Traditional games

JUEGOS POPULARES
ADAPTADOS AL AULA DE
INGLES

TRADITIONAL GAMES
ADAPTED TO THE
ENGLISH CLASS

The children’s games are very
important for the English
Class in Primary Education
since we can teach many
issues related to the subject
through them, and also the
children prefer learn by
playing.

Through games, the children
develop their motor abilities,
they learn speak with their
bodies, they improve their
communicative abilities…

We must also take into account
games for children who do not
develop their physical abilities,
but if other skills necessary for
their lives; these games are the
games body of knowledge and
body expression, those who also
speak broadly

The development of this game
is simple because it consists
of two teams of eight or ten
players

Initially they are located in
their part of field

Once the game start it is to
steal the ball from the
opposition camp, but when we
move our field, we can be
made prisoners only give us a
pat on the back

Once captured, we must
remain paralysed in the place
where we have been touched

We can be salvaged simply by
a colleague us of a tap on the
body, we can continued
playing

Every time we move the
opponent camp only catch a
ball or stone can also save
some companion who has been
trapped and taken prisoner

With this game the children
work cooperation, speed, time
reaction…

The prisoners must be able
to walk, with one arm raised
and waving a red scarf, in
this way it will be easier on
his fellow located them (Eye
coordination)

To make it easier to keep the
ball in our area, they can be
launched from the site
where they are caught by
both participants, so that a
player on our team
may be receiving the ball and
put it in his field (Launch and
reception)

To make it more difficult
decision-making from the
point of view of the attacker,
he will have to choose
between saving one of their
comrades and steal a ball to
the opposing team each time
they cross the field
contrary

So is more difficult for the
attacker decided by one or
the other option, because the
rescue prisoners are as
important as stealing balls.
(Decision-making)

This game is well known by all,
there are two groups of equal
numbers of people, all listed, to
face each other and at a
distance between the two teams
equal to that which exists
between each group and mother
(person who runs the game)

The mother has a
handkerchief in his hand and
its role is to say a number on
each shift, the person in
every group that has that
number must run away from
its position where it is
heading toward the mother

Then there are several options
for each participant:

Take the handkerchief from
the hands of the mother and
run away to where they are
located their friends

Let the opponent take the
scarf and try to reach
toward his field

Trying to fool the opponent to
move from field with one
foot and remove because you
can not pass the imaginary
line that marks the mother

Once the mother says the
number, participants must
choose between leaving the
lame leg and normal running
back or run away and come
back to the lame leg. So
making it difficult to decision
making of the participants
chooses between two options

Once we got out of a thus, we
can not change at halfway.
(Coordination eyes-feet and
decision making)

The game is simple: these are
two teams faced in a
rectangle with a number of
game balls determined in
each field

It is launching the largest
number of balls to the
opposing team at a time
determined, so that you will
lose the team that has more
balls in his field at the end of
the time determined

On the defensive, every
component of teams only
cares about defending an
area for action by default
allocation before start the
game (Team work)

Both components of the two
teams will be able to throw
the ball to the opposite field
with the part of the body
they want (Work segmental)

Execute the launch of the
ball to the opposite field
should be done with the arm
or body part to the contrary
we use in normal conditions
(Work segmental and
coordination)

Create hot zones where if
you hit a ball joined a number
of extra points at the end of
time (Coordination space)

There are two teams, one in
midfield and the other is
divided into two that are
placed at the ends of the
field

The attacking team (ends) has
a ball with which he must to
give to the opponents of the
other team through the body
releases these opponents

For his part,
team in the middle must try
to dodge the launches of the
other team through
movements, deceit...

That launches by attacking
are directed entirely at the
feet of their counter
(Coordination eyes-hands)

The attack must catch the
ball with his hands at least
once every eight boat
without the ball (Teamwork
and decision making)

Both teams must carry a ball
some specific areas of the
field opposite by ten passes

The defenders can only try
run the trajectory of the
passes, try to make them
drop the ball on the contrary
but never can use for this,
knock or struggle with the
opposite

Change the number of passes
necessary to mark, ten will be
five (Teamwork)

The person who takes over
the ball has to pass under the
legs of a partner (Teamwork
and coordination)

In this game are teams of
five persons, emerging from
one brand to the voice and
reach a pre-selected area
and returning back to give
the baton to another
colleague, who finished first
win

Instead of running forward,
running backwards, sideways,
a lame leg... (Coordination
eyes-feet)

Instead of running
individually, they can run in
pairs hand in hand
(Teamwork)

In this game forming groups
of eight people, one gets in
the middle I try to take away
the ball to the other seven
being passed to each other
with their feet or hands

If the person is at the centre
touches the ball, it goes to
the outside while who has
taken away the ball is placed
in the centre and the game
begins again

Instead of having only one
child at the centre, there are
two children (Teamwork)

This can only pass the ball
with their feet or only with
their hands (Coordination
eyes-feet or eyes-hands)

In this game you create a
circuit test for children.
Each test has an activity to
be undertaken, for example,
boat ball, jumps between
hoops with his legs
together...

The children do the circuit in
pairs (Teamwork)

The games are very physical
actions important for the
development of a child
because thanks to them,
children can learn about the
expressive qualities of her
body which will serve him in
his life

The body knowledge and the
development of the expressive
capacities of it always take little
account because has always believed
that it was not so important to
teach physical education as
traditional, but today it was
discovered that thanks to teach
physical actions, especially in
primary contributes to the
development of qualities and skills
fundamental for life

The games that can be
taught in primary expression
on the body are innumerable,
but can be divided into three
branches: knowledge body,
dance and representation

KNOWLEDGE BODY

To the knowledge can be used
corporal games with cards
identifying body parts, in pairs
or groups so that they will help
strengthen knowledge. The
knowledge body forms the
basis for developing games and
dance representation

DANCE
these must go in progression, the
first game of identifying pace,
second, dance games, dance and
third games in which they board
the lessons learned in games of
rhythm and dance games. These
games should proceed on the basis
of identifying the paces get to be
able to build simple choreographies

REPRESENTATION

For games of representation
there should be a
progression, first simple
situations and lather
represent themselves and
then together to create a
scene of drama

We have traditionally believed
that the body expression did
not serve at all in physical
education...

...but is gradually discovering
that, thanks to that children
develop their motor skills and
physical qualities better in
some ways that practicing
sport...

...they can develop their motor
skills, reaction time,
resilience, strength,
teamwork and many other
qualities that best sport
doing sport also that this
games are especially
important...

...because they help the child
to perform, to interact and
speak with more confidence
to the other

CONCLUSION
I personally think that games for kids
are the best way for those interested
in sport
 All the games that I have developed
above are activities that have much
application to sport; children do not
know that they are realizing many
qualities are practicing sports such as
coordination eyes-feet, eyes-hands,
teamwork, speed, reaction time…

 These games can serve as an
introduction to sports such as
basketball, football or athletics
 A very positive aspect of using games in
physical education is that children are
having fun, so you learn more and better
what we want to teach
 So I think that games for kids are a
great tool to work in physical education

BIBLIOGRAPHY
 AYMERICH, C. y M. (1981). For a child's expressive language.
Barcelona: Home of the book.

 MOTOS, T. (1983). Initiation into the body expression.
Barcelona: Humanities

 ORTZ, M.M. (2000). The body language and elements. The non-
verbal communication and its applications academically. Bases and
rationale applied to the educational.

 ROMERO MARTIN, R. (1997). The body expression applied to
the educational.

 TORRES, J. (2000). Conceptual framework of the curriculum and
corporal expression in education in primary.

 VILLADA, P. (1997). Corporal expression, new culture of the
body at school.

Traditional games

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