In the scope of generic teaching research, cognitive activation is identified as the
quality dimension that most strongly requires a subject-specific interpretation. The construct of reflexive activation presented here meets this requirement. It refers to both embodied cognition in the sense of bodily-reflexive aspects within the performance of sport-related movement and verbal-reflexive aspects in the sense of specialist knowledge about and reflection on (values, meaning, transformation of) movement culture. PE-Teachers' behaviour is referred to as reflective activation if it didactically initiates and accompanies the elaboration or trans formation of students' movement activities with regard to bodily and verbal reflection. This article first brings together different understandings of activation in the specialist discourse
on the aforementioned construct, then positions itself at points where understandings of activation differ in the current discourse and finaly formulates didactic and research-related consequences