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Embodied Learning in Physical Activity: Developing Skills and Attunement to Interaction
1Research Unit Movement, Culture and Society, Department of Sport Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark.
Embodied learning develops through physical activity practice. Phenomenological understanding of skills and attunement to activity interactions are key to describing this embodied development in various physical activities.
Area of Science:
- Phenomenology
- Embodied Cognition
- Motor Learning
Background:
- Embodied learning is crucial for skill acquisition in physical activities.
- Understanding the theoretical underpinnings of skill development in practice is essential.
- Existing research often overlooks the nuances of embodied skill development across diverse activities.
Purpose of the Study:
- To clarify theoretical aspects of embodied learning development through physical activity practice.
- To explore how phenomenological descriptions of embodiment enhance understanding of skill acquisition.
- To investigate the role of attunement to activity interactions in embodied learning.
Main Methods:
- Phenomenological analysis of embodiment processes.
- Examination of skill incorporation and exercise in physical activities.
- Review of recent work on action and interaction in embodied learning.
Main Results:
- A phenomenologically based understanding of skills aids in describing embodied development.
- Skill incorporation and exercise are relevant to embodied learning in both sporting and non-sporting activities.
- Practitioners' attunement to activity interactions is a significant theoretical aspect of embodied learning.
Conclusions:
- Embodied learning is effectively described through phenomenological skill analysis.
- The study supports the inclusion of attunement to interaction as a key component in embodied learning theory.
- Findings are applicable to diverse physical activities, including sports, dance, and recreational pursuits.
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