ABSTRACT
In this chapter, an example of teaching and learning running is described. This example originates from a research project where the aim was to study what it can mean to discern and experience one’s own way of moving when running differently. The aim was also to develop ways of teaching to enhance students’ learning. Phenomenography was used in collaboration with two PE teachers in a Swedish upper secondary school. The teaching was planned with a starting point from the qualitatively different ways the students experienced their own way of moving when running in different contexts. The variation theory of learning, which is developed out of phenomenography, was used in order to help the students develop their way of discerning and experiencing their own way of running in as complex way as possible.
