Physical Education classes and the development of games from a contemporary perspective
Keywords:
Physical Education, educational games, physical capacities, comprehensive development, physical activityAbstract
Contemporary Physical Education constitutes a pedagogical space aimed at the comprehensive development of schoolchildren, integrating physical, cognitive, affective, and social dimensions. In this context, this article aimed to analyze, from a theoretical perspective, the characteristics of Physical Education classes and the importance of games as a resource for fostering the development of physical capacities and the comprehensive education of students. A theoretical and documentary study was conducted, based on the review and analysis of specialized literature related to Physical Education, games, physical capacities, motor activity, and the pedagogical processes associated with their teaching. The analysis identified transformations in the didactic and organizational conception of Physical Education classes during the first decades of the twenty-first century, characterized by greater attention to individual needs, active participation, values education, and the integration of instructional and educational components. The findings also showed that games constitute a valuable didactic resource with considerable potential to stimulate motivation, cooperation, socialization, and learning, while contributing to the development of strength, endurance, speed, flexibility, coordination, and other motor capacities. It is concluded that the planned incorporation of playful, pedagogical, active, recreational, and traditional games strengthens the educational role of Physical Education and promotes participatory, inclusive, and development-oriented learning experiences that contribute to students’ physical and mental well-being and comprehensive development.
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