| Sumario: | The purpose of this article is to display some tools that allowus the possibility to think about the existence of the "good player". Our starting point is the conviction that a good player is not just a personwho playswell the game, but that she is constituted by other features orways of being. For this reason, it seems appropiate to highlight that playing is not a natural capacity of men and that children do not play as a result of a "biological mandate". Quite on the contrary, games and play are cultural knowledges that are taught and have to be taught. In this sense, the teacher's strategies constitute a vital point in the formation of the player, because theway they distribute knowledge will condition the autonomy in the person.
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