The aim of this research was to compare the effect of traditional education and TGFU on learning badminton skills in female students of Tehran district 16. The research was semi-experimental and practical in terms of purpose, and was conducted with a pre-test-post-test design. The research sample included 30 students from schools in Tehran's 16th district, who were selected using the available sampling. Research tools included metacognitive questionnaire and badminton clear test. Subjects were divided into two groups of 15 people, traditional education and TGFU, based on the pre-test score and based on random assignment. The members of each group received their training protocol in 5 weeks and 2 one-hour sessions each week (10 sessions in total). The TGFU group used the six-step process of teaching and playing, and the traditional group was taught in the traditional way. The results of ANOVA showed that teaching through games has led to a significant improvement in learning badminton skills (P≤0.05). The game-based learning approach, focusing on problem solving and game simulations, allows students to develop their technical and tactical skills in real environments. It makes the learning process active and collaborative and emphasizes effective interaction with the teacher and past experiences. In other words, this approach not only strengthens motor skills, but also improves students' problem-solving abilities. Therefore, it is suggested that educators take advantage of this approach in their teaching.