Developing players tactical thinking using small sided games as SMART Challenges

In the mid-2000s I came across Tom Bell's idea - SMART Challenges. One of the highlights of my university teaching is in the late 2000’s, I used Skype to video link Tom into one of my classes and he co-taught through Smart Challenges his class at Manchester Metropolitan University and my class at Flinders University.

What are SMART Challenges?

Smart Challenges aim to teach first when and why to use a movement (skill) instead of beginning with how to perform a skill by treating sports as a series of dynamic puzzles. Through Smart Challenges, the teaching aim is to develop "thinking players" who can:

1. Analyse a game situation in real-time.
2. Adapt their movement ability to solve a specific tactical problem identified from the analysis.
3. Explain the principles behind their decisions.

An assumption of Tom’s approach to game design is that this ability to analyse-adapt-explain is understanding the Moment of Advantage. Metaphorically, this is a mental representation of a presenting game episode as a configuration of play where a tactical opportunity exists. Recognising moments of advantage is assumed to help players understand the logic of play, which Tom referred to as the "grammar" of the game, rather than the mental representation being the memorisation of an exact modelling of play.

To facilitate reading the grammar (understanding) of a moment of advantage, Tom adapted cognitive psychology "productions" into a sports context. Specifically, encouraging players to think in this sequence:

• IF this is the situation (the game episode)...
• THEN create this (movement or action)...
• BECAUSE it offers this tactical advantages (the logic)…

By treating sports as a production of Game Episodes, Smart Challenges create these episodes to develop a game narrative through which gameplay may be seen as not chaotic but the occurrence of configurations of play, that if able to be read present predictable tactical problems that require specific solutions.

SMART Challenges are an attempt to bridge the gap between abstract tactical concepts and actual configurations of gameplay presenting to a player. The games are challenges presented as "puzzles" to enable the teacher/coach to develop with the player If-Then-Because logic to solve a problem of a game episode.

The SMART acronym in SMART Challenges stands for:

• Situation: The specific game context or "episode."
• Methods: The movement patterns used to create an advantage.
• Adaptation: How to change the plan if the defense reacts.
• Reduction: Simplifying the game to focus on one core task.
• Transfer: Applying the learned principle to the full game (or in secondary physical education, to a different sport).

Bell described SMART Challenges as developing players "Game Literacy." (literacy, in its broadest meaning, is the functional use of understanding)

I encourage you to read in the articles linked below, Tom’s Kabaddi example, which I have modified for use in Australian football (AFL) a few times and found players enjoy working through the challenge. A couple of examples of how SMART Challenges may work: 

Smart Challenge - Example 1: The "2-on-1 Fast Break" (Invasion Game)

• The Situation: Two attackers (A1 and A2) against one defender (D1) in a narrow play space heading toward a goal.
• The Moment of Advantage: The "moment" where the defender is forced to commit to one attacker, leaving the other wide open.
• The SMART Challenge:
• Goal: Score without the defender touching the ball.
• If-Then-Because: "If the defender stays in the middle, then A1 moves toward them to draw them in, because this creates an open passing lane to A2."
• Adaptation: If the defender stays back and refuses to commit, A1 is challenged to take the shot.

Smart Challenge - Example 2: "The Wall Wicket Keeper" (Striking & Fielding)

·       The Situation: A batting game ‘in the V’ where the stumps are placed against a wall and the wall acts as an "automatic wicket-keeper."

• The Moment of Advantage: Identifying "Opportunity Zones" (where fielders aren't standing) versus the "Trap Zone" (the wall/wicket keeper will catch the ball if hit behind).
• The SMART Challenge:
• Goal: Place the ball in the "V" between two specific fielders.
• If-Then-Because: "If the fielders move closer to the pitch, then I may be able to hit the ball with more loft, because that will enable it to go over their heads into the open space behind them."
• Adaptation: Discuss how this same "finding the gap" logic applies to other field placings or the strategic need of a stage of a T20 game.

I like incorporating Smart Challenges into Game 1 of the Play with Purpose model.

Integrating Tom Bell’s SMART Challenges into the Play with Purpose model helps to create explicit game-based teaching. The Play with Purpose model provides the macro-structure (the session flow), and SMART challenges provide the micro-structure (the gameplay as a specific problem-solving task).

In this way, the session doesn't "let the game be the teacher". The session design incorporates a deliberate, small-sided game play "puzzle" to facilitate playing the game with a scaffold for player development of understanding of its tactical logic.

An example of a PLay with Purpose session design with a SMART Challenge.

Session Topic: Exploiting the "Opportunity Zone" (Volleyball)

*The 'opportunity zone' is a space on the court that is not defendered by a player being in that space. That is, there is the opportunity to target that space to win the rally point.

Target Concept: Identifying and creating the Moment of Advantage for tactical placement of the ball.

Phase	Activity Details	The "Thinking" Element
1. Initial Game (3-a-side)	Play standard game rules (in physical education consider a "catch-to-reset" rule, i.e., if a ball is difficult, players can catch and toss to a teammate to keep the rally going).	Observation: Are players just hitting the ball back, or are they looking at the other court?
2. Defining the Episode	The Episode: "The Transition from Defense to Attack." Focus on the moment the ball is received, and the setter looks for a gap.	Identification: Use a 'freeze replay' to enable players to point out the "Opportunity Zones" (space) on the opposite court.
3. SMART Challenge	The 3v3 "Target Zone" Game: Divide the court into 6 zones. Teams get 3 points if they land the ball in a zone not occupied by a player (exaggeration of a game rule [scoring] to focus and shape player intentions)	SMART Criteria: S: 3v3 in a half-court. M: Set-and-Dump or Controlled Hit. Reduction: The game has been simplified to focus on one core outcome. A: If the defense moves back, drop it short. A: The Setter must shout "Deep!" or "Short!" to tell their teammate where the M.O.A. is.
1.       6v6 Game	Play a standard game (in physical education consider a "catch-to-reset" rule, i.e., if a ball is difficult, players can catch and toss to a teammate to keep the rally going).	Transfer: Applying the learned principle to the full game (or in secondary physical education, to a different sport).
2.       Conclusion	Player "If-Then-Because" production	Can players explain the moment of advantage. E.g. ·       IF the defenders are standing deep near the baseline... ·       THEN I will play a "tip" or a short shot into the centre of the court... ·       BECAUSE they have created an "Opportunity Zone" away from their current position. ·       (For PE - Transfer Task): "How is finding an 'Opportunity Zone' in Volleyball applied to tennis?

 In the above example session plan, with a SMART Challenge teacher’s (coaches) don't limit ‘assessment’ to how well a player hits the ball. There is also assessment of Cognition. For example:

• Emerging: Player can identify an "Opportunity Zone".
• Developing: Player can use a "If-Then-Because" production thinking to plan an attack.
• Mastery: Player can adapt their "If-Then-Because" production thinking mid-rally (e.g., change a spike to a tip) because they identify a changed ‘opportunity zone’.

I reckon Tom Bell’s Smart Challenges are under-discussed in teaching and coaching sport for understanding and game-based approaches literature and resources. You can read about Tom Bell’s PlaySmart Programme at these links here and here and here

Thanks for stopping by and reading this post. If you would like to connect with me about 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