ABSTRACT
The largest single content area in most physical education programs is the teaching and learning of sport-related games. Students like to play games much more than they like to practice game skills in repetitive drills, and they often show great resistance when directed to work on discrete skills that they perceive as having little to do with game performance. The Tactical Games model cleverly uses student interest in the game structure to promote the skill development and tactical knowledge needed for competent game performance. In traditionally taught game units, the teacher plans a progression from basic drills to more complex skills, followed by explanations of rules and the playing of the game’s full version. Tactical Games model, the teacher plans a sequence of learning tasks that have a game-like structure to develop students’ skills and tactics, leading to modified or full versions of the game.
