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Topic or Problems vs. Questions
Juicy topic! It’s inspiring to see this shift happening in coaching circles. Traditionally, “playing a topic” has meant exploring solutions to a problem by leading players toward expected answers, rather than fostering genuine inquiry. Shifting to “playing a problem” is a step forward, but even problems can sometimes circle back to topics with answers already in mind.
The next evolution is “playing the question”—approaching learning without aiming for predetermined solutions. What does it mean to pose a question that’s open-ended and adaptive, where the goal is exploration, not simply arriving at the “right” answer? When coaching nurtures this approach, we unlock a path to true discovery, embracing each player’s unique journey rather than guiding them to one fixed outcome.
A problem can act as a catalyst for questions, and in some ways, it’s an invitation for players to explore new perspectives and possibilities:
The game is… X!
It’s AS IF…?
It’s WHAT IF…?
This approach transforms rules into an open experiment: Let’s see what unfolds when we engage. Giving players the space to ask these questions allows them to build understanding at a core level—not by following a coach’s set agenda, but by engaging directly with their environment. Through this exploration, players develop confidence and perspective, finding their own “bullseyes” along varied paths. Each goal is a personal target, constantly evolving to fit their unique approach.
Moving from teaching solutions to designing problems opens the door to deeper exploration. But what’s the difference between a “problem” and a “question?" In our culture, problems often imply a need for correct answers, a view rooted in an industrial, engineering mindset. Yet if we jump too quickly to solving, we may overlook wider possibilities. Coaches, too, may need time to grow comfortable with playing the problem before they can move to playing the question—a step that requires releasing control and embracing the potential for unexpected answers.
Traditional teaching often emphasizes solutions to set problems, leading to “correct” answers. But in an open, adaptive game, this approach can feel limiting. It’s like wanting to view a vast quantum realm through the narrow lens of what we already know. True learning asks us to look beyond what we assume to be right, to embrace surprises and alternate perspectives, challenging our comfort zone. Releasing the desire to control outcomes is no easy feat. This shift is more than a mental one; it’s a move against entrenched cultural norms, against habitual expectations of what success looks like in the game.
Until coaches embrace this freedom, we risk falling back on teaching pre-packaged answers disguised as “topics” or “problems.” But to fully “play the question” means accepting the discomfort of uncertainty. That’s the spark of awareness that can lead to true spontaneity and creativity. And in today’s sports environment, could this even be possible?
Maybe the answer lies in “playing the question.” Questions are fluid, exploratory, and, ultimately, let us ask, What if? Are we open to setting up scenarios where our expectations of correct answers take a back seat? Can we observe as players tackle questions in their own way, creating solutions we couldn’t have anticipated? We might find that answers emerge in ways we never expected.
This is the essence of problem-solving as an active, adaptive process—a promising step forward. Let the game itself become the teacher, presenting questions that provoke discovery. In a closed, rigid system, we might reduce these complexities into a set of repeatable actions, a Matrix-like download of how to “play the game” by predetermined standards. But real games are dynamic and adaptive, and they continuously ask, does this have a chance to become a reality, or are we bound to the expectations we’ve grown up with—those ‘right problems’ we’ve been trained to see on the pitch?
What will you do next? Or, as Dave Wright puts it, to WIN is to ask:
“What Is Next?”
So let’s get back to asking the question. In the words of Star Trek, it’s time “to boldly go where no man has gone before.” Embracing this approach means letting curiosity lead the way, allowing for insights that only emerge when we play with questions—not to find a single answer, but to explore the possibilities beyond it. So, let’s boldly go and play the question.
Maybe I’m full of wishful thinking for youth sports. Does this have a chance to become a reality, or are we bound to the expectations we’ve grown up with—those ‘right problems’ we’ve been trained to see on the pitch?
“Curiosity is the process of asking questions, genuine questions, that are not leading to an ask for something in return.” —Brian Grazer
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