This past week, and for the next two weeks after this one, I am teaching a summer class to a cohort of 22 pre-service teachers. The class have been introduced to the teaching games for understanding (TGfU) approach as I thought that this offered a way of challenging their pre-existing beliefs about what good teaching is. After demonstrating a TGfU lesson yesterday, I had the students take the Japanese idea of 'lesson study' and plan a TGfU lesson of basketball (to circumvent issues with content knowledge) together that one of them would teach to their peers dot 30mins - the time of an average elementary/middle school lesson here in the states. So, one of them was the teacher and one the 'observer' acting as a 'critical friend' to support reflective processes and the co-construction of their emerging pedagogical knowledge in using TGfU. The 'observer' also videoed the lesson. Today students began micro teaching to peers. Before we started I was very apprehensive about not only how the lessons would run but how the students would respond to the 'approach' as it seemed at first a little out of left field for them as it was different to most of their previous experiences both growing up and in the previous courses they had taken on their teacher education program. By the end of the session I was truly inspired by the group. Most importantly, they understood the need to engage their participants in the game-skill-game format which allowed the participants to appreciate the need for the skills in the game. While there were still some kinks in the Armour in terms of stepping back and using questioning, it was clear to me that this group were receptive to TGfU as a viable pedagogical approach for teaching physical education to young people. My final thought was that if this cohort of students can achieve what they did today after only two previous class periods, I am excited to see what more they can achieve in the days and weeks to come. Moreover, my hope is that they can be an inspiration to other teachers to continue their journey as lifelong 'learners' and not simply teachers of physical education.