Triadic games are analyzed from its communication structure and in its pedagogical and educational drifts, providing a message for teachers and students. The triad is an augmented source of relationships that relativizes the understanding of antagonism and cooperation in keeping with a complex society. The paradox gives meaning to the triad game and a relativizing way of thinking. To undertake the implementation of this type of motor triad requires the teachers’ knowledge of the triad game (conceptualization, design), and the development of procedural learning by students. To learn about paradoxical situations, two competencies ('learning to learn', and 'social and citizen') were examined through 4 processes (mental processes, interpersonal processes, education in values ​​and systemic), specifying 24 indicators to develop the learning strategies, each one with its reference to guide the teaching strategy.