ABSTRACT
This chapter explores the idea that phenomenology can be a useful resource for understanding practical knowledge in the field of physical education. It examines the history of how practical knowledge has emerged as central to debates surrounding physical education, in particular when it comes to legitimizing its place in the school curriculum. One important reason for the interest in practical knowledge has been to provide arguments that can justify the value of physical education in school curricula. The hegemony of the great thesis cast physical education well and truly into the educational hinterland. Peter early thesis can be responded to in a variety of ways. The subject would then purely be a matter of physical training or exercise. Svenaeus argues that the phenomenological perspective provides a way of describing and putting into terms practical knowledge. Learning movements is therefore to continually enrich the intentional arc, which takes up past experiences and future expectations in the projection of the present situation.
