A Transdisciplinary Perspective on Embodied Learning to Enhance Educational Outcomes and Physical and Mental Health

This research will draw together and build on
fragmented, trans-disciplinary embodiment theory,
relating it to primary education and placing the body as
central to pedagogy. It will examine attitudes toward
embodiment in primary schools, research and articulate
underpinning principles of embodied practice and
learning and propose ways embodiment might be
extended and embedded in primary education.
In response to current public health concerns, it will
explore the potential impact of embodied practices and
learning on children's health and wellbeing. It will
investigate how and why embodied approaches can
enhance learning and increase motivation and
engagement.
It will engage with embodiment professionals and
educators using a mixed methods design, including
surveys, focus groups, observations and semi-structured
interviews, as well as ongoing reflective movement
practice and diary. Outcomes will include: a set of
principles of embodiment and embodied learning,
with a workable definition, language and rationale;
evidence identifying practices, attitudes and barriers to
embodied learning in schools; mapping of embodied
practices in English primary schools; a framework for
embodied pedagogy, providing structures for embedding
movement and embodied learning throughout the school
day; a model for embodied research.
The perspective will help educators enhance motivation
and learning across all curriculum areas, benefitting
mental and physical health for both children and
teachers. Integrated into teacher training and
professional development, findings have the potential to
transform school-based practices, benefitting education
and impacting persistent and challenging contemporary
child-health issues.