Although a large number of theories justify the presence of games in school, all of them converge in two of the educational functions described by Biesta, socialization and qualification. In contrast to this instrumental educational approach, the present article aims to develop the bases for a philosophy of physical education (PE) oriented toward the game as an object. This proposal is supported by Suits¿ theory of games and the object-oriented philosophy (OOP) introduced by Harman. The text presents a justification for games in the school setting by defending its intrinsic value. First, the instrumentalist justifications for games are presented in order to establish the state of the art. Second, an explanation is provided about the degree to which the object-oriented philosophy can complement these justifications. Third, the article explains why Suits¿ theory of games establishes the conceptual bases for developing what we could call a philosophy of PE oriented toward the game as an object. Finally, an example is provided of how this philosophy can guide the PE practice.