of Middle Childhood The Impact of New Development Traditional Game Konda Kondi on the Skills Development

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Cite this paper as: Intan Nadiyah Mohd Nor (2022). The Impact of New Development Traditional Game Konda Kondi on the Skills Developmentof Middle Childhood . International Journal of INTI, 26(1). 53-60.

The Impact of New Development Traditional Game Konda Kondi on the Skills Development

of Middle Childhood

Intan Nadiyah Mohd Nor

^1,2

1College of Creative Arts, Universiti Teknologi MARA, 40450 Shah Alam, Selangor, Malaysia

2Universiti Kuala Lumpur, 1016, Jalan Sultan Ismail, 50250 Kuala Lumpur

*Corresponding Authors Email: [email protected]

Received: 15 Jan 2022 / Accepted: 15 Mac 2022 / Published online: 30 July 2022

Abstract

The development of children's skills should progress in with their age. Because these children's performance abilities can help them process information and handle certain tasks efficiently. The traditional game of Konda Kondi is one of the game that contains all aspects of children's skill development, namely cognitive, social, physical, and mental training skills that are required in children's development and growth. Unfortunately, this game is rarely played again due to a lack of interest in society, particularly among the younger generation who are exposed to modern technology, and a preference for modern games that are considered closed to sophistication and modernity. The objective of this research is to give a new dimension to healthy and competitive traditional games Konda Kondi that can attract the next generation and suit with modern society without reducing the originality concept of the game. Mix method, qualitative and quantitative method were applied in this research by conducting 2 experimental study, interview and also literature search to gather the required data. The new version of the traditional game Konda Kondi was created based on data collected from an experimental study.

Overall, this study concludes that traditional game Konda Kondi have been shown to improve children's development skills and can be used as an alternative to the learning process while also preserving cultural heritages.

Keywords - Traditional game, Konda Kondi, Skills development, Middle Childhood

1. Introduction

Traditional children's games are games that our forefathers played after the harvest, particularly by farmers. Due to the scarcity of radio and television entertainment, people in the past created this traditional game as a form of entertainment to pass the time after a long day at work (Addy Putra, Shahrul, Nor Ziratul Aqma, & Amirul, 2014; Ekunsanmi, 2012; Tatira, 2014). Traditional games were inherited from previous generations and passed down to younger generations through oral, sound, and visual transmission. These traditional games have been reported to have racial and cultural value (Civarello, 2006) and are classified as a recreational activity.

Konda kondi is a traditional Malay children's game. Essentially, the goal of this game is for players to hit the short wood stick with the long wood stick. This game is also known as 'Perik Mata' or 'Ketuk Keli' in some

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54 places because it requires a player to be sharp-minded, agility, inter reaction time, speed, balance and strategy while planning a safe direction to shove the short stick and catch it in order to strike out the opponent. Typically, the materials required for game play are obtained from the surroundings or recycled. Among the items required to play this game are two pieces of wooden stick measuring 15cm and 30cm in length, the wooden sticks are cylindrical and measure 2cm in radius, the short wooden stick is called ‘Anak’ or `Catuk’ and the long wooden stick is called `Ibu’ or `Kayu Servis’ and a hole 15cm deep is made in the ground to place the short stick. This game usually requires at least two players, but there is no set limit to the number of players. This game is typically played on a grassy playground area, and the rules are simple and easy to follow, especially for middle- aged children.

Figure 1. Konda Kondi Games Equipment’s

According to Euis Kurniati's (2009) playing Malay traditional children's games is beneficial not only as a medium of learning and entertainment, but also as a means of facilitating children's skills, growth, and development because these Malay traditional games are equipped with aspect of cognitive, social, physical skills and moral value that are important in the development and growth of children. In addition, Malaysia Institute of Management (2018) stated that Malay traditional children game contains the elements of an excellent education for children. As they play this game, indirectly the children will be stimulated creativity, dexterity, leadership, foster great team spirit, solving problems skills, friendship, develop the fine and gross motor skill and breadth of their horizons which is needed in the preparation to be tomorrow’s leaders.

The child's social world expands dramatically during middle childhood, between the ages of 7 and 12. At this age, this is a critical time for them to develop confidence in all aspects of their lives, children begin to take learning seriously and achieve more complex skills. Furthermore, several theorists have recognised the significance of this stage in the development of cognitive, physical, social, and emotional skills, as well as personality and motivation. According to Erickson (1985), during this time, children learn moral values, recognise their own culture and individual differences, and are able to manage all of their personal needs with minimal assistance.

Despite the fact that there are numerous studies and evidence from studies that traditional games provide numerous benefits such as strengthening gross and fine motor skills (Akbari, Abdoli, Shafizadehkenari, Khalaji, Hajihosseini, & Ziaee, 2009; Borhannudin, Saidon, Kok, & Bahaman, 2013). Unfortunately, it is becoming increasingly unpopular and less in demand among the younger generation. As technology advances, the world today is more influenced by electronic media games. This game is considered as no commercial value and began to be marginalised and rarely played again due to a lack of interest by society , particularly the younger generation who are exposed to modern technology, and a preference for modern games that are considered

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55 closed to sophistication and modernity (Addy Putra et al., 2014; Akbari et al., 2009; Ekunsanmi, 2012)

The purpose of this study is to determine the effectiveness of the traditional children's game Konda Kond in enhancing middle children's cognitive, social and physical skills development while also preserving and cultivating traditional children's games that containing the values of life. The objective of this study is to give a new dimension to healthy and competitive Konda Kondi game that can attract the next generation and suit with modern society without reducing the originality concept of this game. Playing games is an important aspect of developing children's behaviour (Fromberg & Bergen, 2006; Mayall, (2002) and is a natural learning tool for them (Anning & Edwards, 2006). Because playing games can provide a context in which children can achieve deep learning by integrating intellectual, physical, moral, and spiritual values (Kolb, 1984) and can enable them to dedicate themselves to learning, development, and growth (Kolb & Kolb, 2010). Furthermore, as the early years of childhood are when individuals gain most of the knowledge related to life, these are the years during which they begin to learn about values. Aypay (2016) claims that playing games can be useful and important tools for cultural learning in children. This is because the cultural contexts in which people live influence a large portion of their interactions with one another. (Neuliep, 2012).

2. Methodology

A mix of qualitative and quantitative data collection methods were used in the process of gathering data for this study. Structured observation, semi-structured interviews, experimental and literature search methods are among the methodology tools used in this study. Both methods are essential for collecting all of the data required to answer the research question. When quantitative and qualitative data are combined, provide a more complete picture of the research problem than either type by itself. (Creswell, J.2008).

2.1 Data Collection 2.1.1 Interview

This research began with interviews with school children aged 8 to 12 years old, with ten children participating as the sample size for this study. The purpose of the interview was to obtain children's perspectives and perceptions of traditional children's games. The one-on-one interviewing method is used to gather useful information. It makes interview sessions relatively and easily manageable because the researcher will focus on and listen to one person's point of view. Interactive dialogue is a self-report technique that is used to interview children about their understanding and experiences while playing traditional children's games. All interview sessions were recorded and analysed as supporting evidence to bolster the research findings.

2.1.2 Observation

This observation with children as participants should be done with care to ensure that the data collected is complete and accurate. Children are observed playing traditional children's games in a natural setting, which is representative of children's skills in a real situation, using structured observation techniques.

2.1.3 Experimental

According to the study hypothesis playing Konda Kondi game can have a significant positive impact on young children because its contain numerous positive elements that are consistent with aspects of children's learning and skills. To test this hypothesis, researcher conducted an experiment to observed children playing the Konda Kondi game and recorded the value of the independent variable as well as the impact on the dependent variable. According to McMillan and Schumacher (1998), experimental methods make it

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56 easier to determine people's ability and behaviour because the researcher can control the situation or events as well as any extraneous variables that could influence the results in unexpected ways. Because the researcher manipulates or directly controls the independent variable in a natural situation and the experimental design allows the researcher to obtain strong conclusions about cause and effect. To ensure the best control and validity of this study, a group in an experimental design approach is used to investigate the skill level achieved by the children while playing the Konda Kondi game.

Figure 2. Experimental One Flow Chart Procedures

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57 Figure 3. Experimental Two Flow Chart Procedures

3. Project Outcome

The entire process of developing the preliminary concept of Konda Kondi was inspired by the uniqueness of the equipment’s, rules, and guidelines of this game in order to preserve the original concept of the game. In addition, observations, experiments, and interviews data also have a significant influence on the concept development process. The process of developing preliminary concept ideas is divided into three phases: hand grip study, body posture study and body movement study. Various hand grip studies such as force grip, palmar grip, and finger loading position were selected for this experiment. Researcher discovered that ergonomic aspects such as weight, diameter, material, and length of the long wooden stick and short wooden stick are important factors to consider. According to the hand grip and body movement study the weight of the overall long wooden stick should be light, not exceed 2.2 kg, and the centre of gravity should be aligned with the centre of the gripping hand. Furthermore, according to CCOHS (2005), the handle of long wooden stick should have a cylindrical or oval cross section with a diameter of 30 mm to 45 mm and the length must be longer than 100mm;

if it is too short, it can cause unnecessary compression in the palm.

The purpose of the body posture study was to determine the best level of body posture when playing the Konda Kondi game. This study was carried out using various lengths of wooden sticks ranging from 1 foot to 3 1/2 feet. Two shapes were used: cylindrical with a radius of 2cm and square with a thickness of 1.5cm. Based on the finding, the researcher concluded that a wooden stick with a length of 2 feet is better suited for playing the

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58 Konda Kondi game. Furthermore, the shorter wooden stick will move much further if the long wooden stick surface is wider and thinner.

Figure 4: Body Posture while Playing Konda Kondi Games. Measuring the length of the wooden stick between 1 feet to 3 1/2 feet

The purpose of the body movement experiments is to determine the range of short wooden stick distance after it has been struck with various length and width of wooden sticks.

Figure 5: Variation of Player Body Movements

Figure 6: Concept design for long wooden stick

Figure 7: Concept design for short wooden stick

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59 Figure 8: Concept design for Ketuk Keli

The idea inspiration of redesigning a 15mm deep hole to place a short wooden stick is from the original game equipment concept. Aside from that, this design makes the game easier to be play by eliminating the need for the player to dig a hole in the ground to place a short wooden stick, while still maintaining the original concept of the game.

Figure 9: New Concept of Konda Kondi Game 3.Project Outcome

The traditional game Konda Kondi can be used as an effective and functional learning tools for the improvement of middle childhood cognitive, affective, social, physical, moral, and behavioural developments. Based on these findings, it is recommended that physical education teachers and other children's physical fitness practitioners use the Konda Kondi game to help children improve their skills. The tradition could also be revived by allowing children to play, as it has been practised initially by the older generation. The new dimension of Konda Kondi game will be another alternative sport that can be introduced to the community, particularly the younger generation, while preserving the Malay community's heritage and traditional culture.

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60 Acknowledgements

I would like to acknowledge the generous participation in the completion of this research. Special thanks to students from Sekolah Rendah Kebangsaan Section 17, Shah Alam and Sekolah Rendah Agama Integrasi Section 19, Shah Alam who participate in experimental study and interview. Faculty of Art & Design for providing resources and support to make this study possible. Last but not least, I would like to thank my family for their support.

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