ABSTRACT
The spectrum of playing activities among youths is highly diverse. Human culture has always had both physical games and various board games or other more or less physically inactive pastimes, such as games of chance, imitations, and mimicry play. But today, physical playing as a habitual form of youth leisure is being doubly challenged. First, in ‘sedentary’ societies, the computer revolution has created global competition between physical and computer playing. The latter is, sometimes, more attractive and pleasurable than live sports: for contemporary children and youth the digital, ‘gaming’ existence is their preferred pastime (e.g. Fuchs, 2014). Second, this relatively new factor joins elements of previous forms of ‘sedentary’ life in the problem of teaching: students who are influenced by local culture and who even love team sports too often do not play these games because of their insufficient physical abilities and an absence of the necessary flair. They become active fans and through this emotionally satisfying outlet are lost to the active-leisure life style.
