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 game', Grehaigne and colleagues (2010) proposed that it is possible to identify 'tactical units' of a game (others might call these representations). When a game is conditioned (others might say constrained, scaled, or modified) to focus on a 'tactical unit' a coach (or PE teacher) can present the game as a problem solving setting for player learning games through progressive development of understanding. To facilitate the development of this player understanding, Grehaigne and colleagues (2010) recommended modelling the tactical units as prototypical configurations of play using reflective practices and questioning techniques such as a debate of ideas with players. A pedagogical strategy of game design, questions and reflective strategies to shape and focus player thinking, enable the coach/teacher to relate configurations of play to 'archetypal dynamics of play', assisting players to identify a flow of tactical decisions (Grehaigne et al., 2009). A players learning challenge, considered from a constructivist perspective, is to learn to be 'aware' of the game logic, which is a recognition of a 'pattern of play', and to then be able to make an appropriate tactical decision and 'execute' that decision (which is the observed movement behaviour).

In my experience, in sport settings it is common for coaches to pedagogically use game vision as 'data' to draw player attention to prototypical patterns of play to reflect on and question game behaviour. This is a process of studying configurations of play to help players construct an operational image predictive of the way the 'tactical moment' is likely to evolve (Grehaigne et al., 2009). While every moment in a game is unique, in a way every moment is also 'familiar' when patterned (Pill, 2014), which is what enables games to be modelled as problems using deliberate game design (variously called conditioning, modifying, scaling, constraining) to create the coach desired representative game environments. Scaffolding of game-play knowledge to players using game design, questioning and reflective practice, and models of configurations of play as a reference tool for analysis can improve player game play knowledge use (Zerai et al., 2013, 2020)

I have blogged previously about what this might 'look like' in coaching practice using volleyball as an example, in this blog here 

If game-based coaching is an idea that interests you, something you want to know more about, or that you want to further develop, you may be interested in Perspectives on Game Based Coaching, available here

References

Deleplace, R. (1994). The notion of action matrix for complex games. In D. Bouthier & J. Griffet (Eds.) Representation et actionan activite physique et sportive (pp. 25-42). Paris.

Grehaigne, J. F., Godbout, P., & Bouthier, D. (1999). The foundations of tactics and strategies in team sports. Journal of Teaching in Physical Education, 18, 159-174.

Grehaigne, J. F., Didier, C., & Zerai, Z. (2009). Prototypical configurations of play in handball in physical education: A strategy to promote student understanding in team sports. In T. Hopper, J. Butler & B. Storey (Eds.), TGfU: Simply good pedagogy. Understanding a complex challenge (pp. 53-64). Ontario, Canada.

Grehaigne, J. F., Didier, C., & Godbout, P. (2010). Modelling ball circulation in invasion sports: a way to promote learning games through understanding. Physical Education and Sport Pedagogy, 15, 257-270.

Pill, S. (2014). Informing game sense pedagogy with constraints led theory for coaching Australian football. Sports Coaching Review, 3(1), 46-62.

Zerai, Z., Grehaigne, J-F., & Godbout, P. (2013). Configurations of play in invasion team  sports and learning by analogy. International Journal of Physical Education, 50(1), 18-23.

Zerai, Z., Grehaigne, J-F., & Godbout, P. (2020). Student understanding and learning in team sports: Understanding through game-play analysis. Athens Journal of Sports, 7(1), 215-234.