ABSTRACT
In this chapter we continue to address the role of assessment in the teaching and learning of sport-related games. When implementing a tactical games model (i.e., game sense, conceptual-based games, TGfU) the teachers' goal for students is to focus on successful game play, which means that assessment should focus on game play (Veal, 1992). In other words, if the goal of games teaching is to improve game performance, then it is essential that assessment measures take into consideration two critical components. First, assessment measures should consist of all aspects of performance. A player's game performance includes concepts related to tactical awareness and understanding (i.e., what to do?) and skill execution (how to do it?). Second, assessment needs to measure game play in context (i.e., actual games or game forms).
