CoChat
Sign Up
Cited by 17Physical Education and PedagogyCorporeality, Perception, and EducationSports and Physical Education Studies

Girls on fire: alternative movement pedagogies to promote engagement of young women in physical activity

Lambert, Karen·2018·Sport, Education and Society
DOI 10.1080/13573322.2018.1483909
Open this paper in CoChat — free account

Abstract

For a long time the role and lived experiences of the body in cognition and everyday life, let alone learning, has been problematised making the moving body a site of contestation. When tethered to the movement experiences of young women this contest takes on social justice imperatives destined to problematise power relations. In physical education (PE) this presents disciplinary challenges and invites critical contestations alongside opportunities for rethinking the role, impact, effect and affect of the female body in learning to move and associated pedagogies that might facilitate ‘embodied learning’. This paper seeks to extend recent discussions around ‘embodied learning’ and ‘valuing movement’ in PE by exploring the educative potential of ‘in’ movement experiences of a group of young women (n = 39) who attended one of three fire-fighting camps for girls in North America. By using ethnographic methods the paper explores the sensory nature of ‘embodied learning’ in movement moments at the camps in order to inform ‘embodied pedagogies’ with the potential to re-inspire and re-engage young women in PE. Findings suggest that young women conceive of their bodies as a conscious collective organism that simultaneously pays cognitive, physical, and social attention to its environment and the other material and non-material objects in it. This attentiveness occurs by thinking, feeling, sensing and deriving pleasure ‘in’ movement with blurred boundaries between mind-body. In highlighting what ‘embodied learning’ for young women might feel like the paper offers ideas for ‘embodied pedagogies’ and encourages PE practitioners to look outside classrooms for pedagogical inspiration.

Integrity signals

Registry

Crossref · 10.1080/13573322.2018.1483909

Cites

29 of 29 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Connections between physical education and lifelong activity depend on whether the pupils find the activities meaningful.

    “Several studies highlight that connections between physical education and lifelong activity depend on whether the pupils find the activities meaningful (Hill, 2015; Lambert, 2018; O'Connor, 2018).”

    From Pedagogies of embodiment in physical education – a literature review (2022) · cites this paper as Lambert, 2018

  • Embodied learning is sensory in nature, as participants pay cognitive, physical, and social attention to their environment while moving.

    “Embodied learning is sensory in nature, as the participants pay cognitive, physical, and social attention to their environment while moving (Lambert, 2018, p. 720).”

    From Pedagogies of embodiment in physical education – a literature review (2022) · cites this paper as Lambert, 2018

  • This attentiveness occurs by thinking, feeling, sensing and deriving pleasure in movement with blurred boundaries between mind-body.

    “This attentiveness occurs by thinking, feeling, sensing and deriving pleasure movement with blurred boundaries b mind-body (p.721).”

    From Pedagogies of embodiment in physical education – a literature review (2022) · cites this paper as Lambert, 2018

  • Young women conceive of their bodies as a conscious collective organism that simultaneously pays cognitive, physical and social attention to its environment and other material and non-material objects.

    “Young women conceive of their bodi conscious collective organism that simultaneously pays cognitive, physic social attention to its environment an other material and non-material objec”

    From Pedagogies of embodiment in physical education – a literature review (2022) · cites this paper as Lambert, 2018

Cites

Flagged first, then by citations

Cited by

Sorted by citations

Related

Authors
Lambert, K.
Affiliations
Monash University (AU)
Corresponding author
Lambert, Karen
ORCID
Lambert, Karen
Venue
Sport, Education and Society
Publisher
Informa UK Limited
Published
2018-06-05
Volume
23
Issue
7
Pages
720-735
ISSN
  • 1357-3322 (ISSN-L)
  • 1470-1243
DOI
10.1080/13573322.2018.1483909
OpenAlex
W2806742705
Cited by
17
References
29
Citations by year
2026: 2 · 2025: 3 · 2024: 2 · 2023: 2 · 2022: 3 · 2021: 1 · 2020: 2 · 2019: 1 · 2018: 1
FWCI
2.99
Type
journal article
Language
en
Open access
closed
Locations
Sport Education and Society (publishedVersion)
Funders
  • Monash University
  • Monash Education Academy Travel
  • Monash Education Academy Higher Education Research
Topics
  • Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Physical Education and Pedagogy
  • Social Sciences › Arts and Humanities › General Arts and Humanities › Corporeality, Perception, and Education
  • Social Sciences › Life-span and Life-course Studies › Sports and Physical Education Studies
Keywords
embodied learning, embodied pedagogy, young women, physical activity participation, physical education, female body, sensory experience, mind-body problem, power relations

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review