“The game is the teacher” has become an excuse for poor ecological coaching. Simply putting players into a game does not guarantee learning. Yes, games can preserve important information, decisions and consequences. And yes, constraints shape behaviour. But constraints can also invite unintended behaviours—and visible changes in performance are not automatically evidence of learning. Ecological coaching is not setting up a game and standing back. The coach still needs to observe: What is the player trying to achieve? What information are they using? What behaviours are emerging? Is the task encouraging exploration, greater attunement or improved calibration? Does the challenge need to be redesigned? The coach cannot directly deliver learning. But they can shape the conditions, guide attention and intention, and adapt constraints to support the player’s search for more functional solutions. The game provides problems and consequences. The player explores solutions. The coach...