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Psychology needs to view the human being in its full reality—which is constant movement. This is rarely taken in account in theories that usually deal with static ontologies of being. This paper outlines a way of how to grasp the complex reality of downhill skiing from a psychological point of view. The theoretical background for the study of how parents instruct their children in acquisition of skills and feelings into the practice of Alpine skiing is explained. First empirical outcome is also discussed in the light of those theories. A combination of empirical and theoretical work is needed to provide sufficient explanation of the reality of downhill skiing. This is done by combining different theories—those of embodiment of actions Gibson’s notion of affordances, holistic psychology and the totality of the environment (Ganzheitspsychologie tradition). The social guidance of children’s skill development while skiing is analysed from the perspective of scaffolding. The combination of different views complemented with empirical data such as videos and interviews is a first step towards understanding the individual experience of downhill skiing.

Cultural organization of action leads to dialogical resolutions to situated activity contexts. Teaching children to descend Alpine skiing slopes is the context selected to analyze such dialogicality. Dialogical Self Theory is a fitting framework for investigation of the meaningful actions in the teaching-learning settings. The skiing context brings a unique scenery and extreme conditions, where I-positions can be observed in a setting, where humans are in motion. The outdoor and activity context is a novelty for DST. Dynamic aspects of I-Positions and their interchange will become evident. As a result, there should be a focus on moving humans in future research. A family consisting of the parents, two daughters and paternal grandparents is accompanied over the course of two years while teaching the children how to ski. The parents and grandparents share many key aspects of their I-positions, which leads to a harmonic family dynamic. Ambivalences were found in the mother’s I-positions which mainly focus about the topic of being a good parent.