The throwing pattern demonstrated by a child can be significantly impacted by individual, task, and environmental constraints (Gagen & Getchel, 2004). This study examined the influence of three different instructional strategies on the throwing form of young children in a throwing game. Gender differences in throwing form were also investigated. Participants (n=105) were purposively assigned to one of three different instructional approaches: Critical Cues, Biomechanical, and Typical Physical Education. Each participant received 120 minutes of throwing instruction and practice. Prior to and after receiving instruction, participants performed the overarm throw in a game similar to “Clean Out Your Backyard.” The rules of the game required participants to throw as many yarn balls as possible across the gym (approximately 45 feet). Each game was videotaped and the first five trials of each participant analyzed using an instrument modified from Barret and Burton's (2002) gameplay instrument and Roberton and Halverson’s (1984) Component Approach. The gameplay instrument examined three body components: relative foot/knee position (levels 1-3), trunk (levels 1-2), and forearm (levels 1-2). Results revealed the most common body components demonstrated during gameplay at the pretest included: 2-1-1 (ipsilateral step, no trunk rotation, and no forearm lag), 3-2-1 (contralateral step, trunk rotation, and no forearm lag), or 3-2-2 (contralateral step, trunk rotation, and forearm lag). The component profiles demonstrated during gameplay prior to instruction were similar to attractor profiles identified for throws conducted in controlled task conditions (Langendorfer & Roberton, 2002). When considering the type of instruction, no significant differences (p<.05) existed between groups in the body components demonstrated during gameplay. A Wilcoxon Signed Ranks Test determined that participants in each of the three groups demonstrated a more advanced modal component after instruction than prior to instruction (step: p<.01; trunk: p<.001; forearm: p<.05). When considering gender, boys had a more advanced modal component level for each component than girls at the pretest (p<.01) and posttest (p<.01). The gender differences found in the game context align with the gender differences for throwing in controlled task conditions (Garcia & Garcia, 2002; Thomas et al, 1994). Overall, the results suggest instruction can improve the throwing form demonstrated during a throwing game that emphasizes a throw for force. Additionally, the throwing game used in this study has similar task constraints to the throw for force and can be used as a game-like context to practice and develop forceful throwing patterns.Keyword(s): elementary education, gender issues, technique