ABSTRACT
In this chapter, a phenomenographic approach to knowing, teaching and learning moving is presented. Phenomenography deals with peoples’ qualitatively different ways of experiencing phenomena in the world, for example new ways of moving. Phenomenography also provides powerful ways to help learners develop their knowing in more complex ways. The advantage of phenomenography, from an educational point of view, is the concern about learners’ initial understanding, or ‘pre-knowing’ of what there is to learn and know as well as what various meanings they seem to ascribe the object of learning. The insight into what learners are expected to know as well as how they know this from the outset is one of the most significant aspects of teaching and learning and is therefore a fruitful starting point when planning teaching and learning movement capability.
