Chapter Two: Games and Their Functional Dynamics
Chapter Two: Games and Their Functional Dynamics
Chapter Two: Games and Their Functional Dynamics
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CHAPTER TWO
Games are a universal part of the human experience, common to all cultures,
genders and ages, in which, decisions are made in an environment where players
to maximize their results or returns; a pursuit or activity with rules, performed either
carried out most productively for the benefit of the society”1, from a broader social
and cultural perspective this definition holds true as games are spontaneous
expressions of people’s joys and celebrations. Games are the most gratifying forms
of social contact and significant social interaction most commonly takes the form of
games. From a strictly physical viewpoint, Game can be defined as Shaw, Gorely
and Corban quoting Loy 1968 say, “a game is any form of playful competition
is true more in the sports, physiological and psychological context. In these forms of
games, generally mental or physical stimulation and sometimes both are involved.
Many games serve as a form of physical exercise and recreation besides serving
children as tools to develop practical skills in the form of educational, situational and
psychological growth.
usually undertaken for enjoyment, fun activities that can be educational or purely just
for fun. Key components of games are goals, rules, challenge and interactivity. In the
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context of economic studies, the term game is used to describe simulation of various
activities e.g., for the purposes of training, analysis and prediction shows the players’
Games play an important role in the life of the community. Traditional games
are important for the expression of the life and culture of communities, and
experience on a daily basis. All children will experience the arts in various forms
through their personal and working lives beyond school. For some, the games will
provide an opportunity to specific artistic career. For others, their learning in the arts
will be applied in other occupations, be part of their leisure or feature in other parts
Individuals and groups use them to explore, express and communicate ideas, feelings
and experiences. Each game form is a language in its own right, being a major way
individuals and groups express, convey and invoke meanings. Like other art forms,
traditional games have their own conventions, codes, practices and meaning
understanding and using these ways of knowing and expressing feeling and
experiences.
Game theory:
Game theory is the study of strategic situations. This theory has applications
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primarily in the fields of economics and business, but also in political science, the
law and everyday life. Game theory has often been interpreted as a part of a general
agent’s action depends upon the actions of all the other agents involved it is said to
be interactive. Game theory studies these interactive situations. The fundamental idea
is that an agent in an interactive decision should take into account the deliberations
of his opponents who, in turn, take into account his deliberations. Because game
theory arose from the analyses of competitive scenarios, the problem is called game
and the participants are called players. But these techniques apply to more than just
sport, and are not even limited to competitive situations. In short, game theory deals
with any problem in which each player’s strategy depends on what the other players
do.
Game theory was founded by Von Neumann and Morgenstern in their book,
“The Theory of Games and Economic Behavior, Game theory and the Equilibrium
notion were first presented by them and they focused only on a specific kind of two
person games, so called zero-sum games; in these games, one player’s payoff is
sciences or organizations theory, the fact is that there are no elements in this theory
that seemed useful from the traditional games perspective, which is informal and
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suggest a preoccupation with sports or recreation, the theory of games has seldom
been of practical use in playing real games. This may be because the theory is based
on idealized players who have clear motives and unlimited skill and calculating
ability."
As such, Game theory is exciting because although the principles are simple
many layers of strategy are possible. Game theory can be used to design credible
others. There are two fundamental types of games: one is sequential and the other is
simultaneous games, the players can act at the same time. These types are
Every national, ethnic and cultural group owns a treasury of traditional games,
which still have cultural and educational value and often stimulate intellectual and
groups/regions that are played by everybody, boys and girls, children and adults. They
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are played in fields, on the street and at home and have been known for generations and
transmitted from one generation to the next and sustained. They exist everywhere; in
every country the games are numerous and each game is an illustration in miniature of
its culture and civilization. Traditional games are part of the folk culture in which the
Folk games are popular games mainly played in rural as well as urban areas
and passed along from one generation to another. According to Brunvand, “folk games
are a form of structured play, have an objective, have rules, have variability, and
generally need no special equipment or specific playing area”6. As per Renson R &
Smulders, H “The term ‘Folk’ is refers to a group of people who share a common
culture and lifestyle. Folk games are active games with a recreational character,
As ‘Metin And’, a Turkish scholar, says, “one of the most important aspects of
folk games is vocal or verbal expression. Since many folk rhymes are descended from
reveal the original function and inherent motivation of the games in which they are sung
or recited. Some games demand the spoken word, rhymes, or chants; yet other games
require the suppression of all sound. At the opposite pole from these games rich in
verbal dimension, we find games where demand the spoken word, rhymes, or chants;
yet other games require the suppression of all sound. At the opposite pole from these
games rich in verbal dimension, we find games where speaking is strictly prohibited.
Some are mere diversions meant to while away the tedium and some have a serious,
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Folk games are in general, expressions of joys and celebrations of people
mostly demonstrated in vocal form than otherwise. Citing the example of Turkish folk
games ‘Metin And’ distinguishes four main categories of verbal expression: songs and
chants, rhymes, tongue twisters, and riddles. Songs accompanying games and question-
‘Folk’ games are those traditional games passed along informally from one
group to another. They are more often than not are preserved by oral tradition
throughout centuries. These games have the ability to amuse, instruct and inspire. They
reflect the values and beliefs of their cultures. Games help minds and imaginations of
children to mature, providing them with a chance to act out roles, make choices, and
Each and every culture and tradition possesses its own wisdom. Traditional
games provide an inexpensive and effective way to help children explore traditional
culture to gain insight towards acquiring this wisdom. To share this culture with
children is to introduce them to an important part of their own heritage. Each part of our
planet was home to different local folks, so through games we can explore even the
heritage of the people that inhabited that particular region. These games demonstrate
some important aspects of traditional folk values and way of life. First, they show
children that despite the gap in time and culture, traditional children liked to have fun
just like children today. And they are fun, they involve suspense, or competition, or a
skill challenge, just like today‘s games. Children learn about aspects of traditional life
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through the objects of these games. Through traditional games children recognize
Traditional games can inform, teach, persuade and provoke thought. They can
reproduce and reinforce existing ideas and values, challenge them, or offer new ways of
thinking and feeling. They can confirm existing values and practices, they can bring
about change. As a result, the arts play an important role in shaping our understanding
of ourselves as individuals and members of society and our understanding of the world
in which we live.
But interest in games in general had greatly declined during the first half of the
twentieth century and was revived primarily by scholars in other disciplines following
conclusions one could probably assert for all human behaviours. But most importantly,
such scholarship exemplifies that playing is not trivial, and, as George Eisen poignantly
suggests in "Coping with Adversity: Children's Play in the Holocaust" (1987), play, or
people of different ages to interact. People of all ages can be invited to join in, thereby
fostering a sense of local community. One of the main aims in adopting traditional
games in schools is to create opportunities for children to interact with different kinds of
Games have always played a diverse and important role within a community,
and they have also provided a means by which communities link themselves to one
another and into larger social networks. They also have a strong impact on the
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psychological and social quality of life. To many people these games are a cordial way
to spend their leisure time and to keep fit and active. Moreover, traditional games offer
opportunities for people to get together and to have social contacts with each other. In
modern times of growing individualization these traditional games, could help develop
community bonding, where every participant and the spectator are a valuable asset to
nature experiences are remarkable and extensive. According to Dr Joe L. Forst, “these
include: inner peace, stress reduction, fitness, healing, mental health, and creativity;
nature, and heightened sense of beauty. Play and learning are mutually supportive and
the games. As mere amusement, games are performed on a great variety of occasions.
As per Martin And, “Man finds many situations for game-playing, such as birth,
puberty, circumcision, marriage, return from military service, and release from prison,
to which may be added the religious and national holidays, fairs, seasonal festivals, and
ceremonies. Each region and each town has its indoor and out-door gatherings and
parties held on various occasions, their names and traditions differing from place to
place. Some games are responsible for the growth of the crops, for the increase of flocks
and herds, the making of rain or to ensure sunshine or an increase of solar heat”11.
Martin And states, “since peasants and children are among the most obstinate
conservators of traditional usage, the study of their legends, anecdotal material, certain
fragmentary meanings and actions, and the rich game vocabulary still extant can help to
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reveal the connection of many games with primitive forms of ritual and their original
functions”12.
The main focus of my project is to identify and compile a list of those games
and make a record of the traditional children’s games, to examine the possibilities of
For playing traditional games, the materials needed are often not expensive,
easily available like sand, pebbles and sticks and the like, which are freely available
everywhere. These games are also played with water, soil, piece of wood, piece of
pottery, cloth, rope, stones, marbles and other such things which can be obtained with
little or no difficulty.
Some of the material and spaces used for play and the games associated with
them are; Sand&Stick- kuchi kuchi pulla , stick- gilli danda, piece of cloth-vottotti
surotti, open ground-nela banda aata, kuntata , kappalata, jantalata, piece of pottery-
pettelata, tokkudu billa, fields-meka puli aata, sand- upppata, pieces of bangles-
A traditional game can be turn-based, or allow players from every side to act
simultaneously. In traditional games where units have orthogonal actions, players may
switch sides in alternate turns (e.g. pursuers swapping roles with evaders), either on a
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player and/or object may be changed when one player moves in order to catch an
opponent, evade being touched, protect himself or herself, guard a player, rescue a
player, reach a destination, etc., the actions that can be performed with the objects are:
throw, deflect, pick up, discard, strike and arrange etc.,13. Besides these, there are games
suit different age groups – from kindergarten up to and including adults, for both
genders and for small and large groups14. There are games for younger children as there
are for adults, there are games for women as there are for men. There are also group
games as well as team games. They are easy to learn and to teach. The rules of the
games are easy to modify and to adapt to different contexts and situations.
The traditional games played by children have an important role to play in the
development of the children. Through game playing, children act out the war between
good and evil and learn moral lessons. Games instruct children in the folklore of a
culture as well as in the mental and physical skills required of them as adults. They
teach children about power and cunning and luck. They help them learn about humor.
They show them how to think by solving riddles and how to make choices. And finally
they are a child's outlet often for secret hopes and fears and dreams.
to the outcome of the game, that is, rewards and penalties. In many games the loser or
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the losing group pays a forfeit; this often takes the form of being made to appear
ridiculous. For instance, he or she has to stand on a chair and crow like a cock, or bray
like a donkey, or have his or her face smeared with paint. Sometimes these penalties
become a game played independently. We may call them "victimizing games," where
horseplay and jokes are abundant and sometimes the victim is the innocent party who
They are games touching and dealing with all aspects of human development -
motor, cognitive, emotional, moral and social behavior and employing all the senses.
Classification of Games:
The category of children's traditional games is very rich and varied. The
children's games mentions that, “the richness of traditional games is evident by their
number. Some of the popular anthologists, scholars and play theorists have huge
collection of games to their credit. For example, Opie and Opie (1969) have an index of
2500 games(and their varieties), Sutton-Smith recorded (1972) more than 300 games in
New Zealand, and Renson (1981), recording games of a narrower group than defined
here in various parts of Flanders, obtained 95-233 protocols of different games, or 806
protocols in total”16
The publication further states that the wealth and variety of traditional
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illustration, they list only some of the categories: bouncing games, clapping games,
rhymes, chasing games, catching games, hiding games, duelling games, games of
and cultures in compiling and studying traditional games divides them into three types;
games of physical skill, games of strategy and games of chance. The games of physical
skill are those in which the physical strength plays the main part. The other type of
traditional game is the game of strategy. The hide-and-seek kind of games are games of
strategy. The third type of game is games of chance. The three elements: physical skill,
strategy and chance generally emerge separately, but sometimes in relation to each
other.
and played, it is essential to understand and deliberate upon various criteria for
and all the relevant classification systems should be studied. According to the
will serve as one of the criterion for classification: “This description covers a wide
- The content of games (chasing, seeking, hunting, games, etc., as in the book by Opie
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- The psychological functions employed in the game (games of motor and intellectual
skill, games of humour and social interaction, games of perception, memory or speech,
etc.);
competition, etc.);
- The structure of games as a criterion for classification opens complex problems, but
also allows various classifications of children's games; some existing systems, such as
those in which games are divided into games of skill vs. games of chance, or games of
sociological and a blend of psychology and philosophy. According to him, “games can
be classified as games of
4. Ilinx (Vertigo), e.g., Swinging, tight rope walking, whirling horseback, etc.,”18
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The above forms of play as defined by Caillois are expressive forms of human
traditional games project, focuses on games in which the child actively engages all his
physical, motor, sensory, intellectual, emotional and social abilities. Based on this
specification, the games are reduced to two categories a) traditional children's games
with rules, and b) non-rule regulated games, games in which behaviour is mostly
the existence of an explicit system of rules which regulate the behaviour of the players.
tag, etc .
patterns. It may be the result of the physical characteristics of objects and toys used in
the game (i.e. the manner of throwing or catching a ball or a boomerang or the game of
bow and arrow etc,). Another source of universality are the motor patterns in human
behaviour (e.g., various games of balance, dumping games, leaping, running, all games
of motor agility, etc.). There are also games whose characteristics result from a
stilts, etc.). In all these games, physical, material factors play a great role.
of this category of games. The hiding and disclosing games (from the simplest such as
peek-a-boo, to very complex games with masks and disguise, etc.), mother-and-infant
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interaction games, games of competition and cooperation, betting games, daring games,
Very close to the games discussed above, are games which are based on general
classification systems have been prepared for games and recreations as they have for
folk narrative and no new theories of play have been advanced by folklorists”19. He
further explains that ‘students of traditional recreations and games have devoted the
bulk of their time in recording, editing and annotating texts. But each investigator has
also had to cope with the problem of the nature of the traditional pastimes, if for no
other reason than to find a suitable classification system for his material, perusal of any
according to the nature of the activity involved (chasing, guessing and hiding games),
often on the basis of the sex of the players (games of little girls, boys ) and occasionally
objects)’(Darson,176).
skill, strategy, and chance. Within this limited approach, they also found that games of
physical skill were the most widespread, whereas strategy and chance were found in
fewer cultural contexts. Furthermore, there were relatively few statistically significant
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cultural associations with games of physical skill, whereas there were many with games
of both strategy and chance. This suggests, that the physical activities of play and games
have a relatively stronger adaptive component and that those of strategy and chance
have a relatively stronger cultural component. In kinds of play where the major reliance
is upon physical activity, that is, we might expect custom to play a smaller role than in
those kinds in which symbolic matters are the heart of the play (Sutton-Smith 1972).
Another aspect of traditional games is that many games involve folk music as
part of playing games, emphasizing the relation between the folk music and folk games,
any activity that combines music and games Janet M. Cliff, says “Song games in
English appear to depend on context as to whether they are games or songs. A song
game is a game that is sung. Unlike singing games, the song does not provide the
structure for the activity. Besides the fun, the action, and the possibility of words
focusing on a meaningful situation, singing games are also appealing because of their
social context. Even the few games which can be played alone (e.g., jump rope, ball
bouncing games) are often played with others around, and all of the games are learned
Furthermore she adds, the most popular combination of folk music and folk
games in English for both scholars and participants is singing games, ‘that is, a game
which has a song that creates the structure (and often also the rhythm) of the activity.
Scholars have always separated jump rope, hand claps, ball bouncing, and counting out
from other singing games without any explanation, although such activities are as much
singing games as Farmer in the Dell. In general, small groups (2-15 people) of young
(7-9 years) females usually participate in singing games (1992, 129-151). However,
some girls dislike these games and refuse to participate, and some boys often engage in
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these activities. Many of the same songs are also performed as chants or even rhymes
game. The tune for a particular text is fairly consistent throughout the English speaking
world. The same tune can be found for different texts, further complicating the study of
singing games.
The fox steals one chicken every time, and so on till they are all gone. The
chickens then form in procession behind the fox, and the hen tries to catch them again.
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Traditional Games in India:
1975:56). It is widely considered that people of that period, must have had some
specific exercises and games as part of their physical culture to maintain physical fitness
for wielding weapons, and for riding, hunting, and swimming and also for the purpose
of recreation. As per Dr. Vadla Subramanyam, “Though, Chariot racing was the chief
source of amusement of the early Aryans and their pastime was gambling and generally
racing, they were also deeply interested in music both vocal and instrumental. Among
the instruments we find reference to are the Veena, Drum and Flute. Early vedic aryans
The prominent feature of Indian forms of traditional games is that they require
very meager apparatus and space when compared to the western forms of traditional
games and numerous traditional children games have a rhythmic musical component in
Many of the traditional Indian games have similarities with the games played
around the world, though known by different names. Some of the universal games such
as ‘hide and seek’, ‘top spinning’, ‘kite play’ and ‘tug of war’ are known in Andhra
respectively”22.
Though games are played by and large as pastimes for fun and amusement,
they become integral part of the celebrations during festivals, fairs and on special
religious occasions where children and adults participate in huge numbers as other
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members of the community too bond with them by watching and encouraging the
participants.
The common play areas of the games include streets, verandas, inside the
house, under the shade of the trees, temple premises, meadows, gardens, orchards,
fields, on the banks of river or lake and open grounds outside the villages.
Categories of Games:
games cannot be slotted under a specific category as they fit into multiple genres.
Sutton-smith makes a similar admission in his study “The games of New Zealand
children’ (1959), adding that the reason for the difficulty in classifying games is
because games are complex group behaviors deriving their nature from many
sources”23.
Students of children's games have to deal with several paradoxes. First, some
games appear to be so widespread that they may well be universal, while others appear
to be clearly products of human diversity. How then can one explain games that fit both
of these categories? Second, the view developed in the nineteenth century that children's
games were the residue of earlier adult cultural customs, while in this century, play
In the same way, for the traditional games of India, a strict classification of
the games is difficult to arrive at, as the following quote suggests in Standard dictionary
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of folklore mythology and legend, “the classification of games has been the subject of
many studies and there are almost as many ways of considering the subject as there are
writers on the matter. Games may be discussed according to the season in which they
Playing occasion - it is a common and regularly played game with no special festive or
religious significance.
From the above, it is once again clear that the process of categorization of the
games is not simple but a complex one, and should be studied from various angles of
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structural and functional aspects, to have a practical categorization of traditional games,
but to begin with, there are three broad categories of games from which study of
gender, according to number of participants, according to time of play (day and night),
physical or mental games in the historical, social and cultural context. After
devised to facilitate the grouping of the categories of games which were collected for
this project, based on the field experience and the methodology followed by the
b. Post-childhood (5-15years)
c. Youth (15-25)
d. Adults (25-60)
2. According to gender:
a. Females
b. Males
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c. Both females and males
a. Indoor games
b. Outdoor games
a. Urban games
b. Rural games
a. Individual games
b. Group games
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b. Without the help of any object
a. Games of Sitting
b. Games of running
c. Games of throwing
d. Games of jumping
Traditional children’s games are not a monopoly of any one ethnic group,
though there are some exceptions, these are games played similarly, but what differs is
how they are called. Some of the traditional games no matter where they are played,
hide and seek, hopscotch, tug of war, top spinning, kite play etc., retain the basic
mentioned in the publication, ‘The New Book of Knowledge’, “down the ages children
have watched adults and imitated them. Out of these imitations came games. Games are
seldom invented. They grow, changing to meet the needs and customs of each new
generation”26. Names and customs change, children may dress up their games with new
words and new names, but the old games live through all the changes. It is based on this
premise that the transformation of traditional games into modern theatre games is
considered for introducing them to children in schools as part of the regular curriculum.
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Different types of Games and their functions:
mechanisms in social relations. These two major functions, vital for the functioning and
the preservation of every culture, are social integration (i.e., the assimilation of group
members, the submission to rules, social norms, etc.) and differentiation, (i.e.,
The publication also cites that examples of this kind of preparation for social
integration are the games of motor and mental skill, manual dexterity, motor and
communicative competence, logic, etc. Other examples are: following of rules by every
person and submission to the group; joint activities, which imply the coordination of
individual actions. Self control - the control of the personal desires and impulses
(1986:87).
in achieving and developing physical, psychological and mental skills. Ball games such
as hand ball games, with hand, with feet, bat or stick develop hand-eye co-ordination,
motor control. Bowling games like marbles, bowls and shooting games of long bow,
cross bow, throwing games of discs, coins, sticks, dart others develop concentration,
skilful control of shifts of balance using one leg. Skipping develops stamina and breath
control. Hide and seek develops sensitivity, alertness, concentration and powers of
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observation. Running, jumping and hopping games develop agility, speed and self-
control.
expression are helpful in overcoming the social isolation and inhibition through group
The games discussed below are some of the popular games played across India,
and familiar to children and older people alike, though known by different names in
different regions. As with many of the traditional games, the games mentioned below
bear the striking features of simple rules of play, minimal requirement of space and
material to play at the same time giving opportunity for large number of children to play
Gillidanda:-
Gilli Danda or Guli Danda, is a traditional amateur sport, popular among rural
youth in the Indian subcontinent. It is known as, gooti-billa in Andhra Pradesh. This
sport is generally played in the rural and small towns of the Indian subcontinent. This
To play this game two wooden sticks called Gilli and Danda are required. 'Gilli'
is a small wooden piece which is about three inches long and 'Danda' - a stick, about 2
feet in length, is used to strike the Gilli. It is played in the open ground.
A small circle of four feet diameter is drawn. In the centre a small oblong shaped
hole is dug which should be smaller than the gilli. Two teams are formed. One team
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bats while the other team fields. Fielders stand in a position from where they can catch
the gilli. The first player places the gilli in the hole and lifts it quickly high in the air
with the danda and then strikes it. If he fails at first, he gets another turn. If the fielder
catches the gilli before it touches the ground, the batsman is out and the second player
tries to hit the gilli. If the gilli is not caught, then the distance from the hole to the place
where the gilli falls is measured with the danda. Each danda equals one point.
The fielder stands where the gilli had fallen and tosses it to the batsman. The
batsman tries to hit the gilli while it is in the air. If it falls in the circle then he is out, if
it falls outside the circle then he taps the tapered end and lifts it in the air and strikes
while it is in the air. He gets three chances to hit the gilli. If he does not hit it, or is
caught, he is out. The game continues till all the batsmen are out. The team changes side
and continues the same way. The team with higher score wins.
Kabaddi (Chedugudu):-
The game Kabaddi is famous in all villages and small towns of the Indian
subcontinent. It is a very simple game played outdoors without the need of any
apparatus. Two teams play the game. Each team has six to eight members; generally it
is played on sandy ground. A big quadrangle is drawn with limits on either side. A
middle line is drawn. One team occupies one side and other team occupies the other. By
turn, each player enters the other team’s area while simultaneously chanting` chedugudu
gudu gudu’ in one breath and tries to touch the other team members. He is expected to
chant without stopping for breath till he exits the other team’s area. If the other team
members catch him and do not allow him to cross the middle line, then he is out. If he
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touches one or two other team members and returns to his team’s space then those
players are out. The game continues in this manner till all members of both teams are
out.
Becchalata:-
This game is played by boys with stones of round shape of their palm size or
even smaller size. Two lines are drawn in opposite directions; the distance between the
lines is approximately 3 yards. A small circle is drawn in the middle and all the boys
will place their stones in the circle. The stones are kept one on top of the other i.e. big
one first and next small size on it and so on. Each boy has to hit the stones with one
stone in his hand by standing on the line. His stone should hit the stones in the circle
and go out of the other line. He should hit fiercely otherwise he is out. Next boy tries
the same thing. Everyone gets their turn. Whoever fails to hit the stones in the circle
beyond the other line has to go round the lines hopping; if not he has to bear the penalty
of having other winners beat him on his hand. Then the game starts once again.
Vaikunta pali:-
ladies or by wife and husband or the elderly people. A board having 132 squares,
horizontally and vertically is placed. In some squares there are ladders and in some
squares there are serpents. The game starts with throwing dice or shells. As per the
number shown on the dice, the token i.e. a tamarind seed or any other object is moved
from square1 forward along the squares. The other person throws the dice and he moves
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his token on the board. While playing, if the token of any one reaches the square in
which there is a ladder, he can climb the ladder and place his token on the square where
the ladder ends. If the token reaches the square in which there is a serpent, it will come
down the board where the serpent’s tail ends. Hence, the game is called snakes and
ladders. The one who reaches the 132nd square first is the winner.
Bommala Pelli:-
assume different roles of their elders. After decorating the house, the boys and girls
bring leaves or with pieces of cloth and prepare dolls. After preparing two dolls
representing the bride and bridegroom they will look after marriage arrangements. They
invite all the elders for their dolls’ marriage. Some sweets and candies are kept for
distributing after marriage celebration. They take the dolls around the village while the
band set is playing. The boy acts as priest and follows the customs and rituals of the
marriage till the bridegroom ties thalibottu, a sacred thread made of beads to the bride.
Then all the children who are part of the marriage party enjoy themselves, dancing and
singing.
This is the game of kites, a favourite game of the boys. This game is enjoyable
in clear weather. It is played on the roofs, open grounds and along sea shores. All the
boys gather with their colourful kites and try to fly them in the sky to the maximum
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extent possible, controlling the kite by holding the spool of thread in their hands. Even
as they enjoy the free flight of their kites, they try to hijack the other kites which come
in their way and sever the other kites from their spools.
and their significance in the society on the ground of the scholarship available in the
field, and to give a comprehensive account on the game theories, different genres of
games based on its game plan and physical and mental involvement, overview of Indian
traditional/ folk games with ample described examples and different contextual
functions of the games. To a large extend the literature survey and the field trip
contributed to this chapter in order function this as a disclaimer to the later part of the
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End Notes
1.
Berne, Eric M.D. Games People Play –The Psychology of Human Relationships.
4.
Frasca, Gonzalo. Ludology Meets Narratology: Similitude and differences between
5.
Aarseth, E. Game Studies: What is it Good For? [Online], 1(3), pp 9-13.
http://www.idmaa.org/journal/pdf/iDMAa_Journal _Vol_2_No_1_screen.pdf.
6.
Hartzog, Martha. Folk Games, Handbook of Texas Online, published by the Texas
http://www.tshaonline.org/handbook/online/articles/llf03
7.
Renson R & Smulders H., Situatiesehets vam de bolkssporten in Vlaanderen.
Journal of American Folklore, Vol. 92, No. 363 (Jan. - Mar., 1979), pp. 44-64
9.
Cliff, Janet M. ‘On Relationships between Folk Music and Folk Games’, Western
81
10.
Frost, Dr. Joe L., ‘Back to nature and the emerging child saving movement:
Restoring Children’s Outdoor Play’, C&NN Leadership Writing Series, Vol 1, No. 3,P
4.
11.
And, Metin. ‘Some Notes on Aspects and Functions of Turkish Folk Games’ ,The
Journal of American Folklore, Vol. 92, No. 363 (Jan. - Mar., 1979), pp. 44-64
12.
Ibid
13.
Kam, Matthew, Akhil Mathur et. al, Designing Digital Games for Rural Children: A
14.
Van Oudenhoven, Nico. Advisor, Child Development, Unicef. UNESCO-UNICEF
Co-Operative Programme, Common "Street" Games and Child Development, 1983, p2.
15.
And, Metin. ‘Some Notes on Aspects and Functions of Turkish Folk Games’,The
Journal of American Folklore, Vol. 92, No. 363 (Jan. - Mar., 1979), pp. 44-64
16.
Traditional Games and Children of Today, Belgrade—OMEP traditional games
Alan Fine, ‘Meaningful play, playful meaning’, Part 1, Human Kinetics Publishers, Inc.
82
23.
Sutton-Smith, Brian. ‘Children's Folk Games as Customs’, Western Folklore, Vol.
83