NCHO (IZU NCHO): A TRADITIONAL GAME, RECREATIONAL PRACTICE AND CULTURAL HERITAGE OF IHIALA

 

By: NWABUGWU Okey Anthony 

(Assistant Chief Exhibition Officer, National Museum of Unity, Enugu)

ABSTRACT

Ncho, also known as Izu Ncho, is a traditional game associated with recreational and social life in Ihiala, Anambra State, southeastern Nigeria. Although traditional games are often regarded primarily as forms of entertainment, they can also function as important channels for social interaction, intellectual development and the transmission of indigenous knowledge. This paper examines Ncho as a traditional game, recreational practice and cultural heritage of the people of Ihiala. It discusses the cultural context of Ihiala, the nature and procedure of the game, its rules and materials, and the skills required by players. The paper further examines the recreational, social and cultural functions of Ncho, particularly its contribution to relaxation, family bonding, intergenerational interaction, strategic thinking and the transmission of traditional knowledge. It argues that the significance of Ncho extends beyond the physical game board and playing materials to include the knowledge, skills, values and social relationships associated with its practice. The paper also considers contemporary challenges, including changing leisure patterns and declining transmission among younger generations, and highlights the role of museums, schools, communities and digital documentation in safeguarding the practice. The paper concludes that Ncho represents an important element of Ihiala's living cultural heritage and deserves systematic documentation, promotion and intergenerational transmission.

Keywords: Ncho; Izu Ncho; Ihiala; traditional games; recreation; intangible cultural heritage; indigenous knowledge.

1.0 INTRODUCTION

Traditional games constitute an important aspect of the cultural life of many African communities. Beyond their recreational function, such games provide opportunities for social interaction, intellectual development, knowledge transmission and the expression of cultural identity. In traditional communities, games were often integrated into everyday life and provided opportunities for relaxation after farming, trading and other economic activities.Among the traditional games associated with southeastern Nigeria is Ncho, also referred to as Izu Ncho is a broad category of traditional count-and-capture games involving the movement of seeds, stones or other counters through holes or pits. Different forms of the game occur across Africa, with considerable variations in names, boards, rules and methods of play (Mkondiwa, 2020).

In  Ihiala, the game provides an opportunity for people to relax after the day's activities while interacting with friends, relatives and other members of the community. It is also a game requiring concentration, counting, calculation and strategic thinking. Recent research on Ncho has demonstrated it's mathematical and strategic dimensions, including counting, distribution strategies, logical thinking and probability (Suharti et al., 2025).

Ncho can therefore be viewed from more than one perspective. It is a game because it has established rules, players, equipment and objectives. It is a recreational practice because it provides entertainment and relaxation. It is also a potential cultural heritage practice because the knowledge, skills, materials and social practices associated with it can be transmitted from one generation to another.This understanding corresponds with contemporary approaches to intangible cultural heritage, which recognise living practices, knowledge and skills as important aspects of cultural heritage. Traditional strategy games in different parts of the world have also been recognised within heritage safeguarding frameworks.This paper examines Ncho (Izu Ncho) as a traditional game, recreational practice and cultural heritage of Ihiala. It focuses on its cultural context, history and development, materials and rules, recreational and social significance, heritage value, contemporary challenges and prospects for preservation.

2.0 HISTORICAL AND CULTURAL CONTEXT OF IHIALA

Ihiala is a town and the headquarters of Ihiala Local Government Area in Anambra State, southeastern Nigeria. It is situated within the Igbo cultural region and has historically maintained social and economic relationships with neighbouring communities. The town consists of several constituent villages and communities that contribute to its traditional and social organisation. Local tradition associates the town with ten principal settlements, giving rise to the expression “Ebeleri,” meaning “ten places.”The people of Ihiala are predominantly Igbo, and their traditional way of life has historically been influenced by farming, trading and other economic activities. Agriculture has been an important aspect of local livelihood, while trading has provided opportunities for interaction with neighbouring communities. The social and cultural life of Ihiala has consequently developed around family relationships, village institutions, economic activities, festivals and other communal practices.The cultural life of Ihiala is expressed through language, traditional institutions, festivals, religious practices, music, dance, food, crafts and recreational activities. Traditional recreation has historically provided opportunities for relaxation and social interaction, particularly after daily economic activities.It is within this social environment that Ncho (Izu Ncho) has been practised as a traditional recreational game. The game provides an informal setting where people can relax, interact, compete and transmit knowledge across generations. Understanding the cultural environment of Ihiala is therefore important to appreciating the significance of Ncho beyond its function as a pastime.

3.0 NCHO (IZU NCHO): ORIGIN, DEVELOPMENT AND IDENTITY

Ncho belongs to the broad family of African Mancala games. Mancala games constitute a diverse group of indigenous strategic board games found in many African societies. They generally involve the distribution and capture of seeds, stones or other counters placed in holes or pits. Mkondiwa (2020), in a large-scale study of mancala games across Africa, demonstrates the extensive geographical distribution and diversity of these games. The study also emphasises the strategic character of mancala and the relationship between game rules and decision-making processes.The existence of related games in different African societies does not necessarily mean that all forms originated from one particular ethnic group. Names, rules and playing techniques vary considerably from one society to another.

In the Nigerian context, various forms of traditional count-and-capture games are known by different local names. Ncho should therefore be understood within the broader history of indigenous African games while giving attention to the particular form practised in Ihiala.The local identity of Ncho is established through the people who play it, the materials they use, the rules they observe, the vocabulary associated with the game and the circumstances in which it is practised. Its cultural meaning is consequently shaped by the Ihiala community.

4.0 NCHO AS A TRADITIONAL GAME

4.1 The Playing Board

The traditional Ncho board consists of two parallel rows of six holes each, giving twelve principal playing holes. Traditionally, the board may be carved from wood, although related forms of mancala can also be played using holes made directly in the ground.The game can also be played without a conventional board. In such situations, players improvise by making a series of small holes or depressions in the ground, which serve as the playing positions.The wooden board has both functional and cultural significance. Where it is traditionally carved, its construction represents indigenous craftsmanship. The board can therefore be considered not only as sporting equipment but also as a cultural object worthy of documentation.

 4.2 Seeds or Counters

Ncho is played with small seeds, stones or other suitable counters. The traditional arrangement described in the original account involves four seeds in each of the twelve holes, producing a total of forty-eight seeds.The simplicity of the playing materials contributes to the accessibility of the game. Unlike many contemporary recreational activities, Ncho does not require expensive equipment or a specialised playing field.

Traditional Ncho Game Board

4.3 Players and Arrangement

Ncho is generally played by two people facing one another across the board. Each player controls six holes on their side of the board.At the beginning of the game, four seeds are placed in each hole. Each player therefore has twenty-four seeds distributed across six holes.

4.4 Procedure for Playing

A player selects a hole on their side of the board and removes all the seeds contained in it. The seeds are then distributed individually into successive holes according to the established direction of movement.In the form described in the original Ihiala account, movement proceeds in an anti-clockwise direction. Players take turns and continue distributing seeds until the conditions for capturing or other prescribed moves are reached.

4.5 Capturing of Seeds

Capturing is an important element of Ncho. When a player's final seed produces the required numerical arrangement on the opponent's side, the player may capture the seeds according to the rules of the game.The linkage principle described in the original account allows the player to capture seeds from preceding holes when the appropriate conditions are met. Players therefore have to calculate the consequences of each move before acting.

4.6 Basic Skills

The major skills required in Ncho include:

• Counting
• Mental calculation
• Concentration
• Observation
• Memory anticipation
• Strategic planning
• Patience
• Decision-making; and understanding of the opponent's strategy.

These characteristics make Ncho an intellectually demanding recreational activity. Recent ethnomathematical research on mancala identifies counting, numerical distribution, strategic thinking, logical reasoning and probability as features of the game (Suharti et al., 2025).

5.0 NCHO AS A RECREATIONAL PRACTICE IN IHIALA

The recreational character of Ncho is central to understanding its place in Ihiala society. The game traditionally provides an opportunity for relaxation after daily activities. Farming, trading and other occupations can be physically demanding, and recreational activities provide opportunities for rest and social interaction.Ncho is particularly suited to this function because it requires relatively simple equipment. A board and seeds or other small counters are sufficient for the game. In traditional settings, the game could be played in a relaxed environment while participants conversed with one another.The recreational function of Ncho therefore extends beyond the physical act of playing. It creates a social environment where people can talk, observe, joke, compete and exchange ideas.This social dimension distinguishes traditional games such as Ncho from forms of entertainment that are primarily individual. Ncho requires direct interaction between players and can also attract spectators. It consequently combines relaxation with social engagement.The original account of Ncho in Ihiala similarly identifies its recreational and social functions, describing the game as an activity through which people can come together, share ideas and relax after daily activities.

Players engaged in Ncho using ground 
holes as improvised playing positions 

6.0 SOCIAL AND CULTURAL SIGNIFICANCE OF NCHO

6.1 Family Bonding

Ncho can provide an opportunity for parents, children and other relatives to spend time together. Through the game, family members interact in an informal environment where conversation and instruction can take place.The game may therefore strengthen family relationships by creating shared recreational experiences.

6.2 Intergenerational Interaction

An important feature of traditional games is the opportunity they provide for knowledge to pass from older to younger generations.An experienced player can teach a younger person how to arrange the seeds, select a hole, distribute the seeds and capture an opponent's seeds. Through this process, the learner acquires not only the mechanics of the game but also its terminology, etiquette and strategic knowledge.Ncho can consequently function as a vehicle of intergenerational cultural transmission.

6.3 Intellectual Development

The numerical nature of Ncho encourages counting, calculation and strategic reasoning. Players must determine the number of seeds available, anticipate where the last seed will fall and consider the possible response of the opponent.This makes the game an informal context for the development of mathematical and analytical thinking.

 Suharti et al. (2025) similarly found that mancala games involve mathematical concepts such as numerical patterns, distribution strategies, counting operations, logical thinking and probability.

6.4 Patience and Discipline

Players must wait for their turns, observe the opponent's movements and carefully consider their own decisions. Impulsive moves can result in the loss of an advantage.Ncho therefore encourages qualities such as patience, concentration, discipline and careful decision-making.

6.5 Social Interaction

Ncho is a face-to-face game. Players sit opposite one another and participate directly in a shared activity. This creates opportunities for conversation and social interaction.The game can consequently function as a form of social recreation, strengthening relationships among individuals within the community.

6.6 Indigenous Knowledge

The knowledge required to construct the board, prepare the playing materials, understand the rules and apply successful strategies represents a body of indigenous knowledge.Much of this knowledge may be transmitted orally and practically rather than through formal written instruction. This makes systematic documentation important for its continued survival.

7.0 NCHO AS CULTURAL HERITAGE OF IHIALA

The contemporary concept of cultural heritage extends beyond monuments, archaeological objects and museum collections to include living knowledge, skills, practices and social traditions.UNESCO's recognition of traditional intelligence and strategy games in its Intangible Cultural Heritage framework demonstrates that traditional games can possess heritage significance beyond their recreational function. In 2020, UNESCO inscribed Traditional Intelligence and Strategy Game: Togyzqumalaq, Toguz Korgool, Mangala/Göçürme on the Representative List of the Intangible Cultural Heritage of Humanity. The inscription demonstrates the international recognition that traditional strategy games can embody knowledge, skills and cultural practices transmitted within communities.Ncho has similar tangible and intangible dimensions.The tangible dimension includes: 

• The wooden game board
• Seeds or counters Carving techniques
• Decorative elements; and other physical materials associated with the game.

The intangible dimension includes:

• Knowledge of the rules
• Playing techniques
• Strategies
• Terminology
• Social conventions
• Beliefs
• Values; and
• Methods of teaching and learning the game.

The cultural value of Ncho therefore lies not merely in the existence of a board but in the knowledge and social relationships surrounding the board.

From a museum perspective, this distinction is important. Preserving an Ncho board without documenting its maker, users, terminology, rules and social context would preserve only part of its cultural significance.

8.0 CONTEMPORARY CHALLENGES TO NCHONcho

Like many traditional recreational practices, faces challenges arising from social and technological change.Contemporary forms of entertainment include television, smartphones, social media, video games and other digital activities. These forms of entertainment can reduce the amount of time younger people spend learning traditional games. Another challenge is the weakening of intergenerational transmission. If experienced players no longer teach younger people, the rules, vocabulary and strategies associated with Ncho may gradually disappear.Traditional board-making skills may also decline where craftspeople are no longer producing the boards regularly. The loss of the physical object can therefore occur alongside the loss of knowledge associated with its production.

However, cultural continuity does not necessarily require a traditional practice to remain completely unchanged. Contemporary heritage approaches recognise that living heritage is continually recreated by communities. The objective should therefore be to support continued knowledge and participation while allowing the Ihiala community to determine how Ncho should develop.

09.0 DOCUMENTATION, PRESERVATION AND PROMOTION

The preservation of Ncho should begin with systematic documentation. This should include:

Photographing traditional Ncho boards, recording their dimensions and construction techniques, documenting the materials used, recording experienced players, documenting the rules and terminology, recording complete games through audio-visual methods; and documenting oral histories concerning the game.

Museums can play an important role in this process. Ncho boards can be preserved as cultural objects while interviews with their makers and users provide information about their social context.

Schools can also contribute by introducing Ncho through cultural clubs, demonstrations and traditional-game competitions.

Community competitions may encourage younger people to learn the game. Such competitions, however, should complement rather than replace its recreational and cultural functions.

Digital documentation is another important preservation strategy. Short documentaries, photographs, interviews and digital exhibitions can make Ncho accessible to younger generations and members of the Ihiala community living outside the area.

Most importantly, preservation should involve the community itself. The people who practise and transmit Ncho should participate in deciding what aspects of the game should be documented and how it should be promoted.

10.0  RECOMMENDATIONS

Based on the foregoing discussion, the following recommendations are proposed:

Systematic documentation: Ncho should be documented through photographs, interviews, video recordings and written records of its rules, terminology and history.

Museum documentation and exhibition: The National Museum of Unity, Enugu, and other relevant museums should consider documenting Ncho boards, playing materials, oral histories and associated knowledge for educational exhibitions.

Intergenerational transmission: Experienced Ncho players and community elders should be encouraged to teach younger people.

School-based programmes: Schools in Ihiala could introduce traditional-game demonstrations and competitions as part of cultural education.

Community competitions: Community-level competitions could be organised to encourage participation and stimulate interest among younger people.

Preservation of craftsmanship:

 Traditional makers of Ncho boards should be identified and their production techniques documented.

Digital preservation:

 Audio-visual records should be created and preserved in appropriate museum, community and digital archives.

Further research:

 Researchers should investigate the different forms of Ncho/Okwe in Igbo-speaking communities to establish similarities, differences and local histories.

Documentation of oral traditions: 

Local beliefs, terminology, stories and practices associated with Ncho should be documented through interviews with knowledgeable community members.

Community participation: 

Any heritage initiative concerning Ncho should involve players, elders, young people, cultural organisations, museums and other relevant stakeholders.

11.0   CONCLUSION

Ncho (Izu Ncho) represents more than a traditional pastime in Ihiala. It is a game that combines recreation, intellectual engagement, social interaction and cultural knowledge.

As a recreational practice, Ncho provides opportunities for relaxation and companionship. As a social practice, it facilitates interaction among family members, friends and community members. As a traditional game, it embodies rules and skills transmitted through participation. As cultural heritage, it incorporates knowledge, materials, craftsmanship, terminology and practices that connect generations.The significance of Ncho therefore extends beyond its physical board and seeds. Its deeper value lies in the knowledge, skills, values and social relationships associated with playing it. Recent scholarship on African mancala games demonstrates the widespread importance and diversity of these indigenous strategic games, while contemporary ethnomathematical research highlights their numerical and logical dimensions (Mkondiwa, 2020; Suharti et al., 2025).The continued existence of Ncho will depend largely on whether its knowledge and skills continue to be transmitted. Documentation, museum interpretation, community participation, school-based programmes, competitions and digital preservation can contribute to its continuity.

Ncho should therefore not be treated merely as an old form of entertainment. It represents an aspect of the living cultural heritage of Ihiala, linking recreation with indigenous knowledge, social interaction and intergenerational cultural transmission. Its documentation and preservation can contribute to a broader understanding of the cultural diversity of southeastern Nigeria and the importance of traditional games within Nigerian heritage.

REFERENCES

Adinuba, B. N. (2020). Ara na Ọma tradition and Mothers' Day celebration among the Igbo: The case of Ihiala Clan of Anambra State, Nigeria. Lagos Historical Review, 18, 95–117

Mkondiwa, M. (2020). Mancala board games and origins of entrepreneurship in Africa. PLOS ONE, 15(10), e0240790. https://doi.org/10.1371/journal

Suharti, R., Bhatt, K. P., Tolulope, O. Y., & Sambo, Y. A. (2025). Exploration ethnomathematics in traditional games of Mancala in Africa and Congklak in Indonesia. Interval: Indonesian Journal of Mathematical Education, 3(1), 45–53. https://doi.org/10.37251/ijome.v3i1.1594Cahaya Ilmu Cendekia

UNESCO. (2023). Nigeria: Elements on the Lists of Intangible Cultural Heritage. UNESCO Intangible Cultural Heritage.