education & Sport Pedagogy, 15(2), 193–207. https://doi.org/10.1080/17408980902877617
Derlan, C. L., Umaña‐Taylor, A. J., Toomey, R. B., Jahromi, L. B., & Updegraff, K. A. (2016). Measuring cultural socialization attitudes and behaviors of Mexican‐origin mothers with young children: A longitudinal investigation. Family Relations, 65(3), 477-489. https://doi.org/10.1111/fare.12196
Diamaoden, A., Mama, I., Macarambon, M. J., & Camama, M. (2020). Relevance of “Pananaroon” to Islam and Culture of Meranaw. JPAIR Multidisciplinary Research, 39(1), 82-94. https://doi.org/10.7719/jpair.v39i1.760
Hedstrom, R., & Gould, D. (2004). Research in youth sports: Critical issues status. Michigan: Michigan State University, 1, 42.
Lumpkin, A. (2011). Building Character through Sports. Strategies, 24(6), 13–15. https://doi.org/10.1080/08924562.2011.10590956
Siddiqi, M. (2003).Sports & Games, Dress & Adornment. Retrived from, www.islamonline.net/servlet/Satellite?cid=1119503543070&pagename=IslamOnline-English-AskScholar %2 FFatwa E%2FFatwaEAskTheScholar
Wang, C. C., Chia, F., & Chang, C. M. (2013). The study of college athletes’ moral self-concept and sport-related moral development. Life Science Journal, 10(4), 2361-2367.
Yusof, W. M., Meng, L. K., & Abidin, A. (2015). Instilling sports culture as catalyst for positive youth development. Malaysian Journal of Youth Studies, 13, 33-63.

Abstract
This study explored the cultural, educational, and social significance of traditional Blaan games in Barangay Poblacion, Malapatan, Sarangani Province, through the development of a digital[1]repository called I Snagbet. Recognizing the limited documentation of these indigenous games and their gradual disappearance due to modernization, the research aimed to preserve and promote Blaan heritage by identifying various traditional games and showcasing them via a user-friendly web-based platform. Guided by a Research and Development (R&D) approach and employing a qualitative research design, the study utilized the Successive Approximation Model (SAM) and the Input-Process-Output (IPO) framework to create a culturally grounded digital prototype. Data were collected through interviews, observations, and desk reviews involving five (5) Blaan tribal elders and cultural bearers. The study found that games like Kmisong (fire-making), Gamti (archery), Skuya (footrace), and others not only serve recreational purposes but also transmit indigenous knowledge, moral values, and physical fitness. These traditional activities encourage cooperation, resilience, and identity-building among the youth while also enhancing educational outcomes when integrated into physical education programs. The study concluded that digital platforms can bridge traditional knowledge with modern accessibility, ensuring cultural continuity. It recommends integrating Blaan games into school curricula via the Indigenous Peoples Education (IPED) framework and conducting community-based programs to revitalize cultural practices. The I Snagbet prototype serves as a culturally sensitive, educational tool that celebrates and safeguards Blaan heritage, offering a sustainable model for other Indigenous cultural preservation efforts in the digital age.
Keywords: Indigenous Games,Educational Technology, SDG 11 and SDG 9.`

https://docs.google.com/document/d/1D_V-H9blmwWmF1oljwJjceUwullVhNy-/edit?usp=drivesdk&ouid=108901770106601270775&rtpof=true&sd=true

This paper examines the progressive academicization of Silat in Malaysia between 2014 and 2024, highlighting its journey from a deeply rooted cultural tradition to an internationally recognized academic discipline. Anchored by Universiti Teknologi MARA (UiTM) and supported by national bodies such as PASSMAL and PESONA, Silat has been institutionalized through curriculum development, international collaborations, and scientific innovation. Using a qualitative methodology comprising literature review, expert interviews, and case studies, the study maps the integration of Silat into higher education and global research ecosystems.

Key milestones include the establishment of Silat-focused coaching certifications, the application of motion analysis technology in training, and the proliferation of Silat studies in Scopus-indexed journals. Collaborative platforms such as IMACSSS and UNESCO ICM have been instrumental in elevating Silat’s academic stature and fostering cross-cultural dialogue. However, the expansion also presents challenges, such as the risk of cultural dilution and unequal knowledge partnerships.

The findings underscore the importance of safeguarding Silat’s philosophical roots while embracing interdisciplinary scholarship. Malaysia’s experience offers a forward-thinking model for integrating indigenous martial arts into academia—preserving authenticity while expanding global relevance. This study contributes to the broader discourse on traditional knowledge systems, cultural sustainability, and the evolving landscape of martial arts education.

ABSTRACT

This study explored and documented the significant features and gameplay of Kakuya, a traditional Meranaw game, to preserve it as part of the community’s intangible cultural heritage. Using a qualitative ethnographic design, the research was conducted in Piagapo, Marawi City, and Pantar, Lanao del Sur, involving ten purposively selected participants: elders, players, community members, PE teachers, and students. Data were gathered through interviews, observations, and visual documentation, and analyzed using Braun and Clarke’s thematic analysis with NVivo software. Findings revealed two major themes: Significant Features and Mechanics and Gameplay, further elaborated into eight sub-themes. Results showed that Kakuya has evolved from a minimally equipped activity into a structured game incorporating tools such as the Tomatik (winner indicator), Rimbo (signal marker), and rope for lane division, promoting fairness and safety. Traditionally played during gatherings, Kakuya reflects cooperation, discipline, and resilience. Its rules, scoring systems, and officiating roles highlight competitiveness while preserving cultural authenticity. Beyond recreation, the game transmits identity, values, and intergenerational connections. By systematically documenting its materials, rules, and meanings, this study provides an authentic reference for educators and cultural advocates, ensuring the appreciation and continuity of Kakuya for future generations.

Keywords: Kakuya, Meranaw, Indigenous Games, Gameplay, Cultural Heritage

INTRODUCTION

Traditional sports and games (TSG) are vital cultural treasures that connect generations and communities. The UNESCO Berlin Declaration (2013) recognized their role in education, social inclusion, and cultural continuity. However, modern lifestyles and digital entertainment threaten their survival.

In the Meranaw community, Kakuya is one such game—rich in tradition but undocumented. Without written records, its mechanics and meanings risk fading as oral bearers age. This study addresses that gap by systematically recording Kakuya’s features, rules, and cultural value. In doing so, it contributes to heritage preservation and provides educators and advocates with authentic material to sustain the game’s legacy.

METHODOLOGY

A qualitative ethnographic design was employed to document the features and gameplay of Kakuya. The study was conducted in Piagapo, Marawi City, and Pantar, where the game is still practiced.

Participants. Ten purposively selected informants included elders, active players, community members, PE teachers, and students.

Data Collection. Semi-structured interviews, observations, and visual documentation captured gameplay, materials, and cultural context.

Analysis. Data were coded and thematically analyzed using NVivo following Braun and Clarke’s framework. Two main themes and eight sub-themes emerged, reflecting Kakuya’s distinctive features and cultural significance.

RESULTS AND DISCUSSION

Two central themes were identified: (1) Significant Features and (2) Mechanics and Gameplay, further divided into eight sub-themes.

1. Significant Features

1.1 Equipment and Materials.
Kakuya evolved from a simple foot race on bare ground into a structured activity with equipment such as the Tomatik (winner’s flag indicator), Rimbo (starting signal marker), and ropes for lane divisions. These additions ensure fairness, organization, and safety while preserving the game’s essence of speed and discipline.

1.2 Dress Code.
Historically, players wore traditional garments like malong and scarves, reflecting respect and identity. Today, participants use shorts and T-shirts for comfort and safety. This shift illustrates cultural adaptation—balancing heritage with practicality.

1.3 Game Location.
Traditionally played near significant community sites like the sultan’s residence, the game now occurs in open fields for visibility and safety. The choice of venue reinforces both practical and cultural values.

1.4 Timing and Occasions.
Kakuya was historically tied to ceremonial events and festivals, symbolizing unity and identity. It is now played more flexibly—during school activities or local events—making it accessible while retaining cultural meaning.

1. Mechanics and Gameplay

2.1 Objectives.
The main objective is to reach the Tomatik first, raising the victor’s flag. Winning embodies not just personal success but community pride, blending competition with cultural symbolism.

2.2 Rules and Mechanics.
Structured starting procedures with the Rimbo, lane assignments, and the Tomatik finish line ensure fairness and prevent disputes. These features make the game suitable for both cultural celebrations and PE programs.

2.3 Officials.
Traditionally officiated by respected leaders such as the datu or sultan, officiating is now entrusted to elders or trusted community figures. Officials serve as referees and cultural stewards, preserving integrity and values.

2.4 Player Eligibility.
Participation was historically open to all, but recent practices show selective participation based on physical ability and competitive skill. While inclusivity remains valued, the growing emphasis on competitiveness reflects broader changes in traditional games.

CONCLUSIONS

This study documented the significant features and gameplay of Kakuya, a traditional Meranaw game, through ethnographic inquiry.

Findings revealed that its features—equipment, attire, venues, and timing—carry both practical and cultural meaning, balancing tradition with adaptation. Its mechanics—objectives, rules, officiating, and eligibility—ensure fairness and discipline while preserving authenticity.

Kakuya is more than recreation: it embodies Meranaw values of cooperation, resilience, and cultural pride. By recording its essential elements, this research safeguards a vital intangible heritage, provides a reference for educators and cultural advocates, and ensures the continuity of Kakuya as a living tradition for future generations.

REFERENCES

Bennike, S., Kristiansen, E., & Storm, R. K. (2019). Traditional games as a means of
education and social cohesion in modern society. European Physical Education Review, 25(3), 1-14. https://doi.org/10.1177/1356336X19854964

Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper (Ed.), APA handbook of
research methods in psychology: Vol. 2. Research designs (pp. 57–71). American Psychological Association. https://doi.org/10.1037/13620-004

Hammer, J., & Davidson, D. (2017). Cultural alignment and game-based
learning.Educational Technology, 57(2), 31–35 https://doi.org/10.1177/0013164417701364eri

UNESCO. (2003). Convention for the Safeguarding of the Intangible Cultural Heritage.
Retrieved from https://ich.unesco.org/en/convention

Abstract
This study aims to develop a distinct MSU-IIT Model for Modern Arnis Basic Anyo, a Filipino martial art that emphasizes skills such as striking, blocking, footwork, and weapon handling. The research addresses the current limited structured training models at MSU-IIT and in Iligan City, and the challenges beginners face in executing fundamental techniques. This study successfully developed and validated a distinct MSU-IIT Model for Modern Arnis Basic Anyo, a Filipino martial art emphasizing fundamental skills like striking, blocking, footwork, and weapon handling. The research addressed a significant gap in structured training models for Modern Arnis in both the MSU-IIT community and Iligan City. Employing a qualitative research design anchored in the Input-Process-Output (IPO) model, the study gathered rich insights from a select group of three Arnis coaches and two experienced players through one-on-one interviews. The collected data underwent a thorough thematic analysis, which guided the creation of a culturally responsive and pedagogically sound instructional model. The final output is a comprehensive guide designed to improve coordination, balance, and muscle memory, serving as a foundational reference for beginner practitioners in the MSU-IIT community.
Keywords
Modern Arnis , Filipino Martial Arts, Physical Education, Instructional Model, IPO Model

Designing for Culture: The Development of ‘Tara, Dula’ Higaonon Games and Sports Manual
Braylin A. CAPITAN1, Cristian Jel B. LABADISOS2, Vienna Lou L. CARBONELL3
1,2,3Mindanao State University – Iligan Institute of Technology, Philippines
viennalou.libres@g.msuiit.edu.ph

Abstract
It is vital to preserve indigenous culture through education, particularly for groups that are underrepresented in the mainstream curriculum. In order to document and promote the rich traditional games and sports of the Higaonon community, this study aims to develop an instructional manual called Tara, Dula: Higaonon Games and Sports Manual. Guided by the Successive Approximation Model (SAM), the study followed three iterative phases: preparation, iterative design, and development. A total of four (4) traditional games and four (4) indigenous sports were selected based on cultural relevance and physical education potential. In the development phase the manual went through three (3) rounds of validation from the four (4) experts, through integrating feedback, the developed manual improved to better serve educational goals enhancing overall learning experiences. The iterative process helps refining the material’s format, content, presentation and organization, accuracy and up-to-datedness ensuring effectivity in various educational contexts. Therefore, after the thorough iterative evaluations, the validators' insightful recommendations have significantly contributed in enhancing the comprehensiveness of the manual which will serve as a repository of the Higaonon games and sports to cultivate preservation promote its rich culture. It is recommended that the manual will be implemented in rural and urban elementary schools.

Keywords: Instructional manual, Culture Preservation, Development, Games, Sports.

This study presents Duelo, a choreographic work that synthesizes Arnis, the Philippines' national martial art, with traditional Filipino dance motifs to portray a layered narrative of courtship, conflict, and cultural identity. Framed within a practice-based research methodology, the composition integrates the twelve basic Arnis striking techniques into folk-inspired movement vocabularies. These are arranged across six choreographic figures: The Grace of Fierceness, A Warrior’s Charm, The Courtship, Duelo, Striking Techniques, and Combo Finale. Each segment demonstrates martial elements such as kumintang hand gestures, triangular formations, cartwheels, forward rolls, and warrior stances, emphasizing both narrative fluidity and combat precision. The creative process involved collaborative movement generation, reflective journaling, and audience feedback, supporting the thematic development of each sequence. Beyond its artistic function, Duelo offers a cultural and pedagogical tool for promoting Filipino values such as bravery, honor, and love while presenting a dynamic model for integrating martial heritage into physical education and MAPEH curricula. The study argues that hybridized performance forms like Duelo can serve as impactful vehicles for cultural preservation, curriculum enrichment, and the sustainability of indigenous knowledge systems, especially within Southeast Asian academic and community settings.

Keywords: Arnis, Filipino martial arts, cultural dance, practice-as-research, performance studies, Southeast Asian arts

ABSTRACT
Physical activity is essential for maintaining overall health and well-being, offering numerous physical and mental health benefits. However, for Muslim women, particularly Meranao women, engaging in regular physical activity is often constrained by cultural and religious contexts. This study aimed to explore the complex relationship among cultural barriers, exercise adherence, and the mediating role of physical activity motivation among Meranao women aged 18–30, officially enrolled at Mindanao State University–Marawi City during Academic Year 2024–2025.
Using a descriptive-correlational and mediation design, the study investigated how cultural and religious beliefs, gender norms, family and social support, clothing expectations, environmental barriers, and external perceptions impact motivation and adherence. A total of 369 purposively selected respondents answered three adapted survey tools: Cultural Barriers Questionnaire, Adherence to Exercise Rating Scale, and the Motivation for Physical Activity Questionnaire. Data were analyzed using SPSS Version 20, employing the estimation-maximization technique to address missing values.
Findings revealed that Meranao women face significant structural and cultural constraints, including the lack of women-only spaces, gender-segregated facilities, modesty norms, and limited role models. Despite these, many women exhibited intrinsic motivation rooted in personal well-being and self-development. Regression analysis showed that motivation significantly predicts exercise adherence, while cultural barriers exert both direct and indirect effects. Environmental barriers emerged as the strongest predictor, followed by clothing norms and family support.
The study emphasizes the importance of culturally sensitive interventions that consider both motivational and structural dimensions to effectively promote physical activity among Meranao women.
Keywords: cultural barriers, exercise adherence, motivation, Meranao women, physical activity

This study aims to examine the integration of local cultural values and increase students' physical activity through the traditional game of Patok Lele in Physical Education learning in elementary schools. The Patok Lele game, which comes from the culture of the people of North Sumatra, contains elements of the value of cooperation, sportsmanship, and motor skills that are in accordance with the competencies of Physical Education learning. The research method used was descriptive qualitative with a field study approach. Data were collected through observation of student activities, interviews with Physical Education teachers, and documentation of game implementation. The results showed that the application of the Patok Lele game was able to increase students' active participation, strengthen social interaction, and instill local cultural values in the learning process. Thus, the integration of traditional games in Physical Education subjects not only contributes to the development of motor skills, but also enriches students' character education. This study recommends the use of traditional games as contextual media in Physical Education learning to preserve culture while achieving national education goals.

This study explores the historical origins and evolution of the Kappa Malong
Malong dance of the Maranao people through a mini-ethnographic approach. Using
semi-structured interviews, participant observation, and historical documents, the
research highlights how the dance evolved from a cultural expression into a
performance art form shaped by both tradition and modern influences. Findings reveal
that while institutional figures such as the Darangen Cultural Troupe and Prof. Ele
were central in its popularization, community custodians such as the onor (traditional
chanters) and elders played a vital role in preserving authenticity. Two major themes
emerged: (1) The Historical Origins, highlighting the roles of documentation,
attribution, creative inspiration, and cultural memory; and (2) The Evolution,covering
the transformation of movements, expressive styles, and external influences such as
borrowed choreography and audience-oriented adaptations. Seven key participants
contributed diverse perspectives: a cultural practitioner, cultural expert, local official,
community member, cultural ambassador, student performer, and physical education
teacher. Their insights reveal a balance of lived memory, institutional record, and
contemporary reinterpretation. Results underscore the importance of preserving the
dance’s authenticity amid modernization pressures. The study concludes that the
Kappa Malong Malong is both a cultural archive and a living performance, requiring
balanced preservation and adaptation to remain relevant for future generations.

Keywords: Kappa Malong Malong; Maranao dance; cultural preservation;
performance evolution