This presentation takes as a starting point that capability to move is a fundamental dimension in PE (Arnold, 1991) and aims to contribute to an understanding of the meaning of knowing how to move in specific ways. We will show how phenomenography (Marton, 1981) can provide tools for analyzing the meaning of knowing a movement to be learnt (Carlgren et. al.,2015). In the area of PE there is a tradition of teaching fundamental movement skills such as e.g. jumping, running, balancing, rolling, rotating etc. The teaching and learning of these skills have, however, mainly focused on the ‘doing’ rather than the meaning of knowing involved in such skills. In our contribution we will present how a phenomenographic analysis of the knowing which is embedded in the performing of a specific movement can contribute to the understanding of the knowing involved in some fundamental movement skills. In doing this, we seek to initiate a theorizing of the concept of knowing in the area of movements and moving. We will use video clips showing students in an upper secondary school imitating a specific movement. A phenomenographic analysis of the students’ different ways of knowing in jumping, rotating and balancing, involved in the specific movement will be presented. We aim to show the process and the outcome of this analysis and relate it to a previous phenomenographic analysis of the students’ different ways of knowing the movement as a whole (Nyberg and Carlgren, 2014). We will also use the outcome when analyzing the knowing involved in a second specific movement and thereby continue the building of a theory of knowing in moving (Stiles, 2009).

Arnold, Peter.J., 1991. The preeminence of skill as an educational value in the movement curriculum. Quest, 43 (1), 66–77. Carlgren, Ingrid, Ahlstrand, Pernilla, Björkholm, Eva and Nyberg Gunn (accepted), The meaning of knowing what is to be known, Didactique and Education Nyberg, Gunn and Carlgren, Ingrid (2014) Exploring capability to move – somatic grasping of house hopping. Physical Education and Sport Pedagogy, Published online 6 feb 2014 Stiles, William B. (2009) Logical Operations in Theory-Building Case Studies. Pragmatic Case Studies in Psychotherapy, http://pcsp.libraries.rutgers.edu. Volume 5, Module 3, Article 2, pp. 9-22