Since the introduction of Teaching Games for Understanding in the 1980ies lots of effort has been directed towards answering the fundamental question: How can the teaching and learning approach in ballgames be renewed so an environment that allows all students to take active part in ballgames is being build? This includes the fundamentals of good PE practice such as physical activity, games, performance, social interaction and individual reflection. On the basis of resent research results based on the Teaching Games for Understanding concept, the purpose of this article is to outline and introduce the new framework TEAMBALL (TB) and discus some of its basic premises. The TB approach consists of four elements. At first the learning process must take place in a dynamic and well-defined team. All players need to be an integrated part of the game and be committed to this. Secondly all players should be able to perform in different positions and context of the game. Being an active teamplayer and challenged in central or key positions in the game is necessary to become a member of ‘the society of ballgames players' where you experience and start to understand the very complex game patterns. Thirdly the learning process must start by setting goals for the players and the team. Fourthly the learning process consists primarily of practice in ballgames and lots of matches and competitions. The teamball practice is build upon a broad theoretical foundation taking a constructivist approach to learning and thinking of ballgames.
International Journal of Eastern Sports and Physical Education, 2008, Vol 6, Issue 1