Certainly, the process of decision-making and problem-solving in a shifting playing environment lies at the core of the Teaching Games for Understanding (TGfU) model. What is not clear is how, at the time of decision-making, players' feelings or affective factors and their subsequent influence on thinking, influence these processes. Affect has a number of constitutive elements, namely feeling, choice, emotion and preference. More importantly affect is linked inseparably to cognition and because it functions simultaneously with cognitive and psychomotor learning experiences, its integrated nature can often seem affect ignored or underrepresented in educational literature. While the TGfU model has achieved almost axiomatic status in the field of sport pedagogy, relatively few modifications or refinements have been suggested. Like any model, TGfU is a tool for thought, an invitation to try new ideas, propose new arguments, offer alternative dimensions. Perhaps most importantly, it can advance our understanding of student learning in sport or physical education contexts. TGfU cannot, and should not, be reduced to tactical or cognitive competence. TGfU has the potential to confirm the humanness of physical education and sport through the ways in which it highlights human interaction and the affective dimensions of games. While the intellectual aspects of learning in TGfU are important we must not neglect other features of learning and achievement, including affect, as important aspects of humanness.

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Within many school contexts physical education and sport have historically been positioned as polemic, and while there has been plenty of rhetoric about physical education as well as sport within education, there has seldom been engaged debate or discussion about the relationship between physical education and sport in school settings. This article revisits Elizabeth Murdoch's heuristic of five conceptualizations for the physical education and sport interface (Murdoch, 1990), reflecting that two decades have passed and neither physical education nor sport are what they used to be. Murdoch's interface invites teachers and coaches to apply policy, practices and pedagogies that have influenced the relationship of physical education and sport at a local level. While focusing on the policy and pedagogy of sport and physical education in a New Zealand context, this article draws on similar trends and issues at an international level to reaffirm the global relevance of the issues and challenges being raised. Attention is drawn to the need to keep pace with and satisfy the ever-increasing needs and wants of the next generation of young people. It behoves teachers and coaches to present young people with sport experiences that are full and enriching, based on sound maxims that help students understand how sport can strengthen a culture.

The use of culture is often applied to the change process. To address the problematic issues associated with using culture as a construct the metaphor of an egg is applied to individual change. This study examines the personal culture of an experienced male teacher of physical education and the change process he endured while implementing a sport education curriculum model to a class of grade nine students in an urban American high school. The teacher found that implementing a new pedagogy that challenged his existing practices forced him to confront his personal beliefs and underlying assumptions about physical education. A seven stage typology is presented that represents the change process that occurred within the culture of this physical education setting.

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