This article takes a phenomenological approach to understanding embodiment in relation to teaching and learning taking place in movement contexts. Recently a number of studies have pointed to the potential that phenomenology has to understand the meanings and experiences of moving subjects. By presenting two examples of our own work on embodied learning, and discussing these in light of a distinction between phenomenology as philosophy and as methodological orientation, our aim is to move beyond the recent celebration of the potential of phenomenology, and show concretely and practically how phenomenological approaches to embodiment can be performed. We hold that it is necessary to give the notion of embodiment a form, content and substance, which is informed by empirical work.3
Researching embodiment in movement contexts: A phenomenological approachEmbodiment has become a key concept in many disciplines like the cognitive sciences, sociology, philosophy, and now also in the broader field of human movement studies (e.g. sport sciences and physical education (PE)). Though the concept is used in different ways, one reason for its increasing popularity is that it serves as a means for overcoming the problems of mind-body dualisms (Cheville, 2005).In a recent special issue on Body pedagogies in this journal, Shilling (2010) identifies a theoretical cleavage in the articles on body pedagogies between, on the one hand, a Foucault-inspired interest in the overarching discourses on health, obesity and fitness, and on the other hand, articles that are phenomenologically inspired, trying to take account of the embodied experiences of the individuals who are subjected to these discourses. These two approaches represent different perspectives on embodiment, and our contribution is specifically phenomenologically oriented in the sense that we take seriously the embodied experiences of subjects in movement contexts where teaching and learning takes place.According to Brown & Payne (2009) phenomenological approaches to PE "remain on the margins" (p. 419) as compared to the more prominent post-structuralist and Foucault-inspired work. These authors also state that this might "accurately mirror the absence of theory and paucity of research about the phenomenology of movement within the physical education literature" (p. 420). They thus concur with Connolly (1997) who stated that the phenomenological tradition is neither strong nor encouraged in physical education. This seems to be case also in the broader context of human movement studies (Tinning, 2010).