The purpose of this article is to explore physical education (PE) teachers’ content knowledge of the emerging concept movement capability. Interviews with eight PE teachers were conducted, partly using a stimulated recall technique which involved watching and commenting on video recorded PE lessons. A phenomenographic analysis was used to outline the different ways of conceptualizing movement capability. Five different ways of conceptualizing movement capability were identified, which indicates the complexity of the concept movement capability. However, the result also provides a structure for developing a systematic and structured way of conceiving movement capability. In this study we have highlighted a multifaceted, nuanced and differentiated picture of movement capability to see moving as educationally valuable. We conclude by emphasizing that movement capability should not be restricted to only its constitutive parts as teachers’ plan PE teaching, but should be approached as a whole.
Nyberg is with the Department of Sport and Health Science, Dalarna University, Falun, Sweden. Larsson is with the Department of Physical Education and Sport Pedagogy at The Swedish School of Sport and Health Sciences, GIH, Stockholm, Sweden.
Address author correspondence to Gunn Nyberg at firstname.lastname@example.org.