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TOPIC 42. Traditional games and sports

popular: concepts and classifications. Cultural value and
educational of them.
TABLE OF CONTENTS

Introduction
2. History of traditional games
3. Terminological Clarification
4. Cultural value of traditional games
5. Educational value of traditional play
6. Conclusions
7. Bibliography

1.- INTRODUCTION

The universality of play is evident and is not even exclusive to humans: the
animals also play. In the same way, the more basic the activity is
Man, the broader the common denominator, the lesser the distinguishing traits.
For this reason, traditional games belong to a specific way of life; they arise in the
rural environment compared to others from different settings and its transmission, from generation to
generation has been oral.

The traditional game has been more than a pastime for the inhabitants of the rural environment.
Protagonist in all stages of the individual, both as a learning tool and
of adaptation to adult life in childhood, as a socializing element and of
relationship, in the case of the female gender, or as an excuse to demonstrate certain
skills in men that will set them apart from the rest, and in general, like
festive or playful element.

In this topic we will start by providing a brief description of the historical development that
they have followed the traditional games. We will continue with the description and differentiation
of concepts related to traditional games that at times, incorrectly, are
they use synonyms.

Later we will describe the cultural and educational value of this cultural exhibition.
popular tan rooted in the Autonomous Community of Aragon.

2. HISTORY OF PHYSICAL EDUCATION IN THE EDUCATIONAL SYSTEM

SPANISH

Since the dawn of civilization, in any time and place, all groups of
They have devised and materialized various games and toys. For some, we have
news, the indigenous peoples of America practiced a ball game that had to be
hit with the body without using the hands and getting through some stone discs
situated several meters high. The Greek and Roman cultures as a consequence of
its expansion across the Mediterranean introduced many forms of expression of this type
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which, over the course of the centuries, would become the predecessors of some games of
cakes and of the bar in the Aragonese territory. Thus, Isidore of Seville in his Etymologies,
attributes to the Greeks, in moments of leisure during the Trojan War, the invention of
the board games that used dice.

However, it was not until the Middle Ages that these games began to gain more prominence.
dissemination primarily in the form of dances, dances, races,... as a way to remember a
historical event. An example of this:
Alfonso X The Wise, in his treatise Book of Chess, Dice and
Tables, locate the origin of these games in India.
The recreational activities contemplated in the medieval Aragonese fueros.
they can be divided into two sections: in the first, the games of chance that, given
the consequences they may have are prohibited; and secondly, there is the
regulation of the cavalry games, with the circumstances in which they must
to develop, so that certain events that may occur are not punished
to exercise, which could even be the death of a participant.
The Huesca Code (13th century) in which a wide variety of ...
games and legislation is passed on their operation and rules.

In the Modern Age, the celebration of many festivities created for

commemorate various events where dances and dances, tournaments, races are common,
bowling and card games. Thus, in the Book of Collidas of Fraga (15th century) it details a
important trade between Aragón and Catalonia of objects for playing.

However, it was not until the Contemporary Age that the dissemination of what is now established took place.
we call traditional games, especially those practiced by adults. Thus, from
In the 19th century, foot races settle in Aragon (with characters as such
known as Chistavín de Bervegal), the bowling games, the bar, and the games of
ball.

However, the rural exodus, the mechanization of the countryside, the disdain towards the
popular culture or the mass media (especially TV with its power
the homogenization of physical practices) promotes the disappearance of certain tasks, and
of many games. Changes that relegate to oblivion the games that have their origin in the
work and that are replaced by targeting or chance games, adapted to comfort
from the casino or the bar, especially in winter, while the games exposed to the
exposure continues to be a heritage of the female sex.

The emergence of regionalisms (1970s) led to the revival of games.

that can be a hallmark and that can be framed under the designation of
indigenous. Thus, regulated gaming techniques are recovered and possible unifications are made.
variants, leading to the sportsification of traditional games. However, this
recovery, when carried out in a medium different from that which originated the activity, seeks
substitutive aspects often resulting in inadequate solutions: unification
of weights and measures, emergence of specific training, brands... Changes that
they make games barely accessible for most and hinder promotion
necessary.
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3. TERMINOLOGICAL CLARIFICATION

In the bibliography I have consulted, a mixture of similar terms appears.

referring to the subject of traditional games: popular, traditional, indigenous,
folkloric,... A conceptual delimitation is necessary that also describes the
most common evolution of the game until its conversion into a sport:

PLAYED FORM
Features: Any activity in Differences:
form of play and regulated. Example: to throw In order to be popular, it must be played by
the cachirulo in the air many people from an area.

POPULAR GAME
Indicates that it arises from
people (in contrast to others A popular game does not necessarily
noble or upper-class activities) and What is traditional only occurs if it is perpetuated.
it is practiced by many people, in time.
they are very widespread. That is to say that They are not usually excessively complex.
the inhabitants of the place practice it greater accessibility than the game
usually either in general or traditional, they can be played by others
in a specific population sector. groups).
It is not reducible to closed schemes of
behavior (it can be modified the
rules for the players)

TRADITIONAL GAME
Characteristics: It is dragged by time Differences:
requires a considerable amount of time to be
considered this way) and is transmitted from generation The traditional one is less
in generation, usually orally. more accessible than the popular one (no
It is usually rooted in a specific social group. everyone can play) since the
that identifies him as his own and accepts him within rules are stricter
their traditions. It is often related to the (invariable) and complex ways, although
of life (jobs). they vary from one area to another.

FOLKLORE GAME
Features: Contains the terms popular and traditional but adds a
characteristic: they are anonymous (a specific author cannot be determined), unknown in the
that refers to its author.

NATIVE GAME
Characteristics: it would refer to something specific to a particular place. Originating from a country, region,
district or locality. Not knowing the origin of these games has led to their disuse as
we cannot rigorously affirm the terms indigenous, native, local, or vernacular, that
being synonyms mean attributing to an area or culture the origin of a certain
game.
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TRADITIONAL SPORT
Features: In its origin, it is a popular or traditional game that becomes in
sport when it meets these characteristics:
A written and standardized code of rules is created.
A body is created to ensure its integrity and maintenance (federations)
The space and competition schedule are standardized. The figure of the referee emerges.

MASS SPORT
Characteristics: A sport extended worldwide that loses the traits of the area.
concrete of where he was originally from.

With the aim of trying to save the main traditional games from oblivion, they
it proceeded to its conversion into a sport. This strategy was soon observed to become in
against their supporters, since, although it is true that on some occasions it avoids its
disappearance, they do so at the expense of the traditional sense of the practice itself
transforming it into what it was not. That is to say, they end that practice. Therefore, I consider
this way of acting, although carried out in good faith, was not successful because:

It was based on the consideration of traditional games as non-cultured,

vulgar, and to give them more rigor, they were made more sporty. The game is an activity
very serious in which the child enters globally and enables learning of
the relationships of cooperation and opposition, in which feelings emerge,…
The sporting is a manifestation of the dominant way of life, of traits
uniforms and uniformizing, tending to assimilate and, frequently, eliminate
other forms of body expression. Sportsification eliminates all variety.
Its practice is decontextualized (from a place, a moment, a social group)
determined,..).

Preservation would be a more appropriate alternative that would start from the consideration of
traditional games as finished products. Their preservation is the option
defended by all those who consider them treasure chests that contain cultural objects
of great value that continue to fulfill their function in today's society.

Generally, the transmission of games has been oral, from generation to generation.
According to Maestro (1996), this can occur in two ways:
•Vertical: Generational-family. The separation of genders is so marked that
it is unlikely that there will be a crossing of information: Grandmothers-mothers-daughters, Grandfathers-
parents-children, grandparents-transgenerational leap-grandchildren
Horizontal or socializing. Learning takes place in the street itself, in the
tajo, in the bar, etc., and it is the players themselves who promote the game.

4. CULTURAL VALUE OF TRADITIONAL GAME

Approaching traditional games is to approach folklore, to the science of traditions,

customs, uses, beliefs and legends of a region. It is difficult to dissociate the game
traditional human behavior, the study of folk games, of ethnography
or the ethology.
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The universality of play is evident and is not even exclusive to humans: the
animals also play. Similarly, the more basic the activity of
man, the broader the common denominator, the smaller the distinguishing features. If
well, there will be some differences in the way of playing, in the design, in the use or in
any other aspect, its essence remains. And it is curious how all these
games are repeated in the most remote places even with the characteristic mark of each
place and culture.

Traditional games are of unimaginable richness when we study them in

depth and its relation to the culture of each region, the moment in which it is
played, the people who played it. These particular characteristics of the environment of
The game accounts for a series of historical, social, and cultural aspects that help us to
understand them and to understand the own history and culture of our peoples. Deepen in
the essence of games involves analyzing a series of intrinsic aspects, such as the
different forms of human relationships that are established (roles, gender, work).

This is also reflected in the toys: 'The history of toys is part of the
history of man's culture" (Retter, 1979).

Traditional games belong to a specific way of life; they arise in the environment
rural versus others from different environments and their transmission, from generation to generation,
it has been oral.

In rural society, it is essential to have a distribution of roles among its members that starts
from the family nucleus. Roles that depend on sex and age. In addition, the body
It is of utmost importance, as physical activity and results depend on it.
directors of productivity, the male legacy, as the contribution of the
woman has fundamentally been a reproducer.

•CHILDHOOD: In the early years of life, individuals learn and

they prepare for their adult stage and the game represents a depiction of the world of
adults in real life. Thus, the rite of movements and behaviors
motors relies on a ritual of language, forming an indivisible unit
word with motor action. The staging of the traditional game is not
consumes like a simple animation game. The child adopts the game as
normal and everyday activity, important for their development and to acquire the
mastery of new skills and abilities. The resources used by children and
rural girls, faced with the lack of toys, built them using
objects discarded by adults or taken from the environment. It is mainly played on
end the classes and as long as they didn't have to collaborate on any task
familiar. The type of game varies as the child grows. Age and sex are
determinant factors when playing. In rural society it is essential
a division of roles among its members that starts from the family nucleus.

Children: By working outside the home, they felt more independent and
They saw the games they used to enjoy a while ago as childish things.
A simple knife, smoking with a branch of smoke or saying a swear word
in the presence of the father made them feel much more mature.
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Girls: They, in their role of taking care of younger children, resumed games.
learned in their own childhood, creating a circle that only broke
with the inclusion of girls in women's games (birllas, bowling,
skittles...

ADOLESCENCE. In light of the radical separation of the sexes from the

adolescence, boys and girls seek entertainment, such as ribbon races,
that allow them to connect by escaping the strict control of society. Among
Childhood and maturity were established through a series of rites of passage: the fifths
They used to wave flags, organize the party and the dance (spending boys).

ADULTS:

Men: The man uses the game as an opportunity to compare his

attitudes with others, advancing in their social ladder to achieve success. From this
In this way, labor activities are introduced in other fields, with an infinite number of
differentiated treatments. But, in all of them, there is a common factor.
predominant: the technique, the way of working, the movements, the
positions... apply to the game. The work itself becomes the place
where to hold demonstrations during breaks in the day. The
the importance of these activities was such that they soon transcended the scope
labor and move to public squares. Soon, challenges, rivalries, and
bets between participants and onlookers and couplets and jotas that were sung by the
feats of the most skillful. Their usual playing time was the last of the
afternoon and the early evening.

The union of the pairs half-tool and work-technique offers the basis
of men's games. The demonstration of certain skills in the
work shifts begin for men in the ritual of the game. The games
chosen depend, in principle, on their occupation: a miller
will raise bags; a shepherd will prefer skill or precision games… To the
first, his strength is valued and, secondly, his accuracy, using for
play utensils for everyday use. Only in some shooting games (palistroc,
bolts, stoppers, frog) specific material made handmade is used
for this purpose, showing the playful aspect of the game.

However, rural exodus, the mechanization of the countryside, the asphalting of the
streets or the qualitative use of land favor disappearance
of certain tasks, diminishing the valuation of the body, the
job specialization and the work technique. Changes that are relegated to oblivion
the games that have their origin in work and that are replaced by
target or chance games, adapted to the comfort of the casino or bar,
especially in winter, while the games exposed to the elements continue
being a heritage of the female sex.

Women: The rural family considered the woman a valuable labor force and
versatile. When the farming tasks required it, he was a day laborer.
qualified, without neglecting the duties proper to their sex and condition and the
animal care. The woman did not have the material time to enjoy the
exterior (bar, fronton, fairs...), of streets that involve communication,
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fun or rest. They used to play after meals. The doors of the
homes, the sunny plazas, the rooms of a house in winter, the
Church doors are the places frequented for the game. The only
game practiced by rural women in their scarce moments of leisure have
they became the bowls.

The physical risk in women's sports is very relative or almost nonexistent and,
Furthermore, women very rarely play individually. Almost
always seeks, at least, the support of another player, being usual
teams of three, four or five each. Neighborhood ties prevail over
friendship when forming teams and even adopt the name of the
street where they play. The relationship between the players remains throughout the
life, to the point that, in some couple games, if a player
her partner passed away and she didn't play again.

The game elements are made from pieces of wood salvaged from the
fire to those whose tip was sharpened or a simple adornment was made.
competition and the territoriality of the game made the decorations
will complicate and enrich, as a sign of distinction between the groups or
game cords: the most beautiful pins were those at the El Arrabal gate.
Games practiced regularly throughout life, transmitted
ritually through oral tradition and active teaching: jug races,
of riddles, jokes, trivia, memorized songs and legends, etc.

Neighborhood ties take precedence over friendship when it comes to forming the
teams even adopt the name of the street where they play. The
the relationship between the players lasts a lifetime, to the point that, in
some games for couples, if one player died, her partner would not return
to play.

In addition to age and sex, the games were conditioned by the season and the
time of the year.

WINTER: Due to the cold and the absence of paved streets, games were played and life was lived
in secluded places. The most common place was the kitchen (a place of multitude of
cultural exchanges between grandparents and grandchildren) and activities suitable for playing were held
for closed places.
SUMMER: The improvement in temperature made any place become
suitable for playing: eras, rivers, but above all the street and the square.
Playing and winning was a social distinction in front of others.
sus neighbors. The prizes varied according to age and gender: the children
they received toys (marbles) and candy, the men especially products
food, and the women aprons, thimbles, soaps, handkerchiefs,... In those
the locals sought to win over the outsiders to "not be left in between"
said. In addition, some festivities deserve to be highlighted:
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San Nicolás (dedicated to children's games), Santa Lucía (to the girls). It used to
consist of collecting donated food from neighbors and organizing a
snack.
San Antón (patron saint of animals) where horse races were held and
games with animals.
Saint Sebastian (patron of the married) and Saint Agatha (of the married women)
And bowling games were held between neighborhoods and pitcher races.
Holy Week: Carraclas and ratchets to call to the services.
Patron saint festivities: chicken races, ball shooting, bar shooting, ball throwing
and children's.
All Saints: hollow pumpkins were made that were carried lit
at night.

According to Adell and García (1998):

Strength games: weight throw, ball throw, lifting

pulls, tug of war, arm wrestling, etc.
Foot races: chicken races, sack races, race of
pitchers, etc.
Games of strength and skill: stone throwing, sandal throwing,
pick games, tray flipping, etc.
•Animal games: horse racing, donkey racing, ball game
fat, grotesque games, etc.
Ball games: handball,
Agility and skill games: pole vault, standing long jump, piculinadas,
shepherd games, etc.
•Deck and ball games: borruna, tala or cota, picota, estornija
•Aim games: bowling, the thong, and the tejo, approach throws to
a stripe, the bald one and the stout one, the frog, the little hole, etc.

Mental agility games: the girl, etc.

•Children's games: running and jumping (tag, churro,...), touching and catching (tula,
thread cutter, warp), to hide (the can, the hiding place) of strength (pulses
infantile, pull onions,..), made from various materials (tabas, spinning tops, chiflo), of
orientation (blind chicken, the ghost,..), of squares (the boilers, the plane, the
rest,..), with choruses (games, circle games), of patterns (plan, plane
hopscotch), orientation (blind man's buff, blind hen), reaction speed
(four corners, English chocolate, jumping donkeys) etc.
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5. EDUCATIONAL VALUE OF TRADITIONAL GAME

The transmission of games has almost always been linked to oral transmission whether it be
generational or socializing. The school now also acts as a vehicle of
transmission of this culture, as a means to teach and/or perpetuate these games
through their teaching and practice in the centers, thus helping to preserve that tradition
in history and at the same time perpetuate the values of the community from generation to
generation.

Traditional games will be new for the children. They know and play more
from one occasion to some of these games but they have lost a large part of their meaning
ethnographic. We may wonder whether it really makes sense to rethink and
to revive these games in an industrialized society, in the face of an overwhelming advance of
electronics. I find the challenge of promoting, encouraging, and supporting play interesting.
active, participative, communicative, and relational among children, against a culture of
advanced" that increasingly stimulates even bodily passivity, receptivity
consumerist in front of an image/screen. The fact of reactivating traditional games
it is not a cry of melancholy for a past that does not return, but rather implies delving deeper and
to deepen our roots and thereby better understand our present.

The cultural influences and the presence of different peoples throughout history
enriches and leaves a legacy of enormous quality. Within this we find games
and traditional and/or popular sports that also contribute to our heritage.
Practicing these activities as our ancestors did means recreating, reliving and
trying to understand part of our history. From there, a great educational value is born that
it transcends the barriers of more than one area.

The training of children in any area of the school curriculum sometimes tends to be
routine, so it is necessary to incorporate new practices and situations that make it more
attractive, both for the student and for the teacher, the method and the way of teaching.

Advantages offered by the incorporation of traditional games into our programs:

They are easily accessible and adapt to the characteristics of the person.
of its social and cultural context.
Its practice does not always involve taking into account the skill level of each
participant; although there are games in which players compete, the challenge and the
The adventure of having fun far exceeds the need to win.
His learning is easy, immediately transitioning to active situations of
game.
They allow variations to adapt to the needs that may arise in.
any situation.
Its easy accessibility and variety make there be 'games for everyone'. It allows the
attention to diversity and at the same time the integration of all protagonists.
In a high percentage of traditional games, no type of ...
material. In those that use material, it is common or easily used.
obtaining. The fact that children have to make their own
game elements provide added value to the player as a craftsman.
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It can be played anywhere, no matter how scarce or inadequate the conditions may be.
installations.
Children can be the protagonists from the beginning, even in the
obtaining information about the games to be developed.
The transgenerational relationship is favored by surveying older individuals.
They promote socialization and the knowledge of their peers in a 'natural' way.
They are multidisciplinary elements:

Language (vocabulary, different denominations, respect for diversity)

linguistics).
Mathematics: Knowledge of numbers and operations
mathematics (From the early stages of the child's growth,
many games favor the contact and learning of numbers:
heads or tails, from codín to codán, raffles to find who
pays, situations of addition, subtraction, multiplication, and division and will perform
estimations of the results of these operations). Figures, shapes and
dimensions (playing fields will measure using the units and
measuring instruments, steps, feet, hands.
Social and natural sciences: (Different parts of your body,
basic strategies for observing the immediate environment, of the
locality, region and autonomous community. Identify the main ones
elements of the rural and urban environment. Classify the different ones
materials that we can use for the production of elements of
game (minerals, plants, recycled materials, etc.). Knowing the
main economic activities (agriculture, livestock, etc.), and their
linking with games.
Plastic education, music, and technology. Some games require in
its development with initial refrains, little songs, rhythms, etc.
like the construction of small musical instruments and
game elements are evident. Learn songs, games
infantile and popular from the community itself.

TRADITIONAL GAMES IN THE ARAGON CURRICULUM

Throughout the recently published LOE curriculum and Aragonese, we are shown
various guidelines, ideas or directions on how we can work on this type of
contents. Let's take a look at some:

In MIDDLE SCHOOL, from the physical education area, we are proposed to contribute to
acquire the cultural knowledge of the Autonomous Community of Aragon
mainly through three units of content: 'Popular games and sports and
traditional», «Dances and dances» and «Activities in the natural environment and surroundings
urban." Likewise, to promote through these practices the multidisciplinary work that
help to expand and complete knowledge on basic geographical aspects,
social and cultural aspects associated with those units of content.

GENERAL OBJECTIVE OF SECONDARY: m) To know and appreciate the heritage

natural, cultural, historical-artistic and linguistic of Aragon and analyze the elements and
basic traits of it, being participants in its conservation and improvement since the
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respect for cultural and linguistic diversity, understood as a right of the

towns and individuals.

GENERAL OBJECTIVE OF AREA: 11. Carry out physical activities that help to
to know and appreciate the cultural heritage and traditions of our community
autonomous: dances, games, and traditional sports of Aragon.

CONTENT OF THE AREA:

1st year of Secondary Education:
Games and sports: Individual and team sports as a phenomenon
social and cultural. Knowledge and realization of conventional games,
recreational and traditional (practice of traditional Aragonese games).
Body Expression: Practice of traditional dances and folk dances of Aragon.
2nd Year of Compulsory Secondary Education
Games and sports: Implementation of traditional games characteristic of our
autonomous community.
3rd year of compulsory secondary education (ESO)
•Body Expression: Dances and dances from Aragon and the rest of the world:
cultural aspects related to body expression. Exchange of
knowledge of the different cultures that may exist in the center.
4th year of compulsory secondary education
Games and sports: Fundamentals, origin, and evolution of games:
traditional, cooperative, and alternative. Planning of activities and
championships where such games are put into practice.

METHODOLOGICAL ASPECTS

A. GLOBAL APPLICATION OF TRADITIONAL GAME: Until the LOGSE the

traditional game had been used as another means to achieve
purely motor objectives (body schema, strength, endurance,
coordination, etc.). This stance involves a simplistic use of the game
traditional when, on the contrary, the educational process should tend towards the
globality and being integral. Carrying out traditional physical practices must be
something more than a mere exercise of the body.

This purely motor vision has meant cutting off a large part of the
pedagogical possibilities of traditional games. To have the game
Traditional as a center of interest arouses greater ambition. An adequate
study and coordinated treatment along with other teaching subjects
They will convert traditional games into cross-cutting educational tools.
to our service, allowing us to improve the teaching process-
learning of our students. With this approach we will be able to
to ensure that, in addition to motor practice, our students have a better understanding
its culture, its signs of identity, its customs, you will be able to compare its
cultural heritage with that of other countries or regions.

This will be a challenge offered to the education professional with the

approach to a pedagogical process that influences comprehensive education
of the students, that is to say, it allows working from playful situations, the
cognitive, affective, and social dimensions of students. The games propose
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a fun way to learn, to approach an environment, almost always,

so close unknown.

B. PREPARATION OF FIELD CARDS: Our grandparents are a

a accumulation of everyday experiences, which for many may go unnoticed
unnoticed and for others are a focus of attention and learning. To rescue from the
Memory of our elders, these games is a very rewarding task in what
personal not just for the mere act of doing it, but for what it entails
personal relationship of the interviewer with the informant. Therefore, having ...
student participation favours intergenerational relationships
beneficial both for the student and for the elderly person.

It is necessary to systematize the way of collecting information. There is no need to

discard any data no matter how insignificant it may seem, it can be
complement of another. For this reason, it is necessary to create a form as a way of
form for the teacher to classify and organize the obtained data. The
the level of complexity of the field sheets will be adapted to the age of the
students, adapting the aspects to be collected in number and difficulty.

These games could be worked on by investigating from different points of view.

departure. You can ask elderly people close to the children, such as
They can be grandparents, uncles, etc. But maybe we will also find within the
community of other people who, given the experience or roles they fulfill,
They can describe the games of their childhood. For this, it is important that they...
children see the importance of researching different aspects of the
games: the name they had, at what time of the year and of the day they were played,
with whom, in what places, with what materials they played (perhaps they still have)
some element of play from past eras) if there were prohibitions on
Regarding that, it will be possible to describe ways of life from that time.
What was the city or town like at that time, how did they dress then?
moment (if records of photos or graphics can be obtained, for example).

C. The research on traditional games must be based on the

observation and subordinated to the concrete end of 'taking action.' It is necessary to
To play. For the child, playing is an everyday occurrence. The freedom to play and what
playing is inherent to the act itself. Therefore, excessive
motivation to start playing. The observation of players in full
action will give us the guidelines to modify or not, proposing objectives that
we can evaluate later. A priori, the motor qualities are the first
to be observed and be subject to modification. As the sessions are
They will be increased, other types of issues will be valued in the same way.
such as the "relationship" between players, development of game elements,
teach and learn to build 'toys' with various types of materials.
Chants and songs that accompany and enrich the games themselves
they enable intervention in other areas of education and others
educators. When using a game, one must consider all the richness
of values that derive from it. These are added to that of 'Play for Play',
like the educational, didactic, socializing value, etc. For example, when
let's observe a children's game we will study the relationships, the stimuli of
child, the bonds they establish between them, etc.
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6. CONCLUSIONS

Our experience as teachers tells us that children play less every day, or
Rather, the repertoire of games they use is becoming increasingly poor. Many
authors point out evidence: many games are disappearing. A part of
The causes are the accelerated technological revolution and life in large cities.
Therefore, we should consider some way to alleviate the passivity that comes with the
that many young people face their free time and that turns them into slaves of
leisure and not owners of their free time. Cause: They have lost the ability to play.

From our point of view, the school must take an active stance in what
what would be the active use of leisure, that is, teaching to play, seeing the game not just
as a means, also as an end. The area of PE occupies a privileged place in
time to undertake these actions and traditional games a means
extraordinarily interesting. Currently, the Aragonese and Spanish legislation
is laying the groundwork to give the game the value it deserves by being considered
one of the four content blocks of the ESO.

On the other hand, we are verifying that communication between generations is

increasingly limited in quantity and quality and a way of
promoting it can be done through the students' search for games
with whom their parents and grandparents grew up.

7. BIBLIOGRAPHY

•LARRAZ URGELÉS B. Alfredo and MAESTRO GUERRERO, Fernando (1991).

Traditional Aragonese games in the school. Zaragoza. Mira editors.
•MAESTRO GUERRERO, Fernando (1996). From the cut to the small square. Games and
divertissements of rural Aragón. Zaragoza. Ediciones 94.
•ACÍN FANLO, JOSÉ LUIS (1998). Traditional games in Aragón.
Collection CAI 100, number 68.