This study aims to clarify significance and awaiting solution of the 'Teaching For Understanding' approach (Thorpe, R. & Bunker, R. & Almond, L., 1986) about games teaching in primary schools. The following results were obtained: teachers which succeeded in implementing the 'Teaching For Understanding' approach improved their pedagogical understanding and teaching skills as follows: 1) more profound understanding about tactics and strategies peculiar to each game (Smith, M.D.,1991) 2) practice of high qualitative teaching skills (Butler, J.L.,1997) 3) deeper insight into the pupils (Butler, J.L.,1997). If these pupils-centred teaching styles and the aim of the construction of meaning for the pupils should be esteemed, it has to be inquired about 'the context' which is the process of forming the competence to be acquired, appreciated and shaped as a result of interactions with other pupils or a teacher (Almond, L.1997).