Many of the issues relating to the teaching of tactics in the physical education literature can be considered a failure of generalization from practice to games and from games to games. Generalization studies can be categorized into (a) generalization of tactics from practice to games within a sport (Brobst & Ward, 2002; Ward & Carnes, 2002; Ward, Smith & Sharpe, 1997) and (b) generalization of tactics across sports within a same sport classification category (Mitchell, Griffin, & Oslin, 1995). Studies in the former category show convincing generalization effects, but the participants were collegiate and high school athletes and thus it is unclear if the findings apply to students with different skill levels in physical education. The latter type of generalization study though demonstrating some generalization from badminton to pickleball, has not been replicated. From a behavior analysis perspective, generalization is defined as the occurrence of relevant behavior under different, non-training conditions (i.e., across subjects, settings, people, behaviors, and/or time) (Stokes & Baer, 1977). Generalization ought to be a specific outcome of games pedagogy. Strategies to promote generalization include: (a) programming common stimuli (e.g., using almost identical game conditions such as using the same rules for practice as used in the game, same-size fields, and the same number of members on the team), (b) loose training (e.g., teaching defense skills in increasingly more demanding conditions such 3 vs. 2 or 5 vs. 2 players), (c) teaching enough examples (e.g., using various tactical scenarios to teach various game conditions and tactical responses), (d) using indiscriminable contingencies (e.g., fading feedback), and (e) self-management (e.g., student goal setting, self-assessment). Lee (2004) showed the efficacy of behavioral pedagogy of games to produce generalization of tactics from practice to games in middle school PE. In this presentation these issues will be addressed by introducing behavioral pedagogy of games and a conceptual model to discuss nature and extent of generalization effects in the literature.Keyword(s): curriculum development, middle school issues, research