ABSTRACT
In this concluding chapter, I attempt to pull together the threads of the intricate weave that the different chapters of the book have woven. I maintain that although the different chapters paints a differentiated image of movement learning, not least due to a diversified terminology and slightly different foci in each of the different perspectives, there are some common denominators worth highlighting. For example, to varying extent, most authors emphasise the sociocultural and interactional aspects of movement learning, the meaning of movements and learners’ previous experiences, the normative and power related aspects of movement learning, and the relationship between bodies and environments. This is in stark contrast to the typically decontextualized, individualised and mechanistic knowledge of movement learning that currently dominates in the research. In the chapter, I also discuss some pedagogical implications, and ponder about the future of movement learning research and pedagogy, including an aspiration to reconcile different and sometimes conflicting perspectives of learning, including the one between acquisition and participation.
