Since Bunker and Thorpe (1982. A model for the teaching of games in secondary schools. "Bulletin of Physical Education," 18(1), 5-8.) introduced Teaching Games for Understanding (TGfU), there has been a growing recognition of advocating approaches to pedagogy that addresses participant learning with games-based approaches (GBA) advocated. With little guidance of how to apply these approaches in practice, more support is needed for practitioners (Vinson, D., & Parker, A. (2019). Vygotsky and sports coaching: Non-linear practice in youth and adult settings. "Curriculum Studies in Health and Physical Education," 10(1), 91-106. https://doi-org.bibliotheek.ehb.be/10.1080/25742981.2018.1555003). This is pertinent in primary where teachers are challenged with teaching a variety of subjects and can struggle to adapt their good classroom practice to Physical Education (PE) (Morgan, K., Bryant, A., Edwards, L., & Mitchell-Williams, E. (2019). Transferring primary generalists' positive classroom pedagogy to the physical education setting: A collaborative PE-CPD process. "Physical Education and Sport Pedagogy," 24(1), 43-58. https://doi-org.bibliotheek.ehb.be/10.1080/17408989.2018.1533543). A criticism has been teachers lack of training and low confidence levels in being able to deliver high quality PE (Clohessy, L., Bowles, R., & Chroinin, D. N. (2020). Playing to our strengths: Generalist teachers' experiences of class swapping for primary physical education. "European Physical Education Review," 26(2), 571-586. https://doi-org.bibliotheek.ehb.be/10.1177/1356336X19877195). It is imperative that primary practitioners are given more support in applying PE specific pedagogies. Rosenshine's (2012. Principles of instruction -- research-based strategies that all teachers should know. "American Educator," 36(1), 12-39.) principles of instruction has gained traction in recent years to inform elements of Initial Teacher Training. It provides guidance on effective teaching; however, the examples are classroom focused, limiting application in PE. This paper explores Rosenshine's principles, provides suggestions of employing GBA, before presenting a conclusion that summarises the paper and provides suggestions for future exploration. The intention is to support trained and trainee primary teachers in developing their PE pedagogy.