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