Mosston's Spectrum of Teaching Styles (The Spectrum) was the first and now is the most enduring teaching/instructional model for PE. The Spectrum is a non-verses model, recognising that all teaching styles can have a place in teaching physical education (and in sport coaching). Within The Spectrum model, the pedagogical maturity of the teacher (or coach) is matching teaching style to task outcome which is matched to the 'need' of the learner. In this way, the PE teacher (and sport coach) purposefully designs the learning environment from planning (pre-impact) to implementation (impact) to evaluation (post impact). This session will investigate those ideas and look at the important role of the teacher and coach as intentional learning designers through the key features of The Spectrum model. I will use the tactical model (also known as a game-based approach: GBA) to show that teaching (and coaching) is consistently not 'a' (singular) instructional style but rather a cluster of teaching styles, regardless of the approach you adopt. Specific to the GBA example, I will consider some of the assumptions behind the labelling of GBA's as guided discovery/discovery style teaching.