Teaching Games for Understanding (TGfU) is a games based pedagogical model aimed at generating greater understanding of all aspects of games, while increasing physical activity levels, motivation and enjoyment in physical education lessons. Bunker and Thorpe (1982) developed the original model as an alternative to the traditional approach predominantly used in coaching and teaching in physical education (Werner, Thorpe and Bunker 1996). Awareness of its value as a pedagogical model and as a viable alternative to traditional directive approaches has been limited within the teaching and wider coaching community in Australia over the ten years since Game Sense workshops were first developed and conducted. (Pearson, Webb, McKeen, 2005a). It also faces constant challenges relating to its implementation as an effective teaching model (Turner, 2005). However, the TGfU approach, if used appropriately, can give users the opportunity to engage productively in games education (Hopper and Bell, 2001; Pearson, Webb, McKeen, 2005b; Howarth, 2005) as well as allowing them to examine the variety of socio-cultural meanings of games, meeting many of the needs of effective and productive pedagogical practice (Chandler, 1996).