Purpose:
The aim of the study was to present an investigation into the educational components of teaching fights with the methodologies used in the process of teaching and learning within formal and informal contexts.

Methods:
The study is characterized as qualitative, descriptive, and exploratory and was carried out among 8 trainers of each mode (karate, judo, taekwondo, jiu-jitsu, capoeira, muay thai, wrestling, and boxing). An in-depth interview based on a semi-structured, adapted questionnaire was applied.

Results:
The analysis revealed that the sources of knowledge were numerous and varied, with academic and professional experience as the main sources of professional knowledge. The views of the trainers differed in the ways of teaching of each mode when it came to progression patterns, sequence, emphasis on the content organization, design mode of teaching skills, and level of scope.

Conclusions:
Teachers always learn from their students and build their knowledge together. However, fighting is still taught predominantly by giving preferences to mechanical learning of technical gestures. It is necessary to teach content by elaborating new approaches from practical experiences. Further research is needed in the field of sports pedagogy with would focus on the corporal practices, and historical and sociological significance of fighting.