Lesson Notes By Weeks and Term v3 - Primary 6
Indigenous Games
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Indigenous Games
Download the Lessonotes Mobile Nigeria 2025 app for faster lesson access on Android and iPhone.
Subject: Physical & Health Education
Class: Primary 6
Term: 2nd Term
Week: 3
Theme: Games And Sports
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list in digenous games demonstrate the skills of some in digenous games perform some in digenous games perform the basic skills in in digenous games list safety rules in in digenous games
Definition of Indigenous Games: Indigenous games, also known as traditional or native games, are recreational activities that have originated and been passed down through generations within a specific community or culture. In Nigeria, these games are deeply embedded in the cultural fabric, often reflecting local values, customs, and environmental resources. They are typically played with minimal or locally sourced equipment.
Characteristics of Indigenous Games: Cultural Significance: They often carry historical, social, or ritualistic meaning within the community.
Simplicity and Adaptability: Rules are often simple, and games can be adapted to various environments and group sizes.
Use of Local Materials: Equipment is typically made from readily available natural resources (e.g., seeds, stones, sticks, ropes, sand).
Physical Activity: Most indigenous games involve significant physical exertion, promoting strength, agility, speed, and endurance.
Social Interaction: They encourage teamwork, communication, cooperation, and healthy competition.
Skill Development: They help develop various cognitive and motor skills such as strategic thinking, counting, hand-eye coordination, balance, and fine motor skills.
Oral Tradition: Rules and techniques are primarily passed down through observation and verbal instruction. Examples of Indigenous Games, Their Skills, and Materials:
1. Ayo/Dara/Ncho/Okwe (Mancala Variants): Description: This is a strategic board game played across many Nigerian ethnic groups (Ayo by Yoruba, Dara by Hausa, Ncho by Igbo, Okwe by other groups). It involves moving seeds or pebbles around a wooden board with several holes. The objective is usually to capture the opponent's seeds.
Skills: Strategic thinking, counting, memory, problem-solving, fine motor skills, patience.
Materials: A wooden board with 12-14 holes (two rows of 6-7 holes each) and 48-56 seeds/pebbles (e.g., palm kernel seeds, small stones).
Basic Gameplay Example (Ayo): Two players sit facing each other. Each player owns one row of six holes, with 4 seeds in each hole at the start (total 24 seeds per player). A player picks up all seeds from one of their holes and distributes them one by one into subsequent holes anti-clockwise. If the last seed drops into an empty hole in the player's row, and the opposite hole in the opponent's row contains seeds, the player captures those seeds and their last seed. The game continues until a player cannot make a move or all seeds are captured. The player with the most seeds wins.
2. Suwe/Hopscotch: Description: A game typically played outdoors by children. Players draw a pattern of numbered squares on the ground. They throw a marker (stone/seed) into a square, hop or jump through the squares, skipping the one with the marker, retrieve the marker, and return.
Skills: Balance, agility, coordination, jumping, throwing accuracy, counting.
Materials: Chalk or a stick to draw squares on the ground, a small stone/seed/bean bag as a marker. Basic Gameplay
Example: Draw a pattern of 8-10 numbered squares. Player 1 throws the marker into square
1. Hops on one foot through squares 2 and 3, lands on both feet on 4 and 5, hops on one foot through 6 and 7, lands on both feet on 8 and
9. Turns around and hops back, picking up the marker from square 1 on the way. The player repeats this for subsequent squares, throwing the marker into 2, then 3, and so on. If the marker lands outside the square, or the player loses balance, steps on a line, or misses picking up the marker, it's the next player's turn.
3. Langa (Jump and Touch): Description: A chasing and dodging game. One player (the "catcher") tries to touch other players while hopping on one leg. The other players try to avoid being touched.
Skills: Hopping, jumping, dodging, agility, speed, balance, quick reflexes.
Materials: None, or a small designated area. * Basic Gameplay
Example: One student is chosen as "It" (the catcher). "It" must hop on one leg at all times while trying to tag other players. If "It" puts both feet down, they are out or another player becomes "It". If "It" tags another player, that player becomes the new "It". The game can be played within a defined boundary. 4. *Tug of War (Igba Ije - Yoruba, Okwe to avoid being touched.
Skills: Hopping, jumping, dodging, agility, speed, balance, quick reflexes.
Materials: None, or a small designated area. Basic Gameplay
Example: One student is chosen as "It" (the catcher). "It" must hop on one leg at all times while trying to tag other players. If "It" puts both feet down, they are out or another player becomes "It". If "It" tags another player, that player becomes the new "It". The game can be played within a defined boundary.
4. Tug of War (Igba Ije - Yoruba, Okwe - Igbo): Description: A test of strength between two teams pulling on opposite ends of a rope.
Skills: Physical strength, grip strength, teamwork, coordination, endurance, communication.
Materials: A strong, thick rope or intertwined cloths/vines. A central marker on the ground, and two markers at equal distances from the center for team boundaries. Basic Gameplay
Example: Two teams line up on opposite sides of a marked center line, holding a rope. A referee signals the start. Each team pulls the rope, attempting to drag the opposing team's designated marker (e.g., the front person's waistline) across the center line. The team that successfully pulls the other team across the line wins.
5. BoJu BoJu (Hide and Seek): Description: A classic game where one person counts while others hide, then tries to find them.
Skills: Running, hiding, seeking, spatial awareness, counting, memory.
Materials: None, just a designated "base" or "home" for counting. Basic Gameplay
Example: One student covers their eyes and counts aloud to a pre-agreed number (e.g., 20) at a designated "base." Other students hide. After counting, the seeker calls out "Ready or not, here I come!" and searches for the hiders. The first person found becomes the new seeker. If a hider reaches the "base" and touches it before being found, they are safe. General Basic Skills Involved in Indigenous Games: Locomotor skills: Running, jumping, hopping, dodging, galloping.
Manipulative skills: Throwing, catching, pulling, pushing.
Stability skills: Balancing, twisting, bending.
Cognitive skills: Strategy, counting, problem-solving, memory.
Social skills: Teamwork, communication, fair play, leadership.
Safety Rules in Indigenous Games:
1. Clear Playing Area: Ensure the playing ground is free of obstacles (stones, broken glass, sharp objects) to prevent falls and injuries.
2. Appropriate Footwear: Students should wear comfortable, non-slip shoes to prevent tripping and provide support.
3. Warm-up: Conduct a brief warm-up session before playing to prepare muscles and reduce the risk of strains.
4. Fair Play and Rules: Emphasize adherence to game rules and fair play to prevent aggressive contact and arguments.
5. Hydration: Encourage students to drink water, especially during strenuous activities, to prevent dehydration.
6. Adult Supervision: Games should be supervised by a teacher or responsible adult to ensure safety and resolve conflicts.
7. Listen to Your Body: Students should be encouraged to stop playing if they feel pain, discomfort, or exhaustion.
8. Teamwork and Communication: Promote good communication within teams to avoid accidental collisions.
9. Proper Use of Materials: If materials are used (e.g., rope for Tug of War, seeds for Ayo), ensure they are safe and used correctly.
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0. Avoid Over-exertion: Ensure students take breaks and do not push themselves beyond their physical limits.
Teacher Activities: Introduction & Elicitation: The teacher introduces the topic "Indigenous Games" and explains their cultural significance in Nigeria. The teacher asks students to name any traditional games they know or have played in their communities. The teacher lists student responses on the board and affirms their contributions.
Concept Explanation: The teacher explains the definition and characteristics of indigenous games, using examples from the students' responses and adding more (e.g., Ayo, Suwe, Langa, Tug of War, BoJu BoJu). For each example, the teacher briefly explains how it is played, the typical materials needed, and the skills involved.
Demonstration of Skills: The teacher selects 2-3 indigenous games suitable for the classroom or school compound (e.g., Suwe, Langa, or basic throwing/catching for a local ball game). The teacher demonstrates the basic skills and rules of these selected games, ensuring clarity and correct technique. For Ayo, the teacher might demonstrate the seed distribution and capture. For Suwe, the teacher might demonstrate throwing the marker and hopping pattern. For Langa, the teacher might demonstrate hopping on one leg and tagging.
Practical Engagement - Group Activities: The teacher divides students into small, manageable groups (e.g., 4-6 students per group). The teacher assigns each group one or two indigenous games to practice, based on available space and materials. The teacher provides necessary materials (e.g., chalk, stones, ropes, Ayo boards if available) or guides students to improvise using local materials. The teacher moves around the groups, observing students' attempts to perform the skills, providing guidance, correcting techniques, and reinforcing rules. The teacher ensures all students participate actively.
Discussion on Safety: After the practical session, the teacher gathers the students and leads a discussion on the importance of safety during games. The teacher elicits safety rules from the students based on their recent experience and complements with a comprehensive list of safety guidelines (as detailed in Key Concepts).
Review and Summary: The teacher reviews the names of indigenous games discussed, the skills associated with them, and the importance of safety. The teacher addresses any questions or misconceptions.
Student Activities: Brainstorming: Students volunteer names of indigenous games they know.
Observation: Students observe the teacher's demonstrations of game rules and skills.
Active Practice: In small groups, students practice the basic skills of assigned indigenous games.
Game Play: Students actively participate in playing the indigenous games, following rules and guidance.
Identification: Students identify materials needed for each game.
Discussion: Students contribute to the discussion on safety rules, sharing their observations and understanding.
Recap: Students participate in reviewing the lesson's key points. These questions directly target the performance objectives and are designed to gauge understanding and practical application.
Question 1: List three indigenous games commonly played in Nigeria and one material needed for each.
Solution 1: Ayo/Dara/Ncho: Seeds (e.g., palm kernels, small stones), a board with holes.
Suwe/Hopscotch: Chalk or a stick (for drawing squares), a small stone/marker.
Tug of War: A strong rope.
Langa: No specific materials needed (or a designated playing area).
BoJu BoJu (Hide and Seek): No specific materials needed. (
Commentary: This assesses the ability to list indigenous games and their associated materials, covering performance objective 1 and linking to evaluation guide point 3.)
Question 2: Describe two basic skills involved in playing "Suwe" (Hopscotch).
Solution 2: Balance: Players need to maintain balance while hopping on one leg through the squares.
Jumping/Hopping: The core skill involves accurately hopping from one square to another, often skipping marked squares.
Throwing Accuracy: Accurately throwing the marker into the correct numbered square.
Coordination: Coordinated movement of hands and feet while hopping and retrieving the marker. (
Commentary: This assesses the understanding of skills for a specific indigenous game, directly addressing performance objective 2 and evaluation guide point 2.)
Question 3: During a game of "Tug of War," why is it important to have a clear and smooth playing area?
Solution 3: It is important to have a clear and smooth playing area in "Tug of War" to prevent participants from tripping, falling, or getting injured by obstacles like stones, broken glass, or uneven ground. A smooth surface also ensures equal footing for both teams, promoting fair play and reducing the risk of slips during intense pulling. (
Commentary: This tests the understanding of safety rules in a specific game context, aligning with performance objective 5 and evaluation guide point 4.)
Question 4: Practically demonstrate the basic hopping skill required for "Langa." Solution 4 (Teacher's Assessment Guide): The student should be able to: Lift one leg off the ground and keep it bent. Hop continuously on the other leg for a short distance (e.g., 5-10 hops) without putting the raised foot down. Maintain reasonable balance and control during the hopping movement. Show agility by changing direction slightly while hopping if instructed. (
Commentary: This is a practical assessment targeting performance objectives 2 and 4, assessing the ability to demonstrate a basic skill. The teacher observes the demonstration against the criteria.)
Cultural Preservation and Identity: Indigenous games serve as a living link to Nigeria's rich cultural heritage. By learning and playing these games, students contribute to keeping cultural traditions alive, fostering a sense of identity and pride in their heritage. This can be integrated by encouraging students to research and share games from their specific ethnic groups or regions.
Community Engagement and Social Cohesion: Many indigenous games are communal, promoting teamwork, communication, and social interaction. Playing these games strengthens community bonds, encourages healthy competition, and teaches valuable life skills such as conflict resolution and leadership. This knowledge can be applied by organizing inter-class or community-level indigenous game competitions during cultural festivals or school events.
Physical Health and Active Lifestyle: Indigenous games provide excellent physical exercise, contributing to students' overall health and well-being. They develop strength, endurance, agility, and coordination. Promoting these games in schools and homes can help combat sedentary lifestyles and obesity, encouraging children to be more active using readily available resources, rather than relying solely on modern sports equipment.