Education has to enable full human development in order to reach all the possibilities of personal growth. Therefore it implies the continuing education of the capabilities and abilities and the intellectual, physical, emotional and moral resources. This is what personal growth enables, that is, the functional beliefs and convictions in an ideal society, and includes the group or collective behaviour, the social behaviour and the desired values for a free, prosperous and solidary society.

Many times, when speaking about moral education, it is done with concepts such as sportsmanship, fairplay or Olympic spirit. Under these terms there is a series of generalised attitudes and values which may be applied to the citizen's personal and social life.

Furthermore, sport is one of the favourite leisure activities preferred by young people. It is the centre of their personal interests and at the same time of their social and collective relationships; it becomes a global phenomenon with an undoubted power in the media and therefore with a great socialising power.

Sport has also a great pedagogical potential. The values of civil education and citizenship, as well as their equivalent values, are perfectly demonstrated in sport activities and events. Likewise, sport is also a vehicle of transmission with a powerful motivating component for those involved in the educational action.

On many occasions teachers find they are lacking tools to facilitate the study and reflection of citizenship values.

The educational tool "Play-it", created by the FC Barcelona Foundation within its line of actions called "Sport and Citizenship" intends to be of help for the teachers in their function of transmitting and assimilating the values of responsible citizenship and personal growth and uses sport as a flexible and adaptable instrument for this educational task.

Furthermore, it has been developed in such a way so that it fits perfectly within the educational system, not as an isolated activity, but as an element integrated in the curriculum of the third cycle of primary education and in the first cycle of secondary education.

Besides having a bearing in the different values, attitudes and rules shown as from the sport actions, the didactic proposal provides the pupils with knowledge and develops their abilities, techniques and skills as from several procedures wide enough to contribute to the achievement of competences related with the critical analysis of the citizens' dimension of sportsmanship values.

If the hidden curriculum becomes a decisive factor in any teaching-educational process, the implementation of Play-it is not an exception. Although Play-it is an educational resource in telematic format, it is not in any case self-training material. Therefore, the participation of this educational proposal within the teaching-educational process will be null, mediocre, important, or especially significant depending on the attitude and competence of those who provide the means, that is, the teachers. In the set of messages from the teachers to the group-class, to the individual pupils or to certain work groups and their dialogue mediation in any stage of resolving an activity, lays the key to making the most of Play-it.