The purpose of this study was to examine the effects of Situated Game Teaching through Set Plays (SGTSP) curricular model on college students' tactical knowledge, skill development, game play, and situational interest in an 8-lesson tennis unit. To compare the effectiveness of the SGTSP to a technique-focused approach, a quasi-experimental design: multiple group comparisons with/without a repeated measure will be used. Students' tactical knowledge, skill performance, and 5-minute game performance will be assessed by a tactical knowledge test, skill performance tests, and a self-developed observational instrument before and after interventions. Students' interest will be assessed by a self-reported interest survey after the intervention. MANCOVAs with/without a repeated measure and follow-up ANCOVAs with/without a repeated measure will be used to analyze the data. However, due to the COVID-19 pandemic, I was not able to collect data in the Fall, 2020. My dissertation committee members decided that the results and discussion sections to be substituted by two manuscripts. The first manuscript focuses on a comprehensive literature review of intervention research on game-centered approaches and associated students' outcomes. This review provided a comprehensive analysis of experimental research in game-centered approaches among students in K-12 physical education, discuss areas of strength and weakness, and identify future research trends. This review also summarized the findings of quality experimental research to support evidence-based practices and discuss their teaching implications and applications. A total number of 28 articles were included for this review. The findings of this review showed that the vast majority of game-centered approaches studies lack rigor in terms of inappropriate research design and statistical analyses and limited information on fidelity checks of teacher training and implementation of interventions. This should raise a serious alarm among physical education pedagogy researchers. Given that limited evidence is available with regards to the effectiveness of game-centered approaches on students' learning outcomes, it is difficult to recommend any of game-centered approaches for school physical education teachers to adopt to teach sports by replacing a technique-focused approach. More experimental research with rigorous designs is needed to examine the causal-effect of game-centered approaches on student learning outcomes. The second manuscript focuses on the practical application of the SGTSP curriculum model. This article introduces SGTSP and its key features and uses tennis as an example to provide guidance on how to teach sports using SGTSP. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]