How can physical education teachers help students to improve their movement capabilities? And how can they do this without necessarily starting from a movement with a specific correct technique which in turn leads to a need to‘correct errors’? The idea of ‘correcting errors’ seems to be an inhibiting factor for teachers’ willingness to develop students movement capabilities in a physical education context ( Larsson and Nyberg, 2016 ), which indicates a strong need for developing alternative ways of teaching and learning movement capability. How can teaching and learning movement capability be designed in order to foreground possibilities to learn ahead of ‘correcting errors’? What is there to know in moving besides, or instead of, performing a specific movement with a specific technique? How can movement capability, as Evans (2004 , p. 93) put it,be ‘recognized, conceptualized, socially configured, nurtured and embodied inand through the practices of PE’ ( Evans, 2004 , p. 93), and how can movement education acknowledge learners’ experiences of moving? In an attempt to answer these questions I have, for more than ten years now, on my own as well as together with colleagues, been researching this area through projects of which many have been (and still are) designed as actionresearch in collaboration with teachers and coaches. In this chapter, I describ eone of these projects where the aim was to study what it can mean to know running or more specifically, to discern and experience one’s own way of moving when running in different ways.The aim was also to develop ways of teaching to enhance students’ learning. A particular theoretical approach called ‘phenomenography’ was used in collaboration with two PE teachers and two classes in a Swedish upper secondary school. The teaching was planned based on the qualitatively different ways the students experienced their own ways of running in different contexts and with different purposes or, in other words, what the students knew from the outset of the teaching. The variation theory of learning, which is developedout of phenomenography, was used in order to help the students develop their capability to discern and experience their own way of running in as complex ways as possible.