ABSTRACT
When we read such a simple definition of games it is difficult to conceive of all the time that is spent on analysing and teaching the numerous activities that we class as games activities. Research has shown that games activities have tended to dominate the physical education curriculum in schools. This situation can be partially explained by the popularity of games in terms of participation and spectator levels. It is also apparent that teachers tend to favour activities that they have been familiar with as a performer when making a judgement about which activities to include in their physical education curriculum. Their subject knowledge is often more secure when teaching games, having played them at school and at university. Therefore the prospect of teaching traditional games activities such as netball and football has an obvious appeal to many. The statutory orders of the Physical Education National Curriculum 1999 stated that at least five of the six activity areas must be taught at Key Stage 2 and at least four at Key Stage 3. Although games activities were compulsory in both Key Stages, this legislation had the potential to create a broad and balanced physical education programme in schools, with games activities occupying less curriculum time than in previous years.
