Introduction To Games and Phil Games

CHAPTER 1
Welcome to Philippine Traditional

Games of Sports
Let’s play!
“Memories Bring Back, Memories
Bring Back You”
CHINESE
GARTER
LANGIT LUPA
PATINTERO
PIKO
TUMBANG
PRESO
LUKSONG
BAKA
HOLEN
DR. KWAK-
KWAK
SAWSAW SUKA
TAGUTAGUAN
What will be our topic for today?
Cultural History of Philippine Games
Laro vs. Palaro
• Laro - Filipino generic term for all forms of

recreational play
• Palaro - referring to a group of special occasion
games that take place during wakes, festivals and
town fiestas.
(Mellie Leandicho Lopez, 1980)
PLAY AND THE
DEVELOPMENT OF THE
CHILD
*Play is a fundamental *Play is the most serious thing to a
human activity child, and also the most fun
*Play introduces the child to *Play spans across the

*Play is a part of growth various things in the world lifespan
CHARACTERISTICS OF
GAMES
1. A game is a free and a 2. A game has two or more

3. A game is governed by rules
voluntary activity forces of equally matched
It’s a player own choice to play when Rules are binding, they are laws.
Individual players or team
he wants to, with whom, why, and
how.
5. The outcome of the game is 6. A game is non- utilitarian

4. A game is make-believe uncertain
If the result of game is advance, it ceases to Unlike work, it produces no goods and no
A game is not real. The players are service.
only pretending be a game.
CHARACTERISTICS OF
GAMES
8. A game has a dual function

7. A game is separate and selective
Games are considered by adults as good devices for

Players consider their activity as a closed unit in socialization.
their chosen space and time and anything *teamwork, fair play, tolerance, and sportsmanship
happening outside at that moment is irrelevant. from games.
GAMES AND PLAYING
GAMES
“ENJOYMENT & COMPETITION”
ENJOYMENT & COMPETITION
COMPETITIO
ENJOYMENT N
• Source of happiness
• Versus is the favorite word
• Most people, if not all,
• Some children love to
want to enjoy!
compete; others don’t.
“Emphasize on enjoying the game; the end score

does not need to be emphasized always.”
NATURE OF GAMES
1. Games always seem to take us back.
- childhood memories of playing for long hours in the streets or in
school
- playing games taught by somebody or making up our own games
or playing
organized games like volleyball, etc.
2. Games have a lot to offer.
- friendship, skills practice, teamwork, and sheer excitement of
playing.
NATURE OF GAMES
3. Games can be modified
- We make games fit us, rather than fitting ourselves to

games.
Examples:
Improvise equipment and materials
Play with minimum or exceeding number of players
Modify or eliminate certain rules based on preferences
THE PURPOSE OF GAMES
To help children apply the cognitive, affective, and psychomotor skills they
have acquired to become competent and knowledgeable.
Focusing in Objectives/ 3 Learning Domains

THE PURPOSE OF GAMES
Example.
Topic: Target games (Tumbangpreso)

Cognitive: Explain the nature and
background of Tumbangpreso.
Affective: Display an appreciation of the

topic through discussion and
participation.
Psychomotor: Demonstrate playing tumbang
preso
GAMES AND THEIR BENEFITS
 Encourages students to interact with one another

spontaneously
 Motivates students
 It's fun!
 Focus is on the student with the teacher just orchestrating
 Allows the entire class to participate
 Easy to administer
 Can be modified to fit ANY age group or grade
THE CONTENT OF GAMES
1. Derived largely from manipulative skill themes, combined with

traveling, chasing, fleeing, and dodging
THE CONTENT OF GAMES
2. Strategies – making decisions; focus is when to use a skill

appropriately
3. Social skills – engaging in responsible behavior

THE PROCESS OF TEACHING GAMES
Types of Game Design
1. Predesigned – those described in textbooks or learned in classes

and taught to children without modifications.
Step-by-step
 Few predesigned games are appropriate to all children in class.
 A few skilled children dominate these games whereas others are
minimally involved.
2. Modified Predesigned – can be used to suit a particular class.
 Rules can be changed, the equipment used, the number of

players involved, the playing area, or the skills involved.
 One at a time, aspect of the game can be modified.
 Good rule: change or eliminate anything that impedes or slows
the flow of the game.
POWER OF
VARIATIONS/MODIFICATIONS
Variation - a partial change in form or qualities of a thing; modification.
QUESTIONS
1. Why the need to adapt or modify Philippine games?
- Games are not sacred; kids are. If a game is not appropriate for
a single player, it is worth examining and altering to
accommodate that player.
- Games are for everyone, but not all games – at least not in
their “traditional” configuration.
POWER OF
VARIATIONS/MODIFICATIONS
2. Why the need to modify games?
- To increase the level of excitement; to challenge players .

- To accommodate all players; to eliminate idleness.
- To apply more appropriate and/or dynamic mechanics if
original ones do not work effectively.
- To combine aspects of other game.
COMPONENTS OF GAME
- Number and function of players
- Equipment and space requirement
- Movements (what, who, when, where, how)
- Organization (game formation)
- Limitations or rules
- Purposes/goal
3. Teacher-designed – teachers may design games that satisfies a

specific goal
4. Teacher/Child-designed – the teacher presents the purpose and

restrictions of the game
a. The children and teacher then work cooperatively to decide
the rules, scoring, and equipment to be used.
b. The teacher serves as a facilitator and helps children modify
the rules.
5. Child-designed – many games are played at the same time or one

which is decided/ agreed upon.
a. The teacher is assisting children to develop different games.

b. Children typically choose to be with other of the same
ability.
c. All games are invented!
UTILIZING AND MAXIMIZING
PHILIPPINE GAME
• Decide on a Type of Game Design that you think you can
maximize
• Think of a Philippine Game appropriate for your class – number
of students, venue, age, resources, etc.
WHAT TO THINK ABOUT?
• Try to pick a game that would keep everyone
involved. Games work best when all the students are
interested and involved.
• The game should be a friendly competition. Students
would compete as a team usually or as individuals.
WHAT WE WANT YOU TO DO
• Try to appreciate the effect of games inside and

outside the classroom.
• Try to enjoy playing with students.
• Try to be your child-like selves.
T H A N K Y O U!

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CHAPTER 1

Welcome to Philippine Traditional

Laro vs. Palaro

• Laro - Filipino generic term for all forms of

*Play introduces the child to *Play spans across the

1. A game is a free and a 2. A game has two or more

5. The outcome of the game is 6. A game is non- utilitarian

8. A game has a dual function

Games are considered by adults as good devices for

“Emphasize on enjoying the game; the end score

- We make games fit us, rather than fitting ourselves to

Focusing in Objectives/ 3 Learning Domains

Topic: Target games (Tumbangpreso)

Affective: Display an appreciation of the

 Encourages students to interact with one another

1. Derived largely from manipulative skill themes, combined with

2. Strategies – making decisions; focus is when to use a skill

3. Social skills – engaging in responsible behavior

1. Predesigned – those described in textbooks or learned in classes

2. Modified Predesigned – can be used to suit a particular class.

 Rules can be changed, the equipment used, the number of

- To increase the level of excitement; to challenge players .

3. Teacher-designed – teachers may design games that satisfies a

4. Teacher/Child-designed – the teacher presents the purpose and

5. Child-designed – many games are played at the same time or one

a. The teacher is assisting children to develop different games.

• Try to appreciate the effect of games inside and

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