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Gunn Nyberg and Hakan Larsson

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.

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Dean Barker, Gunn Nyberg, and Hakan Larsson

Purpose: To describe student learning when physical education teacher and students attempted to develop movement capability. Methods: The study reports on the implementation of a 10-lesson pedagogical sequence. Data were generated using observations, interviews, and student diaries with one grade 9 class (26 students aged approximately 15 years) as they developed juggling capabilities. Data were analyzed using the notion of corporeal thresholds. Results: Results show that (a) a “throw–throw–catch–catch” pattern emerged as a corporeal threshold for juggling within the sequence; (b) most learners had crossed the threshold at the outset and were able to experiment with different forms of juggling during the sequence; (c) some students crossed the threshold during the sequence. These students experienced liminal phases, characterized by frustration and an initial feeling that they were juggling in the “wrong” way; and (d) some learners became stuck, pretended to know what to do, and did not cross the threshold during the 10 lessons. Discussion/Conclusion: Three issues related to the threshold approach are discussed: student identity and group membership, the process of learning, and the emotional dimensions of movement learning. This study is concluded with reflections on the implications of the results for scholarship.