The Pretence Awareness Contexts and Oscillating Nature of Coaching Frames

Abstract

Drawing on data from three studies, this paper argues that the learning and teaching of player coaching is an important frame of temporary motivation for players during gameplay. Furthermore, play framed temporarily as a coaching experience exhibits what Fine (1983) called the oscillating nature of engrossment and operates under the same kind of pretence awareness context (Glaser & Strauss, 1964) that he described in relation to role-playing games. We argue the teaching of a new game, or parts of a game, is a fleeting yet recurring experience, with participants oscillating between regular mundane everyday play and coaching new players. The coach and other players are often expected to continue play as if they had not seen any strategically important information during their time coaching and learning. This is of course a pretence, the implications of which are explored.