Modern humanist education and the appearance of more and more leisure time have both served to make the management of recreation increasingly important. Physical education can be used to train children in using their leisure time as a way to improve their personality, habits, and opinions, to develop their physical abilities and agility, and to work well in groups as members of teams. Psychomotor recreation comprises sports, tourism (or field-trips), and active games. Psychomotor recreation works well with socially maladjusted children because in addition to physical training, it also furthers the development of initiative, independence, and active involvement. Such recreation is stimulating, promotes adaptive behavior, fulfills needs for involvement and activity, and can help to correct existing bad habits while averting the acquisition of others. This form of recreation involves youths in constructive teams and places distances between them and the causes of their social deviation. Psychomotor recreation reinforces self-control, and promotes socialization through team effort. Educators and instructors who work with these youth should have a knowledge of sports and games and of teaching methods. There must be adequate gymnasium space to undertake psychomotor recreation activities. Among those establishments of supervised education that they have used psychomotor education, tourism (field-trips) has proven most successful, as it takes the children outside the institution where they can get a new perspective on themselves and the world. Tourism also breaks the monotony that accumulates behind the walls of the institution. After such activity, many children have been seen to pursue further sporting activities, to form groups of friends for team activities, and to participate in planned activities with positive attitudes. Psychomotor recreation can serve to improve the child's view of the world and to further his socialization process. --in French.