Despite the continuity of these levels, differences appear in the conception of the game, such as, for example, the restart of the game will be regulated first after any action or situation that is not typical of the game, and in the second level a to one of the most frequent disallowed actions.
Thus, in Level Ida there are already explicit rules,
not only descriptive of what has to be done but also mandatory and regulatory elements appearing when they are not complied with, therefore the rules are prescriptive. The sense of competition also appears, so he begins to be able to coordinate his actions with those of the other players. And this idea of competition can also lead them, in some cases, to explain the game through aspects that may be secondary, anecdotal, that normally refers to aspects that are only regulated in competition, but that they are attracted to (such as the “bully” or neutral kick, the referee, the bench, etc.)
Somehow they observe the possible distinction of roles due to the different actions
that a goalkeeper and a field player have to do. But these first rules still have a limited regulatory capacity since they do not specify what must be done when they are violated. Those actions will simply be foreign to the game. Finally, another of the interesting features of this level is the lack of knowledge of the field of play and its limits.
At Level IIbSpecific rules are already being developed for different parts of the game, differentiating some actions from others and relying on the identification of these situations with a specific name (goalkeeper kick, handball, foul, and penalty). And thanks to contrasting the different actions, the roles of the different players appear, these roles being related to the position that each one occupies on the field. There are already some rules that Linamar and Maldonado call second order, for example, how the ball should be put into epl중계(without service faults), which complement the first-order rules that indicate that the ball cannot cross the limits of the game. That is, they describe how a primary or basic rule should be applied.
Level III: Full cooperation in the game.
Around the age of nine or ten, the players reach a common and shared formulation of the basic rules of the game and formulate rules for specific situations of the game, considering punishable actions as part of the game even if they are not well seen. In any case, although the players already know quite a few rules and the consequences of their sanctions, they still do not recognize with absolute clarity when one or the other is whistled. At the same time that the systematization of the game increases, the difference between the different roles of the players and the actions that are entrusted to them, but closely linked to fixed positions on the field, widens.
Levels IVa and IVb: Coding in the game.
Between the ages of eleven and thirteen, a conception of the game appears that is different from the other levels. The rules are already an instrument at the disposal of the player, so they can be used to gain an advantage in the game. In addition, the players formulate rules that allow codifying all the possible situations of the game, even the most hypothetical.
In Level IVa, children develop the ability to understand that they can take advantage of the game through the use of rules. So children can even consider the possibility of avoiding a goal through a foul (even at the cost of a penalty), for example. Thus, they go from considering the rules as norms or principles about what should or should not be done, to considering that they open up new game possibilities. They are capable of anticipating the results, which implies the transition from rules as mandatory to rules as the delimitation of possible actions. This can also lead the child to think in some cases that it may be convenient to violate a rule even if it entails a sanction?
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