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Randall, Vicky (2026) Movement as an Embodied Pedagogy. In: Pedagogies of Wellbeing in the Primary School. Emerald Publishing Limited, pp. 37-49. ISBN 978-1-83742-169-5
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Abstract
This chapter explores the critical role of movement-based pedagogies in supporting children’s emotional wellbeing within primary education. As the need for early, inclusive and habitual strategies to prevent long-term mental health issues becomes increasingly recognised, movement emerges as a powerful, whole-school approach to nurturing the child as a whole being. Grounded in research that connects neurobiological and physiological processes with the environments in which children live and move, this chapter synthesises current evidence and practice to highlight movement’s multifaceted value beyond traditional physical education. It challenges a prevailing discourse that movement is confined to sport, competition or skill acquisition, advocating instead for a more integrated, everyday use of movement to support learning and wellbeing across the curriculum. The chapter positions movement not as an extracurricular activity but as a core pedagogical tool – one that can be intentionally embedded by all educators to foster emotional resilience, self-regulation and agency. By reconceptualising movement as central to the educational experience, this chapter invites educators to cultivate external environments that align with children’s internal needs, creating spaces where emotional and cognitive growth can thrive in tandem. Ultimately, it argues for a shift towards pedagogical practices that embrace movement as essential to nurturing holistic wellbeing in school communities.
| Item Type: | Book Section |
|---|---|
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education |
| Divisions: | Schools and Research Institutes > School of Education, Health and Sciences |
| Depositing User: | Charlotte Crutchlow |
| Date Deposited: | 04 Sep 2026 08:11 |
| Last Modified: | 12 Sep 2026 08:00 |
| URI: | https://eprints.glos.ac.uk/id/eprint/16494 |
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