{"id":10774,"date":"2025-01-12T09:57:18","date_gmt":"2025-01-12T09:57:18","guid":{"rendered":"https:\/\/icertpublication.com\/?page_id=10774"},"modified":"2026-04-03T09:22:41","modified_gmt":"2026-04-03T03:52:41","slug":"educational-implications-of-naga-indigenous-games","status":"publish","type":"page","link":"https:\/\/icert.org.in\/index.php\/shodh-sari-2\/sodh-sari-vol-4-issue-1\/educational-implications-of-naga-indigenous-games\/","title":{"rendered":"Educational Implications of Naga Indigenous Games"},"content":{"rendered":"\t\t
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Shodh Sari-An International Multidisciplinary Journal<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Vol-04, Issue-01 (Jan-Mar 2025)<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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An International scholarly\/ academic journal, peer-reviewed\/ refereed journal, ISSN : 2959-1376<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Educational Implications of Naga Indigenous Games<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Yeptho, Vivi<\/span>1<\/span><\/span>, Shitire, Chideno<\/span>2<\/span><\/span> and Yadav, Surendra<\/span>3<\/span><\/span><\/p>

1<\/span><\/span>Research Scholar, Department of Teacher Education, Nagaland University<\/span><\/p>

2<\/span><\/span>Research Scholar, Department of Teacher Education, Nagaland University<\/span><\/p>

3<\/span><\/span>Assistant professor, Department of Teacher Education, Nagaland University<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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DOI: <\/span>https:\/\/doi.org\/10.59231\/SARI7794<\/span><\/a><\/p>

Subject: Education \/ Cultural Studies \/ Sports Science<\/span><\/p>

Page No: 297\u2013308<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Received: Sep 30, 2024<\/span><\/p>

Accepted: Nov 15, 2024<\/span><\/p>

Published: Jan 01, 2025<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Thematic Classification: Naga Indigenous Games, Educational Value, Cultural Preservation, Physical Education, Traditional Knowledge, Pedagogical Implications.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Abstract\n<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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The study investigates the significance of indigenous games in education among the Nagas, an indigenous community inhabiting in North-Eastern region of India. Through primary and secondary sources, the paper discusses how the indigenous games are knotted with education among Naga context. The results and findings of the study is discussed based on the literature review and interaction with the elders of the Naga society who are well versed with the methods and importance of indigenous games in the Naga society. The paper reflects the role of indigenous games and its implications in education preserving and transmitting cultures across generations. It explores the importance and value of indigenous games in teaching and learning various life skills and knowledge in different areas. Indigenous games have always been a part and parcel of the Naga society and is deeply rooted in the cultural practices of the Nagas. Indigenous games in the Naga society are not only a form of entertainment and fun but also used to focus on the personal growth focusing on the development of physical fitness, agility, social skills and community engagement. The paper discusses the role of indigenous games in the educational context exploring the different pedagogical importance.\u00a0\u00a0<\/span><\/p>

Keywords<\/span>: Nagas, Nagaland, Indigenous games, educational implications, NEP 2020<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Impact statement\n<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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A study on the Naga indigenous games holds important values for interlinking the games and educational implications if the games are incorporated in the educational context. Before the introduction of the formal schools in the Naga society, Nagas had a traditional system of learning and teaching through Morungs. It was an institution of traditions, customs and laws of the Naga society which was passed on from generation to generations through oral history.\u00a0 The indigenous games were a part of every Naga tribe which were a part of daily activity and some games played during the festivals. This paper discusses the importance of the indigenous games of Nagas which is now slowly fading due to the introduction of formal education system. Through this research the objective is to revive the values of indigenous games in the Naga society and the role it plays in developing various life skills and knowledge which is relevant to the pedagogical importance in the formal education setting.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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About The Author\n<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Ms. Vivi Yeptho<\/b><\/span> is a Research Scholar in the Department of Teacher Education at Nagaland University, Kohima Campus, Meriema.<\/span><\/p>

\u00a0<\/span><\/p>

Ms. Chideno Shitire<\/b><\/span> is also a Research Scholar in the Department of Teacher Education at Nagaland University, Kohima Campus, Meriema\u00a0<\/span><\/p>

\u00a0<\/span><\/p>

Dr. Surendra Yadav<\/b> serves as an Assistant Professor in the Department of Teacher Education at Nagaland University, Kohima Campus, Meriema. He holds multiple qualifications, including an M.Sc. in Mathematics, M.Ed., and UGC-NET-JRF (Education) certifications from June 2006 and June 2010. Additionally, he earned a Ph.D. in Education from Banaras Hindu University in 2018. Dr. Yadav’s areas of specialization and interest include Methods of Teaching Mathematics, Teacher Education, Measurement and Evaluation, Research Methodology, and Educational Statistics.\u00a0<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Cite this Article\n<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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APA 7th Style:<\/span> Yeptho, V., Shitire, C., & Yadav, S. (2025). Educational implications of Naga indigenous games. <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span>, <\/span>4<\/span>(01), 297\u2013308. <\/span>https:\/\/doi.org\/10.59231\/SARI7794<\/span><\/a><\/p>

Chicago 17th Style:<\/span> Yeptho, Vivi, Chideno Shitire, and Surendra Yadav. “Educational Implications of Naga Indigenous Games.” <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span> 4, no. 1 (2025): 297\u2013308. <\/span>https:\/\/doi.org\/10.59231\/SARI7794<\/span><\/a>.<\/span><\/p>

MLA 9th Style:<\/span> Yeptho, Vivi, et al. “Educational Implications of Naga Indigenous Games.” <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span>, vol. 4, no. 1, 2025, pp. 297-308, <\/span>https:\/\/doi.org\/10.59231\/SARI7794<\/span><\/a>.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Statements & Declarations\n\n<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Review Method:<\/span> This article underwent a double-blind peer-review process by two independent external experts in Physical Education and Cultural Pedagogy to evaluate the integration of traditional Naga heritage within modern educational frameworks.<\/span><\/p>

Competing Interests:<\/span> The authors (Vivi Yeptho, Chideno Shitire, and Surendra Yadav) declare that there are no financial, personal, or professional conflicts of interest that could have inappropriately influenced the research findings or the ethnographic analysis presented in this study.<\/span><\/p>

Funding:<\/span> This research was conducted as part of the authors’ academic and professional activities at Nagaland University. No specific external grants or commercial funding were received for this work.<\/span><\/p>

Data Availability:<\/span> The analysis is based on qualitative observations, documentation of traditional Naga games, and a review of their socio-educational value. The descriptive data regarding game mechanics and their cognitive\/physical benefits are contained within the manuscript.<\/span><\/p>

License:<\/span> Educational Implications of Naga Indigenous Games<\/span> \u00a9 2025 by Vivi Yeptho, Chideno Shitire, and Surendra Yadav is licensed under <\/span>CC BY-NC-ND 4.0<\/span>. This work is published by the International Council for Education Research and Training (ICERT).<\/span><\/p>

Ethics Approval:<\/span> As this study focuses on the cultural and educational analysis of traditional games and does not involve clinical experimentation or sensitive personal data collection, it was deemed exempt from formal ethical review by the Institutional Research Committee of Nagaland University.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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References \n<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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  8. Lukong, T. E., & Mbuwir, K. M. (2024). Imperativeness of Indigenous Games on the Development of Cognitive Skills for African Learners and Learning: Pedagodic Implications for Cameroon Adolescents. <\/span>International Journal of Humanities, Social Sciences and Education<\/span>, <\/span>11<\/span>(4), 15\u201331. <\/span>https:\/\/doi.org\/10.20431\/2349-0381.1104002<\/span><\/a><\/p><\/li>

  9. Moloi, T. J., Mosia, M. S., Matabane, M. E., & Sibaya, K. T. (2021). The Use of Indigenous Games to Enhance the Learning of Word Problems in Grade 4 Mathematics: A Case of Kgati. <\/span>International Journal of Learning, Teaching and Educational Research<\/span>, <\/span>20<\/span>(1), 240\u2013259. <\/span>https:\/\/doi.org\/10.26803\/ijlter.20.1.13<\/span><\/a><\/p><\/li>

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  17. Zhi-hu, W. (2015). Study on the memory and heritage of National traditional sports culture in social changes- change and revelation of martial arts culture in Cangzhou. <\/span>https:\/\/consensus.app\/papers\/study-memory-heritage-national-traditional-sports-zhihu\/3c7ae93e781b501c9ec3c564ddd69ad6<\/span><\/p><\/li><\/ol>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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    Shodh Sari-An International Multidisciplinary Journal Vol-04, Issue-01 (Jan-Mar 2025) An International scholarly\/ academic journal, peer-reviewed\/ refereed journal, ISSN : 2959-1376 Educational Implications of Naga Indigenous Games Yeptho, Vivi1, Shitire, Chideno2 and Yadav, Surendra3 1Research Scholar, Department of Teacher Education, Nagaland University 2Research Scholar, Department of Teacher Education, Nagaland University 3Assistant professor, Department of Teacher Education, […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":10106,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"postBodyCss":"","postBodyMargin":[],"postBodyPadding":[],"postBodyBackground":{"backgroundType":"classic","gradient":""},"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-10774","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/10774","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/comments?post=10774"}],"version-history":[{"count":9,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/10774\/revisions"}],"predecessor-version":[{"id":31731,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/10774\/revisions\/31731"}],"up":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/10106"}],"wp:attachment":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/media?parent=10774"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}