Enactive movement integration: results from an action research project

In this article, we examine how movement can be integrated into teaching. Through action research in four Danish primary schools, teachers and a researcher collaboratively developed and tried out movement activities in teaching. Practical experiments and didactic reflections led to an enactive pedagogical practice that integrates movement and academic content. The result is an enactive didactic for movement integration containing six different categories of embodied practices; to mime, dramatize, gesticulate, shape, imitate and sense. These provide pupils with sensory-motor, affective, and intersubjective experiences with academic content, which they are affected by in a dynamic interplay between embodied impressions and expressions.