We already commented in Post THE GAME AND THE WALK-RWD SYSTEM. PART II. NO TO COMPETITION, YES TO FUN Some relevant aspects about the game while we walk and read, Huizinga has been very explicit about it, he tells us in his book HOMO LUDENS: “Games serve for recreation from work, like a kind of medicine , because they relax the soul and give it rest. Leisure houses pleasure, happiness and joy in life. This happiness, that is, this no longer tending towards something that one does not have, is telos [telos]: end of life. But not all men seek this enjoyment in the same things. And that enjoyment is the best when the man who enjoys it is the best and his efforts are the noblest. It is clear, therefore, that, to fill free time, you have to learn something and train yourself [Educate and Perfect Yourself], but not with things that are learned due to the necessity of work, but for themselves. For this reason the ancestors have counted [included] music in the paideia [paideia] –education, training, culture- as something that is not necessary or even useful, as are, for example, the reading and writing, but serves only to enjoy during leisure time” (Huizinga, Johan, Homo Ludens, Emecé/Alianza, Madrid, 1984, p. 191).
Leisure time is to be enjoyed, reading and writing in the same way, being also fruitful, useful and beneficial.
Let’s see how we can have fun playing, while walking and reading.
To do this, I would like to briefly repeat, as an introduction to this post, what we said in another, that in the games that we will expose we will not seek competition, having fun and entertainment as a fundamental element (Section), and achieving the specific objectives which are achieved through the WALK-RWD system itself.
This fun will be similar to what animal puppies and humans achieve in childhood, at a very early age, since there is no competition or rivalry between them. This is an absolute truth, so we will always seek, in our case, to abstract ourselves from the conditioning of competing that at those early ages has not yet taken place. We also said: “Difficult but possible”, since by becoming aware of it, we can reduce it, and the easiest way is to play alone. In our case, this can be facilitated by walking alone and trying to play with ourselves, and that will ensure, in part, non-competition. How? Choosing new paths, varied books to read. Write different literary genres such as poems, letters, etc. With this suggestion I want to mean that it is always possible to find some different ways to enjoy, that are novel activities, while we walk.
Just so as not to forget that we have ventured into the “Game” in other literary genres, I will quote some passages from my novel “DIALOGUES IN A PLACE OF LA MANCHA”, where Miguel (Cervantes) plays with Eldelfonso, when they were children:
“calculate the leaves of different trees, indicating the branches that should be counted; The sun also played with them, as they calculated the time in which the sun would be hidden by any cloud; Once they had identified the cloud, they began to count the time it took to hide it – to determine the time in which any cloud that was close to covering the sun would take to completely hide it; and another similar game was to calculate the time it would take for the sun to emerge from a cloud that was hiding it: How long did it take for the sun to emerge from a cloud that was hiding it? Another one that they liked to play the most was cloud races, each person chose one of them and the winner was the one whose chosen cloud was furthest forward in the sky.
Eldefonso had an hourglass that he asked his father for from time to time. It served them to measure the passage of time while they had fun with these games that required calculation. But for the rest of them, who were quite a few, they practiced them regularly when they were not wearing it and when they were in the countryside and near some small farms; for example, scare birds from a tree, guessing the number of them that took flight; or define the type of animal that would pass by where they were standing, sitting or walking.
When the day was very sunny, discover the shapes of animals that the clouds projected on the land that they could see in the distance; when there were many of them in the sky and those figures that they formed with their own vaporous bodies could be seen on the barren terrain.
Another game also consisted of discovering animal shapes that some large rocks projected with their shadows on those sunny days.”
Warning; These Miguel and Eldefonso games are difficult to play when we are reading while walking.
Before presenting some concrete suggestions to complete the objective of this Post, to have fun while we walk and read, I would like to convey some aspects about the word “game” and highlight some ideas from Munne and Huizinga, about what they have commented about games.
For this post and some others where we discuss some topics that are related to the game: I would like to express that this word for game or the verb to play has been used in all cultures, and likewise in the different times and in the present, as metaphor, allegory, comparison, figure, simile, translation, within a figurative language; It has also been used through all its usual and constituted (established) synonyms in ordinary use: fun, recreation, trick, mischief, sport, entertainment, joke, pastime, recreational exercise, match, sporting event, risk , bet; synonyms that are used to replace: functioning, movement, mechanism, disposition, possibilities, exposing oneself, intervention, taking part, managing, and dozens of other semantic translations; which gives it a great capacity to be used as a metaphor for almost everything, with the implicit understanding that it does not imply that anything that is related in itself is certainly “at stake”, but quite the opposite, since it implies (expresses) formality in its entirety and not just a part; total seriousness and nothing joking; reality and nothing imaginary; I am sure without a doubt. I think we should be more precise and cautious in the use of the word “game.”
Regardless of the different fields or categories that we find ourselves playing a game, we must consider that every game involves two aspects of search and encounters, that is, through games, the human being can transcend into two stages:
In these two stages, by definition, they seek pleasure and fun in varying degrees of consciousness and unconsciousness.
FIRST STAGE
The human being, in a largely unconscious way, seeks to re-balance and compensate for the physical, emotional and mental wear and tear carried out in periods preceding the game, which guide him to this stage.
This search for playing is triggered (with greater unconsciousness) to compensate for the conditioning, manipulations, influences and limitations of the society that surrounds and oppresses him (school, work, family, etc.). As he realizes that he can feel free through play, he searches for it in a more conscious way, and voluntarily tries to enter into a greater number of these vital escapes.
His recreational search and demand is instinctive, as he seeks a balance that he has lost in the “serious” social environment in which he operates daily. It is a natural impulse to feel free.
The means and elements available to achieve this are the conscious behavior of conditioning oneself but towards partial recreational activities, with the aim of mediating the castrating influence of the society that suffocates him and partially achieving a balance and physical and mental compensation for voluntarily allow yourself the acceptable expression of your disturbed personality (in the best of cases postponed in its conformation), strengthening it in a conscious but also unconscious way.
SECOND STAGE
In this other stage of search for results, through play in a primarily unconscious way, a construction or reformulation of one’s own personality is required. He seeks the expression of his personality as well as the development of his character and temperament, in a freer way. Results that the individual pursues in a more conscious way as he evaluates his behavior and attitudes towards the social environment that surrounds him.
As in the first stage, their behavior is instinctive (less conscious) towards the search for recreational satisfaction (conscious), that same natural impulse of wanting to feel free from social, work and family influences, which becomes a need instinctive play just like in the other stage.
Regarding the means and elements available to achieve this, they are identical to the previous stage, with the conscious behavior of conditioning oneself towards recreational activities being the most relevant, in order to subtract from the ways that society has influenced and manipulated it, to be able to achieve physical and mental balance and compensation and allow themselves the expression of their original personality that has been unbalanced (or hindered), strengthening it through play.
As a core part to better understand the topic, Munné, in his book Psychosociology of Free Time, reviews 7 theoretical groups that try to explain THE OBJECT, THE NATURE AND THE ORIGIN of the game, a review that I allowed myself to present in the following table:
And as something very important, Munné presents the different behaviors (impulses or interests, forms of participation or attitudes) that are stimulated within the different categories of the game:
NOTE ON GAMES OF CHANCE.-We analyze games of chance associated with walking in future Post THE WALK-RWD SYSTEM AND GAMES OF CHANCE. Something very special is the game of chance. In this type of games we can observe players with a morbid problem who are driven towards this type of games, due to an emotional or psychological imbalance, who do not only seek them for the purpose of having fun. They respond for lacks of affection – or were mistreated – that they had in childhood, or the “player felt” that he had those lacks, due to his own sensitivity in his temperament.
Now let’s define some games that can be incorporated into the WALK-RWD System.
GAME #1
Name of the game: Walk, read and Discover
Objective: Combine careful reading with physical activity to promote concentration and enjoyment of the environment.
Materials needed: A printed page, a text with a story. An interesting book or document for each player and an outdoor space or space with enough space to walk.
Instructions:
1. Preparation: Each player chooses a book or document they would like to read while walking. It is important that the material is appropriate for the age and interests of each player.
2. Start of the game: Players begin walking through the designated space, maintaining a comfortable speed and rhythm so they can read carefully.
3. Reading challenges: Throughout the course, markers or stopping points can be placed where players must stop and answer questions related to the content of their books or documents. These questions can be about understanding, opinion or curiosities about the topic discussed in the material.
4. End of the game: The game can end when the players reach the end of the course or when they decide to stop. It is important to remember that the most important thing is to enjoy exercise and reading, so it is not necessary to compete rigorously.
This game, as we can see, encourages concentration, physical activity and the enjoyment of reading, and can be easily adapted for different ages and skill levels.
There are no winners or losers, since the main objective is to enjoy reading and physical activity consciously and without competitive pressure.
GAME #2
Game Name: Walk, Read and Explore
Objective: Combine physical activity with reading to promote mindfulness and connection with the environment.
Materials needed: A printed page, a text with a story. An interesting book or document for each player and an outdoor space or with enough space to walk.
Instructions:
1. Preparation: Each player chooses a book or document they would like to read while walking. It is important that the material is appropriate for the age and interests of each player.
2. Start of the game: Players begin walking through the designated space, maintaining a comfortable speed and rhythm so they can read carefully.
3. Mindful Exploration: Throughout the course, players occasionally stop to observe their surroundings and reflect on what they are reading. They can make mental or physical notes about how the reading relates to what they see, hear, or feel at that moment.
4. Share experiences: At the end of the tour, players can meet to share their experiences and reflections. You can discuss how the reading influenced your perception of your surroundings and your overall experience of the hike.
5. End of the game: The game can end when the players reach the end of the course or when they decide to stop. There are no winners or losers, since the main objective is to enjoy reading and physical activity consciously and without competitive pressure.
Advantages:
• Promotes mindfulness and connection with the environment.
• Encourages reflection and critical thinking.
• It does not generate rivalry or stress about winning or losing.
Disadvantages:
• May be less motivating for some people who enjoy competition.
• Lack of competition can cause some players to lose interest or become distracted more easily.
In short, a game without competition like “Walk and Explore” may be a more relaxed experience focused on the personal connection with the reading and the environment, but it could lack the motivating factor
GAME #3
Name of the game: Walk, read and Imagine
Objective: Stimulate creativity and imagination while enjoying reading and physical activity.
Materials needed: A printed page, a text with a story. An interesting book or document for each player and an outdoor space or with enough space to walk.
Instructions:
1. Preparation: Each player chooses a book or document they would like to read while walking. It is important that the material is appropriate for the age and interests of each player.
2. Start of the game: Players begin walking through the designated space, maintaining a comfortable speed and rhythm so they can read carefully.
3. Active imagination: Throughout the course, players stop occasionally to close their eyes and let their imagination fly. They can imagine what it would be like to be in the story they are reading, interact with the characters, or explore the places described in the book.
4. Interaction with the environment: Players can use their physical environment to enrich their imaginative experience. For example, if they are reading about an enchanted forest, they can look at the trees around them and feel the wind on their skin to become more immersed in the story.
5. Sharing experiences: At the end of the walk, players can come together to share their experiences and the mental images they created during the walk. You can discuss how the reading influenced your imagination and your overall experience of the walk.
6. End of the game: The game can end when the players reach the end of the course or when they decide to stop. There are no winners or losers, since the main objective is to enjoy reading and physical activity while stimulating the imagination in a creative way and without competitive pressure.
Advantages:
• Stimulates creativity and imagination.
• Allows for a more immersive and personal reading experience.
• Promotes the connection between reading and the physical environment.
Disadvantages:
• May require more concentration and mental effort than other games.
• Some people may find it difficult to concentrate on reading while walking and imagining things at the same time.
In short, a game like “Walk and Imagine” can be a unique and enriching experience that combines reading, physical activity and creativity in a non-competitive way. It is ideal for those looking for a more introspective and personal experience while enjoying nature and reading.
GAME #4
Name of the game: Walk, read and Reflect
Objective: Promote personal reflection and introspection while enjoying reading and physical activity.
Materials needed: A printed page, a text with a story. An interesting book or document for each player and an outdoor space or with enough space to walk.
Instructions:
1. Preparation: Each player chooses a book or document they would like to read while walking. It is important that the material is appropriate for the age and interests of each player.
2. Start of the game: Players begin walking through the designated space, maintaining a comfortable speed and rhythm so they can read carefully.
3. Reflective questions: Throughout the course, players occasionally stop to reflect on what they are reading. Questions can be asked such as “How can I apply this to my life?”, “What do other characters think about this topic?” or “How does this part of the book make me feel?”
4. Share experiences: At the end of the tour, players can meet to share their reflections and thoughts. You can discuss how reading influenced your way of seeing the world and your overall experience of the walk.
5. End of the game: The game can end when the players reach the end of the course or when they decide to stop. There are no winners or losers, as the main goal is to enjoy reading and physical activity while reflecting creatively and without competitive pressure.
Advantages:
• Encourages personal reflection and introspection.
• Allows a deeper connection with reading and its application in daily life.
• Promotes creative writing and personal expression.
Disadvantages:
• May require greater mental and emotional effort than other games.
• Some people may find it difficult to concentrate on reading while walking and reflecting at the same time.
In short, a game like “Walk, Read and Reflect” can be an enriching experience that combines reading, physical activity, and personal reflection in a non-competitive way. It is ideal for those looking for a more introspective and meaningful experience while enjoying nature and reading.
As can be seen in the 4 proposed games, they can be played in groups or individually (alone).
To conclude, I would like to say that the WALK-RWD System, by itself, allows the achievement, to a large extent, of what is stipulated in part B) of the “Human Impulses and Behaviors that participate in games” scheme and that we can accentuate it, through games like those we have previously described, thereby supporting our search for fun, joy, satisfaction and entertainment.
I invite you to develop the WALK-RWD System and incorporate any of the games described or one that you prefer.
