The aims of this article are to address how learning is constituted and can be studied as a phenomenon in interaction and to discuss how teaching and learning are related. Theoretically, the article argues for and discusses constraints and affordances for relating sociocultural understandings of learning as changing participation to "conversation analysis" understandings of participation. The data material consists of longitudinal video recordings of authentic physiotherapist-patient encounters. This study traces the progressional change in the formation of movement behavior through detailed analysis of repair and correction practices. The results show a change in participation over time through capturing changes in the repair and correction organization participants use to resolve troubles with understanding and movement performance. In sum, there is a successive change for the patient from "other"- to "self"-initiated repair and correction, and from "other"- to "self"-repair and correction. The findings relate to the notion of educational scaffolding and have implications for teaching professions. (Contains 1 table, 3 footnotes and 6 excerpts.)