Enhancing Learning Self-Confidence through Traditional Game-Based Motor Activities among Children with Low Vision Disabilities

Abstract

Study purpose. Children with low vision often experience limited participation in physical activities, which may negatively affect their motor development and confidence during the learning process. Traditional games provide enjoyable, interactive, and culturally relevant motor experiences that may encourage active participation and positive social interaction. Therefore, this study aimed to examine the effect of traditional game-based motor activities on improving learning self-confidence among children with low vision.

Materials and Methods: This study employed a pre-experimental design using a one-group pre-test and post-test approach. A total of 80 children with low vision disabilities from special schools in Medan City were selected through purposive sampling. The intervention consisted of adapted traditional games designed to stimulate children’s motor abilities and active participation in learning. Data were collected using questionnaires and structured observation. The pre-test and post-test scores were analyzed to determine changes in children’s self-confidence after the intervention.

Results: The findings showed that traditional game-based motor activities had a positive effect on children’s motor engagement and self-confidence in learning. After participating in the adapted traditional games, children demonstrated greater confidence, improved participation, and more active involvement during learning activities.

Conclusions: Traditional games adapted to the needs of children with low vision disabilities can serve as an effective learning strategy to support motor development and enhance self-confidence. These findings suggest that culturally familiar and inclusive play-based activities may provide both physical and psychological benefits for children with visual impairments.