ABSTRACT
This conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters of this book. The book develops the contribution of phenomenology to physical education. It argues that in movement literacy, one should avoid competition and avoid the normative ideals of skills traditionally found in motor skill acquisition or in sport skills. The book explains concerns pupils' experiences and how teachers can work with these experiences. A pedagogical model must specify its learning outcomes, how these outcomes are constructively aligned with teaching strategies and subject matter, and its non-negotiable features. The non-dualistic ontology developed by Maurice Merleau-Ponty, his elaborations of the acquisition of motor habits and his critique of behaviouristic models of learning all show how the knowing subject as an embodied being is interconnected with the knowledge object.
