Internationally sports games occupy a prominent place in the set of activities performed by children and youth. To that fact adds the abiding interest of the media in sports events, both locally and internationally. It is therefore a huge responsibility of all of those who have as job the teaching of these sports. In this regard, and although in recent decades there has been a renewed theoretical and conceptual models of teaching, we still acknowledge that the teaching practice of the game in the sports games focuses almost exclusively on aspects of motor execution of basic skills in no contextualized situations. Thus, it is usual to observe that players exercise these skills during a certain time, after which they pass on to another skill and so forth. The assumption that is inherent to this way of proceeding is to think that performing a certain number of repetitions of this ability will be enough for players to achieve a good level of mastery of them. However, what is often verified is that when these youngsters go to practice the real game, they cannot apply those skills in the game context. Why? What are the reasons which may contribute so the practitioner cannot reproduce in the competition what he achieves in the training? This observation leads us to question whether this type of process, based on repetitions of technical gestures, to be more appropriate for young players to make the transposition of skills to their performance in the game. The point is that the relational dynamics of the game in sports games, results from the simultaneous existence of cooperation and opposition. This means that players are faced with constraints and unexpected situations, and therefore need to adapt to these ever-changing situations and that result from that confrontation.