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Research was done in the field of physical education and sports to test the role of the teacher in various physical recreational situations (traditional games, sports, and obstacle courses). Can pupils receive any significant learning without the teacher’s active intervention? In other words, can pupils manage to achieve progress in a physical activity in an informal learning setting? Based on an experimental approach, this study tested and analyzed two different kinds of teaching: Recreational (informal learning) and comprehensive (formal learning).The results revealed that even when there was no particular educational involvement by the teacher, the children still progressed. Of course, a formal learning setting also promotes learning and is more effective. The facts therefore support an interpretation that a teacher’s specific and structured intervention is extremely useful though not indispensable to their pupils’ progress in recreational physical activities.