The purpose of this study was to investigate the role/contribution that constructivist learning theories may offer to socio-cognitive development of students trough physical activity and sport. The Constructivism Theories adopt a holistic view of learning that cognition is not only an intra individual process but also a social process in which various cognizing agents/learners are inseparably intertwined. This theoretical framework offers implications for teachers and school that should help pupils to create the conditions to build knowledge moving from directive teacher-centered approaches to student-centered approaches. In this direction the body itself and social/motor interaction are seen to learn.