Search

Movement learning has become a prominent issue in recent sport pedagogy research, including a particular concern about the new perspectives of movement learning. The turn towards new perspectives is partly spurred by discontent with the conventional perspectives of movement learning. The purpose of the article is to explore a journey into the kinescape of unicycling. The article can be seen as a case study of what it means to learn (how) to unicycle for one student teacher in the midst of a pedagogical research module and with the aid of the Deleuzian notion of a triadic relationship between percepts, affects and concepts. The analysis points to how a student, in the midst of material features such as equipment, the sport hall, other people, and instructional video clips, is mapping connections between concepts (what unicycling can be), percepts (a-ha moments) and affects (what moves him to continue practising unicycling), in ways that allow him to learn to unicycle with astonishing pace. His practising of unicycling is guided by particular strategies for exploration and experimentation that his experiences of board culture offer him. Rather than any general principles of movement learning, of importance here are the particular ways in which kinesio-cultural exploration may offer non-linear resources for movement learning. We conclude that this approach to learning may stimulate pedagogies that are not only effective but also more inclusive because they are more creative and more open than linear approaches to movement learning.