The paper reports on an on-going research project with the overall aim to generate knowledge about students’ learning of practical embodied knowledge in the context of sloyd (handicrafts) and physical education (PE). Here, the focus is on the process and the product of teaching and learning, the role of the teacher for students‟ learning and the interplay between teaching and learning in compulsory education. Dewey’s transactional approach (Dewey & Bentley 1949/1991) is used to facilitate an understanding of knowledge production and learning, where the mind/body dualism is abandoned as an apriori starting point for investigations. Such perspectives go hand in hand with the idea that teachers of PE should be able to place the body and movement in both a human, biological and sociocultural perspective (Kirk and McDonald 1998; Larsson 2007) and that teachers of sloyd should educate to develop pupils’ creativity, conceptual knowledge and body techniques (Ekström 2012; Johansson & Nygren-Landgärds 2008). Building on video recordings the analysis show how students learn to make the right physical moves in relation to a specific judgments. The results of these judgments are identified as different situated epistemic relations (SER) (Andersson et al 2013). When a person has learned the relevant body technique for achieving an aim, he/she is able to embody certain SER. In short, learning a body technique does not just mean learning a body movement. It also involves a specific intellectual competence. A wealth of different SER are involved in embodied practices like sloyd and PEH. This paper investigates the learning of body techniques in certain situations in which participants acquire affordance in relation to SER. That is, knowledge about what constitutes the successful creation of a relevant SER in different phases of learning. In the context of learning a body technique, specific intellectual judgments (of SER) are made continuous with specific bodily movements. The analysis identifies which embodied experiences are associated with acquiring or failing to acquire a body technique. Therefor, analysis of SER-indicators, as they become visible in the actor’s way of judging right or wrong SER-constructions, also is an important part of the analysis.

Andersson, J., Östman, L. & Öhman, M. (in press). I am Sailing – Towards a Transactional Analysis of „Body Techniques‟. Sport Education and Society. Dewey, J. & Bentley, A. F. (1949/1991). Knowing and the known. In J. A. Boydston (Ed): The Later Works, 1925-1953, Vol. 16: 1949-1952, pp. 1–294. Carbondale: Southern Illinois University Press.
 Ekström, A. (2012). Instructual work in textile craft - studies of interaction, embodiment and the making of objects. Stockholm: Department of Education in Arts and Professions. Johansson, M. & Nygren-Landgärds, C. (2008). Slöjdpedagogiska utmaningar. I G. Björk (Red.), Samtid & Framtid, s. 55–68). Vasa, Finland: Åbo Akademi, Pedagogiska fakulteten.
 Larsson, H. (2007). Kropp och rörelse – kunskap och lärande. In H. Larsson & J. Meckbach (Eds.). Idrottsdidaktiska utmaningar, pp. 266-285. Stockholm: Liber.