To acquire rhythmic patterns is fundamental to human existence (cp. Knoblauch, Hirschauer) - in esthetic regards as well as for cognitive and social competences. This kind of bodily learning is based upon elementary experiences like the heartbeat, breathing, falling asleep etc. (Simms 2008). In Music and in Sport Science rhythm counts for one of the most important cultural structures (Franke 2010, 2008; Röthig 1990), unconsciously linking the biological basis to cultural conventions. Rhythms structure movements and reveal sensual understandings of different life atmospheres. Not at last the rhythms of (new) media strongly influence what is taken for granted on a bodily basis, i. e. acceleration, flexibility, thrill (see Hietzge 2013). A video sequence recorded from a university lesson in teacher education in 2012 will be interpreted step by step in respect of the ongoing learning process of a body percussion pattern as a specific modality of body knowing/body knowledge (Polanyi 1966, Meuser 2001, Hirschauer 2008, Klinge 2011). The interpretation is based on the Documentary Method (Bohnsack 2009, Wagner-Willi 2005).