Game has an important part of growth and development of an individual, good source of knowledge, skills and values as well as enjoyment. It also provided opportunities to each child to engage in different movements and play many games. Using indigenous games in teaching learning competentencies in Physical Education 1 will help for the improvement of skills and values of the learner.

This study aimed to determine the effectiveness of indigenous games integrated in the lesson to physical education for enhancing skills and values of Grade One pupils in Caloocan North Elementary School. The descriptive research method was used in this study. The research instrument was survey checklist questionnaire developed by the researcher to gather needed data. Three sets of the questionnaire were used to 21 teacher respondents for the selection of indigenous games to be integrated in K-12 Basic Education Program especially in Physical Education learning competencies to improved skills and

values in implementing games as their activities and giving comments and suggestions for semi-detailed lesson plan. One set of questionnaire was used for grade one pupil respondents to evaluate the improvement of skill and values among learners after integrating games. The data gathered from the retrieval of survey questionnaire were tallied, tabulated, presented in the tables, analyzed and interpreted through the use of frequency, percentage ranking, weighted mean and likert scale.

The results revealed that indigenous games should be integrated in the lesson were luksong tinik, piko, tumbang preso, luksong lubid, tumbang preso, jackstone, patintero, pasahan ng bola, pitik bulag, bato bato pick, kadang kadang, ten twenty and teks. Thus, it was interpreted that these games have great impact on the development of the learner's skills and abilities because many students love to play the games during class time and can relate to the activities in physical education. All competencies in physical education match the integration of indigenous games. The teacher respondents highly suggested that leson plan must be functional and has complete parts.

Based on the findings of the study the following conclusions are drawn; (1) the fifteen indigenous games should be integrated in the lesson of Physical Education 1 such as luksong tinik. piko, tumbang preso, luksong lubid, tumbang preso, jackstone, patintero, pasahan ng bola, pitik bulag, bato bato pick, kadang kadang, ten twenty and teks; (2) the skills and values develop in integration of indigenous games in the lesson were categorized as to the improvement of three domains the psychomotor, cognitive and affective domain; (3)That the teacher respondents highly suggested and recommended that leson plan must functional and had the following parts: objective, subject matter, procedure evaluation and assignments.

In light of the findings and conclusions of the study, researcher recommends: (1) the teacher should develop module of indigenous games and its mechanics or own mechanics of indigenous games based from the ability of their learners and the administrators should support the teachers in implementing the integration of indeginous games in the classroom; (2)encourage pupils to join the games because it could develop different skills and values, use also the indigenous games in other subject areas and utilize it in training or activities for girl scouts and boy scouts as well as for game contest in primary grade; (3) formulate appropriate assessment tools in every games using rubrics: formulate assessment tools in psychomotor domain, cognitive domain and affective domain based from the objective of the lessons: (4) conduct training for teacher through School Learning Action Cell (SLAC) about integration of indigenous games in the lesson.