This is an accepted manuscript of a chapter published by Routledge in An Introduction to Primary Physical Education on 28/05/2012, available online: https://www.routledge.com/An-Introduction-to-Primary-Physical-Education-1st-Edition/Griggs/p/book/9780415613095
The accepted version of the publication may differ from the final published version.Everyone has at some point been involved in playing games. Whether it is playing the full codified sporting version or more impromptu games played in the school playground, whatever the format and location, games form an integral part of our sporting culture (Jarvie, 2000). Games retain distinct identities, shaped not only by their rules, equipment and playing surfaces but also by distinctive terminology and metaphoric language (Blanchard, 1995). These game cultures can be mystifying, particularly for those who do not have an undying passion for them, or for those for whom games are a distant, but an all too often painful memory, of wet, cold, wintery days of obligatory participation at school. Games can pervade popular culture, with many people considering themselves an unofficial expert. Even the most reluctant follower of team games can become an expert when our national sides are playing, particularly in World Cup competitions
