Currently, ethnophysics studies particularly those focusing on traditional games are still rarely chosen as research topics. Even when such research does exist, it tends to be more immersive in nature and does not directly engage with the actual objects. However, a holistic approach that directly incorporates traditional games into the learning process would add depth to the material. It could even reveal the various physics concepts embedded in the Egrang game. Yet, most research has not yet addressed the specific physics concepts present in the Egrang game. This represents a research gap: identifying and exploring the physics concepts within the Egrang game. The purpose of this article is to explore the traditional game of egrang as a teaching tool for physics and to analyze which physics concepts are present in the traditional game of egrang as a teaching resource. This study employs a qualitative research method using a literature review approach. The primary sources of research data consist of literature or documents such as books, research reports, and articles published in scientific journals, obtained from libraries, loans, and online searches via official scientific journal portals. Data analysis was conducted using the Miles and Huberman interactive qualitative analysis model throughout the research process. The results of the study show that the traditional egrang game can be used as a teaching tool for physics because it incorporates physics concepts such as mechanical energy and kinetic energy, as well as balance, force, torque, and mass. The traditional egrang game can spark students’ interest in learning physics because it is closely related to everyday life.