The aim of this study was to explore practice states and behaviour exhibited by teachers in key stage three (KS3) physical education (PE) games lessons. Four PE teachers were observed four times at a state secondary school using the Coach Analysis and Intervention System (CAIS). Practice states were measured as a percentage of total lesson time. Behaviours were measured as a percentage of total recorded time and as a percentage of time spent in each practice state per lesson. The results indicated that teachers applied significantly more playing form than training form; however, on average teachers spent the most amount of lesson time in other state. Management and questioning were significantly greater in other compared to both playing and training states. The findings suggested teachers were applying more games than drill-based activities, however, also highlighted great durations of lesson time where leaners were inactive. The main limitation of this study was the absence of qualitative methods which would have enabled a deeper understanding of the application of practice states. Future research should use interviews to triangulate findings from objective data, identifying justifications related to behaviour and practice states.