Background: This study aimed to explore how students in a physiotherapy bachelor program acquire awareness of their own movement quality and form conceptions of movement quality.

Methods: The study was designed as an elective course, implementing Basic Body Awareness Therapy principles. The participants were six PT students. Two data sets – students’ diaries and reflective group interviews – were collected, one a week before the course ended, and one on its completion. Phenomenographic research methodology was used to transcribe and analyze the data.

Results: Three descriptive categories emerged reflecting the PT students’ conceptions of movement quality phenomenon as a widening process: I: Coming into contact with movement experiences, II: Variety of movement qualities, and III: Movement quality as professional development. Within these, two critical aspects, Acceptance of own movement quality and Reflective reasoning based on own experiences of being in movement to gain quality, were identified, indicating aspects of pedagogical importance in deepening PT students’ understanding of the movement quality phenomenon.

Conclusion: The three categories reflect the PT students’ variety, widening views on movement quality. The findings elucidate movement awareness learning, by being in movement, indicating a direction for future research on students’ learning of movement quality conceptions within physiotherapy education.