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

这项研究将汇集并建立在支离破碎的、跨学科的体现理论上，将其与小学教育联系起来，并将身体置于教育学的中心。它将研究和阐明体现实践和学习的基本原则，并提出体现在小学教育中扩展和嵌入的方法。针对当前公共卫生问题，它将探讨体现实践和学习对儿童健康和福祉的潜在影响。它将调查具身方法如何以及为什么能够促进学习和提高动机和参与度，并将使用混合方法设计与具身专业人员和演奏者互动，包括调查、焦点小组、观察和半结构访谈，以及持续的反思运动练习和日记。结果将包括：一套体现和体现学习的原则，具有可行的定义、语言和理论基础；确定学校中体现学习的做法、态度和障碍的证据；英国小学的体现实践的地图；身体教学的框架，提供在整个学校期间嵌入运动和体现学习的结构；体现研究的模式。这一观点将帮助教育工作者在所有课程领域加强动机和学习，对儿童和教师的身心健康都有益。纳入教师培训和专业发展的调查结果有可能改变基于学校的做法，使教育受益，并影响持续存在的和具有挑战性的当代儿童健康问题。

This research will draw together and build onfragmented, trans-disciplinary embodiment theory,relating it to primary education and placing the body ascentral to pedagogy. It will examine attitudes towardembodiment in primary schools, research and articulateunderpinning principles of embodied practice andlearning and propose ways embodiment might beextended and embedded in primary education.In response to current public health concerns, it willexplore the potential impact of embodied practices andlearning on children's health and wellbeing. It willinvestigate how and why embodied approaches canenhance learning and increase motivation andengagement.It will engage with embodiment professionals andeducators using a mixed methods design, includingsurveys, focus groups, observations and semi-structuredinterviews, as well as ongoing reflective movementpractice and diary. Outcomes will include: a set ofprinciples of embodiment and embodied learning,with a workable definition, language and rationale;evidence identifying practices, attitudes and barriers toembodied learning in schools; mapping of embodiedpractices in English primary schools; a framework forembodied pedagogy, providing structures for embeddingmovement and embodied learning throughout the schoolday; a model for embodied research.The perspective will help educators enhance motivationand learning across all curriculum areas, benefittingmental and physical health for both children andteachers. Integrated into teacher training andprofessional development, findings have the potential totransform school-based practices, benefitting educationand impacting persistent and challenging contemporarychild-health issues.