Pedagogy of movement integration: a threefold pedagogy grown through action research

Kasper Lasthein Madsen

doi:10.1080/1554480X.2023.2267038

Pedagogy of movement integration: a threefold pedagogy grown through action research

Kasper Lasthein Madsen

Program for krop, idræt og bevægelse

Publikation: Bidrag til tidsskrift › Tidsskriftsartikel › Forskning › peer review

Abstract

An examination through an action research project on Movement Integration (MI) in Danish schools exposes a patchwork of learning thoughts and didactic considerations among teachers. Applying Illeris’s mapping of learning theories, the examination identified three MI categories: 1) MI and learning prerequisites informed by cognitivism, 2) MI and driving forces based on ideas of psychodynamics and 3) enactive MI informed by phenomenology. Each category aligns conceptions of learning, pedagogical implications and critical challenges. Together, they comprise a didactic tool that teachers can apply to navigate the pedagogical landscape of MI and plan and carry out coherent movement activities.

Originalsprog	Engelsk
Tidsskrift	Pedagogies: An International Journal
Vol/bind	19
Udgave nummer	4
Sider (fra-til)	559-576
Antal sider	18
ISSN	1554-4818
DOI	https://doi.org/10.1080/1554480X.2023.2267038
Status	Udgivet - 2024

Emneord

Læring, pædagogik og undervisning

Adgang til dokumentet

10.1080/1554480X.2023.2267038

2 Podcast, musik- og lydproduktion
1 Abstrakt

Enactive Movement Integration: a didactic model for embodied learning in primary and secondary schools
Madsen, K. L., 15 maj 2024.
Publikation: Konferencebidrag uden forlag/tidsskrift › Abstrakt › Forskning › peer review
Kasper Lasthein Madsen om krop, bevægelse og læring
Madsen, K. L. (Udøver), Greve, L. (Vært) & Gottfredsen, R. (Producent), 25 mar. 2024
Publikation: Ikke-skriftlig produktion › Podcast, musik- og lydproduktion › Formidling

Åben adgang
Krop og bevægelse baner vej for læring
Madsen, K. L. (Udøver) & Lund, O. (Udvikler), 14 jun. 2024
Publikation: Ikke-skriftlig produktion › Podcast, musik- og lydproduktion › Formidling

Åben adgang

1 Afsluttet
1 Igangværende

BIG: Bevægelse i gymnasiet
Madsen, K. L. (Projektleder)
08/08/24 → 30/06/25
Projekter: Projekt › Forskning
Movement Integration in Education – Different thoughts of learning entail different practices
Madsen, K. L. (Projektleder)
01/02/22 → 31/12/22
Projekter: Projekt › Forskning

Citationsformater

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title = "Pedagogy of movement integration: a threefold pedagogy grown through action research",

abstract = "Movement Integration has emerged as a new teaching practice involving infusing physical activity into classroom teaching to support learning. Implementing Movement Integration in primary and lower secondary schools has proven challenging, and teachers need help transforming Movement Integration into meaningful pedagogy. In this article, I examine how teachers can integrate movement into classroom teaching. The point of departure is an action research project, where the teachers and researcher, in a joint effort, developed and tried out movement activities in classroom teaching. The examination embraces the basic structures in teaching and diverse existing conceptions of learning, pivotal to developing a practice-oriented pedagogy. The result is an eclectic threefold pedagogy of Movement Integration that aims at the contemporary purposes of teaching involving qualification, socialisation, and subjectification. The pedagogy of Movement Integration has three categories: 1) Movement Integration and learning prerequisites, 2) Movement Integration and driving forces and 3) Enactive Movement Integration. Each category outlines purposes, didactic guidelines and challenges. Together, they form a pedagogy that teachers can apply to navigate the pedagogical landscape of MI and plan and carry out movement activities meaningful to teaching.",

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language = "English",

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N2 - Movement Integration has emerged as a new teaching practice involving infusing physical activity into classroom teaching to support learning. Implementing Movement Integration in primary and lower secondary schools has proven challenging, and teachers need help transforming Movement Integration into meaningful pedagogy. In this article, I examine how teachers can integrate movement into classroom teaching. The point of departure is an action research project, where the teachers and researcher, in a joint effort, developed and tried out movement activities in classroom teaching. The examination embraces the basic structures in teaching and diverse existing conceptions of learning, pivotal to developing a practice-oriented pedagogy. The result is an eclectic threefold pedagogy of Movement Integration that aims at the contemporary purposes of teaching involving qualification, socialisation, and subjectification. The pedagogy of Movement Integration has three categories: 1) Movement Integration and learning prerequisites, 2) Movement Integration and driving forces and 3) Enactive Movement Integration. Each category outlines purposes, didactic guidelines and challenges. Together, they form a pedagogy that teachers can apply to navigate the pedagogical landscape of MI and plan and carry out movement activities meaningful to teaching.

AB - Movement Integration has emerged as a new teaching practice involving infusing physical activity into classroom teaching to support learning. Implementing Movement Integration in primary and lower secondary schools has proven challenging, and teachers need help transforming Movement Integration into meaningful pedagogy. In this article, I examine how teachers can integrate movement into classroom teaching. The point of departure is an action research project, where the teachers and researcher, in a joint effort, developed and tried out movement activities in classroom teaching. The examination embraces the basic structures in teaching and diverse existing conceptions of learning, pivotal to developing a practice-oriented pedagogy. The result is an eclectic threefold pedagogy of Movement Integration that aims at the contemporary purposes of teaching involving qualification, socialisation, and subjectification. The pedagogy of Movement Integration has three categories: 1) Movement Integration and learning prerequisites, 2) Movement Integration and driving forces and 3) Enactive Movement Integration. Each category outlines purposes, didactic guidelines and challenges. Together, they form a pedagogy that teachers can apply to navigate the pedagogical landscape of MI and plan and carry out movement activities meaningful to teaching.

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Pedagogy of movement integration: a threefold pedagogy grown through action research

Abstract

Emneord

Adgang til dokumentet

Fingeraftryk

Publikation

Enactive Movement Integration: a didactic model for embodied learning in primary and secondary schools

Kasper Lasthein Madsen om krop, bevægelse og læring

Krop og bevægelse baner vej for læring

Projekter

BIG: Bevægelse i gymnasiet

Movement Integration in Education – Different thoughts of learning entail different practices

Citationsformater