Recibido: 8-11-2025

Aceptado: 14-1-2026

Actions with traditional games activities for the Local
Development Zone
"
Los Alevines
"
.

Authors:
Lic.
Wulfredo
Díaz
Pérez
1
,
M.
Sc.Rosa
de
la
Cruz
Hernández
Moya
2
,Lic.
Ernesto
Pacheco Rodríguez
3
.

1
“Julio
Antonio
Mella”
Sports
Complex
ORCID
Code;
https://orcid.org/0009-0007-2432-5511
mail:
jpmalmanza94@gmail.com

2
Central
University
“Marta
Abreu”
of
Las
Villas.
Faculty
of
Physical
Culture.
ORCID
code.
https://orcid.org/0000-0002-5223-0698
mail:
rhmoya@uclv.cu

3
Central
University
“Marta
Abreu”
of
Las
Villas.
Faculty
of
Physical
Culture.
ORCID
code
https://orcid.org/0000-0003-0589-8705
mail:
ernestopr@uclv.cu

*
Corresponding author:
rhmoya@uclv.cu

Abstract
.

The study, titled "Actions with Traditional Games Activities for the Local Development
Zone "Los Alevines
”, is
part of the research project: a recreation program for leisure-time
education in the community. During the diagnostic phase, the participation of children
aged 8-12 in activities was considered, based on their interests, tastes, and preferences. It
was noted that the current insufficient use of traditional games in a free and spontaneous
way during leisure time is evident, due to the undiscriminating use of new technologies
and
social
media.
The
research
employed
various
theoretical
and
empirical
methods,
participatory techniques, and mathematical-statistical methods. This allowed the study to
address
the
following
objective:
to
design
an
action
plan
using
traditional
games
to
increase the participation of children aged 8-12 in physical and recreational activities in
“Los
Alevines”
Santa
Clara
Local
Development
Zone.
Aspects
of
environmental
education were also developed in accordance with the 2030 Agenda goals for the zone
where the community is located. The results were broken down in tables and graphs.
Concerning
the
specialists,
they
considered
the
proposal
highly
relevant
for
the

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Center for Studies of Physical Culture and Sport
Central University “Marta Abreu” of L
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https://revistaciaf.uclv.edu.cu

development
of
the
community
where
it
was
applied,
ensuring
that
these
cultural
manifestations with deep social roots do not disappear from the socialization and play
resources of children.

Keywords:
traditional games 1, recreation 2, actions 3, activities 4, participation 5.

Introduction

Recreation worldwide has been gaining strength and relevance across all socioeconomic
strata, as well as in various sectors such as education, business, and especially community
social activities. For society, leisure time has become an essential variable searching for
a higher quality of life. (Díaz, 2023).

Physical
recreation
cannot
be
viewed
from
a
traditional
perspective,
as
a
theoretical
exercise and bearer of scientific concepts without a vision that integrates the various
dimensions of work, it can not focus the process more on learning than on teaching. But
It
must
be
viewed
from
a
socio-historical-cultural
perspective,
what
marks
from
its
objective the true character. (Fuentes & Bestard, 2020)

Physical-recreational activities become participatory spaces for children to play games,
which have a wide range of classifications, including traditional ones, which are found
all over the world and are closely linked to festivals or recreational activities, which
respond to the needs of human beings, occupying a place and time in people's lives,
especially in children.

The
use
of
games
in
different
physical
and
recreational
activities
contributes
to
the
development of children's motor and social skills, as well as promoting, fostering, and
strengthening autonomy in activities, taking into account the rise and undiscriminating
use
of
new
technologies
in
the
developmental
stages
of
childhood
and
adolescence.
(Rodríguez, 2020)

Traditional games, being group activities, promote social interaction. This allows children
to develop teamwork skills, cooperation, and respect for rules. At the same time, these
dynamics
foster
effective
communication,
values
such
as
solidarity
and
respect,
and
strengthen self-confidence by facing challenges in a playful environment. Another reason
is their practical and effective character as a pedagogical strategy; these activities are

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accessible, economical, and easy to implement in any educational context, without the
need of complex technological resources. Their flexibility allows them to be adapted to
different realities. (Macas & Rivera, 2023)

Traditional games typically involve activities that require motor skills, coordination, and
balance.
These
movements
promote
the
development
of
basic
motor
skills
such
as
jumping, running,
and
walking. Children
also
develop
spatial
awareness,
recognizing
distances,
direction,
and
spatial
relationships
between
themselves
and
objects.
Furthermore, these
games encourage interaction among players through simple rules,
which facilitates their execution. Most are carried out outdoors. (Ormazábal et al., 2024)

Observations carried out to the activities developed in
“
Los Alevines" local development
zone in Santa Clara, revealed insufficient participation of children aged 8-12, because
they generally
entertain themselves through new technologies and communication, as
well
as
their
marked
fondness
for
video
games,
which
influences
in
the
lack
of
transmission
of
traditional
and
modern
games
to
current
generations,
which
is
not
inappropriate for the physical and psychological developmental needs of this evolution
development stage.

Considering
these
limitations,
a
design
of
an
action
plan
with
traditional
games
is
proposed
to
increase
the
participation
of
children
8-12
year
olds,
in
the
physic-
recreational activities of the " local development zone "Los Alevines in Santa Clara.

Materials and methods

The research process uses the analytical-synthetic and the inductive-deductive methods
at the theoretical level, and observation, surveys, triangulation, and
specialist’s criteria
are used at the empirical level. Participatory techniques, brainstorming, and empirical
frequency
distribution
statistical
techniques
are
also
used.
The
study
is
considered
descriptive and perspective.

The population participating in the research consists of 23 girls and 47 boys, for a total
of 70 participants aged between 8 and 12 years, belonging to district # 86 of the local
deve
lopment
zone
“Los
Alevines”,
in
Santa
Clara,
all
of
them
study
at
“Abel
Santamaria
” school.

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Other subjects participating in the study:

There are 15 subjects from the community, made up by the 13 family members and two
directors: the president of the Popular Council “Sakenaf”, president of the constituency
“Los Alevines”, who were interviewed with the objective of knowing their opinions and
suggestions in relation to the physical-recreational activities and the use of traditional
games in declared district.

Seven
Physical
Recreation
specialists
with
vast
experience
in
physical
activity,
aged
between 40 and 73 years, four of them hold a PhD, two have a Master's degree in Physical
Recreation, and one holds a Bachelor's degree.

Ten specialists in Physical Recreation, distributed as follows: three from the Municipal
Sports Directorate of Santa Clara and four from the Faculty of Physical Culture of the
Central
University “Marta Abreu” de
Las Villas.
All
with theoretical
knowledge and
experience in the organization and development of physical-recreational activities.

Results and discussion

During the observation the following indicators were taken into account in the diagnosis,
where the following results are corroborated.

Children's participation in the proposed physical and recreational activities. Creativity
and
contributions
of
ideas
from
the
children
during
the
physical
and
recreational
activities.
Traditional
games
they
know
and
play.
Organization
of
the
area
for
the
development
of
the
physical
and
recreational
activities.
Integration
of
Community
stakeholders. Preparation of the recreation teachers.

52.8%

34.2%

65.7%.

Children's participation in physical
-
recreational activities

Street plan

Let
´
s
play

TGF

Brain games

Figure 1. Physical-recreational activities

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Four types of recreational physical activities were observed in the "Los Alevines" local
development
zone,
including
“Brain
Games,”
"Let's
Play,"
"Street
Plan,"
and
the
Traditional Games Festival (TGF). These activities took place weekly for four months,
resulting in a total of 16 observations. The following results were obtained: Regarding
children's attendance at recreational activities, the overall performance was rated as poor.
Specifically, only 5 girls and 19 boys (34.2%) participated in "Let's Play," 9 girls and 20
boys (52.8%), participated in the "Street Plan", which had the highest participation with
15 girls and 31 boys (65.7%).

In This way it was possible to confirm the low participation of children aged 8-12 in
physical-recreational activities, as they prefer to stay at home or otherwise sit in the area
doing other activities such as playing or chatting on their cell phones, as well as listening
to music with the speakers.

Table 1. Survey of children about activities

Questions

Children (70)

%

1

13

18.5

7

10

27

38.5

23

32.8

2

23

32.8

43

61.4

3

70

100

4

38

54.2

32

45.7

Source: Authors' own elaboration.

During the diagnostic, a survey was conducted (Table 1) which revealed that from the
total of 70 children, 13 (18.5%) which activities are related with spending their time with
their friends, 7 (10%) watched television, 27 (38.5%) used new technologies to
play
games on computers, tablets, and Xbox, and to connect to social media with their phones,
and only 23 (32.8%) preferred to participate in physical and recreational activities.

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The answer given by children regarding the traditional games they know and they enjoyed
playing,
all
23
(100%)
girls
mentioned
skipping
rope,
kickball,
tag,
hopscotch,
"al
ánimo," "el pon," hula-hooping, and chain-playing.

Concerning the boys, they mentioned the spinning top, marbles, kites, hopscotch, ball
toss, four corners, and chain tag. It is necessary to highlight that 100% of the children
expressed knowledge and preference for tug-of-war, sack races, four corners, tag, hide-
and-seek, hopscotch, chain tag, and kickball. In the question related to the participation
in physical-recreational activities, 70 children, 38 (54.2%) answered that they participated
sometimes, because the activities were almost always the same and occasionally lacked
of conditions or resources to play the games they would like and the other 32 (45.7%)
answered Yes.

Traditional games, such as hopscotch, marbles, and spinning tops, used to be common
activities
in
public
spaces.
Now,
these
same
spaces
remain
deserted
or
are
used
for
different activities, demonstrating a shift in cultural dynamics. Furthermore, the limited
access
to
these
games
in
urban
environments
reflects
a
disconnect
between
younger
generations
and
their
cultural
roots,
a
situation
that
requires
immediate
attention.
(Sánchez et al., 2025)

When triangulation was performed using the method, it was found that participation in
physical-recreational activities by children aged 8-12 is insufficient, the highest percent
was from male sex, and girls prefer other activities; it was demonstrated that most of
traditional games have
been forgotten;
since there is an undiscriminating use of new
technologies and social networks, which interferes with attendance at planned activities;
everyone
agreed
that
hide-and-seek,
ball,
soccer,
hopscotch,
skipping
rope,
marbles,
spinning tops, and kites are the games most played by children in the community. (when
it is the season).

Traditional games have a significant cultural value, that are deeply linked to the country's
history
and
social
contexts,
and
despite
some
modifications,
these
games
keep
their
recreational and ludic essence and they positively influence on social interaction between
individuals of different generations. (Ardila, 2022)

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The authors of the research taking into account what have been stated above, designed an
Action Plan with traditional games that adapts the specific needs of its protagonists with
the
purpose
of
improving
the
offers
of
recreational
activities
in
free
time,
thus
guaranteeing the prevention of behaviors, habits and manifestations not in accordance
with the age in study, which can bring with it problems harmful to their health and quality
of life.

Introduction:
This
action
plan
with
traditional
games
is
directed
at
satisfying
the
recreational needs and increasing the protagonism of children aged 8-12 years in the local
development zone "Los Alevines", involving them in a participatory way and integrating
them
into
the
community,
as
well
as
avoiding
the
undiscriminating
use
of
new
technologies and social networks, in addition, it contributes to the search for initiative
that favor the spontaneity and creativity of the participants.

Aim:
To
increase
the
participation
of
children
in
the
physical-recreational
activities
carried out in the local development zone "Los Alevines", through traditional games.

Foundation.
The
Action
Plan
with
traditional
games
is
carried
out
to
increase
participation and occupy in a healthy way, the free time of children between 8-12 years
old in the local development zone "Los Alevines"; promoting the practice of physical-
recreational activities, aimed at raising the level of recreational satisfaction and that is
within everyone's reach in the community.

No
.

Action

Aim

Development

Date

Participants

Responsible

1

Diagnosis
regarding
the
knowledge,
tastes
and
preferences
of
the
participants
for
traditional
games.

To
know
the
games
used
in
physical-
recreationa
l activities.

Through
brainstorming,
the
traditional
games
that
children
know
were determined, as
well
as
their
interests, tastes and
preferences
in
the
physical-
recreational

Satur
days

Sunday
s

Children
from
the
community.

Recreation
teacher.

Researcher

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activities
of
the
area.

2

Intergenerat
ional
exchange
about
traditions.

Exchange
stories with
families
and
other
community
members
about
the
traditional
games
they
played
as
children.

This
action
established
a
dialogue
with
families
and
other
members
of
the
community to learn
about
the
games
they played in their
childhood,
which
have
been
passed
down
to
current
generations.

Satur
days

Sunday
s

Children,
families,
and
community
members.

Recreation
teacher.

Researcher

3

Festival
of
flying
objects

Make kites,
kites
and
fireflies.

Alternative
means
will
be
developed
for the execution of
the festival.

Satur
days

Sunday
s

Children,
families,
and
community
members.

Recreation
teacher.

Researcher

4

Traditional
games
festival.

Play
traditional
games with
children
aged 8-12

The
children
will
play
traditional
games,
well-known
games,
and
others
they
have
been
taught.

Satur
days

Sunday
s

Children
from
the
community.

Recreation
teacher.

Researcher

5

Creation
of
thinking
and
board
games.

Improve
intellectual
capacity.

Games
such
as
dominoes,
chess,
parcheesi, checkers,
Go,
cards,
dice,
jacks,
and
pick-up
sticks
will
be
played.

Satur
days

Sunday
s

Children
from
the
community.

Recreation
teacher.

Researcher

6

Rope
Festival.

Perform
rope games
(rope
pulling,

Teach
children
about
the
different
games
that
can
be
played with ropes.

Satur
days

Sunday
s

Children
from
the
community.

Recreation
teacher.

Researcher
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Swiss rope,
linking,
knots
and
tying).

7

Hopscotch
or
Pon
Festival.

Create
the
different
diagrams
for
playing
"pon".

Teach
children
about
the
different
ways
to
play
hopscotch and their
importance.

Satur
days

Sunday
s

Children
from
the
community.

Recreation
teacher.

Researcher

8

Festival
of
rustic
and
disposable
materials
for games.

Create
media
by
reusing
the
collected
materials.

Preparation
of
equipment
for
the
different
games
to
be played.

Satur
days

Sunday
s

Children,
family
members,
and
community
members.

Recreation
teacher.

Researcher

9

Rhythmic
games
festival.

Play games
of
rounds
and songs.

Teach
children
the
letters
of
rhythmic
games.

Satur
days

Sunday
s

Children
and
families
from
the
community.

Recreation
teacher.

Researcher

10

Imitation
and
dramatized
games.

Dramatize
and
imitate
different
situations.

Dramatizations
and
imitations
will
be
performed,
using
imagination.

Satur
days

Sunday
s

Children
and
families
from
the
community.

Recreation
teacher.

Researcher

Source: Authors' own elaboration

The following describes the games to be played in activity 4 of the Action Plan with
Traditional
Games,
for
physical-recreational
activities
in
the
local
development
zone
“Los Alevines”.

Objective: to carry out traditional games with children aged 8-12 years, in the physical-
recreational activities of the local development zone "Los Alevines".

1. Name: Rock, Paper, Scissors in Motion. Materials: hoops, chalk. Organization: rows.

Development: The players are divided into teams and lined up facing each other. At a
distance of 20 meters, hoops are placed or drawn with chalk, one after the other, changing
direction every four hoops. At the teacher's signal, the first players jump over each hoop
as quickly as possible. When they reach each other, they say, "Rock, paper, scissors. One,
two, three." Each player then takes whatever they want. The player who loses goes to the

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other team, and the next player continues. A teammate from the other team must quickly
run to prevent the first player from reaching the finish line and challenge them with rock,
paper, scissors. This continues until the game is over.

Rules: Rock beats scissors, scissors beats paper, and paper beats rock. To start, a player
must wait until their teammate loses or reaches the finish line. Players must jump over
the hoops with both legs together. Variation: Players can start from different positions:
sitting, lying on their back, squatting, etc.

2. Name: The Three Towers. Materials: chalk, hoops, cones, flags. Organization: rows.

Development:
At
the
teacher's
signal,
the
participants,
formed
in
teams
but
in
trios
holding hands, run to the cone, which is located at a distance of 6 meters, then they get
inside a hoop which they take to the waist and move to the flag that is placed at another
6 meters which they turn around, until they reach the cone where they leave the hoop and
run in trios to the finish line to give the start to the next trio of the team, who will perform
the same action.

Rules: The race is run in teams of three. No participant may overtake another or let go of
each other's hands. The hoop is held at waist level and cannot be held with the hands
during the race. The team that reaches the finish line first, following the rules above,
wins. Variation: The team of three places the hoop on their heads, like a crown.

3. Name: The chain with rings.
Materials: rings. Organization: circles.

Development: Two teams are formed and the participants hold hands forming a circle. A
hoop is placed between two teammates and at the teacher's signal they must pass the hoop
between the teammates to reach the starting point.

Rules: Players must pass the hoop over their bodies without letting go of each other's
hands. They cannot touch the hoop with their hands. The team that passes the hoop
through first wins. Variation: Stand in a line facing each other and start passing the hoop
from one end until it reaches the other.

4. Name. Wall, hunter and deer. Materials: none. Organization: rows in teams.

Development: They are told that the wall is when they place their arms bent in front with
their palms open, the hunter is when one arm is extended in front resembling a rifle, and
the deer is when they place their hands on their head making antlers. The wall stops the
bullet fired by the hunter, the deer jumps over the wall, and the bullet kills the deer. Then
the teams are formed, and they will agree internally and choose which action they will

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perform. After that, they stand in rows facing each other, but back to back, and at the
sound of the teacher's whistle, the participants turn around to face forward, representing
the wall, the hunter, or the deer, and they will accumulate points.

Rules: Each participant can only perform one action. If a team member makes a mistake
and fails to perform the action of their teammates, the team loses. The team with the most
points wins.

Variant: It can be done with other animals or objects, for example, stone, paper and
pencil.

5. Name. Fill the jar. Materials: buckets, jars, disposable cups, water, flags.
Organization: rows in teams.

Development: The teams formed behind the starting line will have a plastic bottle and at
a distance a bucket with water with a disposable cup inside is placed, at the signal of the
teacher the first participants run out with the bottle, when they reach the place where the
bucket
is,
they pour a small
cup of water and run back to
give the start
to
the next
teammate, so on until everyone finishes.

Rules: The team with the most water in their jug wins. Participants must start behind the
starting line. Only one small glass of water per player is allowed. Variation: This game
can be played against a timer, and players can repeat it as many times as they like until
the time allotted by the teacher is up.

6. Name: Balloon Up and Down. Materials: balloons, water. Organization: rows in teams.

Development: The participants, with their legs apart, will stand one behind the other at a
short distance. At the teacher's signal, the first person in each line will hold a water-filled
balloon and pass it over their head, and the second person will pass it under their head,
until it reaches the last person who will come running to the beginning of the line and
perform the same action until everyone has done it.

Rules: The first person in each line always starts at the top. Everyone must pass the
balloon and avoid breaking it. The team that finishes first without breaking the balloon
wins. Variation: The balloon can be passed above, below, and to the right and left.

7. Name: The Basket. Materials: box (basket), cards. Organization: rows in teams

Development: The participants will be seated behind
a starting line. At the teacher's
signal, the first players from each team will run towards the basket. Inside the basket,
there will be several cards with different syllables. When the players arrive, they will

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have to form a word and say what word they formed, as another player cannot create it
again.

Rules: Players must start at the teacher's signal. Players cannot form the same word twice.
The team that forms the most words wins. Variation: The teacher can call out a word for
the
participants
to
form;
the
first
to
form
it
wins.
This
can
also
be
done
using
mathematical operations.

8. Name. Transport in a stroller. Materials: flags, chalk. Organization: trios, lines.

Development: The children, forming pairs, cross their arms forming a chair and place
one of the participants from their team on it. At the teacher's signal, they will move
around the area carrying their teammate as quickly as possible. They will turn the flag
that will be placed at a reasonable distance. Upon reaching the finish line, the other trio,
who must be previously prepared waiting for their teammates to start, will begin, and so
on until everyone has finished.

Rules: The pairs forming the chairs must hold on tightly to each other and cannot leave
before the end of the game. If one of the chairs falls apart, it must be reformed in the
same place and the game continues. The team that best transports its teammates correctly
wins. Variation: Trios can be assisted by another participant who can relieve one of the
members.

9. Name: Three-legged race. Materials: rope.
Organization: in teams.

Development: Participants, in pairs, will stand side by side and tie a rope to each other's
ankles. At the teacher's signal, they will run the designated distance, circle the cone, and
upon reaching the finish line, release the rope from their ankles and hand it to the other
pair. Rules: They must run in sync without letting go of each other's ropes. Teammates
can
help
tie
the
rope.
The
team
that
finishes
first
and
performs
the
task
best
wins.
Variation: The teams can be divided in two and lined up facing each other to run in a
relay.

It should be noted that in the execution of physical recreational games it is not necessary
for all participants to be present, since children can repeat the actions of the game if their
team is incomplete, as the purpose is to participate and play.

Especialists´ assessment

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The
results
obtained
through
the
evaluation
matrix
were
as
follows:
100%
of
the
specialists responded that the Action Plan with traditional games is quite suitable and
ideal for achieving the participation of children aged 8-12 in physical and recreational
activities, and that the proposal will indeed allow the stated objectives to be achieved.
100% indicated that, in these times, traditional games are very necessary, given that the
excessive use of new technologies and social networks can contribute to children's social
alienation
if
not
properly
regulated.
85%
agreed
that
it
is
quite
suitable
and
offers
opportunities to achieve the proposed objectives, while 15% stated that it is suitable and
its implementation could be feasible.

100% of respondents rated the Action Plan as Quite Adequate, as it addresses the problem
and objectives set forth. They noted that traditional games are enjoyable, instructive, and
educational, and can foster motivated, active, and conscious participation from children
based on the principle of voluntariness. They also believed that these games should have
a significant impact on the community due to their current importance in the field of
physical and recreational activity, benefiting children in schools and the community at
large. 83% rated the proposal as Very Adequate, arguing that while the plan is well-
described,
its
final
impact
rests
on
its
implementation,
which
could
be
refined
and
enhanced in the near future. The remaining 17% rated it as Adequate.

Furthermore,
traditional
games
strengthen
children's
understanding
of
the
physical
environment, as they allow them to interact with the space around them. Through these
activities, children explore spatial concepts such as up, down, forward, backward, near,
and far, thus fostering their cognitive development. These games also enrich learning
from a cultural and social perspective, as they represent a heritage passed down from
generation to generation. Playing them not only connects children to their history and
culture but also promotes values such as a sense of belonging and an appreciation for their
roots. (Bernal & Cali, 2023)

According to the authors, Physical Recreation activities also constitute a space for the
revitalization
of traditions,
by integrating motor games, board
games, riddles, tongue
twisters, décimas, proverbs, street cries, and the narration of legends from rural and urban
areas in accordance with the values expressed through Cuban identity; in addition, these

Science and Physical Activity Magazine
Vol.13, 2026
ISSN: 2412-3226
RNPS: 2404
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Center for Studies of Physical Culture and Sport
Central University “Marta Abreu” of L
as Villas (Cuba)
https://revistaciaf.uclv.edu.cu

activities should be accompanied by musical themes for children and adolescents, from
the Cuban and Latin American musical repertoire.

Conclusions

The diagnosis confirmed that most children aged 8-12 years in the "Los Alevines" local
development zone prefer to perform other activities, which limits their participation in
the physical-recreational activities carried out in the community.

The proposed action plan with traditional games was designed taking into account the
interests, tastes and preferences of children aged 8-12 years in the local development zone
"Los Alevines", as well as the characteristics that these physical-recreational activities
should have.

The
specialists
assessed
the
proposed
Action
Plan
with
traditional
games
as
quite
adequate, and they also consider that it can be applied, since it responds to the problem,
the objectives set, and contributes to improving the participation of children, in addition
to
creating
an
environment
of
socialization
among
them,
family
members,
and
community members.

Bibliographic references:

Ardila, J. (2022). Traditional games: contributions to sociocultural development in rural
educational
contexts.
Digital
Journal:
Physical
Activity
and
Sport,
8(1).
https://doi.org/10.31910/rdafd
. v8.n1.2022.2152

Bernal, P., & Cali, E. (2023). Didactic guide to develop spatial notions in children aged
4
to
5
years
[Undergraduate
Thesis,
Salesian
Polytechnic
University].
Institutional Repository.
http://dspace
. ups.edu.ec/handle/123456789/26452

Díaz Rodríguez del Rey, CR, Rodríguez Galindo, EJ, Sosa Loy, DA, Gómez Anoceto,
O.,
Hernández
Hernández,
N.,
&
Rodríguez
Díaz,
R.
(2023).
Educational
orientation
of
physical
recreation
in
artistic
teaching
in
Villa
Clara.
Revista
Conrado, 19(90),408-420.

Science and Physical Activity Magazine
Vol.13, 2026
ISSN: 2412-3226
RNPS: 2404
P.1-16
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Center for Studies of Physical Culture and Sport
Central University “Marta Abreu” of L
as Villas (Cuba)
https://revistaciaf.uclv.edu.cu

Fuentes
Jordán,
R.,
&
Bestard
Revilla,
A.
(2021).
Physical
recreation
as
educational
content
in
the
community
context.
Society
&
Technology,
4(1),
47
–
55.
https://doi.org/10.51247/st.v4i1.75

Macas, D., & Rivera, R. (2023). Motor games in the development of spatial notions in
children of early childhood education II, El Guabo, 2023 [Undergraduate Thesis,
UTMACH].
Institutional
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http://repositorio.utmachala.edu
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Ec/handle/48000/22297

Ormazábal, V., Hernández, L., & Zúñiga, F. (2024). The game as a learning tool in higher
education.
REDIE:
Electronic
Journal
of
Educational
Research,
25.
https://doi.org/10.24320/redie
. 2023.25.e28.4952

Rodríguez Herrera, M. (2020). Traditional games in physical-recreational activities in the
Vigía-Sandino Popular Council.
(Master's Thesis). Central Universi
ty “Marta
Abreu” of Las Villas. Villa Clara.

Sánchez Taday, DP, Pedraza Rodríguez, KL, Freire Samaniego, JD, & Paredes Calderón,
BA (2025).
Traditional games as a cultural link: design of kits for spinning tops,
hopscotch,
kites,
buzzers
and
marbles.
RECIMUNDO,
9(Special),164
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Science and Physical Activity Magazine
Vol.13, 2026
ISSN: 2412-3226
RNPS: 2404
P.1-16
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Center for Studies of Physical Culture and Sport
Central University “Marta Abreu” of L
as Villas (Cuba)
https://revistaciaf.uclv.edu.cu