The complexity in human movement has provided a theoretical challenge for movement scientists to comprehend the underlying processes controlling joint movements in a functional and goal-directed manner. With emerging knowledge from theoretical perspective in Nonlinear Dynamics, the examination of the acquisition of coordination can be comprehensively undertaken. A discrete multi-articular kicking action with specific task constraints was utilised as a research vehicle in a programme of study which examined differences between different skilled participants and also changes in coordination in novice participants over an extended practice period. Focusing on investigating changes in coordination has enabled a detailed examination on the process of change with practice and referencing these changes to a model of learning based on concepts in nonlinear dynamics. Particularly, the role of degeneracy and movement variability may have a functional role to play in assisting learners learn multi-articular movement skills. The empirical findings also provide theoretical support for a pedagogical approach, Nonlinear Pedagogy.