The purpose of this paper is to critically review and evaluate the significance for curriculum planning in PE of studies focused on transfer of tactical knowledge. The conceptual foundation and focus of research that has investigated transfer in learning across games and sports is explored. Selected studies are systematically analysed in relation to the particular dimension of transfer examined and evidence generated to support a case for curriculum planning to be grounded upon transfer. On the basis of findings to date, it is argued that curriculum planning in PE should foreground the principle of transfer. Recommendations are made in relation to further research in this field. (Contains 2 tables.)