Designing a Conceptual Model for Developing the Culture of Local Indigenous Games in Primary Schools of Khorasan Razavi

Introduction: In any society, sports and games are regarded as significant social and cultural manifestations, which reflect the culture and heritage of various communities. However, the influx of various electronic devices, toys, and imported and computer games into households has distanced children from one another. Instead of playing and interacting with their peers, children have become engrossed in computer games, which narrowed the space for local indigenous games. Therefore, identifying the factors that influence the growth and development of local indigenous games, as well as the obstacles to their expansion, must be among the top concerns of researchers and sports authorities in the country. Although preserving, maintaining and transfer of these games and sports does not seem to be highly valued, their preservation is a crucial cultural issue for every nation and civilization. A review of the current situation of these sports in the country reveals that sports officials and relevant managers have not yet shown a strong commitment to keeping local indigenous games alive. This, in turn, increases attention to game, especially local indigenous games, during childhood. For this reason, the present researchers aimed, in this study, to identify local indigenous games and propose strategies for incorporating them into the schools of Khorasan Razavi province. Accordingly, the primary objective of this study was to design a conceptual model for developing the culture of indigenous and local indigenous games in primary schools of Khorasan Razavi, based on grounded theory.
Methodology: This research is classified as applied research in terms of its objective. The approach used in this study is qualitative, with a systematic grounded theory method. The participants in this study included all experts in physical education, primary school sports, and local indigenous games, such as university professors, experienced and educated teachers, experts, education department officials, officials of rural sports and local games committees in the province. Through purposive sampling experienced individuals in the field of local indigenous games were identified and interviewed. Initially, relevant research and reputable scientific works on local indigenous games were reviewed. Following this, semi-structured interviews were carried out with chosen experts until theoretical saturation was reached. As the interviews progressed, fewer new and additional pieces of information related to the topic were observed. Accordingly, theoretical saturation was achieved after 14 interviews. Based on the interviews and grounded theory model, data were analyzed using open, axial, and selective coding. To ensure validity, the codes derived from the interviews were reviewed and confirmed by several participants. In addition, the percentage agreement coefficient method was used to calculate intercoder reliability. The intercoder reliability for the interviews in this study was 0.81, which is above the 70% threshold. This shows that the coding reliability is satisfactory and the reliability of the interview analysis is confirmed.
Findings: The model developed in this study includes six main dimensions: causal conditions, the central phenomenon, contextual factors, intervening conditions, strategies, and outcomes. The results revealed 30 central categories derived from the combination of 112 initial concepts. Causal factors include increased physical readiness, social skills education, lack of need for special facilities and skills, school activities in cultural fields, lack of sportsmanship, and prevention of negative behavior. Contextual factors encompass mass media, facilities, infrastructures, and organizations. Intervening factors involve environmental conditions, media influence and interventions, cultural-social factors, organizational factors, economic factors, and the lack of specific laws and regulations. Strategies include education and research, policymaking, legal and judicial oversight of media, support, culture-building, methods for implementing local indigenous games, organization, allocation of financial resources and equipment, and talent identification. Outcomes include physical growth and motor literacy, strengthening positive psychological and social indicators, reducing and preventing social and psychological harm, cultural improvement and development, and promoting sportsmanship.
Discussion: Ocal indigenous games can have numerous positive effects on the physical, mental, and social development of students. Promoting and supporting these games in educational and developmental settings can help to community growth, individual development, and the reduction of social and psychological issues. Utilizing the model presented in this study can facilitate the development of local indigenous games in primary schools and enhances students' physical readiness and sensory-motor growth. The results suggest that educational programs, such as workshops, lectures, exhibitions, and activities focused on local indigenous games should be developed and carried out by school education departments. Additionally, education departments should prioritize the creation of suitable spaces for local indigenous games and the development of necessary equipment. Furthermore, establishing communication and collaboration with media to promote and advocate for these games in Khorasan Razavi province is essential. It is also suggested that education departments, in collaboration with local and provincial cultural organizations, create agreements regarding financial resources, joint projects, and the promotion of local indigenous games to foster the culture of these games in primary schools across the province.