The purpose of this chapter is to provide a review of research on game-centered teaching (GCA), specifically the literature stemming from the Teaching Games for Understanding model proposed by Bunker and Thorpe (1982). Initially, this chapter's authors were assigned to “review the games teaching and coaching literature,” however research on game-centered coaching appears to be in the conceptual stage and contains primarily anecdotal accounts proclaiming the merits of the approach. This is not unlike the GCA literature, thus there is hope that a body of research on games-centered coaching will soon emerge and add to the GCA research base. The chapter begins with an historical perspective of the emergence of GCAs, first as it ...