How to use Play with Purpose to teach the 'grammar of games'

Greg Forrest came up with the idea of the idea of the ‘grammar of games’ to help physical education teachers and sport coaches understand the underlying "language" of games.

Forrest’s idea is that all games share a common structural logic. By understanding this "grammar," players are more likely to be able to transfer their understanding across different sports.

The Core Components of the grammar of games

Forrest breaks a game down into three primary layers that dictate how play unfolds:

1. The Play of the Game provides the Context [I find this is similar to the action-logic of the game or 'archetypal dynamics of play' that are proposed as assisting players to identify a flow of tactical decisions, described by Grehaigne and colleagues (2009) – which I blog about click here]

2. The Principles of Play are the Grammar of the Game

These are universal concepts that apply to the specific categories of games (Invasion/Territory, Net/Wall, Striking/Fielding, and Target games). E.g., Invasion Games: Principles include "Creating Space," "Support," and "Transition." Net/Wall Games: Principles include "Placement," "Trajectory," and "Consistency."

3. The Elements of the Game are the games Vocabulary

These are the specific skills and techniques required to execute the principles in game play.

• Vocabulary: Dribbling, striking, catching, or throwing.
• Grammar Logic: You don't teach the "vocabulary" (the skill) in isolation; you teach it so the student can complete the "sentence" (the tactical play).

The Grammar of Games works will with the Play with Purpose model. The Grammar of Games provides the linguistic structure (the rules and logic of the game) and Play with Purpose provides the instructional framework (how to actually teach/coach it).

The integration of the grammaer of games into the Play with Purpose model relies initially on using "Purposeful Play" to reveal the "Grammar" of the sport. Here is how:

1. Game Appreciation is the "Text"

The first game in a modified game the Play with Purpose model creates the "Conversation." That is, the purpose of game play is for students through the play to understand the "Play of the Game" (Context).

2. Tactical Awareness through Inquiry is the "Syntax"

In the Inquiry episode of Play with Purpose model you reveal the Grammar.

The Teacher/coach action is the use of a Question: Instead of telling players where to stand, you ask: "Where is the space if the defenders are bunched in the middle?"

The Grammar: This question enables exploration of the Principle of Play (Width/Spacing).

3. When there is the need for Purposeful Practice players are in essence provided a refinement or increase in their "Vocabulary" (skill ability)

If players realise that they can't execute the "Grammar" because they lack the "Vocabulary" (skill), a practice form task may be needed.

A Practical Example that could be used in (e.g.) Soccer or Hockey

1. Game 1 (the Purposeful Game): 4v4 on a wide, short pitch. The "Purpose" is to encourage lateral movement.
2. The Pause for Inquiry (Grammar Check): Freeze the game. Ask: "What are we losing if we all run toward the ball at once?" * Student Answer: "We are losing our Support and Spacing."
3. The Refinement (the Vocabulary): Practice the "Open Body Posture" to see the whole field.
4. Game 2 (the Synthesis): Back to the game. Use a "bonus point" rule for every pass made to a player in a wide zone to reinforce the Principle of Play.

Demonstrating these episodes in more detail, here is an example lesson/training session of Volleyball integrating the grammar of games into the Play with Purpose model. 

Lesson Theme: "Owning the Court" (Volleyball)

1. Game 1 (the Purposeful Game):

Game: 3v3 "Continuous Rally" on a narrowed court.

• The Purpose: To experience the "Grammar" of a rally. The ball must cross the net, but the goal is to keep the rally alive as long as possible.
• Condition: Scoring is based on the number of consecutive hits, not "wins."

2. The Pause for Inquiry (Grammar Check):

Stop the game and gather the students. Use Inquiry-based teaching/coaching to reveal the tactical logic.

• The initial question: "If our goal is to keep the rally going, where is the 'easiest' place to hit the ball for the other team to be able to keep the ball alive (off the floor) for a rally?"
• The Discovery: Students are guided to identify that hitting to the centre of the court (Deep/Middle) is the "Easy-return Grammar," while hitting to the corners is the "Hard-return Grammar."

3. The Refinement (the Vocabulary):

Now that students see the purpose of placement, the teacher/coach may need to build the "Vocabulary" (Technical Skill).

• Task: The Overhead Pass (Volley) and Underhand Pass (Dig).
• Drill: "Target Practice." In pairs, Player A tosses the ball. Player B must use a volley or dig to hit a specific hula-hoop target placed in the deep middle of the court or Depp-corner of the court.
• Purpose: Accuracy through body control.

4. Game 2 (the Synthesis)

Return to the game but change the "Grammar" rules.

• Game: 3v3 "The Empty Space."
• Rule Change: A point is scored if the ball lands in an "unprotected" area of the opponent's court.
• The Grammar Shift: Students must now use their "Vocabulary" (the passes they just practiced) to execute a new "Principle of Play": Attacking the Open Space.

5. Conclusion-Reflection (The Consolidation of learning) 

Final wrap-up to reinforce transferability.

• Question: "How does the 'Grammar' of hitting to the open space in Volleyball relate to Tennis or Badminton?"
• Key Takeaway: The principles of Net/Wall games (finding space to win the point, consistency of control of the body in striking the ball to provide accuracy of placement) are universal, regardless of whether you use a hand or a racket.

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 

Bibliography

Forrest, G. (2013). Game-centred approaches: Development of understanding and meaning of game centred approaches in undergraduate physical education teacher education (Doctoral dissertation, Doctoral dissertation). University of Wollongong, Australia.

Forrest, G. (2015). New approach for games and sports teaching. Research and Innovation: Issue One. University of Wollongong.

Pill, S. (2011). Moving, learning and achieving in sport related games teaching by playing with purpose. In 27th ACHPER International Conference: Moving, Learning & Achieving. Hindmarsh: Australian Council for Health, Physical Education and Recreation (ACHPER).

Pill, S. (2012). Basketball: Play with Purpose. Active and Healthy Quarterly, 19(3/4), 15-18.

Pill, S., & SueSee, B. (2025). Volleyball: Play with Purpose to Develop Game Sense (Australia). In Game-based Approaches in Physical Education (pp. 156-169). Routledge.

Wright, J., & Forrest, G. (2007). A social semiotic analysis of knowledge construction and games centred approaches to teaching. Physical Education and Sport Pedagogy, 12(3), 273-287.