ABSTRACT
Young people's school physical education (PE) needs to be (re)designed by creatively facing the challenges of educational encounters. PE teacher education has a responsibility to reflect beyond taken-for-granted assumptions about teaching and learning. In this chapter, the authors present a design thinking approach with two groups of prospective teachers reflecting upon Laban's movement framework as a threshold concept in PE exploring possibilities to challenge traditional pedagogical models currently informing their practices. They perceive some threats when planning with new perspectives but we think design processes can facilitate positive experiences for constructive dialogue among teachers and learners.
