Coaching for game development using play with purpose.

In this post, I summarise the key ideas in this chapter:

Pill, S. & SueSee, B. (2021). The game sense approach as play with purpose. In S. Pill (ed.), Perspectives on game-based coaching. Routledge. pp. 1-10. Available here

This post explains how to coach for player Game Sense through a series of coaching episodes with the pedagogy centred on "Play with Purpose". 

In this model, every coaching episode has a clear player learning objective.

The games used in a coaching session are not "free play." Instead, Play with Purpose means:

• The game provides a context for learning: The game structure provides the problems that players must solve.

• Intentionality: Every game or "modified contest" is designed to highlight a specific tactical problem (e.g., creating space or defensive transition).

• Deliberate Design: Coaching involves the purposeful or specifically designed game to achieve the learning outcome with players.

Play with purpose is a shift in focus from how I was taught to coach (way back) in the 1980s where the emphasis was on "How" to replicate a demonstrated movement to "When and Why" leading to the "How". Looking at this from the perspective of coaching football, what is frequently labled as 'traditional coaching' is characterised as containing a focus on the mechanics (How do I kick?) and so I describe it as 'drill-to-prescribe a skill'. Play with purpose to develop player game sense prioritises the context (Why and When do I kick?). Therefore, games are designed for:

• Tactical Awareness: Players are helped to understand the "logic" of the play.

• Skill as a Solution: Techniques (skills) are "solutions" to game-based problems.

The Coach is therefore a "Designer"

Rather than being an instructor who provides "answers" by way of practice drills, the coach acts as a Learning Architect:

• Designing Conditions/game modifications: Changing the rules, field size, or player numbers to "nudge" players toward certain tactical-technical connections.

• Questioning in preference to  Telling: Using variations of "Pause, Ask, Resume" to stimulate player thinking and self-reflection.

The Play with Purpose approach balances:

• Implicit Learning: Players pick up tactical thinking coupled with movement execution through the demands of the game.

• Explicit Understanding: Through guiding thinking from coach directed inquiry-questioning episodes players are encouraged to become consciously aware of why certain player tactical actions, movement solutions and team strategies work.

Ultimately, the goal of this approach is to produce players who are:

1. Adaptable: They can handle the evolving complexity of a real match.

2. Independent: In the game, players don't need the coach to tell them what to do for every play.

3. Perceptually Skilled: Players are better at "reading the play" and anticipating the next move.

Summary Table: Traditional 'drill-to-prescribe a skill' vs. Play with Purpose

Feature	Traditional Coaching	Play with Purpose coaching
Starting Point	Isolated technical drills	A modified game or contest
Coach's Role	Providing the "Correct" answer	Asking questions to spark player thinking
Player Role	Obedience to a movement model and repetition	Problem-solving and decision-making to develop game awareness (game sense)
Skill Mastery	Accuracy (error reduction) in a drill	Functionality in a game context

Softball is a game I don't have a lot of experience with. I really like Barry Gordon's book Developing Thinking Players: Baseball/Softball as a resource of ideas (available click here). Below, I had a go at applying Play with Purpose to a softball coaching session.

Session Theme: Defensive Decision Making

Age Group: Youth Softball (U10–U14)

Duration: 60 Minutes

1. The ‘Warm-Up’: "Base Tag"

Start with an activity that mirrors softball movement and spatial awareness.

Player Learning Objective: To practice spatial awareness and understand the "closing speed" required to tag a moving opponent.

• The Setup: Define a square area with four bases. Split the team into two groups: "Baserunners" and "Taggers."
• The Play: Runners try to move between bases without being tagged by a Tagger holding a ball. Taggers must pass the ball to each other to "trap" a runner (no running with the ball).

2. Game 1: "The 3-Out Scramble" (Sampling a context of the game)

Player Learning Objective: To demonstrate the ability to identify the "lead runner" and execute a force-play throw under pressure.

This is a simplified version of the full game to highlight specific tactical problems.

• The Setup: A diamond with a runner on first base. A coach hits a ground ball to any infielder.
• The Play: The defense must decide: Do we go for the lead runner at second (force play) or the "sure out" at first?
• The "Purpose": To determine if players recognise where the play is before the ball is hit.

3. Tactical Reflection (Inquiry episode - The "Huddle")

In the Play with Purpose model, this is where the coach uses Purposeful Questioning rather than just giving instructions.

• Coach: "When the ball was hit to shortstop, why did you choose to throw to second instead of first?"
• Coach: "What information do you need before the pitch is thrown to make that choice faster?"

4. Skill Focus Activity: "The Quick Turn" (Integration of a technical move)

Now that the players see the need for a fast force play, the coach may decide practice with reduced complexity may enable the players to focus on developing the specific thinking required.

Player Learning Objective: To master the footwork required to transition from fielding a ground ball to an accurate, high-velocity throw to a lead base.

• The Setup: Pairs of players 10 feet apart.
• The Play: Player A rolls a ball to Player B. Player B must field it and, in one fluid motion, "turn" their hips and chest toward a target (simulating second base) to make a quick throw.

5. Game 2: "Pressure Points" (Representation of the game)

Return to a game format with an added scoring exaggeration to emphasise the tactical goal.

Player Learning Objective: To apply communication (calling out the play) to successfully execute advanced defensive rotations.

• The Setup: Full infield defense. A batter hits from a tee or soft toss.
• The Play: Standard softball rules apply, but with a Bonus Point System:
• 1 point for a standard out at first.
• 3 points for an out made at second, third, or home on a force play.
• The "Purpose": The scoring system incentivises players to take the riskier, more tactically advanced "lead out."

6. Closing Review

• Coach Check for Player Understanding: "If there are runners on 1st and 2nd, and the ball is hit to you at 3rd base, what is your 'Plan A' and 'Plan B'?"
• Player Self-Assessment: Coach ask players to name one thing they learnt this session that will help them play better defence.

Thanks for stopping by and reading this post. If you would like to connect with me on a project to do with this blog or any of the other ideas that I have blogged about, you can contact me by the email link available here

Related posts

Play with purpose: Inquiry strategies to develop thinking players here

Play with purpose: sport coaching as deliberate practice here

Informing game sense pedagogy with constraints-led practice here

Game sense coaching and affordance theory here

Sport coaching: when do I work on technique? here

Closed and open practice here

Developing the technical-tactical connection through play with purpose here

The role of play in game learning here

Developing player decision-making here

Making sense of game sense coaching here