Grounding: Should teachers work with their students´ and their own abilities to stand still in contexts of movement?

Lise Andersen Réol

Grounding: Should teachers work with their students´ and their own abilities to stand still in contexts of movement?

Lise Andersen Réol

Research output: Contribution to conference without a publisher/journal › Paper › Research › peer-review

Abstract

Grounding is a polysemantic concept used in a wide variety of settings. In psycho-, physio-, and dancetherapeutic contexts, the concept is common and accepted as the term for an experience of physical and
psychological presence, connected to the feeling of being supported by the ground (Shuper Engelhard et al.,
2021). The concept underscores the existential need for solidity and the importance of an experience of being
in contact with both the inner and the outer reality (Lowen, 1975). Several studies have indicated that
grounding exercises have beneficial effects on body awareness, affect regulation, self-esteem, and mental
health (Gyllensten et al., 2003; Hedlund & Gyllensten, 2010), though results are mixed (Vancampfort et al.,
2022). Studies have primarily focused on the effects on adults and patient groups, and to our knowledge no
previous international educational study has focused on the phenomenon. Though the concept has been
used in a wide variety of therapeutic contexts and has been a helpful metaphor for practitioners for many
years, there seems to be an extended interest in this phenomenon within the last years. This interest is
perhaps due to people’s experience of acceleration, flux, and shakiness (Rosa, 2021). Many people can
existentially relate to the feeling of losing their footing in a time of ecological, democratic, and psychological
crisis (Rosa, 2121).
But is the concept of grounding suitable in a sport-educational context where the main focus is on movement,
and not on standing still? What are the pros and cons of introducing this concept and work with grounding
in physical education?
The aim of this study was to grasp and discuss the meaning of grounding as a concept related to bodyawareness (Mehling et al., 2011), con-tact (Van Manen, 2015), poise (Standal, 2015), and resonance (Rosa,
2021) and, based on a philosophical argumentation as well as empirical findings, to discuss the potential of
the concept in a sport-educational context

Translated title of the contribution	Grounding: Bør lærere arbejde med deres elever og egen evne til at stå stille i idrætsundervisningen?
Original language	English
Publication date	19 Sept 2023
Number of pages	19
Publication status	Published - 19 Sept 2023
Event	IAPS - Radisson Blu Resort & Spa, Split, Croatia Duration: 18 Sept 2023 → 22 Sept 2023 Conference number: 50 https://iaps2023.kifst.hr/

Conference

Conference	IAPS
Number	50
Location	Radisson Blu Resort & Spa
Country/Territory	Croatia
City	Split
Period	18/09/23 → 22/09/23
Internet address	https://iaps2023.kifst.hr/

Keywords

education, professions and jobs

Cite this

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title = "Grounding: Should teachers work with their students´ and their own abilities to stand still in contexts of movement?",

abstract = "Grounding is a polysemantic concept used in a wide variety of settings. In psycho-, physio-, and dancetherapeutic contexts, the concept is common and accepted as the term for an experience of physical and psychological presence, connected to the feeling of being supported by the ground (Shuper Engelhard et al., 2021). The concept underscores the existential need for solidity and the importance of an experience of being in contact with both the inner and the outer reality (Lowen, 1975). Several studies have indicated that grounding exercises have beneficial effects on body awareness, affect regulation, self-esteem, and mental health (Gyllensten et al., 2003; Hedlund \& Gyllensten, 2010), though results are mixed (Vancampfort et al., 2022). Studies have primarily focused on the effects on adults and patient groups, and to our knowledge no previous international educational study has focused on the phenomenon. Though the concept has been used in a wide variety of therapeutic contexts and has been a helpful metaphor for practitioners for many years, there seems to be an extended interest in this phenomenon within the last years. This interest is perhaps due to people{\textquoteright}s experience of acceleration, flux, and shakiness (Rosa, 2021). Many people can existentially relate to the feeling of losing their footing in a time of ecological, democratic, and psychological crisis (Rosa, 2121). But is the concept of grounding suitable in a sport-educational context where the main focus is on movement, and not on standing still? What are the pros and cons of introducing this concept and work with grounding in physical education? The aim of this study was to grasp and discuss the meaning of grounding as a concept related to bodyawareness (Mehling et al., 2011), con-tact (Van Manen, 2015), poise (Standal, 2015), and resonance (Rosa, 2021) and, based on a philosophical argumentation as well as empirical findings, to discuss the potential of the concept in a sport-educational context",

keywords = "education, professions and jobs, Grounding, Body-awareness, Con-tact, Resonance",

author = "R{\'e}ol, \{Lise Andersen\}",

year = "2023",

month = sep,

day = "19",

language = "English",

pages = "1--19",

note = "IAPS ; Conference date: 18-09-2023 Through 22-09-2023",

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N2 - Grounding is a polysemantic concept used in a wide variety of settings. In psycho-, physio-, and dancetherapeutic contexts, the concept is common and accepted as the term for an experience of physical and psychological presence, connected to the feeling of being supported by the ground (Shuper Engelhard et al., 2021). The concept underscores the existential need for solidity and the importance of an experience of being in contact with both the inner and the outer reality (Lowen, 1975). Several studies have indicated that grounding exercises have beneficial effects on body awareness, affect regulation, self-esteem, and mental health (Gyllensten et al., 2003; Hedlund & Gyllensten, 2010), though results are mixed (Vancampfort et al., 2022). Studies have primarily focused on the effects on adults and patient groups, and to our knowledge no previous international educational study has focused on the phenomenon. Though the concept has been used in a wide variety of therapeutic contexts and has been a helpful metaphor for practitioners for many years, there seems to be an extended interest in this phenomenon within the last years. This interest is perhaps due to people’s experience of acceleration, flux, and shakiness (Rosa, 2021). Many people can existentially relate to the feeling of losing their footing in a time of ecological, democratic, and psychological crisis (Rosa, 2121). But is the concept of grounding suitable in a sport-educational context where the main focus is on movement, and not on standing still? What are the pros and cons of introducing this concept and work with grounding in physical education? The aim of this study was to grasp and discuss the meaning of grounding as a concept related to bodyawareness (Mehling et al., 2011), con-tact (Van Manen, 2015), poise (Standal, 2015), and resonance (Rosa, 2021) and, based on a philosophical argumentation as well as empirical findings, to discuss the potential of the concept in a sport-educational context

AB - Grounding is a polysemantic concept used in a wide variety of settings. In psycho-, physio-, and dancetherapeutic contexts, the concept is common and accepted as the term for an experience of physical and psychological presence, connected to the feeling of being supported by the ground (Shuper Engelhard et al., 2021). The concept underscores the existential need for solidity and the importance of an experience of being in contact with both the inner and the outer reality (Lowen, 1975). Several studies have indicated that grounding exercises have beneficial effects on body awareness, affect regulation, self-esteem, and mental health (Gyllensten et al., 2003; Hedlund & Gyllensten, 2010), though results are mixed (Vancampfort et al., 2022). Studies have primarily focused on the effects on adults and patient groups, and to our knowledge no previous international educational study has focused on the phenomenon. Though the concept has been used in a wide variety of therapeutic contexts and has been a helpful metaphor for practitioners for many years, there seems to be an extended interest in this phenomenon within the last years. This interest is perhaps due to people’s experience of acceleration, flux, and shakiness (Rosa, 2021). Many people can existentially relate to the feeling of losing their footing in a time of ecological, democratic, and psychological crisis (Rosa, 2121). But is the concept of grounding suitable in a sport-educational context where the main focus is on movement, and not on standing still? What are the pros and cons of introducing this concept and work with grounding in physical education? The aim of this study was to grasp and discuss the meaning of grounding as a concept related to bodyawareness (Mehling et al., 2011), con-tact (Van Manen, 2015), poise (Standal, 2015), and resonance (Rosa, 2021) and, based on a philosophical argumentation as well as empirical findings, to discuss the potential of the concept in a sport-educational context

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