Teaching Games for Understanding (TGfU) places an emphasis on the play, where tactical and strategic problems are posed in a modified game environment, ultimately drawing upon students to make decisions. It places the focus of a lesson on the student in a game situation where cognitive skills such as ‘tactics’, decision-making and problem solving are critical....with isolated technique development utilised only when the student recognises the need for it’ (Webb and Thompson, 1998). In addition, games come under various categories: invasion, net/court/wall, striking/fielding and target games. The aim of target games is to get the implement either in or close to the target. They can also be divided into 2 subcategories : opposed (eg. lawn bowls) or unopposed (golf). This paper will focus on providing meaningful and challenging movement experiences through practical examples. Creating and Defining Games (CDG) provides an opportunity for a class to be involved in creating and developing/designing games (Almond 1983; Curtner-Smith 2005; Holt 2005 and Quay and Peters 2009) and provides further opportunities for participants to develop understanding of strategies in target games. A practical example will illustrate this.