Journal of Social Systems and Policy Analysis
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TY - JOUR AU - Leyinda, Pascal Alain AU - Kodia, Audibert Fargean Bancketh AU - Mandoumou, Paulin AU - Ha, Michael PY - 2025 DA - 2025/12/23 TI - Perception on the Instruction of Traditional Sports Games in Congo Brazzaville High School of Physical Education Instructor, Academic Advisor and Academic Inspector JO - Journal of Social Systems and Policy Analysis T2 - Journal of Social Systems and Policy Analysis JF - Journal of Social Systems and Policy Analysis VL - 2 IS - 4 SP - 229 EP - 238 DO - 10.62762/JSSPA.2025.654335 UR - https://www.icck.org/article/abs/JSSPA.2025.654335 KW - traditional sports games KW - physical education KW - teacher-advisor-educational inspector trio KW - Congo Brazzaville high school AB - This study examines the perceptions of three key stakeholder groups—Physical Education (PE) instructors, academic advisors, and educational inspectors—regarding the integration of Traditional Sports Games (TSG) into the high school curriculum in the Republic of the Congo. Semi-structured interviews were conducted with 15 educational professionals (5 from each group). The data were analyzed using thematic content analysis, framed within the theoretical perspective of motor praxeology as advanced by Parlebas (1999). The findings reveal a strong consensus among all participants. A full 100\% of PE instructors and academic advisors affirmed the pedagogical importance of TSGs, highlighting their role in fostering holistic individual development—which encompasses social, physical, and cultural competencies—even in contexts lacking adequate infrastructure. Educational inspectors echoed this view, with all three groups converging on the belief that TSGs serve as an essential complement to modern sports. This complementary relationship is seen as foundational for a more balanced, diversified, and culturally relevant approach to Physical Education. Consequently, participants unanimously advocated for the formal integration of TSGs into the national school curriculum. Such integration is posited to address contemporary educational challenges by valorizing local heritage, promoting inclusive pedagogical practices, and offering students a broader, more meaningful connection to their cultural identity through physical activity. This research provides empirical evidence to support curriculum reform and cultural revitalization initiatives within the Congolese educational system and similar contexts. SN - 3068-5540 PB - Institute of Central Computation and Knowledge LA - English ER -
@article{Leyinda2025Perception,
author = {Pascal Alain Leyinda and Audibert Fargean Bancketh Kodia and Paulin Mandoumou and Michael Ha},
title = {Perception on the Instruction of Traditional Sports Games in Congo Brazzaville High School of Physical Education Instructor, Academic Advisor and Academic Inspector},
journal = {Journal of Social Systems and Policy Analysis},
year = {2025},
volume = {2},
number = {4},
pages = {229-238},
doi = {10.62762/JSSPA.2025.654335},
url = {https://www.icck.org/article/abs/JSSPA.2025.654335},
abstract = {This study examines the perceptions of three key stakeholder groups—Physical Education (PE) instructors, academic advisors, and educational inspectors—regarding the integration of Traditional Sports Games (TSG) into the high school curriculum in the Republic of the Congo. Semi-structured interviews were conducted with 15 educational professionals (5 from each group). The data were analyzed using thematic content analysis, framed within the theoretical perspective of motor praxeology as advanced by Parlebas (1999). The findings reveal a strong consensus among all participants. A full 100\\% of PE instructors and academic advisors affirmed the pedagogical importance of TSGs, highlighting their role in fostering holistic individual development—which encompasses social, physical, and cultural competencies—even in contexts lacking adequate infrastructure. Educational inspectors echoed this view, with all three groups converging on the belief that TSGs serve as an essential complement to modern sports. This complementary relationship is seen as foundational for a more balanced, diversified, and culturally relevant approach to Physical Education. Consequently, participants unanimously advocated for the formal integration of TSGs into the national school curriculum. Such integration is posited to address contemporary educational challenges by valorizing local heritage, promoting inclusive pedagogical practices, and offering students a broader, more meaningful connection to their cultural identity through physical activity. This research provides empirical evidence to support curriculum reform and cultural revitalization initiatives within the Congolese educational system and similar contexts.},
keywords = {traditional sports games, physical education, teacher-advisor-educational inspector trio, Congo Brazzaville high school},
issn = {3068-5540},
publisher = {Institute of Central Computation and Knowledge}
}
Copyright © 2025 by the Author(s). Published by Institute of Central Computation and Knowledge. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. 
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