By David Gutierrez
Full Professor, University of Castilla-La Mancha, Spain
This blog post was taken from:
Gutierrez, D. (2025). Teaching games through competitive tactical cycles framework. University of Castilla-La Mancha. https://doi.org/10.5281/zenodo.17625375
Full Professor, University of Castilla-La Mancha, Spain
This blog post was taken from:
Gutierrez, D. (2025). Teaching games through competitive tactical cycles framework. University of Castilla-La Mancha. https://doi.org/10.5281/zenodo.17625375
Competitive Tactical Cycles (CTC) is a Game Based Approach [1] that structures the learning process through instructional cycles guided by a tactical map. Each cycle lasts between three and four sessions and focuses consecutively on two complementary tactical problems or principles and concludes with a competition session. Throughout the cycle, a reference game is used as the main learning activity. In addition, CTC incorporates elements of the Sport Education model to make the learning experience more motivating and meaningful while also contributing to efficient lesson organization and management.
Teaching and learning process structure: tactical cycles
Cycles are instructional units lasting between three and four sessions. Each cycle focuses on two complementary tactical problems or principles. For example, in an invasion games unit, the first session may address the offensive tactical problem of maintaining possession, followed by a second session focused on the complementary defensive problem of regaining possession. For net and wall games, we propose that the learning process is structured around tactical principles related to the sending phase and others related to the movement phase (Table 1; Gutiérrez and Segovia, 2025). Tactical principles related to sending and movement are grouped in the same cycle according to functional complementarity and progressive complexity. For example, within a cycle, the first session could focus on creating free space by moving the opponent, and the second on moving to the base position.
Teaching and learning process structure: tactical cycles
Cycles are instructional units lasting between three and four sessions. Each cycle focuses on two complementary tactical problems or principles. For example, in an invasion games unit, the first session may address the offensive tactical problem of maintaining possession, followed by a second session focused on the complementary defensive problem of regaining possession. For net and wall games, we propose that the learning process is structured around tactical principles related to the sending phase and others related to the movement phase (Table 1; Gutiérrez and Segovia, 2025). Tactical principles related to sending and movement are grouped in the same cycle according to functional complementarity and progressive complexity. For example, within a cycle, the first session could focus on creating free space by moving the opponent, and the second on moving to the base position.
Tactical map
The tactical map serves as a framework for identifying tactical problems or principles, within a sport and its core rules of action, functioning as a blueprint for instructional design. From this framework, key questions and focal points can be developed to generate effective prompts and guide student thinking. The combined use of the tactical map and Sport Education-based strategies also promotes collaborative learning among students. Table 2 shows a tactical map for a net and wall unit (Gutiérrez and Segovia, 2025).
The tactical map serves as a framework for identifying tactical problems or principles, within a sport and its core rules of action, functioning as a blueprint for instructional design. From this framework, key questions and focal points can be developed to generate effective prompts and guide student thinking. The combined use of the tactical map and Sport Education-based strategies also promotes collaborative learning among students. Table 2 shows a tactical map for a net and wall unit (Gutiérrez and Segovia, 2025).
Reference Game: modified by representation and exaggeration
Each cycle has a reference modified game, which may be purpose-designed or one that already exists within the PE games repertory. Reference games should meet the criteria of modification by representation, so, they should set a rich learning context while being highly playable. At the same time the reference game should facilitate the focus on the tactical problems of the cycle. In this sense, they also fulfil the pedagogical purpose of modification by exaggeration. Although the same general game form is maintained throughout the entire cycle, purposeful variations should be introduced to enhance player adaptability and ensure appropriate challenge levels for learners with diverse abilities.
Sport Education model elements: competition, teams, and captain role
Although CTC can be implemented within a full Sport Education season, its primary focus is on content learning. Therefore, to reduce teacher workload, it is recommended to include only those Sport Education features that most directly support the development of game performance and sport literacy. In this sense, affiliation through permanent teams (with fixed spaces and distinctive colours, at least on competition days) and a rotating captain role are mainly used to improve class organization and continuity, while competition sessions are included to enhance motivation, authenticity, and meaningful learning.
Reflection Strategies
Throughout the lessons, game practice should be combined with different reflection strategies to enhance students’ understanding of tactical problems and core action rules. The teacher should refer to the tactical map when guiding these reflections, so that students have a clear reference for identifying and organizing key information. Additionally, the teacher may incorporate other reflection strategies such as questioning, micro-teaching, freeze-and-reconstruct, peer evaluation, and time-outs, among others. To maximize motor engagement time and ensure cognitive participation for all students, it is recommended that most reflection activities take place within teams. In this way, the teacher pauses only one team to guide the reflection process, while the others continue playing.
CTC can be applied to a specific sport or through a thematic approach:
Full unit in open access (click here) or is included below
Each cycle has a reference modified game, which may be purpose-designed or one that already exists within the PE games repertory. Reference games should meet the criteria of modification by representation, so, they should set a rich learning context while being highly playable. At the same time the reference game should facilitate the focus on the tactical problems of the cycle. In this sense, they also fulfil the pedagogical purpose of modification by exaggeration. Although the same general game form is maintained throughout the entire cycle, purposeful variations should be introduced to enhance player adaptability and ensure appropriate challenge levels for learners with diverse abilities.
Sport Education model elements: competition, teams, and captain role
Although CTC can be implemented within a full Sport Education season, its primary focus is on content learning. Therefore, to reduce teacher workload, it is recommended to include only those Sport Education features that most directly support the development of game performance and sport literacy. In this sense, affiliation through permanent teams (with fixed spaces and distinctive colours, at least on competition days) and a rotating captain role are mainly used to improve class organization and continuity, while competition sessions are included to enhance motivation, authenticity, and meaningful learning.
Reflection Strategies
Throughout the lessons, game practice should be combined with different reflection strategies to enhance students’ understanding of tactical problems and core action rules. The teacher should refer to the tactical map when guiding these reflections, so that students have a clear reference for identifying and organizing key information. Additionally, the teacher may incorporate other reflection strategies such as questioning, micro-teaching, freeze-and-reconstruct, peer evaluation, and time-outs, among others. To maximize motor engagement time and ensure cognitive participation for all students, it is recommended that most reflection activities take place within teams. In this way, the teacher pauses only one team to guide the reflection process, while the others continue playing.
CTC can be applied to a specific sport or through a thematic approach:
- CTC in Net and wall games. Thematic approach.
Full unit in open access (click here) or is included below
- CTC in Pickleball.
| gutierrez_segovia_2025_teaching_net_wall_games_through_ctc.pdf |
References
Gutiérrez, D., & Segovia, Y. (2025a). Pickleball: Application of Teaching Games for Understanding in Secondary Education (Spain). In C. Farias, S. Pill & L. Griffin (Eds.) Game-based Approaches in Physical Education (pp. 198-217). Routledge.
Gutierrez & Segovia, Y. (2025b). Teaching net and wall games through competitive tactical cycles. University of Castilla-La Mancha.
Teaching Games for Understanding Special Interest Group (TGfU SIG) (2021). Game-Based Consensus Statement. http://www.tgfu.info/game-based-consensus-statement.html
Gutiérrez, D., & Segovia, Y. (2025a). Pickleball: Application of Teaching Games for Understanding in Secondary Education (Spain). In C. Farias, S. Pill & L. Griffin (Eds.) Game-based Approaches in Physical Education (pp. 198-217). Routledge.
Gutierrez & Segovia, Y. (2025b). Teaching net and wall games through competitive tactical cycles. University of Castilla-La Mancha.
Teaching Games for Understanding Special Interest Group (TGfU SIG) (2021). Game-Based Consensus Statement. http://www.tgfu.info/game-based-consensus-statement.html
