The rapid growth of research on Teaching Games for Understanding (TGfU) over the past decade has paid little attention to research methodology. This paper redresses this lack of attention to research methods and reports on a study conducted on children's personal experiences of Game Sense. The study focuses on the use of year six students' drawings as the primary source of data. Using this data we examine the affective dimensions of learning in a unit of work on cricket that was taught using a Game Sense approach. The children's drawings were used as a meaning making activity and then later used in a research interview where they provided the stimulus for children to discuss their attitudes and feelings toward their cricket experience. By adopting an interpretive approach the study gained insight into students' experiences and reports specifically on the impact Game Sense pedagogy had on the students with the least positive attitudes toward sport. Both the methodological innovation of the study and the positive impact upon the affective dimension of learning are discussed. (Contains 5 endnotes.)