Due to the heterogenous expectations of the participants, the instruction of games in physical education pre-sents a controversially discussed topic. Since dealing with games does not lead to important educational proces-ses per se, the question arises how those can be adequately achieved within an educational framework for physi-cal education. The author presents an instructional design based on both the concept of the genetic learning of games and also includes the mutual reflection of students’ heterogenous perceptions. Thereby the students are confronted with the game right from the very beginning, but on smaller courts and with fewer players. The play-ing phases are interrupted for short discussion rounds in which the children reflect on their experiences. Thereby the students discuss their positive and negative game experiences. This leads to interacting with one’s teamma-tes and the opponents more consciously during the game.