Approach programming: In the future, it is just as important to be able to program as to be able to speak a language, because our society becomes more automated and digitized. Programming teaches children to learn skills they can use when they are adults.

Skills, which children learn from programming are:

• Creative and logical thinking

• Spatial awareness

• Problem-solving ability

• Structuring

• Collaboration

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Active methodologies: The game uses an active methodology where kids are set in the centre of their learning process. They become active learners taking an active role, being able to investigate, collaborate, discuss, create, and perform.

In this game, students collaborate and investigate Scratch blocks in order to gather a set of blocks for creating their own choreographies. After that, they decode other groups' blocks in order to check if they are able to perform it.

Game-based learning: To learn creative programming children will face the challenge to combat in winning the dance competition. They will be asked to do the choreography corresponding to the cards given. Applying game-based learning and introducing game dynamics children learn programming by being challenged to perform a choreography.

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Constructivism theory: The programming a choreography game introduces students to the basics of Scratch through models of programming blocks illustrated on cards. Children get to know block programming and build a logical mindset.

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Teachers should check the prior knowledge of students and introduce every code explaining the cards and showing the actions in order to connect with their prior knowledge. Little by little new concepts with which students are going to work are introduced. Children review the materials and create a set of blocks. The teacher will be the facilitator to help them construct their own knowledge.

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Interdisciplinarity: technology and sport: Learning by moving. This entails learning programming by dancing to reach higher memorization and retention of knowledge and improved well-being. Very often learning is related to controversial emotions: from content and curiosity in subject matters to anxiety and stress from exams, failure, etc. Dancing and body movement contribute to expressing emotions and ideally to capturing and transforming negative emotions: its playfulness change students' perception of the learning process where there is no judgment, wrong answer or failure. Enabling the expression of emotion thus has a substantial influence on the cognitive processes in children, including perception, attention, learning, memory, reasoning, and problem-solving.