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This contribution aims at informing body’s place into care interactions and the resulting learnings thanks to empirical materials. Rocking, “carrying” and “enveloping” actions make up the daily professional activity of psychomotor therapists and are permitted by a misunderstood and conceptualized technicality. Through an analysis of body interactions that make up this care activity, we propose to understand the extent to which the professional’s body constitutes a perceptual and reactive interface allowing him to learn about and act on a structurally indeterminate situation. By studying J. Dewey’s theory of inquiry, we consider body adjustments as potential sources of learning that contribute to the evolution of the caring activity as well as to the psychomotor therapists’ professional development.