We share moments from ongoing pedagogical inquiry work with toddler-aged children, where we explore together how we might tentatively create conditions for movement to happen outside of the familiar, dominant, status-quo referents of individualism and motor skill development that anchor much physical activity curricula. Sharing pedagogical documentation images and stories, we present three provocations that we moved through with children. We describe how through engaging these provocations together, we came to know movement as communicative, relational, and collective. We conclude by recounting a provocation we hoped would spur conditions for moving differently beyond our habitual taken-for-granted methods of moving together. As we spend time with three provocation stories, we work hard to raise questions and uncertainties and to share our intentions and responses, rather than presenting our activities as universalizable or easily implementable practices. Throughout the article, we engage with movement conditions and pedagogies as ethical and political concerns.

我们与正在进行的教学研究工作共享经验，与学步中的孩子一起，探讨如何在个人主义和运动技能发展的熟悉的，占主导地位的，现状的指称之外，暂时地为运动创造条件，这些运动锚定了许多体育活动课程。共享教学文献图像和故事，我们介绍了与孩子们一起经历的三个挑衅行为。我们描述了如何通过将这些挑衅活动结合在一起，使我们认识到运动是交往的，关系的和集体的。最后，我们总结一下挑衅，希望这会激发条件，使我们有别于我们惯常采取的互助方式，以不同的方式前进。当我们花时间讨论三个挑衅故事时，我们努力提出问题和不确定性，并分享我们的意图和对策，而不是将我们的活动描述为可普遍采用或易于实施的做法。在整篇文章中，我们都将运动条件和教学法作为道德和政治关注点。