PhEd 14

• A game is an structured playing, undertaken for enjoyment and educational purposes, it is characterized by rules, challenges, and interaction
• Characteristics of Philippine Traditional Games

  1. It is locally organized
  2. Have few rules, the rules are not written and enforced
  3. Have few roles or positions for players
  4. have characteristics restricted to either boys or girls
  5. lacks precise boundaries or special facilities
  6. Uses little to no equipment
  7. controlled by players rather than by referee
  8. Given men the opportunity for competition and self-testing but give women practice cooperation
• Traditional Filipino games or indigenous games in the Philippines are games that have been played across multiple generations, usually using native materials or instruments.
• Laro ng Lahi was coined and popularized by the Samahang Makasining (commonly known

  "Makasining") with the help of the National Commission for Culture and the Arts, Philippine Local Government Units, other organizations and other institutions.
• Recreation - is a worthwhile socially accepted leisure experience providing immediate and inherent satisfaction to the individual who voluntarily participated in an activity.
• Recreational Games - are games played during leisure time, which have positive mental, social, educational and moral values.
• Play - to engage in something fun or enjoyable
• Games - are activities in which minimum of two people are engaged in for the purpose of determining superiority. This is a free activity connected with no material interest and no profit can be gained from it.
• Traditional/tradition - handing down of information, beliefs, or customs from one generation to another
• Traditional games - are games and movements that are traditional to our culture.
• Laro - is the Filipino generic term for all recreational play
• Labanan - Filipino word for competitive play
• Palaro - group of games that take place during wakes, festivals and town fiestas
• Uses of games

  1. Sense perception
  2. Social Development
  3. Will training
• Classifications of Game

  1. According to materials used
  2. According to formation
  3. According to place of playing
  4. According to type of play
  5. According to type of athletic significance
  6. According to psychic effect
  7. According to sense training
  8. According to functional activity
  9. According to nature
• Types of "materials used" in games

  • Equipment
  • Non-equipment
• Types of "formations" in games:

  • Line
  • Column
  • Circle
• "Places of playing" games

  • Indoor
  • Outdoor
• Types of play in games

  • Elimination
  • Tag
  • Team
  • Individual
• Types of athletic significance in games

  • Speed
  • Skill
  • Accuracy
  • Agility
  • Endurance
  • Feeling
• Types of psychic effect of games

  • Alertness
  • Concentration
  • Self-Control
  • Sportsmanship
• Types of sense training in games

  • Sight
  • Hearing
  • Feeling
• Types of Functional Activity in games

  • Running
  • Throwing
  • Jumping
  • Climbing
  • Lifting
  • Combative
• Different natures of games

  • Quieting game
  • Moderate Game
  • Active game
• Classifications of Traditional Games

  • Preliminary Game Activities
  • Animal Participating in Man’s Game
  • Ordinary Games
  • Joke and Tricksters Games
• Preliminary Game Activities

  • Selecting Leaders
  • Choosing Sides
  • Who will be “IT”
  • Choosing the “IT”
• Animal Participating in Man’s Game

  • Man and Domestic Animals
  • Man and Insect
  • Man and other animals
• Ordinary Games

  • Mimetic or Drama games
  • Mimicry of animals
  • Mimicry of inanimate objects
  • Mimicry of other people and their activities
• Joke and Trickster Games

  • Hiding and Hunting Objects
• Physical Games

  • Chasing Games
  • Racing Games
  • Hide and Seek Games
  • Hopping and jumping games
  • Duels
  • Mock Warfare
• Game of Dexterity or Skills

  • Skills in Hitting Objects
  • Skills in Climbing
  • Skills in Balancing
  • Skills in Throwing
• Roles of Traditional Games

  1. Physical development of the players
  2. Skills training and skills maintenance for adult behavior
  3. Enhancement of community values about age and gender roles
  4. Create Opportunities for interaction within and between communities
  5. Perpetuation of heritage and sense of origin