ABSTRACT
Growing academic interest in Game Sense and other game-based approaches (GBA) does not seem to have translated into significant uptake by practitioners. There have been explanations suggested to explain this, but it may also be an issue of identifying to what extent these approaches may influence practice without converting teachers to ‘authentic’ GBA practice. Identifying subtle influences that reflect aspects of GBA such as Game Sense requires sensitivity to the cultural and social setting that teachers pass through on their career journeys and how they influence their teaching and coaching, with teachers adapting the approaches they use to the context they find themselves in. This chapter draws on a study that inquired into the development of teachers and coaches’ beliefs and practice in New Zealand over their lives to suggest how cultural setting can deeply influence teachers’ and coaches’ ideas about, and perceptions of, Game Sense and other GBAs to identify the influence of GBA on their practice.
