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Background: The Physical Education (PE) curriculum has already been reformed in most countries across the world. Problem solving, lifelong learning, and health issues have become major concerns of PE curricula. With the innovation of PE curricula, a variety of teaching approaches based on the constructivism learning theory have been designed and tested. Bunker and Thorpe, in an attempt to shift from the teacher-centred and skill-based learning to a student-centred approach, initially developed teaching games for understanding (TGfU), which links tactics and skills within a game context. This approach has attracted increasing attention from researchers and PE teachers, with a large body of literature examining the attitude of PE teachers and their implementation of TGfU. However, the differences in the perspective of TGfU among pre-service teachers, cooperating teachers, and university supervisors …