ABSTRACT
This chapter analyses how bodily movement cultures have changed, remained, faded or disappeared to provide knowledge about how the body has been considered and experienced in the context of physical education teacher education (PETE) and physical education in normal schools (PE). It discusses present-day situation in terms of tensions and disagreements on the embodiment of a physical active body, content issues and future challenges for PETE and school PE. During the first half of the 1900s, sport with its logic of competition, as part of the bodily movement culture at Gymnastic Central Institute (GCI), was introduced and expanded gradually to, initially, obtain an equal part of the PETE training practice as compared to Ling gymnastics. The chapter presents a model aimed at helping to clarify the multiplicity of the underlying principles and dimensions of bodily movement practices, which in turn has led to certain embodied physical cultures in a specific PETE-context in Sweden.
