Impact of Indigenous Physical Games on the Development of Motor Skills in Primary School Children in Anambra State

Indigenous physical games carry cultural heritage alongside physical development benefits, yet their systematic incorporation into school-based motor skill development programmes remains underexplored in the Nigerian academic literature. This study investigates the impact of incorporating indigenous physical games into primary school physical education on the development of gross motor skills among children in Anambra State, South East Nigeria. A quasi-experimental pre-test post-test design was employed, with 240 children aged 7 to 10 years from six primary schools assigned to experimental groups receiving a 14-week indigenous games-based physical education programme and control groups following the standard curriculum. Indigenous games incorporated include Oga, Suwe, Tug-of-war, and various local catching and throwing games selected through consultation with community elders and cultural practitioners. Gross motor skills were assessed using the Bruininks-Oseretsky Test of Motor Proficiency at baseline and post-intervention. Findings reveal statistically significant improvements in balance, coordination, bilateral coordination, and running speed in the experimental group, with effect sizes comparable to published outcomes from standard motor skill development programmes. Participant engagement and enjoyment ratings are significantly higher for indigenous games sessions. Teacher ease of facilitation is greater for indigenous games due to reduced equipment requirements. Recommendations include formal documentation and curriculum integration of indigenous physical games, professional development for teachers in indigenous games facilitation, and research into indigenous games across additional Nigerian cultural contexts. Keywords: indigenous physical games, motor skills, primary school children, Anambra State, cultural heritage