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Teaching ne and wall games h ough Compe i i e Tac ical Cycles
Da id Gu ié ez
Yessica Sego ia
Uni e si y o Cas illa-La Mancha
How o e e ence his a icle: Gu ie ez, D. & Sego ia, Y. (2025). Teaching ne and wall games h ough compe i i e ac ical cycles. Uni e si y
o Cas illa-La Manca h ps://doi.o g/10.5281/zenodo.17704206
Compe i i e Tac ical Cycles amewo k (Gu ié ez, 2025)
Compe i i e Tac ical Cycles (CTC) is a Game Based App oach1 ha s uc u es he lea ning p ocess
h ough cycles guided by a ac ical map. Each cycle ocuses consecu i ely on wo complemen a y ac ical
p oblems and ends wi h a compe i ion session. Each cycle includes a e e ence game ha se es as main
lea ning ac i i y h oughou he cycle. Fu he mo e, CTC inco po a es elemen s o he Spo Educa ion
model o make he lea ning expe ience mo e mo i a ing and meaning ul o s uden s, while also
con ibu ing o e icien lesson managemen o eache s.
Teaching and lea ning p ocess s uc u e: ac ical cycle
Each cycle ocuses on wo complemen a y ac ical p oblems. Fo example, in an in asion games uni ,
he i s session may add ess he o ensi e ac ical p inciple o main aining possession, ollowed by a
second session ocused on he de ensi e ac ical p inciple o egaining possession. In ne and wall games,
we p opose ac ical p oblems ela ed o he sending phase and o he s o he mo emen phase. In his
ca ego y, al hough he ac ical p oblems a e no “mi o p oblems,” hey a e g ouped by unc ional
complemen a i y and p og essi e complexi y.
Tac ical map
The ac ical map se es as a amewo k o iden i ying ac ical p oblems wi hin a spo and i s co e ules
o ac ion, unc ioning as a bluep in o ins uc ional design. F om his amewo k, key ques ions and
ocal poin s can be de eloped o gene a e e ec i e p omp s and guide s uden hinking. The combined
use o he ac ical map and Spo Educa ion-based s a egies also p omo es collabo a i e lea ning
among s uden s. The ac ical map o a hema ic ne and wall uni and he g ouping o ac ical p oblems
in o cycles can be ound in he uni plan.
Re e ence Game: modi ied by ep esen a ion and exagge a ion
Each cycle has a e e ence modi ied game, which may be pu pose-designed o one ha al eady exis s
wi hin he PE games epe o y. Re e ence games should mee he c i e ia o modi ica ion by
ep esen a ion, so, hey should se a ich lea ning con ex while being highly playable. A he same ime
he e e ence game should acili a e he ocus on he ac ical p oblems o he cycle. In his sense, hey
also ul ill he pedagogical pu pose o modi ica ion by exagge a ion. Al hough he same gene al game
o m is main ained h oughou he en i e cycle, pu pose ul a ia ions should be in oduced o enhance
playe adap abili y and ensu e app op ia e challenge le els o lea ne s wi h di e se abili ies.
1 … lea ne -cen e ed eaching and coaching p ac ice in which he modi ied games se he base and amewo k o de eloping
hough ul, c ea i e, in elligen , and skil ul playe s (TG U SIG, 2021).
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Spo Educa ion model elemen s: compe i ion, eams, and cap ain ole
Al hough CTC could be implemen ed wi hin a ull Spo Educa ion season, so ha i doesn' become oo
demanding o he eache , i is ecommended o include only hose Spo Educa ion ea u es mo e
ela ed o he de elopmen o game pe o mance and spo li e acy. In his sense a ilia ion (pe manen
eams) and a o a ing cap ain ole a e inco po a ed p ima ily o imp o e class o ganiza ion and
con inui y, while compe i ion sessions a e added o inc ease mo i a ion, au hen ici y, and
meaning ulness.
Re lec ion S a egies
Th oughou he lessons, game p ac ice should be combined wi h di e en e lec ion s a egies o
enhance s uden s’ unde s anding o ac ical p oblems and co e ac ion ules. The eache should e e o
he ac ical map when guiding hese e lec ions, so ha s uden s ha e a clea e e ence o iden i ying
and o ganizing key in o ma ion. Addi ionally, he eache may inco po a e o he e lec ion s a egies
such as ques ioning, mic o- eaching, eeze-and- econs uc , pee e alua ion, and ime-ou s, among
o he s. To maximize mo o engagemen ime and ensu e cogni i e pa icipa ion o all s uden s, i is
ecommended ha mos e lec ion ac i i ies ake place wi hin eams. In his way, he eache pauses
only one eam o guide he e lec ion p ocess, while he o he s con inue playing.
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Teaching uni o ne and wall games h ough compe i i e ac ical cycles
This p oposal p esen s a CTC uni , designed om a ne and wall hema ic app oach. An example applied
o a speci ic spo (pickleball) can be ound in Gu ié ez & Sego ia (2025). The ollowing ou line desc ibes
a 10 o 15 session eaching uni , es ablishing he o e all s uc u e, e e ence games o each cycle, and
sugges ions o e lec ion s a egies, p ac ice asks, and game modi ica ions o c ea e ich lea ning
en i onmen s o all s uden s. Howe e , i is no in ended o se e as a ully sc ip ed lesson plan. I is
essen ial ha he eache adap ins uc ion esponsi ely o he e ol ing con ex , placing each s uden
a he cen e o he /his lea ning p ocess.
Ne & Wall CTC uni ea u es
Teams and oles2: g oup is o ganized in balanced pe manen eams wi h one cap ain and one manage .
Cap ain: ansmi s in o ma ion om he eache o he eam and ein o ces he ac ical goal and o he
key in o ma ion o he session using he ac ical map3.
Manage : helps wi h he equipmen and compe i ion o ganiza ion.
Execu ion le els: each playe chooses which le el sui s his/he pe o mance: Le els include uppe le els
(e.g. i a playe chooses Le el I, ca ch and h ow, he/she can also hi 4.
Le els:
I: ca ch and h ow.
II: ca ch and hi .
III: con ol and hi ( wo hi s).
IV: hi .
V: hi wi h a acke .
Recommenda ion: s uden s will wan o mo e on o hi ing le els as soon as possible, which will o en
lead o a ac ical impo e ishmen o he game. The e o e, i is bene icial o es ablish a game phase o
e e yone a Le el I and inc ease he o ensi e di icul y h ough o he elemen s, such as balls wi h low
bounce. The eache will g adually sugges ha s uden s who demons a e good pe o mance and
unde s anding mo e up o he nex le el. This ecommenda ion is especially impo an in he i s wo
ac ical cycles (line game and spikeball), bo h because hey a e he i s sessions and because o he
na u e o he games.
Lea ning new games p og ession phases5: when lea ning a new game, playe s mus go h ough h ee
phases in which hey mus comple e allies wi h a minimum a e age numbe o exchanges in o de o
mo e on o he nex phase. I hey do no each he minimum numbe , hey mus choose an easie
execu ion le el. Phases:
A. Coope a ion (+10 sho s o coope a i e ally). I playe s can pe o m allies o 10 o mo e sho s,
his ensu es he unde s anding o he ules and sui abili y o he chosen le el o execu ion.
B. Challenge (+10 sho s ally). The playe s y o mo e hei pa ne a ound bu p io i ize no making
e o s and no ending he ally.
C. Compe i ion (5-10 sho s ally a e age).
2 I we do no gi e he compe i ion a o mal cha ac e , he ole o he spo s di ec o can be g ea ly educed, and he e o e
could be ca ied ou by he cap ain. This would simpli y he o ganiza ion; howe e , we should aim o all s uden s o ake on a
ole a some poin du ing he uni , o in uni s ha ake place close in ime.
3 All s uden s should ha e hei own copy o he ac ical map, and he coach should always ha e i a hand.
4 Based on le els p oposed by Mi chell, Oslin and G i in (2020).
5 Based on Tim Hoppe ’s (Vic o ia Uni e si y) ideas shown du ing wo kshops a TG U SIG con e ences.
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Tac ical cycles: in each ac ical cycle p oblems and skills a e lea n h ough a modi ied game. The
complexi y o he games inc eases as he uni p og esses. Each cycle consis s o be ween 2 and 4 lessons.
Each cycle includes a “sending phase ac ical p oblem” and a “mo emen phase ac ical p oblem”. The
sending ac ical p oblem is add essed i s , ollowed by mo emen one. The cycle concludes wi h a
compe i ion be ween eams (see able 2. Uni plan).
Compe i ion6: wi h he help o he cap ain, playe s anked hemsel es by game pe o mance. Each
playe aces an opponen o he same ank. Teache and s uden s decide i hey wan o keep eco ds
o he compe i ion.
Spo Educa ion elemen s: mo e elemen s o he Spo Educa ion model may be in oduced (e.g.: oles,
o mal compe i ion, es i i y, eco ds…).
Game o m: i is ecommended o use 1 s1 o m all h ough he uni . A leas in he i s 3 cycles. I we
use he 2 s 2 game, we mus be awa e ha i educes pa icipa ion and inc eases ac ical complexi y,
so we could add one speci ic lesson o he cycle. In spikeball/ oundne we should no use coope a i e
passes wi hin he eam (as in he o mal spo ), since his would inc ease he di icul y and al e he
ac ical p oblems.
Assessmen : A he end o he uni , wo assessmen ools a e sugges ed: a GPAI (pee -assessed) and a
pa ne e lec ion shee . The GPAI cap u es echnical– ac ical indica o s ha can be easily obse ed and
a e di ec ly aligned wi h he ac ical p oblems add essed h oughou he uni . This GPAI may be used on
compe i ion day and is alid o any o he games included in he uni . The eache may also design mo e
speci ic and de ailed GPAIs acco ding o a speci ic game o ac ical cycle.
The goal o he e lec ion shee is o suppo me acogni ion and sha ed e lec ion, helping s uden s
connec he heo e ical concep s lea ned and expand hei spo li e acy.
6 The main unc ion o he compe i ion is o inc ease he meaning ulness o he “ aining” sessions, bu i is no ad isable o
es ablish a o mal compe i ion i he uni do no include a delibe a e p ocess o ensu e he educa ional alues. The e o e, he
compe i ion should be sel - e e eed, and keeping sco es is no ecommended.
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Table 1. Ne and wall games TACTICAL MAP
Tac ical p oblems
Key in o ma ion / Ac ion p inciples
SENDING PHASE
I. Sea ch o ee space:
mo ing he opponen .
Did you look a he opponen be o e h owing?
Whe e was you opponen ?
Make i ha d o him/he o ge i :
• Aim o ee space
• Open angles
•
Va y: le - igh ; on -behind; s ong-loose
II.Reduc ion o he ajec o y
ime ( om whe e you
h ow/hi he ball un il i
bounces).
Sa e h owing/hi ing, bu i you can, make i quick (less ime o
esponse o he opponen ). How is i as e ?
• Ha d
• Sho
• Fla
•
Th owing-hi ing echnique: I hi ing is allowed
III.Reduce he opponen 's
abili y o ead you
sending.
Sa e sending ( h owing o hi ing), bu i you can, p e end you' e
going o send somewhe e else and change he ges u e a he end
(“decei e”): ein s.
IV. Take ad an age o he
opponen ’s weaknesses.
Look o opponen ’s weaknesses on:
• Opponen ’s mo emen s: how is you opponen
si ua ed? Is
he/she co e ing one side mo e han he o he ?
• Opponen ’s sending skills: how does you opponen ca ch/hi ?
Is one side mo e di icul o him/he han he o he ?
MOVEMENT PHASE
I. Mo e o he base posi ion
As soon as you send, ind you base posi ion depending on whe e
you opponen will p obably h ow: cen e o he “window” o you
opponen 's nex h ow.
II.S ay eady
Adop an ale posi ion: legs lexed and ac i e ha allow you o be
p epa ed and o ien ed.
III.An icipa e he e u n
Wa ch you opponen o guess whe e he/she is going o send. Wa ch
ou o ein s!
IV. Reac o he opponen 's
s eng hs
Think abou how you opponen is sco ing and co e ha sec ion o
you game.
Table 2. Uni Plan – “Ne and Wall Games”
Nº CTC / Re e ence Game
Lesson 1 Sending
ac ical p oblem
Lesson 2
Mo emen
ac ical p oblem
Lesson 3
Compe i ion
1. Line Game
Sea ch o ee space: mo ing
he opponen
Mo e o he base
posi ion
Line Game
2. Round ne
Reduc ion o he ajec o y
ime
S ay eady
Round ne
3. Squa e Game
Reduce he opponen 's abili y
o ead you sending
An icipa e he
e u n Squa e Game
4. Two hands ennis / mini
ennis
Take ad an age o he
opponen ’s weaknesses.
Opponen `s
s eng hs
Two hands ennis / mini
ennis
5. Pickleball / S uden s
choose o design a game
All o hen
All o hen
Pickleball / S uden s
game
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CTC 1
Re e ence Game
Lesson 1 Sending ac ical
p oblem
Lesson 2 Mo emen ac ical
p oblem
Lesson 3
Compe i ion
Line Game
Sea ch o ee space: mo ing
he opponen
Mo e o he base posi ion Line Game
LINE GAME7
Game se up
1 s 1: The ball mus bounce once on he playe ’s own cou and pass be ween he wo cones. The
opponen mus hi i be o e i bounces in hei cou .
Va ia ions and modi ica ions
S uden s should de e mine he mos sui able ne wid h and ype o ball. T y using a olleyball and hi ing
wi h wo hands ( on pass).
Loss o ac ical challenge: “playe s bea he le el”
I an easy solu ion is ound, in oduce a modi ica ion o keep i a ich lea ning con ex (e.g., i playe s
use decisi e d op sho s, you could add a dead zone o use a ball wi h a highe bounce).
Possible p ac ice asks
Fo s uden s who s uggle o mo e om on al play o opening angles in sea ch o ee space: place
hoops o la e al zones whe e hey mus pe o m a sides ep and use a side hand posi ion o open he
angle.
Keeping he op imal challenge du ing compe i ion: modi ica ion by adap a ion (Hoppe , 2011)
Be o e mo ing on o compe i ion, s uden s should lea n he sel -adjus men modi ica ion.
Each playe has his/he own cones. E e y wo-poin di e ence, he ne s a e modi ied in he ollowing
way: i s , widen he ne o he playe who is losing ( hus enla ging he winne ’s “cou ”). Then, i he
di e ence eaches ou poin s, na ow he ne o he playe who is winning.
Con inue adjus ing un il he poin di e ence is elimina ed (e.g., i he gap was 2 poin s, keep he
modi ica ion un il a ie; i i was 4, un il he di e ence is educed o 2).
7 Le els II and IV: h ps://x.com/D AshCasey/s a us/1446433707020242994?s=20
Modi ica ion by adap a ion: h ps://x.com/Da i4_Gu ie ez/s a us/1447880603714588672
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CTC 2
Re e ence Game
Lesson 1 Sending ac ical
p oblem
Lesson 2 Mo emen ac ical
p oblem
Lesson 3
Compe i ion
Spikeball / Roundne 8
Reduc ion o he ajec o y ime
( om when I h ow/hi un il he
ball bounces):
S ay eady
Spikeball /
Roundne
SPIKEBALL / ROUNDNET
Game se up
1 s1. The ball mus bounce inside he hoop o ci cle pain ed on he g ound. The hoop ac s as he
ebound wall. The o icial game is called Spikeball o Roundne , and i is played in a 2 s2 o ma wi h a
ound ho izon al ne suppo ed by legs, ollowing olleyball-s yle ules.
Va ian s and modi ica ions:
S uden s mus de e mine he mos sui able hoop size and ype o ball. T y using olleyball and pe o m
a wo-handed on pass. I can be played in a 2 s2 o ma (wi hou passing o he eamma e), howe e ,
his e sion ends o be mo e complex and in ol es less mo emen , so is p e e able 1 s1 o ocus on he
ac ical p oblems.
Loss o ac ical challenge: “playe s bea he le el”
I an easy solu ion o ge he poin is ound, in oduce a modi ica ion o main ain a ich lea ning
en i onmen (e.g.: 1) e y de ini i e d ops could be coun e ed wi h a dead zone o by using a ball wi h
a highe bounce; 2) i powe ul sends make e y di icul o de end hem, change he ball, change he
execu ion le el, use a bigge ball and use only ches passes o se cou ex e nal bounda ies).
Possible p ac ice asks
I you wan o play a le els II o III, ex end he coope a ion phase un il i is mas e ed.
Keeping he op imal challenge du ing compe i ion: modi ica ion by adap a ion
Whoe e is losing can e u n o le el I un il he sco e is ied. This p e en s easy sco ing ( he playe can
ca ch he ball) and allows he playe ha goes below on he sco eboa d o be mo e o ensi e by being
able o h ow. The ebound zone can be expanded ( o he playe ha is losing) o educed (playe in
he lead) using hoops o di e en sizes o by pain ing concen ic ci cles.
8 h ps://www.you ube.com/wa ch? =lcI4 Xx3- c
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CTC 3
Re e ence Game
Lesson 1 Sending ac ical
p oblem
Lesson 2 Mo emen
ac ical p oblem
Lesson 3
Compe i ion
Squa e Game9
Reduce he opponen 's abili y
o ead you sending
An icipa e he e u n
Squa e
Game
SQUARE GAME
Game se up
1 s 1 s 1 s 1
The ball is hi a e i bounces in he playe ’s own squa e, sending i o ano he squa e. All hi s mus go
om low o high. The ball canno be e u ned o he same playe i came om. Poin s a e eco ded o
e o s (los poin s). I he ball bounces on he line, i is conside ed ou .
Va ia ions
Use benches o ma k he lines, and explo e o he a ia ions he e:
h ps://cas lespo s.com/blogs/news/bes -4-squa e- a ia ions
Keeping he op imal challenge h ough a sel - egula ed compe i ion
S a wi h squa es o ganized by le el, acco ding o he anking. A e 5 minu es, he playe wi h highes
sco ing ( he one losing) mo es down a league, while he playe wi h he ewes poin s mo es up a
league.
9 h ps://www.you ube.com/wa ch? =dAsMYsMdy54
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CTC 4
Re e ence Game
Lesson 1 Sending ac ical
p oblem
Lesson 2 Mo emen ac ical
p oblem
Lesson 3
Compe i ion
Two hands ennis / mini
ennis Opponen ’s weaknesses Opponen `s s eng hs
Two hands ennis / mini
ennis
TWO HANDS TENNIS / MINITENIS
Game se up
Wi h a de ined cou and a ne (which can also be a dead zone, a bench, o a egula ne ), playe s use
hei hands ( wo hands ennis) o paddles (mini ennis) o play.
Va ia ions
All execu ion le els can be used. I no equipmen is a ailable, each playe can play a a di e en
execu ion le el.
I Le el I is used, i is ad isable o play wi h a la ge ball o encou age he use o bo h hands.
Wi h a wall behind, playe s can include a ebound play, simila o padel.
Va y ma e ials, spaces, ne s, e c., o keep he ac i i y ich and engaging.
Possible p ac ice asks
I playing wi h acke s (Le el V), ex end he coope a ion phase un il playe s gain con ol.
P o ide speci ic eedback on o wa d hi ing echnique o hose who consis en ly s ike wi h he paddle
o hand acing upwa d.
Keeping he op imal challenge du ing compe i ion: modi ica ion by adap a ion
I playe s a e using acke s, use cou dimensions o adjus he le el o challenge and ind he op imal
di icul y.
