Educational practices in motion: a scoping review of embodied learning approaches in school
IntroductionEmbodied learning integrates physical activity, cognition, and environmental interaction within educational practices, challenging traditional dichotomies between mind and body. In the context of physical education (PE), embodied approaches are particularly promising for fostering physic...
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Frontiers Media S.A.
2025-05-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1568744/full |
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| author | Pierluigi Faella Pierluigi Faella Simone Digennaro Alice Iannaccone |
| author_facet | Pierluigi Faella Pierluigi Faella Simone Digennaro Alice Iannaccone |
| author_sort | Pierluigi Faella |
| collection | DOAJ |
| description | IntroductionEmbodied learning integrates physical activity, cognition, and environmental interaction within educational practices, challenging traditional dichotomies between mind and body. In the context of physical education (PE), embodied approaches are particularly promising for fostering physical literacy, embodied identity, and interdisciplinary learning, thereby promoting more inclusive and holistic pedagogical models.MethodsA scoping review was conducted in accordance with the Joanna Briggs Institute guidelines and the PRISMA checklist. A systematic search across Web of Science, Scopus, and PubMed databases was performed from January to November 2024. Studies were included if they empirically explored embodied learning within school-based PE contexts. Twenty-one studies met the inclusion criteria and were analyzed thematically. The methodological quality of the studies was assessed using the Mixed Methods Appraisal Tool (MMAT).ResultsThree major thematic cores emerged: physical literacy, embodied identity, and multidisciplinarity. Embodied learning interventions consistently enhanced student motivation, body awareness, cognitive engagement, and interdisciplinary integration, particularly in STEM-related areas. Furthermore, several studies reported improvements in students’ self-perception, social competence, and critical engagement with body ideals. Despite these positive outcomes, limitations were noted, including cultural homogeneity of samples, age-related research gaps, and methodological inconsistencies across studies.DiscussionEmbodied learning holds substantial potential to enrich educational environments by bridging physical, cognitive, and emotional domains of student experience. It facilitates deeper engagement, inclusivity, and academic integration across disciplines. However, future research should focus on diversifying cultural contexts, including broader age ranges, and conducting longitudinal studies to explore the sustained impact of embodied learning interventions. |
| format | Article |
| id | doaj-art-7dfb8261f1b0456680a7073d23aea5a4 |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Frontiers Media S.A. |
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| series | Frontiers in Education |
| spelling | doaj-art-7dfb8261f1b0456680a7073d23aea5a42025-08-20T03:53:02ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-05-011010.3389/feduc.2025.15687441568744Educational practices in motion: a scoping review of embodied learning approaches in schoolPierluigi Faella0Pierluigi Faella1Simone Digennaro2Alice Iannaccone3Department of Human Sciences, Society and Health, University of Cassino and Southern Lazio, Cassino, ItalyNational Centre for Disease Prevention and Health Promotion, Italian National Institute of Public Health, Rome, ItalyDepartment of Human Sciences, Society and Health, University of Cassino and Southern Lazio, Cassino, ItalyDepartment of Human Sciences, Society and Health, University of Cassino and Southern Lazio, Cassino, ItalyIntroductionEmbodied learning integrates physical activity, cognition, and environmental interaction within educational practices, challenging traditional dichotomies between mind and body. In the context of physical education (PE), embodied approaches are particularly promising for fostering physical literacy, embodied identity, and interdisciplinary learning, thereby promoting more inclusive and holistic pedagogical models.MethodsA scoping review was conducted in accordance with the Joanna Briggs Institute guidelines and the PRISMA checklist. A systematic search across Web of Science, Scopus, and PubMed databases was performed from January to November 2024. Studies were included if they empirically explored embodied learning within school-based PE contexts. Twenty-one studies met the inclusion criteria and were analyzed thematically. The methodological quality of the studies was assessed using the Mixed Methods Appraisal Tool (MMAT).ResultsThree major thematic cores emerged: physical literacy, embodied identity, and multidisciplinarity. Embodied learning interventions consistently enhanced student motivation, body awareness, cognitive engagement, and interdisciplinary integration, particularly in STEM-related areas. Furthermore, several studies reported improvements in students’ self-perception, social competence, and critical engagement with body ideals. Despite these positive outcomes, limitations were noted, including cultural homogeneity of samples, age-related research gaps, and methodological inconsistencies across studies.DiscussionEmbodied learning holds substantial potential to enrich educational environments by bridging physical, cognitive, and emotional domains of student experience. It facilitates deeper engagement, inclusivity, and academic integration across disciplines. However, future research should focus on diversifying cultural contexts, including broader age ranges, and conducting longitudinal studies to explore the sustained impact of embodied learning interventions.https://www.frontiersin.org/articles/10.3389/feduc.2025.1568744/fullembodimentembodied cognitionphysical educationinclusive pedagogymovement |
| spellingShingle | Pierluigi Faella Pierluigi Faella Simone Digennaro Alice Iannaccone Educational practices in motion: a scoping review of embodied learning approaches in school Frontiers in Education embodiment embodied cognition physical education inclusive pedagogy movement |
| title | Educational practices in motion: a scoping review of embodied learning approaches in school |
| title_full | Educational practices in motion: a scoping review of embodied learning approaches in school |
| title_fullStr | Educational practices in motion: a scoping review of embodied learning approaches in school |
| title_full_unstemmed | Educational practices in motion: a scoping review of embodied learning approaches in school |
| title_short | Educational practices in motion: a scoping review of embodied learning approaches in school |
| title_sort | educational practices in motion a scoping review of embodied learning approaches in school |
| topic | embodiment embodied cognition physical education inclusive pedagogy movement |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1568744/full |
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