THEORETICAL FOUNDATIONS OF PLAY AS A TEACHING ALTERNATIVE FOR TEACHING PHYSICAL EDUCATION

Abstract

Play is presented as a fundamental teaching alternative in teaching physical education, as it promotes learning through play and social interaction. From a constructivist perspective, play is recognized as not only a recreational activity but also a powerful means for developing students' motor, cognitive, and social skills. Therefore, this article, based on a qualitative and descriptive approach and structured in an essay-style methodological framework, has the following general objective: To analyze the theoretical foundations of play as a teaching alternative for teaching physical education. Based on this, it is considered that, through the review of documents, it has been revealed that, theoretically, play is based on principles such as intrinsic motivation, where students actively participate in their learning process, which favors greater retention of knowledge and skills. Additionally, games create a more relaxed and less formal learning environment, which can reduce anxiety and encourage participation among all students, regardless of their skill level.