Whenever in an educational proposal we eliminate an opponent or a direction of play, we favor and stimulate, on the part of our students or adult players, the development of truncated intentionality, no longer linked to the purposeof the action (I pass the ball onto my teammate’s run because he has space behind the opposing lines of play and can attack the goal, I receive with the right foot in the opening because in this way I can evade the pressure of my direct opponent and attack a space) but to the method (I transmit the ball on the run, I receive it oriented and open (with respect to which elements?)) or to the simple means (I transmit with the interior of the right foot, I orient myself to receive) with which we try to resolve, more or less directively by the technician on duty, the game situation in which they are protagonists.
If, during the player’s training path, this experiential modality becomes significant or even becomes a method, the truncated intentionality is assimilated, in a difficultly reversible, as the main, if not exclusive, processing and interaction modality, even for the adult player.
In this way, our players’ abilities to interpret the game, both instinctive and rational, are largely compromised in favor of simple skills of recognition and >reading of the dynamics that follow one another and overlap in the field.
In the context of real gaming this deficiency manifests itself primarily in the lack of initiative, effectiveness and participation itself in the game on the part of the players our players.