Chess and Cards can be classified as:

Child psychologists classify play by the primary faculty it exercises. Movement play relies on gross-motor, large-muscle activity; fighting play centres on physical or simulated combat and rivalry; experimental play involves exploring and manipulating objects through trial and error; and intellectual play engages reasoning, memory, and strategic planning with little or no bodily exertion.

Chess requires a player to plan several moves ahead, recall rules and prior positions, and weigh strategic options; card games such as rummy or bridge require tracking played cards, estimating probabilities, and planning a sequence of moves. In both cases, success depends on mental faculties — reasoning, memory, and judgement — rather than on physical strength or movement, which places them squarely under intellectual play.

• Fighting play denotes direct bodily or simulated combat and rivalry (e.g. wrestling), decided by physical contest rather than mental calculation. Chess and cards, by contrast, are turn-based contests of reasoning and rule-based strategy, with no bodily contact between the players — so they are not fighting play.

• Experimental play (exploring objects or materials through trial and error): chess and cards follow a fixed, pre-set set of rules rather than open-ended exploration, so this does not fit.

• Movement play (running, jumping, and other gross-motor activity): chess and cards are played while seated, and gross-motor activity is not the primary basis of play, so this does not fit.

• Intellectual play (reasoning, memory, strategy): this is exactly the faculty chess and cards exercise, confirming the classification.