Pedagogies of embodiment

- Exploring pupils’ embodied experiences in physical education

Abstract

This thesis explores pupils’ embodied experiences in school physical education, aiming to inform and develop pedagogies of embodiment in physical education. The overarching research question guiding the study is: What characterizes pupils’ embodied experiences in physical education, and how can these experiences contribute to pedagogies of embodiment? I have conducted two studies to answer the research question. First, I conducted a literature review of previous research. A systematic search in relevant databases and journals included peer-reviewed, empirical studies focusing on embodiment in school physical education from a pupil perspective. The articles were analyzed using a thematic approach. The second study is a sensory ethnography. As a participant researcher in a tenth-grade class in Oslo, Norway, I observed all physical education lessons for 5 months (36 lessons) and conducted 17 individual interviews. Through an abductive approach to analysis, I alternated between inductive analyses of the empirical data material and applying phenomenologically informed concepts of embodiment, emplacement, playfulness, pleasure, and intersubjectivity. In Article I, the analysis of the 42 included articles showed how previous research about pedagogies of embodiment revolves around two main themes. Theme A. “Enabling critical reflection” highlights pedagogies of embodiment focusing on developing pupils’ critical thinking skills and providing them with safe spaces for embodied identity work. Theme B. “Exploring (new) movements” shows pedagogies of embodiment facilitating pupils’ exploration of (new) movements to develop body awareness, meaningful experiences, and movement capabilities. The suggested implications for teaching and learning involve pupil-centered and inductive approaches where pupils co-construct the curriculum. Uniting critical thinking and body awareness can be done by setting aside time for reflection before, during, and after activities. Article II shows how pupils’ playfulness created possibilities for pleasure and learning in physical education. The pupils’ playful stance, operationalized as responsive openness, enabled them to be open to the possibilities afforded by their physical and social environment and respond to these by acting. Their playfulness assisted them in creating possibilities for pleasurable experiences, consisting of physical thrill, psychological flow, and social interaction. Playfulness, therefore, appeared to emerge as a criterion for perceiving activities as pleasurable. The findings also illustrate how playful and pleasurable activities offered opportunities for embodied learning, e.g., physical, social, and creative competencies. Suggested implications involve teachers’ openness to letting pupils’ playful and innovative initiatives influence the teaching. Article III showed how pupils’ embodied experiences of social relationships were characterized by establishing, confirming, maintaining, and questioning their belonging to a “we.” Experiencing strong bodily affects together had a bonding effect, and shared experiences contributed to the pupils’ experience of meaningfulness. Experiences of social (in)security affected participation and experience of enjoyment in activity. A safe learning environment and a strong sense of belonging empowered the participants to try new or challenging movements and activities. Questioning their belonging to the “we” appeared to have a negative impact on their interest in exploring movements. Suggested implications include developing empathy and a safe social environment. Building a common “we” may be an important starting point. In the narrative, I discuss how the findings contribute to answering the overarching research question. Firstly, I discuss how the pupils’ embodied experiences can be characterized as emplaced, playful, and shared. Secondly, I outline how these three characteristics contribute to developing existing pedagogies of embodiment. I suggest that “Facilitating playfulness” and “Developing pupils’ sense of belonging” should be considered significant when teaching pedagogies of embodiment.