‘Now I think you have been bewitching and bewildering me’: The utilisation of <i>Aporia</i> in Game-Based Approaches as a means of deconstructing and reconstructing power relations

Work considering the influence of power dynamics and potential confounders such as social status is beginning to receive more attention in physical education literature. While deserve particular student-centred constructivist pedagogies, exploration this topic has largely escaped grasp Game-Based Approaches (GBAs). This position paper aimed review current micro-interactional research propose utilisation four key principles a means disrupt GBAs, namely: (a) teaching paradoxically; (b) ethical dilemmas; (c) unfamiliar games; (d) Socratic questioning. Two illustrative vignettes present practical application these produce state referred Classical Greece Aporia (impasse or without passage). Building on work Joy Butler, we argue that student insights gained moments are central disruption power-based barriers learning.