The theoretical framework consists of a model of learning ‘body techniques’. This model is derived from situated and pragmatic perspective of learning and the development of an action oriented understanding of Mauss classical concept ‘body techniques’. Participants in body pedagogical situations are engage in what Dewey would call practical inquiring processes. Instead of focusing on ”briefing” moments in educational situations we emphasize what Donald Schön (1992) has identified as ‘reflection in action’. That is, the judgment the participants build up collectively in the immediate execution of certain bodily movements. With a practical epistemological analysis we analyze how participants acquiring of body techniques relies on how they would seek to design a way of framing the educational situation that opens up paths to solution. We identify encounters and purposes by analyzing actions. Encounters describes what is actually happening in an event and how different encounters influence learning. Encounters could be earlier experiences re-actualized in new situations, or encounters with the physical environment and other human beings. The purpose of an activity is described on the background of what the participants share and what allows the participants to move forward in order to fulfill a purpose.