The objective of any game is basically to move the ball or the player to a destination. However, in recent years, the problem of “competitive performance being decontextualized and turned into an objective” has emerged due to the focus of media on impressive scenes that fascinate audiences.
The purpose of this study was to present a practical perspective for developing instructional contents to promote the “understanding of games” thorough unraveling the process of decontextualization.
Since the game is created as a “new form of action” following Searle's constitutive rules, it emerges with the meaning of “an indeterminate contest of success or failure using the ball as a medium”, which ultimately strives to reach the constitutive objective. Therefore, it’s significant to grasp the conflict between attack and defense from a relational perspective as “the efficacy of one's attempt in relation to the other”. Relying on this view, we presented an innovative perspective as variations of tasks including “ball-possessing and progressing” or “player-advancing” toward an oriented destination.
The core of the instructional contents of game classes is to accumulate the experience of relationship building. The perspective presented in this study provides an understanding of the game structure, thus liberating teachers and students from the deception of visible phenomena and inviting them into the context of the game, which is necessary for building appropriate relationships with the ball, peers, and opponents.
