The playing of games has been a long standing tradition in physical education. Yet despite its history, the teaching of games within primary physical education lessons remains something of a weakness. This is most evident through a continued focus upon skill acquisition and a lack of fostering of a real "tactical understanding" of game play. Despite attempts to rectify this issue through the development of instructional models, a lack of conceptual clarity remains. This paper proposes a framework that goes some way to rectify this ambiguity by proposing to focus upon what are referred to as "Principles of Play". It is recommended that this approach should become the focus when conceptualising what constitutes primary games lessons. (Contains 3 tables.)