The game oriented it is a source of great benefits. The child through play is learning and the best teachers must be the parents. Educating children through play must be deeply considered. For Jean Piaget (1956), play is part of the child's intelligence, because it represents the functional or reproductive assimilation of reality in accordance with each evolutionary stage of the individual.
An essential aspect in the development of the individual are the sensorimotor capacities, which are what determine the origin and evolve the game.
Piaget associates three basic structures of the game with the evolutionary phases of human thought: the game is a simple exercise (similar to anima); symbolic play (abstract, fictional); and regulated gambling (collective, the result of a group agreement).
The game offers variety in motor experiences. The enrichment of motor schemas is achieved through the diversity of experiences and not through the repetition of stereotypes. Cognitive and motor mechanisms related to perception, decision-making and execution are enriched and the possibility of learning transfer is also extended.
The game represents a contextualized learning situation. The motor action is inserted within the global situation, which constitutes the recreational activity and is modified by adapting to the changing circumstances of each specific situation, providing the motor action of greater significance. It represents a spontaneous way of bringing the child closer to his environment. By carrying out playful activities, children explore, experiment and interact with the environment. They discover reality, structure their knowledge of the world, and reorganize this knowledge in light of new discoveries.
The game responds to the principle of globality. Playful activity involves the individual as a whole. The reality of the constant interaction between the different learning environments as an expression of human nature itself, is especially evident in the game. Open paths in the search for creative solutions. The game proposes an activity that must be carried out and some rules that must be fulfilled, but it does not establish a single resolution strategy, but it opens up a multitude of forms that give rise to the search for original alternatives, to divergent thinking; in short, to the development of creative capacity.
The game provokes situations of social interaction. Collective leisure activities imply the existence of relationships between the participants: confrontational relationships, authoritarianism, subordination, collaboration, mutual help, attention to the needs of others, cooperation, etc., which gives the game a social character, making it an important context for learning and personal development within the group. All these characteristics make playful activity an irreplaceable educational medium within the teaching-learning process that takes place in Physical Education classes.
