Despite the significant body of research that consistently confirms the effectiveness of Game Based Approaches (GBA) such as Teaching Games for Understanding (TGfU) and Game Sense, their uptake by physical education teachers across the globe seems to remain limited (Light & Curry, 2014). Since the first publication on TGfU (Bunker & Thorpe, 1982) a number of similar approaches have emerged leading to the use of broader more inclusive term of Game Based Approaches (GBAs) that is used through this study. Within the growing literature on GBAs questions have been asked about fidelity and what it, and what isn’t, a GBA (see, Jarret, 2011) that we suggest have been encouraged by the push for a models based to physical education teaching (Kirk, 2013) and contrast with Bunker and Thorpe’s (1982) original ideas on TGfU and the idea of a framework for the Game Sense approach (Light, 2013). This article questions the need for fidelity and to say whether or not an approach is authentic.