ABSTRACT
The fact that strong academic interest in game-based approaches (GBAs) such as Game Sense has not yet translated as well as expected into significant growth in its uptake in schools is disappointing (Pill, 2011; Jarrett, 2015). Among the possible explanations for this is the need to develop and improve teachers’ pedagogical understanding, experiences and practice of such approaches. This is our focus in this chapter. In it we present the findings of a study that inquired into the different ways in which secondary physical education (PE) teachers in England and Australia experienced GBAs such as Game Sense. The focus of the study was on the nature of the teaching experience, their interpretation of it and the meaning they made of these experiences.
