Social representations of physical education teachers concerning the game: a qualitative study in Chile

Background and Study Aim. The objective of this research was to determine the social representations game in physical education teachers belonging Chilean educational system, searching for sense meaning given by educators aspect.
 Material Methods. study sample consisted 14 teachers, who were chosen convenience sampling method. Semi-structured interviews used collect data from participants, maintaining gender equity. analysis obtained means content NVivo 11 program process data.
 Results. Our indicates that categories analyzed, highest role (22.29%), demonstrating relevance development meaningful learning. On contrary, category characteristics (17.42%), describe how visualize contributions play at level, sense, goes beyond motor contributions, but also provides tools cognitive development.
 Conclusions. For promotes autonomous proactive actions students, which will be beneficial understand playfulness implies not put contradiction rational emotional faculties. This comprehensive view is called full attitude, it a relevant step toward understanding complex perspective. In area, evident that, participating constitutes natural environment children develop, where teacher should create an facilitates game, facilitating expression autonomy, freedom, creativity, playfulness.