Article type:Original article
Received:
12-01-2026
Accepted: 28-03-2026
Physical and recreational activities for the revitalization
of traditional games in Quemado de Güines
Authors:
Lic. Yanira Pérez Martí1*, Dr. C. Emilio Javier Rodríguez Galindo2, M. Sc.
Rosa de la
Cruz Hernández Moya3.
1
Bachelor's Degree in Physical Culture. Comprehensive Sports School.
“Héctor Ruiz Pérez”
Santa
Clara, Cuba, email:
yanirapm89@gmail.com
; ORCID:
https://orcid.org/0009-0004-9976-8542
2
Doctor of Physical Culture Sciences. Central University “Marta Abreu” of Las Villas. University
Extension Department, email:
emrgalindo@uclv.edu.cu
; ORCID:
https://orcid.org 0000-0001-5297-
0170
3
Master's Degree in Physical Activity in the Community. Central University “Marta Abreu” of Las
Villas. Faculty of Physical Culture, email:
rhmoya@uclv.cu
; ORCID:
https://orcid.org/0000-0001-
7375-1225
*Corresponding author:
yanirapm89@gmail.com
Abstract
The
study
was
developed
with
the
objective
of
designing
a
physical-recreational
strategy
to
contribute to the revitalization of traditional games in the second cycle of Primary Education at "José
Martí
Pérez"
Day
School
in
Quemado
de
Güines.
Methodologically,
an
applied
research
with
a
mixed
approach
and
a
pedagogical
intervention
design
without
a
control
group
was
assumed,
applying theoretical, empirical (documentary analysis, observation, surveys, specialist criteria, and
participatory techniques), and statistical methods. The sample included forty students from and fifth
and sixth-grades, eight teachers and directors, and seven specialists. The diagnosis results evidenced
limitations in the planning, diversity, and transmission of traditional games, as well as the children's
likes and preferences. Based on this, a strategy structured in five components and four phases was
Central University “Marta Abreu” of Las Villas
Faculty of Physical Culture
http://revistaciaf.uclv.edu.cu
Science and Physical Activity
Vol.13, 2026
ISSN: 2412-3226
RNPS: 2404
P. 45-59
45
designed
and
applied,
consisting
of
seven
physical-recreational
activities
that
incorporated
games
such
as
el
pon,
yaquis,
la
suiza,
and
marbles.
Specialists
assessed
the
proposal
as
necessary
and
useful, and after its implementation, active participation increased from 32.5% to 90%, and diversity
and
planning
improved
notably.
The
children
expressed
satisfaction
and
joy
when
participating
together
with
their
teachers.
It
is
concluded
that
the
physical-recreational
strategy
constituted
an
effective way for the recovery, practice, and appropriation of ludic traditions in the school context,
favouring inclusion and the sustainability of these practices.
Keywords:
physical-recreational
activities
1,
traditional
games
2,
Primary
Education
3,
cultural
revitalization 4.
Introduction
Traditional
games
have
been
extensively
studied
for
their
educational
and
sociocultural
value.
Authors
such
as
Ander-Egg
(1992),
Alfaro
(2003),
Villalón
(2006),
Cañizares
(2008),
Watson
(2008), Mateo (2014), Ramírez, Díaz and Arencibia (2017), Leal et al. (2020), Rodríguez, Rodríguez
and Hernández (2021), Ardila-Barragán (2022), Díaz et al. (2023) and Solís, Mallma and Cárdenas
(2025), agree that these games develop psychomotor skills, strengthen the cultural identity and are an
excellent means for comprehensive development and the positive use of free time.
In
Cuba,
Alfaro
(2003)
and
Watson
(2008)
highlight
that
these
practices
are
transmitted
spontaneously from generation to generation. On the other hand, Díaz et al. (2023) and Mateo (2014)
emphasize that physical recreation in schools should have an educational purpose that contributes to
personality development.
At the José Martí Pérez Semi-Boarding School (La Puya People's Council, Quemado de Güines), a
deficit
was
identified
in
the
revitalization
of
traditional
games:
limited presence
in
planning,
low
diversity, limited intergenerational transmission, insufficient animation, and a lacking of continuity.
Therefore, the general objective was to design a physical-recreational strategy to contribute to the
revitalization of traditional games in the second cycle of Primary Education.
Central University “Marta Abreu” of Las Villas
Faculty of Physical Culture
http://revistaciaf.uclv.edu.cu
Science and Physical Activity
Vol.13, 2026
ISSN: 2412-3226
RNPS: 2404
P. 45-59
46
Materials and methods
An
applied
research
study
was
developed,
with
a
mixed-methods
approach
and
a
descriptive-
explanatory
scope.
A
pedagogical
intervention
design
without
a
control
group
was
adopted,
with
measurements
taken
before
and
after
the
strategy's
implementation.
The
study
was
carried
out
between 2025 and 2026 and was organized into three phases:
1.
Diagnostic
phase:
identification
of
likes,
preferences
and
limitations
in
physical-recreational
activities and in the presence, practice, diversity and transmission of traditional games.
2. Design and assessment phase: designing of the strategy, development of workshops with teachers
and directors, and assessment by specialists.
3. Application and evaluation phase: implementation of the activities and comparison of the initial
and final results.
The exact dates for each phase must be specified in the project timeline; for the purposes of this
article, the overall period covered the 2025-2026 school year.
Population and sample
The initial population was made up by
82 students from the second cycle of the “José Martí Pérez”
Semi-Boarding
School,
of
whom
37
were
girls
and
45
were
boys.
Using
an
intentional
non-
probabilistic sampling, 40 students were selected: 18 girls and 22 boys, representing 48.8% of the
second cycle registration. The participants were in the fifth and sixth grades, with ages ranging from
9 to 11 years.
Inclusion
criteria:
belonging
to
the
second
cycle,
active
registration,
with
the
consent
of
mother,
father, or
guardian, student
'
s consent,
and participation
in
scheduled
activities. Exclusion criteria:
prolonged absence from the center, withdrawal from registration, or refusal to participate.
The second group consisted of eight teachers and directors with responsibilities in the planning and
development of physical-recreational activities: two Recreation teachers from the sports complex, an
art
instructor,
two
Physical
Education
teachers,
the
Pioneers
Base
Guide,
the
head
of
the
second
cycle and the director of the center.
Central University “Marta Abreu” of Las Villas
Faculty of Physical Culture
http://revistaciaf.uclv.edu.cu
Science and Physical Activity
Vol.13, 2026
ISSN: 2412-3226
RNPS: 2404
P. 45-59
47
The third group consisted of seven specialists linked to Physical Recreation: A Recreation teacher
and Deputy Director of Sports for All at the “Mártires de Quemado” Sports Complex; three PhDs in
Physical Culture Sciences, two of them were from Central University
“Marta Abreu”
de Las Villas
and another was from
the “Olga Alonso González” Provincial Center for Artistic Education; and two
Master's degree holders in Physical Recreation. The selection criteria were: a university
degree in
Physical
Culture,
a
Master's
or
Doctoral
degree
in
Physical
Recreation,
more
than
15
years
of
experience in organizing and developing recreational and physical-recreational activities in schools
or in the community, and a willingness to collaborate.
Dimensions and indicators of the diagnosis
Revitalization was understood as a process through which traditional games and other expressions of
local tradition regain presence, practice, diversity, intergenerational transmission, appropriation by
children and teachers, and institutionalization in school and community life, with the potential to be
sustained
over
time.
To
avoid
an
unnecessary
multiplication
of
dimensions,
this
process
was
integrated in a concise manner into the diagnostic dimensions, incorporating specific revitalization
indicators. The following table summarizes this integration.
Table 1. Integrated dimensions and indicators of diagnosis and revitalization
|
Dimension
|
Indicators
|
Relationship with revitalization
|
|
Physical
Recreation
and
Leisure Time
|
Assessments
on
Recreation,
Physical
Recreation
and
traditional
games;
characteristics
of
activities
for
girls
and boys.
|
Starting
conditions
for
practice
and appropriation.
|
|
Planning
and
development
|
Preparation of the area and resources;
teamwork from the design, script and
development of the activity.
|
Condition for systematic practice
and institutionalization.
|
|
Traditional
games
and traditions
|
Games
widely
used
in
the
country;
children's
music;
oral
literature
(riddles,
tongue
twisters,
proverbs);
presence in documents and programs.
|
Core
of
recovery,
practice
and
diversity.
|
Central University “Marta Abreu” of Las Villas
Faculty of Physical Culture
http://revistaciaf.uclv.edu.cu
Science and Physical Activity
Vol.13, 2026
ISSN: 2412-3226
RNPS: 2404
P. 45-59
48
|
Diversity
|
Variety
of
physical-recreational
activities
and
games;
participation
of
everyone.
|
Indicator
of
wealth
and
vitality
of revitalization.
|
|
Animation
|
Age-appropriate
vocabulary;
terminology
associated
with
games;
animation resources.
|
It
promotes
ownership
and
participation.
|
|
Multifactorial
integration
|
Integration
of
the
factors
of
the
La
Puya
People's
Council
into
the
activities
of
the
school
and
the
community.
|
Condition
for
transmission
and
sustainability.
|
|
Participation
and
inclusion
|
Active participation and as a spectator;
participation
by
gender;
adaptations
for students with disabilities.
|
It
expresses
inclusion
and
ownership; it reduces barriers.
|
|
Transmission
and
appropriation
|
Students learning a game from family
or
community;
students
teaching
a
game
to
others;
knowledge
of
rules,
preference, and intention to continue.
|
Central
dimensions
of
the
revitalization process.
|
|
Institutionalization
and sustainability
|
Presence
during
schedules,
breaks,
planning
and
festivals;
continuity
without the researcher.
|
It defines the possibility that the
changes will last.
|
Diagnostic results
Documentary analysis. A review of the Methodological Folder (Cedeño et al., 2016) revealed that the
Traditional
Games
Festival
aims
to
develop
the
practice
of
this
activity,
recover
traditions,
and
preserve
cultural
roots.
The
INDER
Project
(2023)
proposes
diversifying
physical
recreation
services, while the “Mártires de Quemado” Sports Complex Project (2024) seeks to facilitate age
-
based
participation
through
monthly
festivals.
Law
178
(2026)
recognizes
the
right
to
play
and
leisure. However, the analysis showed that, although the regulations acknowledge their value, they
Central University “Marta Abreu” of Las Villas
Faculty of Physical Culture
http://revistaciaf.uclv.edu.cu
Science and Physical Activity
Vol.13, 2026
ISSN: 2412-3226
RNPS: 2404
P. 45-59
49
do
not
establish
explicit
mechanisms
for
monitoring,
evaluating
transmission,
or
sustainability
indicators, which limits their institutional continuity.
Observation.
In
the
seven
activities
observed,
the
available
free
time
was
rated
as
Good
(100%).
Planning and development were rated as Good in three activities (42.8%) and Fair in four (57.1%).
The inclusion of traditional games was rated as Good in two (28.5%), Fair in four (57.1%), and Poor
in one (14.2%). In Diversity the Fair category was the most prevalent. Animation was rated as Poor
in most of the activities (57.1%). Multifactorial integration was rated as Poor in 57.1% of the cases
(the community was not involved). Active participation was most common in four activities with 13
children (32.5%), while participation as spectators reached 24 students (60%).
Survey
of
teachers
and
directors.
Of
the
8
respondents,
4
(50%)
reported
having
knowledge
of
physical recreation activities and traditional games; 3 (37.5%) considered themselves to have some
knowledge,
and
1
(12.5%)
reported
having
no
knowledge.
100%
believed
that
traditional
games
could be integrated into the school setting.
Among
the
suggested
activities,
they
selected:
Recreational
Play
(100%),
Recreational
Festival,
Street
Games,
Swiss
Festival,
and
Kite
Flying
(75%),
and
board
games
(62.5%).
They
proposed
games such as Blind Man's Bluff, Hopscotch, Cuban Balls, Swiss, Yaquis, and Hula Hoop (100%);
Tag, Tag, and Cat and Mouse (75%); Guess Who? and Martí's Little House (62.5%); and the Donkey
21 and Tag (37.5%). 62.5% considered that the animation was not developed systematically and that
the community participated only sometimes. The schedule they preferred was the morning recess
time, the time between 12:40 pm and 2:30 pm, and the Sports for All program (100%); Saturday
between
9:00
am
and
11:00
am
(100%);
before
the
morning
program
(75%);
and
after
4:20
pm
(50%).
Brainstorming session with children. Their preferences were grouped into five ideas. In the first, they
stated interest in ring toss, bowling, sack races, tag, kickball, mini-soccer, ball games, tug-of-war,
four corners, Parcheesi, and checkers. In the second, they stated interest in Swiss-style tag, Yaquis (a
traditional game), tag, blind man's bluff, hopscotch, hula hoops, hide-and-seek, kite flying, tag, hide-
and-seek, and marbles.
Among the songs and rounds, they prefered "Alanimo," "Arroz con Leche,"
"La
Pájara
Pinta,"
"El
Patio
de
Mi
Casa,"
and
"La
Casita
de
Martí."
In
the
third
category,
they
requested
plays,
puppet
shows,
stories,
riddles,
and
tongue
twisters.
In
the
fourth
and
fifth,
they
Central University “Marta Abreu” of Las Villas
Faculty of Physical Culture
http://revistaciaf.uclv.edu.cu
Science and Physical Activity
Vol.13, 2026
ISSN: 2412-3226
RNPS: 2404
P. 45-59
50
preferred
Monday
through
Friday,
the
midday
schedule
(12:30
pm
to
2:30
pm),
school
break,
Saturday mornings, and activities during the Pioneer Camp.
Diagnostic synthesis by dimensions. Recovery was partial (games recognized but not inventoried).
Practice
was
low
(only
two
activities
clearly
included).
Diversity
was
limited
(few
options
and
repeated games). Transmission was weak (no stable intergenerational mechanisms). Appropriation
was irregular (children's interest, but lack of knowledge of rules). Inclusion was insufficient (most as
spectators).
Institutionalization
was
incipient
(no
stable
presence
in
schedules
or
plans).
Triangulation of sources corroborated these regularities.
Results and discussion
Strategy design and preparation workshops
Based
on
the
diagnosis,
a
physical-recreational
strategy
was
developed
with
five
components:
strategic
objective,
strategic
foundation,
strategic
management
components,
scope,
and
ways
of
implementation. Its structure included four phases: diagnostic, planning, execution, and evaluation,
with feedback among them.
Two workshops were conducted with teachers and directors. Workshop 1 focused on the selection of
physical-recreational
activities
and
traditional
games.
Workshop
2
focused
on
the
planning
and
development of these activities. Both
workshops
employed the explanatory-demonstrative method
and
fostered
collaborative
work
among
the
researcher,
the
physical
education
teachers
from
the
boarding school, and the recreation teachers from the sports complex.
The strategy explicitly incorporated actions aimed at the dimensions of revitalization: inventory of
local
games
(recovery);
weekly
frequency
during
recess
and
in
scheduled
activities
(practice);
inclusion of varied games and rounds, songs, riddles and tongue twisters (diversity); participation of
families and community in festivals and workshops (transmission); spaces for children's decision-
making
and
valuation
(appropriation);
adaptations
for
students
with
disabilities
(inclusion);
and
presence in the schedule, during recess and in the planning (institutionalization).
Application and evaluation
Central University “Marta Abreu” of Las Villas
Faculty of Physical Culture
http://revistaciaf.uclv.edu.cu
Science and Physical Activity
Vol.13, 2026
ISSN: 2412-3226
RNPS: 2404
P. 45-59
51
To implement the designed strategy, a physical-recreational activity plan was developed that took
into account the identified likes and preferences, as well as the available institutional schedules and
spaces. Table 2 presents a detailed outline of this plan, which was implemented during the school
year.
Table 2. Physical-recreational activity plan for the revitalization of traditional games
|
Activity
|
Traditional
games
and objective
|
Participants
and
responsibles
|
Frequency
and
place
|
Assessment
|
|
Recreational
festival,
rescuing
traditions
|
Swiss
Game
in
variations:
four
corners,
handkerchief,
rescue,
cat
and
mouse,
chain.
Encourage
participation
in
activities
with
traditional games.
|
Children from the
second
cycle,
teachers,
administrators,
Pioneers'
Base
Guide
and
community.
Physical
Education
and
Recreation
teachers.
|
Annually
or
on
relevant
dates;
areas
of
the
semi-boarding
school.
|
Inductive
sentence
completion;
observation.
|
|
Let's
play
recreationally,
jump,
laugh
and
play
|
Kangaroo hop, sack
races,
rescue,
handkerchief
game,
and
tug-of-war.
Encourage
participation.
|
Children,
teachers,
administrators,
and
the
community.
Physical
Education
and
Recreation
teachers.
|
November; patio
or sports area.
|
Inductive
sentence
completion;
observation.
|
|
Festival
of
pon
and swiss
|
Individual
and
group games of pon
|
Children,
teachers,
|
December;
downtown areas.
|
Inductive
sentence
|
Central University “Marta Abreu” of Las Villas
Faculty of Physical Culture
http://revistaciaf.uclv.edu.cu
Science and Physical Activity
Vol.13, 2026
ISSN: 2412-3226
RNPS: 2404
P. 45-59
52
|
and
Swiss.
Encourage
participation
in
preferred games.
|
administrators,
and
the
community.
Physical
Education
and
Recreation
teachers.
|
completion;
observation.
|
|
Traditional
Games Festival
|
Sack race, bowling,
tug-of-war,
hoop
rolling,
stilts, jacks,
blind
man's
bluff,
and
cat
and
mouse.
Develop
traditional
games
and
instill
values.
|
Children,
teachers,
administrators, art
instructors,
and
community
members.
Physical
Education
and
Recreation
teachers.
|
April;
downtown areas.
|
Inductive
sentence
completion;
observation
by
areas.
|
|
Between
games,
riddles
and
tongue
twisters
at
the
Pioneer
Camp
|
Kite
flying,
riddles,
and tongue twisters.
Engage
in
physical
and
recreational
activities
during
camping.
|
Children,
teachers,
administrators,
and
the
community.
Recreation
teacher.
|
April;
open
areas
of
the
center.
|
Inductive
sentence
completion;
observation.
|
|
Street plan
|
Ring toss and other
community
games.
Encourage
participation
in
preferred games.
|
Children,
teachers,
administrators,
and
the
community.
Physical
|
March;
community
and
surrounding
areas.
|
Inductive
sentence
completion;
observation.
|
Central University “Marta Abreu” of Las Villas
Faculty of Physical Culture
http://revistaciaf.uclv.edu.cu
Science and Physical Activity
Vol.13, 2026
ISSN: 2412-3226
RNPS: 2404
P. 45-59
53
|
Education
and
Recreation
teachers.
|
|
Enlivening
the
school
break:
through
games
and songs
|
Parcheesi, checkers,
Yaquis, blind man's
bluff,
the
young
lady,
cheer
up,
the
spotted bird,
I have
a
doll,
my
backyard,
and
rice
pudding.
Develop
participation
during
recess.
|
Children,
teachers,
administrators,
Pioneer
Base
Guides,
and
art
instructors.
Physical
Education
teachers
and
Pioneer
Base
Guides.
|
Weekly,
Wednesday;
hallways, central
plaza
and
classrooms.
|
Inductive
sentence
completion;
observation.
|
Specialists
Assessment
The seven specialists assessed the strategy using seven indicators. Six specialists (85.7%) considered
the
strategy
necessary
and
useful,
assessing
it
as
Very
Suitable,
and
one
(14.2%)
assesses
it
as
Suitable. Five specialists (57.1%) assess the design of the workshops and activities as Very Suitable,
and two (28.5%) assessed it as Suitable. 100% considered the activities to be appropriate for the likes
and preferences of the children. Regarding diversity, four specialists (57.1%) assessed it as Suitable
and
three
(42.8%)
as
Very
Suitable.
Regarding
participation,
five
(71.4%)
assessed
it
as
Very
Suitable
and
two
(28.5%)
as
Suitable.
100%
considered
the
facilitation
to
be
Very
Suitable.
Regarding
the
integration
of
community
factors,
five
(71.4%)
assessed
it
as
Suitable
and
three
(42.6%) as Very Suitable.
The specialists agreed that the proposal does not require large resources, favors the participation of
everyone and can be integrated into the Recreational Project of the "Martyrs of Quemado" Sports
Complex.
Central University “Marta Abreu” of Las Villas
Faculty of Physical Culture
http://revistaciaf.uclv.edu.cu
Science and Physical Activity
Vol.13, 2026
ISSN: 2412-3226
RNPS: 2404
P. 45-59
54
Application and evaluation
The
activities
were
implemented
in
the
schedule
suggested
by
the
girls,
boys
and
professionals:
Monday through Friday, between 12:45 pm and 2:00 pm, after 4:20 pm, and on Saturday and Sunday
mornings.
In
April,
during
Victory
Week,
activities
were
held
on
Wednesdays,
Thursdays,
and
Saturdays
at
10:00
am;
the
days
of
the
Pioneer
Camp
were
also
used.
All
seven
activities
were
implemented, with attendance varying depending on the activity and schedule.
After implementing the activities, the final results showed significant improvement: the presence of
traditional games improved from Fair to Good (from 28.5% to 85.7%); diversity was the dimension
with
the
greatest
improvement,
eliminating
the
Bad
rating
(from
28.5%
to
0%);
and
active
participation
increased
from
32.5%
to
90%.
The
children
expressed
feeling
happiness
and
joyful
while playing with their teachers. The school
break was established as a weekly activity, and the
activities were incorporated into the school's lesson plans.
Table 3. Comparison of initial and final results
|
Dimension
|
Initial assessment
|
Final evaluation
|
Main change
|
|
Leisure
|
Good
|
Good
|
It remained stable.
|
|
Planning
|
Fair
|
Good
|
The Good increased from 42.8%
to 71.4%.
|
|
Traditional games
|
Fair
|
Good
|
The Good increased from 28.5%
to 85.7%.
|
|
Diversity
|
Fair
|
Good
|
Good increased from 14.2% to
85.7%; Bad from 28.5% to 0%.
|
|
Animation
|
Bad
|
Regular
|
Bad decreased from 57.1% to
0%; Fair 57.1%.
|
|
Multifactorial
integration
|
Bad
|
Regular
|
Regular increased from 28.5% to
71.4%; Bad remained at 14.2%.
|
|
Active participation
|
Fair
|
Good
|
It increased from 32.5% to 90%;
as viewers from 60% to 12.5%.
|
Central University “Marta Abreu” of Las Villas
Faculty of Physical Culture
http://revistaciaf.uclv.edu.cu
Science and Physical Activity
Vol.13, 2026
ISSN: 2412-3226
RNPS: 2404
P. 45-59
55
Results of the PNI. The PNI applied to directors and teachers reflected the positive aspects of the
workshop for exchanging experiences, the explanation of the manifestations of Physical Recreation,
and
the
teamwork
among
Physical
Education
and
Recreation
teachers.
As
negative
aspects,
they
pointed to the still-limited integration of community stakeholders and the attendance of teachers from
Second
cycle.
They
highlighted
the
children’s
motivation,
the
games,
and
the
music
as
being
interesting.
Discussion
The results of this research align
with
and
support the ideas
of Villalón
(2006),
who attributes
a
crucial role to traditional games in schools
viewing them as an opportunity to perpetuate culture.
When children engage in these games, they connect with the culture of their society, learn about the
lives of their parents and grandparents, and create opportunities for family interaction. In this study,
the incorporation of traditional games into festivals, school breaks, and community activities proved
to
be
an
effective
means
of
perpetuating
for
such
perpetuation,
although
it
is
acknowledged
that
intergenerational transmission still requires more precise measurement.
Likewise, we agree with Ramírez et al. (2017), who points out that, before beginning the game, the
teacher should create a favorable psychological
environment,
ensuring that the games
are simple,
cheerful, dynamic, and short in duration, while following the methodological steps for teaching them.
In
the
present
study,
preparing
teachers
through
workshops
was
key
to
improving
planning
and
avoiding improvisation, which was reflected in the improvement in the quality of planning from -
"
Fair
"
to
"
Good
"
-following the intervention.
These
findings
also
align
with
the
perspective
of
Solís
et
al.
(2025),
who
argues
for
the
urgent
implementation
of
pedagogical
strategies
that
promote
emotional
stability,
self-regulation,
and
psychosocial well-being, highlighting traditional games emerging as a pedagogical tool of significant
formative value. Furthermore, this aligns with the views of Rodríguez, Rodríguez, and Hernández
(2021), who consider physical-recreational activities to be ideal participatory spaces for children to
engage in traditional games, both within the school environment and in the community, as evidenced
by the increase in active participation from 32.5% to 90%.
Central University “Marta Abreu” of Las Villas
Faculty of Physical Culture
http://revistaciaf.uclv.edu.cu
Science and Physical Activity
Vol.13, 2026
ISSN: 2412-3226
RNPS: 2404
P. 45-59
56
Furthermore,
the
proposal
aligns
with
Díaz
et
al.
(2023),
who
emphasize
the
value
of
traditional
games in relation to the values of Cuban identity incorporating musical themes from the Cuban and
Latin
American
musical
repertoire
of
childhood
and
adolescence,
this
perspective
was
taken
into
account when designing the cycle games and songs included in the activities.
Regarding the revitalization
process, the results indicate a favorable trend across several dimensions:
play
based
practices
increased,
greater
diversity,
active
participation
improved,
traditional
games
were integrated into activity planning and recess periods, and the children demonstrated high levels
of engagement and satisfaction. These findings are consistent with the operational definition adopted
for
the
study.
However,
the
animation
and
multifactorial
integration
remained
at
a
Fair
level,
indicating
that,
although
there
was
substantial
improvement
in
play-based
activities,
challenges
persist
regarding
the
systematization
of
animation
and
the
strengthening
ties
with
all
community
stakeholders, to ensure the long-term sustainability of the proposal.
Conclusions
-
1.
The analysis of the theoretical-methodological foundations provided a basis for the revitalization
of traditional games, framing it as a multidimensional process encompassing practical recovery,
diversity, transmission, appropriation, inclusion and institutionalization.
-
2.
The diagnostic assessment identified limitations in planning, diversity, activities, and participa-
tion, confirming that the problem extended well beyond the mere absence of games. Clear pref-
erences were identified for games such as hopscotch, jacks, Swiss tag, and handkerchief tag,
among others, as well as for riddles and tongue twisters.
-
3.
A physical-recreational strategy was developed consisting of five components and four phases, it
integrated seven contextualized activities that incorporated explicit actions for each dimension of
revitalization (inventory, weekly frequency, community participation, inclusion and sustainabil-
ity).
-
4.
The specialists assessed the strategy as necessary and useful, with a predominance of the
"
Very
Suitable
"
and
"
Suitable
"
categories, confirming its relevance to improve the planning and devel-
opment of physical-recreational activities.
-
5.
Following its implementation, active participation increased (from 32.5% to 90%), planning and
diversity improved, and the children expressed satisfaction and interest in continued participa-
Central University “Marta Abreu” of Las Villas
Faculty of Physical Culture
http://revistaciaf.uclv.edu.cu
Science and Physical Activity
Vol.13, 2026
ISSN: 2412-3226
RNPS: 2404
P. 45-59
57
-
tion. These results indicate a positive contribution toward revitalizing of recreational traditions
within the school setting.
References
Alfaro, R. (2003). Cuban Games. Abril Publishing House.
Ander-Egg, E. (1992). Methodology and practice of Sociocultural Animation. Hvmanitas Publishing
House.
Ardila-Barragán, JN (2022). Traditional games: contributions to sociocultural development in rural
educational contexts. Digital Journal of Physical Activity and Sport, 8(1), e2152.
Cañizares,
M.
(2008).
Psychology
in
physical
activity:
application
in
physical
education,
sport,
recreation and rehabilitation.
Editorial Deportes.
Cedeño, J., De Lara, B., López, L., Rodríguez, Y., Rodríguez, E., Báez, L., Lenis, A., Bonilla, F., &
Fulleda,
P.
(2016).
Methodological
Folder.
Physical
Recreation
Program.
Methodological
projects of the manifestations and sports of Physical Recreation. INDER.
Sports Complex “Martyrs of Quemado”. (2024). Traditional Games Project. Quemado de Gü
ines.
Díaz,
CR,
Rodríguez,
EJ,
Sosa,
DA,
Gómez,
O.,
Hernández,
N.
and
Rodríguez,
R.
(2023).
Educational orientation of Physical Recreation in Artistic Teaching in Villa Clara. Conrado
Journal, 19(90), 408-420.
INDER. (2023). Recreation and Leisure Time Project. Havana.
Leal,
AJ,
Iznaga, A., Domínguez, A. and Rodríguez, U. (2020). The
environmental
dimension in
street plans in Camajuaní.
A proposal for games. Revista Ciencia y Actividad Física, 7(1), 15-
29.
Mateo,
JL
(2014).
Recreational
activities:
their
characteristics,
classification
and
benefits.
EFDeportes.com, 19(196).
Ministry of Justice. (2026). Law 178. Code of Childhood, Adolescence and Youth. Official Gazette
of the Republic of Cuba.
Central University “Marta Abreu” of Las Villas
Faculty of Physical Culture
http://revistaciaf.uclv.edu.cu
Science and Physical Activity
Vol.13, 2026
ISSN: 2412-3226
RNPS: 2404
P. 45-59
58
Ramírez, M., Díaz, M., & Arencibia, A. (2017). Motivational and/or preparatory games for the third-
grade
Physical
Education
class.
PODIUM.
http://podium.upr.edu.cu/index.php/podium/article/view/718
Rodríguez, M., Rodríguez, EJ and Hernández, R. (2021).
Traditional games in physical-recreational
activities in the Vigía-Sandino Popular Council. Science and Physical Activity Journal, 8(2).
Solís,
F.,
Mallma,
MA,
and
Cárdenas,
JC
(2025).
Importance
of
traditional
games
for
the
development
of
emotions
in
infants.
Multidisciplinary
Journal
of
Knowledge,
3.
https://doi.org/10.61286/e-rms.v3i.196
Villalón, G. (2006). Play, school and teacher training.
Pueblo y Educación Publishing House.
Watson, H. (2008). Theory and practice of games.
Editorial Deportes.
Central University “Marta Abreu” of Las Villas
Faculty of Physical Culture
http://revistaciaf.uclv.edu.cu
Science and Physical Activity
Vol.13, 2026
ISSN: 2412-3226
RNPS: 2404
P. 45-59
59