Background: Physical educators currently have a number of pedagogical(or curricular) models at their disposal. While existing models have beenwell-received in educational contexts, these models seek to extendstudents’ capacities within a limited number of ‘human activities’(Arendt, 1958). The activity of human practising, which is concerned withthe improvement of the self, is not explicitly dealt with by current models.Purpose: The aim of the paper is to outline how a model of humanpractising related to movement capability could be enacted in physicaleducation.Findings: Building on a theoretical exposition of human practisingpresented in a separate paper, this paper provides a practically orienteddiscussion related to: (1) the general learning outcomes as well asteaching and learning strategies of the model; (2) an outline of fiveactivities that describe how the model could be implemented; and (3)the non-negotiable features of the model.Discussion: The model’s potential contribution to the ongoingrevitalization of PE as an institutionalized educational practice isdiscussed. Points concerning how the model relates to wider physicalcultures, its position regarding transfer of learning, standards ofexcellence, and social and cultural transmission are considered.Conclusion: The paper is concluded with some reflections onpedagogical models generally and how they relate to the pedagogicalmodel of practising movement capability presented in this paper.