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The purpose of this paper is to propose a pedagogical model for teaching games in school physical education as a solution to the original problem Bunker and Thorpe were seeking to solve, which I will argue remains current today. In pursuit of this purpose, I elaborate on the nature of the problem of games teaching as Bunker and Thorpe understood it, and thus the nature of the solution they offered in the form of Teaching Games for Understanding. Next, I spend time outlining the nature of pedagogical models and their key features. In the penultimate part of the paper, I make some proposals for what the ‘practice architecture’ of a pedagogical model for teaching games might look like, in terms of a Main Idea, Critical Elements and Learning Outcomes. Finally, drawing on an ongoing collaboration with colleagues in Spain, I outline briefly how we might measure and thus provide evidence of the effects on student learning of this approach to teaching games in physical education. AUTHOR:

Teaching Games in Physical Education: Towards a pedagogical model