Beyond Understanding to Skilful Play in

Games, through Play Practice

Alan Launder and Wendy Piltz
University of South Australia

Abstract
Rnc{"Rtcevkeg"jcu"dggp"wugf"cetquu"c"ykfg"tcpig"qh"urqtvu"vq"gzrnqkv"vjg"koogpug"
rqygt"qh"rnc{"vq"oqvkxcvg"ngctpgtu"qh"cnn"cigu"cpf"ngxgnu"qh"rgthqtocpeg"vq"uvtkxg"
hqt"kortqxgogpv0""Kv"ku"gurgekcnn{"ghhgevkxg"kp"vjg"vgcejkpi"cpf"eqcejkpi"qh"icogu."
yjgtg" ectghwnn{" uvtwevwtgf" rtcevkegu" ctg" wugf" cu" ngctpkpi" ncdqtcvqtkgu" vjtqwij"
yjkej" cnn" gngogpvu" qh" ghhgevkxg" rnc{" ecp" dg" fgxgnqrgf0" " Vjku" rcrgt" yknn" qwvnkpg"
vjg" mg{" rtkpekrngu" qh" Rnc{" Rtcevkeg" " c" icogu/dcugf" crrtqcej" vq" vgcejkpi" cpf"
eqcejkpi" urqtv" vjcv" jcu" gxqnxgf" qxgt" c" hqtv{/xg" {gct" rgtkqf" vjtqwij" vjg" vkog/
jqpqwtgf" rtqeguu" qh" tggevkxg" vkpmgtkpi0" " Vjku" rtqeguu" jcu" ngcf" vq" c" enctkecvkqp"
qh"vjg"gngogpvu"qh"ghhgevkxg"rnc{"kp"icogu."c"engct"fgpkvkqp"qh"vjg"vgtou"vgejpkswg."
icogu"ugpug."cpf"umknn"cpf"vjg"kpvtqfwevkqp"qh"vjg"eqpegrvu"qh"Ujcrkpi."Hqewukpi"
cpf"Gpjcpekpi"rnc{"vq"iwkfg"rtqhguukqpcn"rtcevkeg0
Introduction
Qxgt" vjg" rcuv" hv{" {gctu" vjgtg" jcu" dggp" cp" gzrnqukqp" qh" kpvgtguv" kp" dcnn" icogu"
around the world. This has been accompanied by an enormous increase in efforts
vq" kortqxg" rgthqtocpeg" cv" vjg" gnkvg" ngxgn" cu" kpfkxkfwcnu" cpf" vgcou" vt{" vq" pf" cp"
edge over their opponents. Unfortunately this commitment to excellence at the
highest levels has not been matched by an improvement in the teaching of games,
especially with absolute beginners. The major reason for this is that the complexity
of teaching ball games has been almost universally underestimated, leading to an
array of limited approaches to teaching as outlined below.
The Skill/Drill approach focuses on the development of the so-called
fundamentals or basic skills of a game. In soccer for example, this leads to an
emphasis on the techniques of kicking, dribbling and heading. Unfortunately this
may leave children with little understanding of the fundamental nature of a game or
even of the primary rules.

47

Alan Launder and Wendy Piltz

The minor games approach provides lots of fun but does little to help beginners
learn the rules, tactics or techniques of the real game because the only connection
between the two is in the name, such as soccer baseball, and the fact that a soccer
ball is used.
Another commonly used approach is the infamous lets have a game. Here the
class is divided into two teams, the ball is thrown out and a full game is started.
The teacher either referees, joins in as a player or just watches and cheers on the
ukfgnkpg0" " Vjg" icog" ku" fqokpcvgf" d{" vjg" oqtg" ciitguukxg" qt" eqpfgpv" ejknftgp."
while many of the remainder try to stay away from the chaotic swirl of play.
Clearly this has limited educational value and is likely to turn some youngsters
against sports.
The essential premise of Play Practice is that every child, not merely the very
talented, should have the opportunity to play games skilfully and enjoyably. In this
way they may learn about themselves and may in the future become more tolerant
supporters of sport and those who play it.
Play Practice history
Play Practice evolved in a search for better ways to introduce young people to the
lq{"qh"urqtvu"cpf"jgnr"vjgo"vq"dgeqog"eqorgvgpv."eqpfgpv"rnc{gtu0"""Cu"vjg"vgto"
implies, Play Practice turns practice into play by using games, tests or challenges
in some form or other to create realistic and enjoyable learning situations. Isolated
practice of techniques is replaced by challenges, while drills make way for carefully
structured games. The principles of Play Practice began to evolve over forty years
ago as Launder searched for ways to motivate young people to take up an active
lifestyle, especially one incorporating games and sports. The initial stimulus was
the shock experienced by an enthusiastic but barely competent teacher faced with
encuugu" qh" wr" vq" hv{" cfqnguegpv" dq{u" qh" ykfg/" tcpikpi" cdknkvkgu." fkxgtug" kpvgtguvu"
and varying attitudes towards physical activity. After responding more than one
thousand times to the increasingly aggressive cry When are we going to play a
game? it seemed that the only solution was to try to exploit the immensely
motivational power of play. Practices had to be turned into games in some form
or another and exercise had to be commuted into a challenge or test. This initial
gzrgtkgpeg"ngcf."vjtqwij"c"rtqeguu"qh"tggevkxg"vkpmgtkpi."vq"vjg"itcfwcn"gxqnwvkqp"
of an approach to sports education which has been used to teach activities as diverse
as archery, table-tennis, lacrosse and skiing.
Play Practice foundations
Play Practice attempts to tap into the intrinsic enjoyment and fun of playing so that
youngsters are far more likely to be actively and purposefully involved. Because an
element of play almost always promotes a more positive commitment, the teacher
has a powerful weapon as they attempt to draw children, especially reluctant or
48

Beyond Understanding to Skilful Play in Games

tgukuvcpv" ngctpgtu." tuv" kpvq" rctvkekrcvkqp." cpf" vjgp" vqyctfu" Mck|gp." c" Lcrcpgug"
term which means an unending search for improvement.
The Play Practice approach enables sports educators to motivate learners, from
beginner to hardened professional player, to do their very best at all times. Whilst
vjg" pqvkqp" qh" kpfwekpi" rqukvkxg" ngctpkpi" uvcvgu" *Lgpugp." 3;;8+" jcu" dggp" kfgpvkgf"
cu" c" ukipkecpv" curgev" qh" jwocp" ngctpkpi." vjg" korqtvcpeg" qh" gpuwtkpi" cp" qpiqkpi"
commitment on the part of the student is also critical. While there is clearly a
positive relationship between the amount of practice time and a learners progress,
the Play Practice philosophy is that the quality of that practice is even more
important. This is because of two related issues. Firstly, the learner must make
a total commitment to mastery if they are to make real progress; unless they do so
the amount of practice time is largely irrelevant. Secondly, there must be a close
alignment between any practice task and the real game, if positive transfer of
learning from one to the other is to occur. Play Practice draws both of these critical
elements together, by introducing games or challenges which are closely aligned
with the real game and then by maintaining an element of play throughout every
session.
Whenever beginners play the game, or something very similar, they have the
opportunity to appreciate its fundamental nature. Even if they play badly, it is
still easier for them to understand the relevance and importance of rules, tactics,
techniques, skill and even the concept of fair play when these are subsequently
introduced. In this way the crucial issue of transfer of learning in Play Practice
is more easily resolved. An initial contextual experience of this kind also gives
the teacher a chance to establish the entry level of their players and to determine
which elements of effective performance need to be emphasized in subsequent
sessions. It also provides a datum against which progress can be measured at the
gpf" qh" c" wpkv0" " Cp" cffkvkqpcn" dgpgv" ku" vjcv" {qwpiuvgtu" yjq" ecp" engctn{" ugg" vjg"
need to improve if they are to play more enjoyably and successfully, and who
can appreciate the relevance of new learning, may be more willing to practice
purposefully and persistently. So one of the keys to Play Practice is to get
beginners playing a game, although not necessarily the game, or undertaking a test
or challenge as quickly as possible, and to continue playing as much as possible
throughout every session.
Play Practice and the nature of skilled play in games
While Launders early teaching experience lead to an appreciation of the importance
qh" c" rnc{" eqorqpgpv" kp" hceknkvcvkpi" ngctpkpi." vjg" ugeqpf" oclqt" kpwgpeg" kp" vjg"
evolution of Play Practice were the teaching methods developed by Allen Wade,
Fktgevqt" qh" Eqcejkpi" hqt" vjg" Gpinkuj" Hqqvdcnn" Cuuqekcvkqp." yjqo" Ncwpfgt" tuv"
met in July 1959. Wades ideas helped to clarify the critical factors in an effective
practice situation while his use of small-sided games to develop the principles of
49

Alan Launder and Wendy Piltz

tactical play not only exposed the limitations of traditional approaches to teaching
games but also encouraged this author to reconsider the nature of skilled play in ball
games (A. Wade, personal communication. The Football Association Full Badge
(Advanced Coaching) Course, Loughborough College, July 1959).
As a result, the Play Practice approach to teaching and coaching ball games is based
on the notion that:
- Skilled play in ball games is a highly complex phenomenon and involves the
seamless melding of many elements.
- The relative importance of every one of these elements depends on the nature
qh"gcej"icog"cpf."kp"vgco"icogu."ku"qhvgp"tqng"urgeke0
- The importance of every element varies with the age and ability of each group
of players and the nature of the sports culture in which they are immersed.
It was consideration of these issues that highlighted the need to clarify key terms,
gxgp"kh"qpn{"d{"rtqxkfkpi"kp"jqwug"fgpkvkqpu0""Vjwu"kp"Rnc{"Rtcevkeg."vjg"cdknkv{"
vq"eqpvtqn"cpf"fktgev"vjg"dcnn"ku"fgpgf"cu"vgejpkecn"cdknkv{"*Ncwpfgt."4223."r0"55+0""
The individual elements of kicking, controlling and heading the ball in soccer, for
example, are called techniques and not the fundamentals, the basic skills or even
the skills. However to play a ball game well, it is clear that technical ability must
be underpinned by:
Cp"wpfgtuvcpfkpi"qh"vjg"twngu""hqt"vjg{"fgvgtokpg"yjgtg"c"rnc{gt"ecp"iq"kp"c"icog"
and what they are allowed to when they get there.\
Cp"wpfgtuvcpfkpi"qh"vcevkeu""hqt"vjku"ikxgu"rnc{gtu"c"vgorncvg"hqt"vjgkt"rqukvkqpkpi"
throughout a game and a structure for their decision-making.
Cp" wpfgtuvcpfkpi" qh" uvtcvgi{" " hqt" vjku" gpcdngu" rnc{gtu" vq" crrn{" vjgkt" vcevkecn"
knowledge within an overall contextual framework which provides the best chance
of success for themselves or their team.
In turn these elements provide the basis for a template which enables players to
tgcf" vjg" rnc{" " vjcv" ku" vq" fgvgtokpg" vjg" oquv" ukipkecpv" eqorqpgpvu" qh" vjg" fcvc"
pouring in from the unfolding environment and be able to identify patterns in the
apparent chaos.
Here it is important to realise that while an understanding of the rules of tactics
and of strategy, along with the capacity to see what is happening in the game, is
useful to spectators, teachers or coaches, it will not automatically help a player to
kortqxg0" Wpfgtuvcpfkpi." yjkej" ecp" eqog" kp" c" cuj" qh" eqortgjgpukqp." ku" gcu{="
50

Beyond Understanding to Skilful Play in Games

cevwcnn{"rnc{kpi"dcnn"icogu"ku"fkhewnv0""Vjku"ku"yj{"vjg"rnc{"qh"dgikppgtu"ku"gttqt/
ridden and even great players make mistakes. In part this is because to play most
ball games well, players also need:
Ciknkv{" " hqt" vjku" gpcdngu" c" rnc{gt" vq" igv" kpvq" iqqf" rqukvkqpu" cv" gzcevn{" vjg" tkijv"
moment. Often labelled athleticism or quickness by coaches, the elements of agility
are the true fundamentals of ball games.
Endurance" " hqt" vjku" cnnqyu" c" rnc{gt" vq" mggr" qp" igvvkpi" kpvq" iqqf" rqukvkqpu"
throughout the game while maintaining their focus and technical expertise.
Resilience""dqvj"rj{ukecn"cpf"goqvkqpcn""hqt"vjku"rgtokvu"rnc{gtu"vq"ikxg"vjgkt"dguv"
and to cope with the variable situations that arise in any given game context.
These elements of skilled play need to be supported by:
C"ugpug"qh"hckt"rnc{""hqt"vjku"cnnqyu"rnc{gtu"vq"hqewu"qp"yjcv"ku"vtwn{"korqtvcpv"kp"
games, especially their own performance.
The ability to communicate""hqt"vjku"gpcdngu"vgco"ocvgu"vq"jgnr"gcej"qvjgt"ocmg"
the best of any situation.
In a further attempt to clarify the way in which players cope with the complexity of
icogu."Rnc{"Rtcevkeg"wvknkugf"vjg"vgto"Icogu"Ugpug"cpf"fgpgf"kv"cu"vjg"cdknkv{"vq"
USE an understanding of the rules, of tactics, of strategy and of oneself to solve the
problems posed by the game of by ones opponents (Launder, 2001, p. 36).
At its simplest level, applying Games Sense merely means that players move into
the best possible position at the right time and make sensible decisions about what
to do next. In essence Games Sense is understanding in action. With Games Sense
fgpgf"kp"vjku"yc{"kv"ku"rquukdng"vq"ugg"vjcv"umknngf"rnc{"ecp"dg"c"hwpevkqp"qh"cnn"qh"
the elements outlined above. So in Play Practice skill in ball games is viewed as
simply the ability to do the right thing at the right time and is not merely the ability
vq"eqpvtqn"cpf"fktgev"vjg"dcnn0""Kh"pqvjkpi"gnug."vjg"cdqxg"fgpkvkqp"gzrnckpu"jqy"c"
rugby union forward can play skilfully without ever touching the ball in a game,
or how an Australian Rules footballer can be very skilful when pushing the ball
through their own goal to register a point for the opposition. So in Play Practice,
skill is seen as the combination of Games Sense with other elements of play. A
player uses Games Sense to read the play, decide what to do in the context of the
icog" cv" vjcv" kpuvcpv." ugngev" vjg" crrtqrtkcvg" tgurqpug" vjgp" gzgewvg" vjcv" tgurqpug" "
either by moving into the correct position and/or by controlling and directing the
ball effectively.
51

Alan Launder and Wendy Piltz

If this notion is accepted it is possible to appreciate that skill is contextual and that
what constitutes skilled performance depends on the circumstances at any instant.
Sometimes games sense is the dominant component, sometimes technical ability,
sometimes agility, but usually several elements must be melded to ensure a skilled
performance. However while coaches will want to improve all elements of skilled
play, teachers, especially when working with beginners, must focus on introducing
the primary rules, basic tactics and working models of technique.
How then to develop skilful players
While traditional methods of teaching games are based on a facile analysis of the
nature of skilled play and often ignore the accepted principles of pedagogy, Play
Practice provides a vehicle through which players can develop all elements of
skilled play, but especially Games Sense. This is because players will only develop
Games Sense as they begin to solve the problems they meet in situations which
are closely aligned with the real game. As students realise how a particular rule
impacts on play, how tactics can be used to get into space to receive the ball or
jqy"vjg{"ecp"fghgcv"c"urgeke"qrrqpgpv"d{"wukpi"vjgkt"rceg"qt"jgkijv"vq"cfxcpvcig."
they are developing Games Sense. They may also develop the ability to factor in a
clear appreciation of what their team mates are capable of doing, as they make their
decisions.
The Play Practice process
Play Practice creates learning environments in which participants play their way
to skilled performance. This process often begins with a game which has been
oqfkgf" vq" ocmg" kv" gcukgt" cpf" oqtg" gplq{cdng" hqt" dgikppgtu0" " Qpeg" rnc{gtu" ctg"
engaged in playing the game the teacher or coach employs the strategies of shaping,
focusing and enhancing, to create game-related learning laboratories in which any
element of skilled play can be improved.
Ujcrkpi"vjg"rnc{
The strategy of shaping a practice involves manipulating a wide range of variables
vq" etgcvg" c" urgeke" ngctpkpi" gpxktqpogpv0" " Ykvj" vgco" icogu" vjku" rtqeguu" ecp"
begin by controlling the size and shape of the playing area, the number of players
involved and the ratio of attackers to defenders. This is captured by the simple
equation Urceg"?"Vkog"?"Umknngf"rgthqtocpeg"
where Space represents the distance from an opponent when a player receives the
ball.
Urceg"ikxgu"vjg"rnc{gt"vjg"vkog"vjg{"pggf"vq"ectt{"qwv"vjg"umknn"rtqeguu""k0g0"ocmg"
sound decisions and execute the required technique effectively. This is why with
team games such as soccer, lacrosse and hockey, where controlling and directing
vjg" dcnn" ku" fkhewnv" hqt" dgikppgtu." cvvcemgtu" ujqwnf" cnyc{u" qwvpwodgt" fghgpfgtu0""
52

Beyond Understanding to Skilful Play in Games

So after introducing the game, teachers can introduce four v one games played
in the coaching grid before progressing to three v one, which introduces the notion
of moving to make an angle for the pass. These simple games give students the
chance to improve their technical ability and tactical understanding without facing
itgcv" fghgpukxg" rtguuwtg0" "Vjg{" ecp" vjgp" oqxg" vq" xg" x" vyq" icogu" kp" htgg" urceg"
and continue to progress through the immensely important three v one, three v two
and four v three Continuous Go for Goal games (Launder, 2001, p. 95). These
games, long used in basketball to develop the transition phase, are the most valuable
learning laboratories for developing all elements of skill in many invasion games.
While space and time are key variables, it is also possible to shape play by
modifying the equipment used, by determining the nature of the goal, by deciding
how goals or points are scored and by introducing Teachers Rules. Using a super
large tennis ball or light volleyball instead of a regulation ball will quickly eliminate
the scrum which usually forms when beginners play soccer. The lighter ball travels
further, the game opens up and there is space and time for players to be more
skilful. The nature of the goal will always have a major impact on play. While a
large goal will encourage more scoring attempts, a small goal will force players to
make more passes and carefully choose their shooting options. Differential scoring
is also an effective way of shaping play. In basketball, awarding ten points for a
ueqtg"htqo"vjtgg"rqkpv"tcpig"cpf"xg"rqkpvu"gxgp"kh"vjg"dcnn"qpn{"jkvu"vjg"dcemdqctf."
will encourage even the poorest shooter to take the shot. Teachers Rules can be
used to shape play in many ways. One example would be to restrict a star soccer
player in a class to only two touches when they receive the ball. This will prevent
them from dominating the game and may help them to develop other aspects of
their play.
Focusing
However while shaping can determine the overall direction of a play practice, the
uvtcvgi{" qh" hqewukpi" ecp" gpuwtg" vjcv" urgeke" qwveqogu" ctg" oqtg" tgcfkn{" cejkgxgf0""
This is important because it is possible to use the same play practice to develop
many elements of skilled play. For example in continuous go for goal games, the
focus can be moved progressively from controlling the ball accurately and quickly,
weighting passes, playing into space, emphasising positioning in attack to ensure
support, depth and width, encouraging mobility off the ball to get behind defenders,
or the focus can be placed on defensive principles such as pressure on the ball,
support and cover. Focusing play can therefore impact on both the quality and
direction of a practice; it may also help to ensure positive transfer from the practice
to the real game.
Enhancing learning
The third strategy is to enhance learning. This is important because the primary
objective of Play Practice is to keep players motivated to commit everything as
53

Alan Launder and Wendy Piltz

they strive to win a game or improve their personal best in a challenge. One simple
method of enhancing play is to control the time a practice lasts. Even a cursory
glance at the contemporary sporting scene will show that there are critical periods
in a game when time seems to stand still and players commit everything as they
uvtkxg" hqt" xkevqt{" kp" vjg" pcn" ugeqpfu0" " Kv" ku" rquukdng" vq" tgrnkecvg" vjku" ukvwcvkqp" d{"
nkokvkpi"vjg"rnc{kpi"vkog"qh"c"okpk/icog"vq"vjtgg"qt"xg"okpwvgu0""Pqy"gxgt{"oqxg"
counts, every score is important and every mistake costly, so play remains urgent
and purposeful. In Random Time games the teacher can even stop the game in
vjg"tuv"okpwvg#"""Vjku"hqtegu"rnc{gtu"vq"vcmg"vjg"icog"ugtkqwun{"htqo"vjg"xgt{"tuv"
touch.
The quality of play will also be enhanced if mini-games are made part of a Fantasy
Championship. With results recorded and with small trophies for the teamwork,
fair play, defence, offence, most determined and play of the day, players of all
ages are likely to be completely involved in purposeful play. Another highly
effective approach to enhancing play is to use Action Fantasy Games. Combined
with mini-games, Fantasy Games can be used to create cameos where players
commit themselves fully as they become immersed in the sport-situational fantasy
(Launder, 2001, p. 153).
The ability to focus and enhance performance depends on intelligent intervention
by the teacher to exploit teachable moments - those moments when the learners
are completely receptive to new ideas and concepts. The freeze replay is a critical
element in this process. On an agreed signal, players must immediately freeze in
place; play is then rewound backwards and forwards to focus on key elements.
Carefully handled, and certainly not over-used, the freeze replay enables the
instructor to capture great teaching moments and to use them to help players better
understand the game. Freeze replays are also a highly effective way of controlling
the chaotic scramble at the beginning of many play practices and of reducing the
high error rate which is inevitable as youngsters try to come to terms with the
challenges any sport poses for beginners.
Developing technical ability
In many games, technical ability is the crucial element of skilled play and must
be improved rapidly if children are to enjoy playing a game. Here the concept of
working technical models or the bare bones of the technique can help reduce the
complexity of the task and minimise the practice time needed to build an acceptable
level of competence thus allowing beginners to quickly begin playing the real
game (Launder, 2001, p. 49). To maintain a play element, technical practice should
incorporate the notion of tests or challenges in which performances are recorded
and acknowledged. An example of this would be to ask students at the beginning
qh"c"dcumgvdcnn"wpkv"vq"yqtm"kp"rcktu"cpf"vcmg"ukz"ujqvu"htqo"gcej"qh"xg"urgekgf"
spots at or near three-point range. This challenge will establish the performance
54

Beyond Understanding to Skilful Play in Games

ngxgn"qh"gcej"rnc{gt"cpf"cnuq"cnnqy"vjg"vgcejgt"vq"fgpg"vjg"ukvwcvkqp"kp"vjgkt"vgtou0""
In racquet sports, the ability to control and direct the ball is crucial from the outset.
Here it is important to remember that not only does technical ability determine the
tactical possibilities at all levels of play, but children often perceive the ability to
get the ball or shuttle over the net as an absolute minimum level of competence.
Among the innovations introduced by Play Practice are Target Games that can
dg" urgekecnn{" crrnkgf" kp" tceswgv" cevkxkvkgu" *Ncwpfgt." 4223." r0" 345+0" " D{" rncekpi"
a scoring target on either side of the playing space a game is constructed where
points can only be won by hitting the target; players could not lose points even if
vjg{" jkv" vjg" dcnn" kpvq" vjg" pgv" qt" qwv" qh" eqwtv0" " Vjku" ukorng" oqfkecvkqp" cnvgtu" vjg"
whole character of the game. There is now no need to create problems for your
opponent by continually changing the angle, direction or even spin of the shot.
Players can only win a game by hitting the target more frequently than their partner.
As they strive to score points by hitting their target, the line and length of shots will
inevitably become more and more consistent. This in turn reduces the perceptual
and movement demands and gives both players more time to position themselves
and prepare to execute the stroke.
While Target Games of this kind focus on the development of effective technique,
they can also help players to improve other elements of effective play. For
example, a crucial element of skilled play in racquet games is the ability to
predict the direction, speed and spin of a shot by carefully watching an opponents
racquet movement from preparation to follow through. Target games provide the
opportunity for players to learn to anticipate and so become more skilful. In
addition, in these types of games it is possible to link technical development with
both agility and tactics.
Play Practice and other ball games
As suggested earlier, Play Practice is an especially powerful tool in the teaching
and coaching of ball games. With some games like netball, korfball and basketball
where it is easy to control and direct the ball, the process is relatively simple. It
is possible to progress rapidly to the continuous go for goal games outlined above
and then quickly move onto more of the real game. With other more complex
activities such as american football, key questions relating to How can the game
dg" ukornkgfA" cpf" Yjcv" yqwnf" ngctpgtu" rtghgt" vq" fq" kp" vjku" icogA" " pggfgf" vq"
be addressed before considering the approach for teaching this ball game. Since
everyone wanted to be either a quarterback or a receiver the problem was resolved
by creating mini-games played in 30 x 10 yard corridors provided by the coaching
itkf0" " Kp" vjg" tuv" icog" vjg" swctvgtdcem" rcuugf" c" hqco" dcnn" ykvj" c" dwknv/kp" urktcn"
to receivers running a range of regulation pass patterns. To help absolute novices,
these pass patterns were initially marked out on the ground. Beginning with just a
swctvgtdcem"cpf"c"tgegkxgt."vjg"icog"ycu"itcfwcnn{"dwknv"wr"d{"cffkpi"tuv"cpqvjgt"
55

Alan Launder and Wendy Piltz

receiver and then a defender until students were playing a game closely resembling
ci" hqqvdcnn0" " Gcej" rnc{gt" tqvcvgf" vjtqwij" gxgt{" rqukvkqp" qp" qhhgpeg" cpf" fghgpeg"
because it is an important principle of Play Practice that every student should have
a chance to play in central roles (Launder, 2001, p. 103).
The biggest problem with baseball, softball and cricket is that few players are
actively involved at any one time in the full game. Bunker and Thorpe (1982)
suggested the use of small-sided sector games to develop tactical understanding.
Rnc{"Rtcevkeg"ukorn{"fgxgnqrgf"vjku"kfgc"hwvjgt"dwv"gorjcukugf"uvtkmkpi"cpf"gnfkpi"
in softball and baseball while altering the focus in cricket from tactics to batting
technique (Launder, 2001, p. 134).
Play Practice advantages
While the primary focus is always on the creation of effective and enjoyable
learning situations for participants, Play Practice has other advantages. It allows
a piecemeal approach to innovation so it is not necessary to apply it as a complete
package. Teachers can choose those ideas which are easiest to integrate into their
normal methods. They can start with one small adjustment to a practice situation,
qpg"ukorng"oqfkecvkqp"vq"c"icog."vjg"wug"qh"c"yqtmkpi"oqfgn"qh"vgejpkswg"qt"d{"
trying a fantasy game. This gradualist approach carries few risks since small
changes can be made at little cost. In addition, the template provided by Play
Practice allows a teacher to initiate worthwhile improvements in their own work
and may set them on the path to personal and professional discovery.
While Play Practice is implicitly learner-centred, it takes a pragmatic approach
to the vexed question of teaching strategies. Where there is clearly one best way
to execute a particular task, especially if there is any likelihood of discomfort or
injury, for example, in heading a soccer ball, a direct - demonstrate and explain
" crrtqcej" ku" cfxqecvgf0" " Yjgtg" vjgtg" ctg" c" tcpig" qh" cnvgtpcvkxg" uqnwvkqpu." cu" kp"
controlling a soccer ball with any part of the body, or when resolving a tactical
problem, indirect teaching methods are suggested. While teachers are not required
to suddenly change their teaching strategies or their style, to exploit the potential of
Play Practice, it is possible that they may begin to match their instructional strategy
to the outcomes they seek.
Play Practice has the potential to reduce management issues. By its very nature,
Play Practice tends to minimise the management problems which can loom as a
major challenge to inexperienced teachers. With the majority of students quickly
involved in playing a game, the teacher is free to deal sympathetically with the
problems which some students bring to a lesson. This freedom allows the teacher
to do other really important things such as praise, support, encourage the students
and exploit the teachable moment. They can highlight the intense feelings of
pleasure and satisfaction when a movement task is well done, the sweet feeling of
56

Beyond Understanding to Skilful Play in Games

clean contact when a ball is properly hit, of mastery when it is controlled or caught,
of satisfaction when intelligent team work produces a goal or clever defence snares
an interception. As they become a part of this positive experience, teachers have
the opportunity to contribute to the real development of their students. In addition,
Play Practice provides many opportunities for youngsters to take on roles as
vgcoocvgu." hggfgtu." eqcejgu." eqoogpvcvqtu." qhekcnu" qt" hggf/" dcemgtu0" " " Cnn" qh"
these roles tend to ensure a greater involvement in the learning process, a more
positive learning environment for all concerned and ultimately lead to personal
growth in the individuals concerned.
Play Practice principles can be applied equally as well at the elite level where, as
training volumes increase in the drive towards excellence, play becomes work and
the motivation inherent in joyful participation vanishes. At the same time there is
a pressing need to ensure that practice replicates the challenges of the real game.
For example, a basketball team preparing for a tough match against opponents
renowned for their pressure defence might play games in which two additional
fghgpfgtu"uvgr"kp"gxgt{"vkog"gkvjgt"vgco"tgickpu"vjg"dcnn0""Vjku"ukorng"oqfkecvkqp"
creates an extreme practice environment through which players can learn to cope
with the pressure they will face in the real game.
Play Practice is conducive to innovation and teacher/coach development. One of its
great strengths is that it is continually evolving. As teachers play with this approach
they will almost inevitably create something unique and exciting to add to the
tcpig"qh"ghhgevkxg"kfgcu0"""Vjku"oc{"jcrrgp"vjtqwij"cp"qpiqkpi."tggevkxg"rtqeguu"
or through moments of sheer inspiration. In most sports, the potential of Play
Practice has barely been scratched, so if teachers share their ideas and experience,
the possibilities are unlimited. This is a completely open-ended process, for once
the basic principles are understood, they can be applied to all levels of participation
and to almost all sports.
References
Bunker, D., & Thorpe, R. (1982). A model for the teaching of games in secondary schools.
Dwnngvkp"qh"Rj{ukecn"Gfwecvkqp."3:(1), 5-8.
Jensen, E. (1996). Brain based learning. California: Turning Point Publishing.
Launder, A.G. (2001). Rnc{"rtcevkeg<"Vjg"icogu"crrtqcej"vq"vgcejkpi"cpf"eqcejkpi"urqtvu0"
Champaign, IL: Human Kinetics.

57