The number of players in a team determins the type of game and its tactical complexity. See the number of players and the game. Teaching choices can also be made to encourage learning. We will present here some arguments for these choices.

Groups by affinity or by level?

Making groups by affinity is a quick and easy way to divide the pupils up but they are as exclusive as they are inclusive. On the other hand, if the difference in levels within a team is too great, it hinders everyone's learning if it is permanent. The aim is therefore to play with the stimulation brought about by differences on the one hand, and by motivation of playing at your own level on the other.

Group stability

Team stability favours the development of a technical and tactical project and creates a link between matches and learning situations. We can find intermediate solutions between permanent teams, which create a certain rigidity, and constant changes, which limit group construction, by creating "clubs". By this we mean groups within which we create club teams with substitutes and permutations. This way club A has two teams A1 and A2 whose points (points per victory or even match scores) cumulate in competitions against B1 and B2, C1 and C2 etc.

Therefore even though the players are grouped in teams according to level, in the club, they have a common interest in the success of the other team. During training periods this encourages cooperation between players of different levels.

Changing opponents

The opponent is the problem. Changing opponents means changing the problem and therefore progressing. In a limited groups this can become boring. In schools the sports club is the best way of meeting new opponents but playing against other forms, in primary school as well as college is the simplest and quickest way of widening the choice of opponents and stimulating progress.