Universidad Central “Marta Abreu” de Las Villas  
Facultad de Cultura Física  
http://revistaciaf.uclv.edu.cu  
Ciencia y Actividad Física  
Vol. 7, No. 2, Mes julio-diciembre, 2020  
Pág. 44-56  
Tipo de artículo: Artículo original  
Recibido: 21/04/2020  
Aceptado: 01/07/2020  
El juego como actividad físico-recreativa fundamental en  
la formación del niño  
Play as a fundamental physical- recreational activity in the  
child´s training  
1
*
2
3
Manuel Dimas Nieves Pérez , Amelia Domínguez Ventura , Urbano Blas Rodríguez Martínez  
1
Universidad Central “Marta Abreu” de Las Villas. Facultad de Cultura Física, Cuba. Orcid 0000-0001-5519-  
3
944  
2
Universidad Central “Marta Abreu” de Las Villas. Facultad de Cultura Física, Cuba. Orcid 0000-0001-7305-  
1
077  
3
Universidad Central “Marta Abreu” de Las Villas. Facultad de Cultura Física, Cuba. Orcid 0000-0002-4984-  
6
395  
*
Autor para correspondencia: mnieves@uclv.cu  
Resumen  
La investigación está procurada por la insuficiente participación de los escolares del grupo B de  
tercer grado del seminternado Camilo Cienfuegos, municipio Santa Clara, en actividades físico-  
recreativas en el horario de Deporte para todos. Lo anterior trae consigo que se plantee el siguiente  
problema científico: ¿Cómo contribuir a incentivar a los escolares del grupo B de tercer grado del  
seminternado Camilo Cienfuegos, municipio Santa Clara, a participar en actividades físico-  
recreativas en el horario de Deporte para todos? Por lo que se traza como objetivo: elaborar juegos  
para el incremento de la participación en actividades físico-recreativas de los escolares del grupo B  
de tercer grado del seminternado Camilo Cienfuegos, municipio Santa Clara, en el horario del  
Deporte para todos. La población está compuesta por los escolares del grupo B de tercer grado de  
dicha escuela. Para lograr el objetivo se tiene en cuenta la utilización de métodos de nivel teórico  
como el análisis síntesis, del nivel empírico, la revisión documental, la encuesta, la observación y el  
pre experimento, acompañados de métodos estadístico-matemáticos de la estadística descriptiva  
como la distribución empírica de las frecuencias; lo que permitió conocer intereses, motivaciones y  
valorar la participación a partir de su aplicación. Se logra una elevada incorporación e incremento de  
los estudiantes en las actividades físico-recreativas.  
Palabras clave: juegos, actividades físico- recreativas, escolares  
1
Universidad Central “Marta Abreu” de Las Villas  
Facultad de Cultura Física  
http://revistaciaf.uclv.edu.cu  
Ciencia y Actividad Física  
Vol. 7, No. 2, Mes julio-diciembre, 2020  
Pág. 44-56  
Abstract  
The research is sought by the insufficient participation from school children in group B of the third  
grade of the Camilo Cienfuegos primary school Santa Clara municipality in physical-recreational  
activities in the time of Sports for all. Which brings about the following scientific problem: How to  
contribute to encourage schoolchildren in group B of the third grade of the primary school Camilo  
Cienfuegos, Santa Clara municipality to participate in physical-recreational activities during the  
Sports for all time? Therefore, the objective is to develop games to increase participation in  
physical-recreational activities of schoolchildren in group B of the third grade of the primary school  
Camilo Cienfuegos, Santa Clara municipality in the Sports for all time. The population is made up of  
schoolchildren from group B from the school previously mentioned. To achieve this purpose, the use  
of theoretical level methods such as synthesis analysis, empirical level, documentary review, survey,  
observation and pre-experiment, accompanied by statistical-mathematical methods of descriptive  
statistics such as distribution of empirical frequencies, are taken into account; what allowed  
knowing interests, motivations and valuing the participation from its application. Achieving a high  
incorporation and incensement of students in physical-recreational activities.  
Keywords: games, physical-recreational activities, school  
Introducción  
Raising the standard of living of girls, boys and the population in general constitutes a challenge that,  
in one way or another, will be given by the influence of all social phenomena. In this sense, play  
plays a very important role in physical-recreational activities. Domínguez (2018), affirms that  
training and educating, in such a way that the student feels these influences as a necessity, not as an  
imposition and the game is one of the most suitable means and is achieved in the unity of action of  
the group The authors share the criteria given by Fernández (2013) when he states that the reality is  
that games open the way for girls and boys to the world and influence in their mental development.  
As Watson (2008) criterion that the game can become through a correct direction, in a mean of  
education since it offers the possibility of developing cognitive, affective and volitional aspects of  
the personality, taking into account the needs and rights of infants, this interest is a permanent task of  
our society.  
On the other hand, Leyva, Cedié and Hernández (2018) reveal that video games have negative  
influences on the systematic practice of physical-recreational activities. In this sense, in the opinion  
of the authors, the game is an instrument that must be used by the Physical Culture professional to  
enhance the physical and mental development of the child.  
2
Universidad Central “Marta Abreu” de Las Villas  
Facultad de Cultura Física  
http://revistaciaf.uclv.edu.cu  
Ciencia y Actividad Física  
Vol. 7, No. 2, Mes julio-diciembre, 2020  
Pág. 44-56  
Regarding the recreational event, Waichman (2004) agrees when he states that most of the  
approaches are focused on play and fun, which is almost known as a compensation (against function)  
to serious and routine activities, its essential component is the joy that actually ends when the  
organized activity ends. It is also important to cite researchers such as Fulleda (2004);Ramos (2004);  
Sosa (2015) who state that Physical Recreation constitutes a part of Recreation and weight physical-  
sporting activities, this definition appears in various studies.  
In this sense, Sosa (2015) systematizes according to the new current conceptions and proposes that:  
Physical Recreation is a set of physical activities defined by physical-recreational reasons that  
constitute a subsystem of recreation and is part of the physical culture of the population with  
emphasis on active rest, health, the creation of motor habits, fun and creative individual  
development. This type of recreation is characterized by a certain level of motor skills, which  
generates a high level of physical-recreational protagonism. (p.13)  
On the other hand (Poso, Aponte, Zapata and Betancourt, 2020) carry out a study where they support  
the experts in the phenomenon of recreation and explain about the theories of leisure and free time in  
the process of socialization in educational institutions.  
In spite of all the previous stated it remains the need of investigating in terms of encouraging the  
participation of students in physical-recreational activities through games, which leads to investigate  
these elements in the Camilo Cienfuegos primary school, Santa Clara municipality, where it is  
stipulated through the strategy of school physical education and administration reports that, 3rd grade  
Group B students do not engage in physical-recreational activities during the Sport for all time.  
This leads to the following problematic situation: insufficient participation of schoolchildren in  
group B of the 3rd grade of the primary school Camilo Cienfuegos, Santa Clara municipality in  
physical-recreational activities during the Sports for all time.  
Which brought with it the following scientific problem: How to contribute to encourage  
schoolchildren in group B of the 3rd grade of the Camilo Cienfuegos primary school, Santa Clara  
municipality to participate in physical-recreational activities during the Sports for all time?  
3
Universidad Central “Marta Abreu” de Las Villas  
Facultad de Cultura Física  
http://revistaciaf.uclv.edu.cu  
Ciencia y Actividad Física  
Vol. 7, No. 2, Mes julio-diciembre, 2020  
Pág. 44-56  
Therefore, the objective is: to develop games to increase the participation in physical-recreational  
activities of schoolchildren in group B of the third grade of the primary school Camilo Cienfuegos,  
Santa Clara municipality in the Sports for all time.  
As results of the research, designed games are proposed to encourage the participation of 3rd grade  
students in Sport for all.  
Methodology  
The investigation is divided into three stages:  
1
2
3
. Diagnosis  
. Preparation and application  
. Valuation  
Camilo Cienfuegos Primary School has an enrollment of 479 students from all grades. Taking into  
consideration a population from group B of third grade with a total of 24 students, of which 14 are  
female and 10 are male, since it is the group worked with, during the work practice.  
The methods and techniques used were the analytical-synthetic, the inductive-deductive, the  
documentary review, the pre-experiment, the observation, the survey and the empirical distribution  
of frequencies. In the first stage of research the methods used were: The observation was carried out  
in a covert, field and systematic way; with the objective of characterizing the physical-recreational  
activities that are developed in group B of the third grade of the school Camilo Cienfuegos, Santa  
Clara municipality. It was carried out in a period of time of one month (October 2019) with three  
weekly frequencies, for a total of 12 observations made. The survey was conducted on all third-grade  
group B schoolchildren from the Camilo Cienfuegos primary school, Santa Clara municipality, and  
consisted of three questions::  
1
2
3
. ¿ Do you play games during the Sports for all time?  
. ¿ Do you like to do physical-recreational activities in the Sports for all time?  
. ¿ What games would you like to play during the Sports for all time?  
In the second stage of research the methods used were:  
4
Universidad Central “Marta Abreu” de Las Villas  
Facultad de Cultura Física  
http://revistaciaf.uclv.edu.cu  
Ciencia y Actividad Física  
Vol. 7, No. 2, Mes julio-diciembre, 2020  
Pág. 44-56  
The documentary review and analytical-synthetic, these were used from the survey carried out in the  
previous stage and the elements outlined in the introduction. They were also used in the making of  
the games; These were organized according to the characteristics of the group worked with , their  
methodology is playful, to ensure that the 24 schoolchildren get involved in physical-recreational  
activities and feel committed to its development; so they can experience, learn, understand the reality  
that surrounds them, release tension, develop their imagination, their ingenuity and understand their  
environment.  
The 24 schoolchildren in the group were involved. Taking into account these aspects, a total of five  
games were conceived, this variety allows enhancing motivation to achieve a greater participation of  
schoolchildren in these activities. The other method used was the pre-experiment, which was carried  
out under natural conditions, during a period of two months (November and December 2019) with  
three weekly frequencies, for a total of 24 frequencies.  
In the third stage of research the methods used were: The observation, carried out in a covert, field  
and systematic way; with the aim of assessing the implementation of the games and their acceptance  
by the schoolchildren of the group. It was carried out over a period of three months with three  
weekly frequencies, for a total of 36 observations made.  
The survey was made to all the schoolchildren in group B of 3rd grade, the questions were the same  
as those carried out in the survey of the first stage of the research.  
Results and discussion  
The results are divided into two fundamental moments, before applying the pre-experiment and after  
being applied, the first moment will be identified as moment-1 and the second as moment-2. At  
moment-1, as a result of the observations made, it was found that 21 schoolchildren, that constitute  
8
8% of the group, do not carry out physical-recreational activities during the Sports for all time, they  
remain seated in the classroom by their own will, in this same place they eat their snack and then  
consume the schedule playing electronic games or board games such as Spanish cards and checkers.  
The other 12%, that is, three schoolchildren, are engaged in playing tag and hide, which constitute  
physical-recreational activities.  
5
Universidad Central “Marta Abreu” de Las Villas  
Facultad de Cultura Física  
http://revistaciaf.uclv.edu.cu  
Ciencia y Actividad Física  
Vol. 7, No. 2, Mes julio-diciembre, 2020  
Pág. 44-56  
That is, 88% of the study subjects do not engage in physical recreational activities at that time.  
This information can be seen in the following table:  
Table 1. Observation results  
Students who carry out physical-recreational activities.  
Students who do not perform physical-recreational  
activities.  
21(88%)  
3
(12%)  
The survey conducted at time-1 yielded a series of data. The data for response one and two can be  
seen in the Table. 2.  
Table 2. Survey results 1st moment  
Student Response  
Questions  
1
2
5
Si  
3
No  
21  
19  
1
2
3
.
.
.
¿ Do you play games during the sports schedule for everyone?  
¿ Do you like to do physical-recreational activities in the sports schedule for everyone?  
¿ What games would you like to play during the Sports For All schedule?  
In question three, the 24 students for 100% answered that they would like to play games of racing,  
jumping, quick, grabbing and guessing. As you can see in table 2, from 24 from group B of 3rd  
grade, only three carry out physical-recreational activities during the sports for all time and only five,  
like physical-recreational activities.  
Preparation and structure of the Games  
First game  
Name: Hug your friend  
Method: Game Materials: None  
6
Universidad Central “Marta Abreu” de Las Villas  
Facultad de Cultura Física  
http://revistaciaf.uclv.edu.cu  
Ciencia y Actividad Física  
Vol. 7, No. 2, Mes julio-diciembre, 2020  
Pág. 44-56  
Organization: Scattered on the ground  
Procedure: The teacher or a selected child will say a number aloud and the other children will have to  
come together through a hug according to the number mentioned. Rules: Cannot pushed each other  
and the groups must be formed by the mentioned number.  
Second game  
Name: Guess the word  
Method: Game  
Materials: A watch  
Organization: 2 teams will be formed, opposite each other, sitting on the floor. Procedure: A team  
will say a word to a child of the opposing team selected by his team. The child must perform  
movements of body expression, in such a way that his mates guess the word, they have 5 minutes to  
do it. Rule: Whoever represents the word cannot speak.  
Third Game  
Name: The Wolf and the Rabbit  
Method: Game  
Materials: A chalk  
Organization: Scattered through the field previously marked by the teacher.  
Procedure: Within the group of students there will be 2 wolves and the others will be rabbits. The  
wolves must touch the rabbits and they must sit on the ground and wait for another rabbit to touch  
them to continue running, the game ends when all the rabbits are captured.  
Rules: They cannot go outside the boundary of the ground. The sitting rabbit cannot move until  
another rabbit touches him.  
Fourth Game  
Name: The jump of the rabbit and the frog.  
7
Universidad Central “Marta Abreu” de Las Villas  
Facultad de Cultura Física  
http://revistaciaf.uclv.edu.cu  
Ciencia y Actividad Física  
Vol. 7, No. 2, Mes julio-diciembre, 2020  
Pág. 44-56  
Method: Game  
Materials: A chalk  
Organization: Two rows are formed and two marks are placed at a distance of 15 meters, the first  
child in each row at the sound of a signal made by the teacher or a student, must move jumping with  
their feet joined from the first mark to the second and jump back with feet shoulder width apart.  
When he returns the next child will come out and perform the same action. The first team in which  
all its members finish, wins. Rules: The first child cannot leave before the signal. He cannot leave  
until he reaches the starting point of the one before him.  
Fifth Game  
Name: The hare and the tortoise.  
Method: Game Materials: A chalk  
Organization: Two rows are formed and two marks are placed at a distance of 10 meters, the first  
child in each row at the sound of a signal made by the teacher or a selected student, must move  
running in a straight line at their maximum speed from the first mark to the second and return in the  
same way. When he returns the next child will come out and perform the same action. The first team  
in which all its members finish wins.  
Rules: The next child who has to come out of each row cannot do so until the one before him do not  
finish.  
At moment-2, as a result of the observations made, it was possible to verify that during the first  
month the students did not fully participate in the games, but from the second month on, the 24  
students, who constitute 100% of the group were actively participating in the games implemented,  
thus carrying out physical-recreational activities during Sport for all time.  
During the third month, the 24 students carried out physical-recreational activities on a voluntary  
basis and the teacher's guidance was not necessary, among the activities were the five games made in  
this research and others created by themselves.  
The survey conducted at moment-2 yielded the following data:  
8
Universidad Central “Marta Abreu” de Las Villas  
Facultad de Cultura Física  
http://revistaciaf.uclv.edu.cu  
Ciencia y Actividad Física  
Vol. 7, No. 2, Mes julio-diciembre, 2020  
Pág. 44-56  
The data for answer one and two can be seen in the table. 3.  
Tabla 3. Results of the survey 2nd moment  
Student Response  
Questions  
1
2
Si  
24  
0
24  
0
No  
1
2
3
.
.
.
¿ Do you play games during the sports schedule for everyone?  
¿ Do you like to do physical-recreational activities in the sports schedule for everyone?  
¿ What games would you like to play during the Sports For All schedule?  
In question three, the 24 students answered that they liked the games made, that is, the games made  
in this investigation.  
This table shows a positive increase on the part of the group's schoolchildren in terms of participation  
in physical-recreational activities in the Sports for all time and the acceptance of them.  
The comparison made between moment-1 and moment-2 in terms of observation shows a series of  
results that can be seen in the following tables.  
Tabla 4. Observation comparisons  
Moment-1  
Moment-2  
Schoolchildren who carry out physical-recreational  
activities. (A1)  
Schoolchildren who carry out physical-recreational  
activities. (A2)  
24(100%)  
3
(12%)  
Tabla 5. Observation comparisons  
Moment-2  
Schoolchildren who do not carry out physical-recreational Schoolchildren who do not carry out physical-recreational  
Moment-1  
activities. (B1)  
1(88%)  
activities. (B2)  
0(0%)  
2
9
Universidad Central “Marta Abreu” de Las Villas  
Facultad de Cultura Física  
http://revistaciaf.uclv.edu.cu  
Ciencia y Actividad Física  
Vol. 7, No. 2, Mes julio-diciembre, 2020  
Pág. 44-56  
In the tables it can be seen that there is an 88% increase in schoolchildren who perform physical-  
recreational activities, achieving the inclusion of 100% of the group's enrollment in them.  
The comparison made between moment-1 (M.1) and moment-2 (M.2) regarding the survey yielded a  
series of results that can be seen in the table. 6.  
Table 6. Results of the survey 2nd moment  
Student Response  
Question1 Question2  
M.1 M.2 M.1 M.2  
Yes  
No  
3
24  
0
5
24  
0
21  
19  
1
2
3
.
.
.
¿ Do you play games during the sports schedule for everyone?  
¿ Do you like to do physical-recreational activities in the sports schedule for everyone?  
¿ What games would you like to play during the Sports For All schedule?  
In the question, the students go from saying at a time-1 that they would like to play racing, jumping,  
speed, grabbing and guessing games, to a time-2 that they would like to play the games developed in  
this research, proving in this way, the inclusion and acceptance of games by schoolchildren.  
Conclusions  
1
. The diagnosis allowed to verify the insufficient participation and the displeasure of the  
schoolchildren of group B of the third grade of the primary school Camilo Cienfuegos, Santa  
Clara municipality, in physical-recreational activities during the Sports for all time.  
. A proposal of games was created from the tastes and preferences of the schoolchildren of group  
B of 3rd grade of the Camilo Cienfuegos primary school.  
2
3
. The games developed contributed to the participation of the schoolchildren of group B of the 3rd  
grade of the primary school Camilo Cienfuegos, Santa Clara municipality, in physical-  
recreational activities during the Sports for all time and there were achieved outstanding results  
and excellent acceptance among students.  
10  
Universidad Central “Marta Abreu” de Las Villas  
Facultad de Cultura Física  
http://revistaciaf.uclv.edu.cu  
Ciencia y Actividad Física  
Vol. 7, No. 2, Mes julio-diciembre, 2020  
Pág. 44-56  
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Facultad de Cultura Física  
http://revistaciaf.uclv.edu.cu  
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