Other than watching TV shows or engaging in video games, humans can engage in outdoor games and events to have a good time with their family, friends, or associates. Dyck believes, “Outdoor games are usually preferred than other sources of entertainment because they involve physical and mental activities necessary for healthy living” (Dyck 23). A number of outdoor games that individuals can engage in are available. Some of these games are easy to undertake and require no commitment or any arrangement. Kabaddi is one of the games that require no commitment, special tools, distinct place, or specific season.
The origins of Kabaddi can be traced back to medieval India. Over time, the game has been played in Indian Vedic schools. Although differences have arisen and instructions have been framed, the game’s primary objective has endured. Unlike other games, Kabaddi is a very cost-effective game. It can be played at any place. It does not require large court areas as exhibited by other outdoor games like cricket and football. An appropriate portion of land is all that is needed to play the game. The land can be a green field, a beach, or a sandy desert. The land selected for the game influences the nature of the game. As such, the harder it is to move on the land selected, the more challenging the game. As indicated above, no special tools or gadgets are required during the game.
Any individual, regardless of his or her sex, religion, social class, racial, or ethnic background, can play the game. The game’s standard field measurements are 125m2. The required length of the field should be 12.5m. The width of the field is 10m. The field is divided into two halves. Each of the two halves will be occupied by opposing teams. The surface of the field is usually dugout for a minimum of 1 foot deep. The dugout part is filled with mud. Currently, the game has been played in a court made of synthetic turf. By doing so, the safety of the players is enhanced.
The team is usually made up of 14 active players. Seven members of each team are positioned on the opposite halves. Each of the teams has five supplementary members. While the game is in session, the captain is the only individual allowed to converse with the team members. The players can utilize kinesics to interpret the intentions of other players. The play’s session is divided into two halves. Each half lasts for 20 minutes. A halftime break of 5 minutes is allowed between the games. Women or children’s match comprises two sessions, each lasting 15 minutes. At the end of the first half, the teams are given a five-minute break.
When the game is in session, teams initiate chances by sending a raider to the rival’s ground. Raiders are required to tag players of the rival team prior to returning to their home ground. A player who is tagged is eliminated from the game. In this respect, members from the same team must defend themselves from being tagged by the rival team. As such, defenders form a restraint by joining hands. If the restraint is broken, one of the defenders is eliminated. The major objective of the defenders is to thwart the raider from returning to their ground prior to taking a breath. If the attacker takes a breath prior to moving back to their court, he or she is eliminated from the game.
While the game is in session, only one raider is allowed to invade the rival team’s court. When two or more raiders invade the rival team’s court, a point is rewarded to the rival team. Once a raider has returned to their court or is eliminated by the rival team, the rival team is expected to send their raider in 5 Seconds. Accordingly, each team is expected to send their raider up until the session expires. Whenever the raider misses initiating a raid in 5 seconds, the opposing team is rewarded with a point.
Players are not permitted to hold the raiders’ bodies intentionally other than their limbs or trunks. Any player who violates this rule is eliminated from the game. Players can also be eliminated when they cross over borderlines or when their bodies are exposed to the ground outer the borderline. The above rule is only exempted when a player is tussling with the rival team member. When a member of the team is eliminated, the rival team gets the point. A team earns two points, whenever the whole members of the rival team are eliminated. The team with the highest points at the end of the game is pronounced a winner. When a tie is experienced, two extra plays are added. Each play lasts for five minutes. If the tie persists, the team that scored first will be announced the winner.
Based on the way the game is played, it is apparent that there are certain roles in life, personalities, or social relationships that prepare one for the practice. As such, the game requires individuals who are disciplined, keen, and upheld coordination. An individual who exhibits the above attributes will be perfectly fit to be a player in the above game. Equally, social relationships that emphasize coordination, teamwork, and disciple can also rehearse an individual for the practice.
By being involved or watching the game, the children can learn explicit techniques of how to relate to the world, to the surroundings, to living things, or to other individuals. With respect to the above, four lessons can be learned by children who engage in Kabaddi. 1. Through the game, children will learn about the importance of teamwork. Like many other sports, teamwork is very vital while playing Kabaddi. It takes a coordinated effort from the team members to outscore the rival team. Similarly, for kids to be successful in whatever they are doing, they must rely on the efforts of their friends, teachers, and parents.
Similarly, through the game, the children can learn to be constantly over-prepared. Kabaddi players usually spend days to be prepared physically and emotionally for the game. Notably, the preparation is not only meant at winning the game but also maintain healthy lives. Therefore, children can learn to be always prepared for their school assessment or to tackle other life challenges. The game also teaches children to be humble. Usually, the best players in Kabaddi are individuals with the utmost humility. Therefore, the game will teach children to be humble in their daily lives to accomplish their initiatives.
The game also teaches children not to give up in their endeavors. Although most Kabaddi games last for almost forty minutes, the winning points are normally scored towards the end of the game. Thus, the game encourages children to believe in their dreams, no matter the time it takes to achieve. John Berger suggests, “Every extraordinary work was the outcome of a lengthy positive struggle” (Ways of Seeing). Children should note that through their struggles, their dreams would eventually become realities.
During the play, children may think or imagine about pleasing their supporters. Usually, professional players engage in a game with the objective of winning. As such, they are not interested in how supporters perceive them. In this regard, children should be taught to concentrate on winning the game rather than on the supporters’ views. If they accomplish to do this unfailingly, they will win positive recommendations from the supporters. The above engram will become a portion of their everyday perception.
Kabaddi can reveal more about the culture, history, or attributes of those who play and support the game. Given that the game originated in India, its analysis will illustrate an essential part of ancient Indian culture. Kabaddi emphasizes discipline, teamwork, and coordination. The above attributes illustrate the elements of the pioneers of Kabaddi. Similarly, the game illustrates that cultural and communal strengthening events were an important part of the society that founded Kabaddi.
In conclusion, it should be noted that Kabaddi games are easy to undertake and require no commitment or any arrangement. As such, Kabaddi is a very cost-effective game. It can be played at any place. It does not require large court areas as exhibited by other outdoor games like cricket and football. Notably, any individual, regardless of his or her sex, religion, social class, racial, or ethnic backgrounds, can play the game. By being involved or watching the game, the children can learn explicit techniques of how to relate to the world, to the surroundings, to living things, or to other individuals.
Woks Cited
Dyck, Noel. Games, Sports and Cultures. Oxford: Berg, 2000. Print.
Ways of Seeing. Ex. Prod. John Berger. London: BBC Enterprises. 1972. DVD.