Play with Purpose

 

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Teaching using the Play with Purpose approach shifts the focus from traditional, repetitive drill-based instruction (e.g., lines of students practicing chest passes) to game-based teaching principles.

Foundations

A. The “Non-Linear” Nature of the Approach

In what has been labelled traditional physical education, learning is often treated as linear: Observe Demonstration of Skill (Technique) A  Practice Skill A in isolation (closed to open drill progression) Put Skill A into a full game.

The Play with Purpose approach relies on a Non-Linear nature grounded in:

• Fluctuating Learning Loops: Learning does not follow a straight line. A session continuously pivots between modified play, inquiry, skill refinement, and revised play based on player needs. A teacher might move from Play 1 to Inquire, realise technical execution is broken, shift to Practice, move to Play 2, and then step back to Practice or adjust game conditions/constraints if tactical or technical issues persist.
• Representative Learning Environments: Instead of the majority of the lesson focussed on isolating skills in drills, game conditions/constraints are used intentionally to design games that shape what players can do in the play (an example is manipulating playing conditions using the CHANGE IT Framework [Schembri, 2005] Coaching style, How to score, Area, Number of players, Game rules, Equipment, and Time).

How the Approach IS Explicit Teaching

A common misconception of game-based approaches is that "the game is the teacher" and teachers just "let them play." The Play with Purpose approach is an Explicit Teaching approach through deliberate pedagogical design:

1. Intentional Learning Objectives: Games are intentionally structured around clear tactical learning outcomes (e.g., "Recognise when to drive vs. when to kick out to an open teammate") rather than mere activity engagement.
2. Explicit Focus Primes & Prompts: Before playing, the teacher sets explicit "primes". For instance: "During this 3v3 game, observe where the space opens up when the ball handler receives a pass."
3. Structured Inquiry (Making Thinking Visible): The teacher stops play to explicitly direct thinking through targeted questioning:
• Tactical Question: "What happened to the defender when Sam cut to the key?"
• Solution Question: "How can the player on the wing exploit that extra space?"
4. Explicit Direct Instruction during Practice Episodes: When students identify a technical breakdown during inquiry (e.g., weak chest passes being intercepted), the teacher explicitly models and demonstrates correct technique, feedback, and key movement cues during the Practice phase before returning to play.

A Spectrum of Teaching Styles

The Play with Purpose approach is not restricted to a single teaching style; it operates dynamically across Mosston and Ashworth’s Spectrum of Teaching Styles, moving between Reproduction – Teacher as instructor and Production- Teacher as facilitator or knowledge navigator based on the learning intention of the game play:

• Command / Direct Instruction Style (Teacher-Directed):
• When used: Safety briefings, rapid transition explanations, or demonstrating specific technical mechanics during dedicated Practice episodes.
• Guided Discovery Style (Teacher-Guided / Student-Centred):
• When used: During the Inquire phase. The teacher asks sequential, leading questions (e.g., "Where is the defender looking when you perform a backdoor cut?") to guide students to discover tactical solutions independently.
• Divergent Discovery / Problem-Solving Style (Student-Driven):
• When used: During Play 1 or Play 2. Students are given open constraints (e.g., "Find two different ways your team can beat a high full-court press using only short passes") and must explore multiple valid tactical solutions.
• Reciprocal / Self-Check Style (Peer-Assisted):
• When used: During the Practice phase, students work in pairs with criteria sheets to observe each other's technique (e.g., checking off elbow position, follow-through, and target vision during shooting practice).

Summary of Teacher Action

When executing the Play with Purpose approach, the teacher acts as a game designer, facilitator, and technical expert:

• Design games with purpose through intentional constraints.
• Explicating tactical objectives and movement cues.
• Flexing across the spectrum of teaching styles.

 Basketball examples of the Play with Purpose approach series of teaching episodes 

Focus	Tactical Objective	Game Modification (Play 1)	Inquiry episode	Targeted Practice	Advanced Game  (Play 2)
Example 1: Defensive Positioning & Communication	Pressuring ball handlers while maintaining help-side defense.	3v3 Half-Court Channel Defense: Defense must stay between their opponent and the hoop, communicating callouts.	Tactical question-   Solution question -	Closeouts, defensive sliding, communication calls ("Ball!", "Help!").	5v5 Half-Court: Defense gains a point for forcing a contested shot or turnover within 12 seconds. "Freeze replays" called by the teacher for game inquiry with the players.
Focus	Tactical Objective	Game Modification (Play 1)	Inquiry episode	Targeted Practice	Advanced Game (Play 2)
Example 2: Transition Play & Fast Breaks	Converting from defense to offense quickly during numerical advantage.	3v2 Transition Advantage: Defense retrieves rebound and must push up-court before trailing defenders recover.	Tactical question-   Solution question -
Focus	Tactical Objective	Game Modification (Play 1)	Inquiry episode	Targeted Practice	Advanced Game (Play 2)
Example 3: Screen & Roll	Executing ball screens to create scoring opportunities against set defenses.	5v5 Half-Court Screen Emphasis: Scoring attempts only count if preceded by an off-ball or ball screen.	Tactical question-   Solution question -	On-ball screening technique, roll/pop reads based on defensive reaction.	5v5 Full-Court Modified Game: Full rules with bonus points for scores off a screen and roll in the play. "Tactical timeouts" for teacher-initiated player tactical conversations.

Pill, S. (2013). Play with purpose: Game sense to sport literacy. ACHPER Publications.

Schembri, G. (2005). Playing for life: coaches guide. Australian Sports Commission.

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