In this article, we focus on the contingency between learning and instruction in physical education (PE). We argue that the complex interconnectedness of teachers’ instruction and students’ learning processes should be studied using a unit of analysis that expresses the relationship between the two factors. A contingency perspective foregrounds the individual differences between different learners and how a teacher regards these differences. Furthermore, it has the potential to provide a precise lens for empirical research on how the students’ situations shape the evolution of the teaching--learning process. Based on scaffolding research and adaptive teaching research, which draws on socio-constructivist foundations, we call this unit of analysis ‘contingency’. We outline a framework of research that suggests depicting contingency dimensions, respective instructional continua, and contingency rules when investigating contingency in PE. Furthermore, autonomy as a core contingency dimension for PE and methodological issues will be discussed.

在本文中，我们重点研究体育课（PE）中学习与指导之间的偶然性。我们认为，应该使用表达两个因素之间关系的分析单元来研究教师教学与学生学习过程之间复杂的相互联系。权变观点提出了不同学习者之间的个体差异以及教师如何看待这些差异。此外，它有可能为实证研究提供精确的镜头，以研究学生的情况如何影响教学过程的发展。在基于社会建构主义基础的脚手架研究和适应性教学研究的基础上，我们将此分析单元称为“偶然性”。我们概述了一个研究框架，该框架建议描述意外事件的维度，调查体育中的应变性时，各自的教学连续性和应变性规则。此外，将讨论将自主权作为私募股权和方法论问题的核心权变维度。