Learning Games through Understanding.
Through a constructivist lens , modelling game plans and strategies to players as configurations of play implies players cognitively construct mental representations, sometimes referred to as patterns of play . It is theoretically positioned that this pattern recognition enables the player to focus on 'the most relevant' information, which Grehaigne and colleagues referred to as landmarks (1999), enabling faster and more accurate at-action decision making, and therefore skill execution. Adopting this perspective, assumes the ability for players to learn a 'tactical intelligence' of game play (Grehaigne et al, 2010). From a constructivist perspective , players decision-making is operating from a 'logic' from recognition of the configuration of play to its exploitation (Deleplace, 1994). This logic can be progressively developed (learnt) by a player, and progressively taught (coached) by the sport teacher or coach. For example, considering the 'logic of the
