The focus on the development of technical and tactical skills and on the enjoyment and involvement of students has grown in the recent years. It has been shown how schools fail to provide adequate support to the development of such abilities during the teaching-learning processes. The principal aim of this study was to estimate the effects of a Tactical Game Model (TGM) on tactical skills (in relation to an invasion game: football and a net game: volleyball) and on the affective domain of learning in primary-school children. The sample of participants included 70 primary-school pupils attending the fourth grade (mean age: 8,9 years). The duration of the protocol was 22 weeks (2 lessons per week). In order to analyse the impact on tactical skills and affective domain of learning, the Team Sport Assessment Procedure (TSAP) and the Physical Activity Enjoyment Scale (PACES-IT) were used. Repeated Measure ANOVA (RM-ANOVA) on TSAP variables revealed a significant model regarding the effect of the TGM on the development of tactical skills [football: F=12,2 (p<0.001); volleyball: F=33,5 (p<0.001)]. Regarding the affective domain of learning, the results underlined an effect on the positive scale as shown by the result obtained from the Wilcoxon Signed Ranks Test [z=-5,373 (p<0,001)]. The results are rather useful when it comes to verifying the impact of a student-centred approach in Italian primary schools, and as a guideline on setting up and assessing a Physical Education curriculum in through primary school. The instrument and methods used in this study could be easily integrated in the educational system of primary schools, but this process would require a previous specific training of new Physical Education teachers.