Part I: What is human play? : a philosophical issue
Play as a phenomenon and a value
Definability of human play: The Wittgensteinian obstacle
Why is play "good"? the axiological notion
Pedagogical ramifications
Play, game and sport as a "tricky triad" in the philosophy of sport
Do professional team sports still remain play?
Pedagogical ramifications
Part II: How humans play : a psychological issue
Cognition, behavior, and activity in games playing through a complexity prism
Human behavior vs. activity : theoretical juxtaposition
Interpretations of games playing through a complexity paradigm
Dialectical complexity approach to games playing
Pedagogical ramifications
Psychology of play as mental escape
Mental escape through a complexity paradigm
Escape to playing of "other games"
Pedagogical ramifications
Part III: How human culture plays games: a social-anthropological and historical issue
From ritual to sport show
Play and games in the past as a sacral ritual vs. pastime
Games playing as a culture : the example of cricket and British colonialism
Pedagogical ramifications
From games playing to games teaching
Classification of games and team sports
Functionalist approach to playing of games
The "flood" of new games and team sports in 19-20th centuries
Games and team sports in various national systems of physical education in the 20th century
Pedagogical ramifications
Part IV: how to teach and coach games: the pedagogical issue
Complexity paradigm in games teaching and coaching
Complexity approach to the new pedagogics
Complexity pedagogy "de facto"
Complexity pedagogy "de jure"
The "8 & 4" approach to games teaching and coaching (I): main principles
The "8 & 4" approach to games teaching and coaching (II): basic concepts
"Desires" and "games" trees on different levels of the "inverted pyramid"
"Skills tree" on the three levels of the "inverted pyramid"
