Traditional Indian Games within the Indian Knowledge System: A Thematic Review of Regional Variations and Physical Education Relevance

Abstract

Traditional Indian games are an important component of the Indian Knowledge System (IKS) and represent culturally rooted forms of embodied learning that support children’s physical, cognitive, and social development. In the context of increasing sedentary behaviour and excessive digital engagement, the educational relevance of indigenous movement-based play has gained renewed significance. The present study aimed to identify selected traditional Indian games played across multiple Indian states under different regional names and to examine their movement demands and relevance to physical education.

The study adopted a PRISMA-informed thematic review methodology. Literature was collected from peer-reviewed journals, academic books, cultural repositories, Indian Knowledge System documents, and validated traditional sports archives. The final synthesis included 20 validated sources, and the selected games were classified into major movement categories based on shared physical demands.

The findings revealed that these games collectively promote agility, balance, coordination, reaction ability, tactical awareness, manipulative skills, and social cooperation. Their movement structures strongly align with the development of physical literacy and age-appropriate school physical education outcomes. The review concludes that the systematic integration of traditional Indian games into school physical education can effectively promote holistic child development while preserving India’s indigenous movement heritage.