A neuroscientific explanation for the learning effects attributed to Teaching Games for Understanding in physical education and sport coaching practices.

This paper bridges two bodies of literature by proposing that TGfU can be reconceptualised as a form of implicit BET within PE and sports coaching contexts. By exploring potential links between the cognitive and psychomotor outcomes of TGfU and neurocognitive mechanisms proposed within BET, this integration offers a novel explanatory lens for understanding how game-based pedagogy enhances learning and performance. Furthermore, it provides a foundation for future research exploring how deliberate manipulation of cognitive load within TGfU may optimise both learning outcomes and mental resilience in learners.