From the Embodied Cognition to the Embodied Education in the Physical and Sports Sciences
DOI:
https://doi.org/10.6092/issn.1825-8670/8424Keywords:
Embodied cognition, Embodied education, Physical activity, Physical education, SportAbstract
The phenomenological pedagogy has always been focused its attention to the centrality of the subject, on his concrete experience and on the related embodied aspects referred to the consciousness and awareness of the body and action. According with the Embodied Cognition theory, phenomenology is outlining a pedagogical framework defined as Embodied Education.
Within this pedagogical approach, physical education and sport sciences are enhancing the educational strategy based on the involvement of the subject as a fundamental actor of his educational processes.
This contribution aims to underline the intrinsically embodied essence of motor activity, game and sport, and the educational strategies that enhance the body as a subject that creates cognition through the interaction with the environment-objects- persons, in the concrete situation experienced by the subject.
References
Allen-Collinson, J., & Hockey, J. (2009). The essence of sporting embodiment: Phenomenological analyses of the sporting body. The International Journal of Interdisciplinary Social Sciences, 4 (4), 71-81.
Banich, M.T. (2009). Executive Function: The search for an integrated account. Current Directions in Psychological Science, 18, 89-94.
Barsalou, L.W. (1999). Perceptual symbol systems. Behavioral and Brain Sciences, 22, 577-660.
Beilock S.L. (2008). Beyond the playing field: sport psychology meets embodied cognition, International Review of Sport and Exercise Psychology, 1(1), 19-30.
Ben-Soussan, T.D., Berkovich-Ohana, A., Piervincenzi, C., Glicksohn, J., & Carducci, F. (2015). Embodied cognitive flexibility and neuroplasticity following quadrato Motor Training, Frontiers in Psychology, 6, 1021, 1-11
Best, J.R. (2010). Effects of Physical Activity on Children’s Executive Function: Contributions of Experimental Research on Aerobic Exercise, Developmental Review, 30(4), 331-551.
Brady, F. (2008). The contextual interference effect and sport skills. Perceptual and Motor Skills, 106, 461-472.
Brümmer, K. (2010). Action and Practice: Approaching Concepts of Sport Science from a Praxeological Perspective. Sport and Society, 3, 191-212.
Budde, H., Voelcker-Rehage, C., Pietrabyk-Kendziorra, S., Ribeiro, P., & Tidow, G. (2008). Acute coordinative exercise improves attentional performance in adolescents. Neuroscience Letters, 441, 219-223.
Calvo Merino, B., Glaser, D.E., Grezes, J., Passingham, R.E., & Haggard, P. (2005). Action observation and acquired motor skills: an FMRI study with expert dancers. Cerebral Cortex, 15, 1243-1249.
Campbell, D.W., Eaton, W.O., & McKeen, N.A. (2002). Motor activity level and behavioural control in young children. International Journal of Behavioral Development, 26, 289-296.
Caruana, F. & Borghi, A.M. (2013). Embodied Cognition: una nuova psicologia. Giornale Italiano di Psicologia, 1, 23-48.
Ceciliani, A. (2018). Didattica integrata quali-quantitativa, in educazione motoria-sportiva, e benessere in età evolutiva. Formazione e Insegnamento, XVI (1), 183-193.
Ceciliani, A., & Tafuri, D. (2017). Embodied Cognition in Physical Activity and Sport Science, in: Embodied Cognition. Theories and Applications in Education Science. New York: Nova Science Publisher.
Ceciliani, A. (2016). Gioco e movimento al nido. Facilitare lo sviluppo da zero a tre anni, Roma: Carocci Faber.
Ceciliani, A. (2015). Corpo e movimento nella scuola dell’infanzia. Parma: Edizioni Junior Spaggiari.
Ceciliani, A., Bardella, L., Grasso, ML, Zabonati, A., & Robazza, C. (2008). Effects of a Physical. Education Program on Children's Attitudes and Emotions Associate with Sport Climbing. Perceptual and Motor Skills, 106, 775-784.
Cescato, S. (2015). Vedere il mondo in un granello di sabbia. Il ruolo del momento presente nello studio dell’esperienza educativa. Encyclopaideia, XIX (41), 4-20.
Chandler, P. & Tricot, A. (Eds.) (2015). Human movement, physical and mental health, and learning. Educational Psychology Review, 27(3), 371-389.
Clark, A. (2008). Supersizing the Mind: Embodiment, Action, and Cognitive Extension. Oxford: Oxford University Press.
Côté, J., & Hay, J. (2002). Children´s involvement in sport: a developmental perspective. In J. M. Silva and D. Stevens (Eds.), Psychological foundations of sport (pp. 484-502). Boston: Merrill.
D’Anna, C. & Gomez Paloma, F. (2014). Physical fitness and problem-solving skills in young females, Book of proceedings of International Conference on Sport Science and Disability, Febraury 15, University of Neaples “Parthenope”, Italy, Napoli: Gaia Eds.
Dallari, M. (2000). I saperi e l’identità. Costruzione delle conoscenze e della conoscenza di sé. Milano: Guerini.
Diamond, A. (2015). Effects of physical exercise on executive functions: going beyond simply moving to moving with thought, Annals of sports medicine and research, 2 (1), 1011, 1-5
Diamond, A. (2009). All or none hypothesis: A global-default mode that characterizes the brain and mind. Developmental Psychology, 45, 130-138.
Diamond, A. (2006). The early development of executive functions. In Bialystok, E.; Craik, FI., editors. Lifespan cognition: Mechanisms of change. Oxford: Oxford University Press.
Fischer, K. W., Daniel, D., Immordino-Yang, M. H., Stern, E., Battro, A. & Koizumi, H. (2007). Why Mind, Brain, and Education? Why Now? Mind, Brain, and Education, 1(1), 1-2.
Francesconi, D. (2011a). Pedagogia e neuroscienze cognitive in dialogo. L’esempio dell’esperienza corporea. Formazione e insegnamento, IX(I), 179-184
Francesconi, D. (2011b). Implicit and Explicit Learning in Motor Cognition. Issues for movement education. The International Journal of Sport and Society, 2(1), 1-8.
Francesconi, D., & Tarozzi, M. (2012). Embodied Education. A Convergence of Phenomenological Pedagogy and Embodiment. Studia Phaenomenologica, XII, 263-288.
Gallagher, S., & Zahavi, D. (2008). The phenomenological mind: An introduction to the philosophy of mind and cognitive science. London: Routledge.
Gardner, H. (1987). Formae mentis. Saggio sulla pluralità dell’intelligenza. Feltrinelli: Milano.
Hockey, J. & Allen-Collinson, J. (2007). Grasping the Phenomenology of Sporting Bodies. International Review for the Sociology of Sport, 42 (2), 115-131.
Husserl, E. (1952). Idee per una fenomenologia pura e per una filosofia fenomenologica trad. it. di E. Filippini (a cura di) Torino: Einaudi 1965.
Jansen P., & Lehmann J. (2013). Mental rotation performance in soccer players and gymnasts in an object-based mental rotation task. Advances in Cognitive Psychology, 9 (2), 92-98.
Jansen P., Titze C., & Heil M. (2009). The influence of juggling on mental rotation performance. International Journal of Sport Psychology, 40, 351-359
Lindgren, R., & Johnson-Glenberg, M. (2013). Emboldened by embodiment: Six precepts for research on embodied learning and mixed reality. Educational Researcher, 42(8), 445-452.
Mavilidi, M., Paas, F., Okely, A., & Chandler, P. (2014). Embodying cognition in the classroom: A new approach to foster physical activity and learning. Journal of Science and Medicine in Sport, 18 (Supplement 1), 96.
Merleau-Ponty, M. (1962). Phenomenology of Perception. London and New York: Routledge and Kegan Paul.
Moreau, D., & Conway, A.R.A. (2014). The case for an ecological approach to cognitive training. Trends in Cognitive Sciences, 18, 334-336.
Mortari, L. (2002). Aver cura della vita della mente. Milano: La Nuova Italia.
Pesce C., Crova C., Cereatti L., Casella R., & Bellucci M. (2009). Physical activity and mental performance in preadolescents: Effects of acute exercise on free-recall memory. Mental Health and Physical Activity, 2, 16-22.
Pesce, C., Faigenbaum, A., Corva C., Marchetti, R., & Bellucci, M. (2013). Benefits of multi-sports physical education in the elementary school context. Health Education Journal, 72, 326-33.
Pesce C., Marchetti R., Motta A., & Bellucci M. (2015). Joy of moving. Movimento e immaginazione. Perugia: Calzetti Mariucci Editori.
Pesce, C., Masci, I., Marchetti R., Vazou S., Sääkslahti A., & Tomporowsk P.D. (2016). Deliberate Play and Preparation Jointly Benefit Motor and Cognitive Development: Mediated and Moderated. Effects. Frontiers in Psychology, 7 (349), 1-18.
Piaget, J. (1952). The origins of intelligence in children. New York: International Universities Press.
Piek, J.P., Bradbury, G.S., Elsley, S.C., & Tate, L. (2008). Motor coordination and social-emotional behavior in preschool-aged children. International Journal of Disability, Development and Education, 55, 143-151.
Rizzolatti, G., Fogassi, L., & Gallese, V. (2001). Neurophysiological mechanisms underlying understanding and imitation of action. Nature Reviews Neuroscience, 2, 661-670.
Robertson, S.S. & Johnson, S.L. (2009). Embodied infant attention. Developmental Science, 12, 297-304.
Schmidt, R.A. & Wrisberg, C.A. (2008). Motor learning and performance: a situation-based learning approach. Champaing, IL: Human Kinetics.
Shaffer H.R. (2005). Psicologia dello sviluppo. Un’introduzione, Milano: Raffaello Cortina.
Smith, LB. (2009). Dynamic systems, sensorimotor processes, and the origins of stability and flexibility. In J.P. Spencer, M.S.C. Thomas & J.L. McClelland (Eds.), Toward a unified theory of development: Connectionism and dynamic systems theory reconsidered (pp. 67-85). Oxford: Oxford University Press.
Sommerville, J.A. & Decety, J. (2006). Weaving the fabric of social interaction: Articulating developmental psychology and cognitive neuroscience in the domain of motor cognition. Psychonomic Bulletin and Review, 13, 179-200.
Steggemann Y, Engbert K., & Weigelt M. (2011). Selective effects of motor expertise in mental body rotation tasks: Comparing object-based and perspective transformations. Brain and Cognition, 76, 97-105.
Stelter R., & Roessler K.K. (Eds) (2005). New approaches to Sport and Exercise Psychology, Oxford: Meyer and Meyer Sport (UK)
Stern, E. (2005). Pedagogy Meets Neuroscience. Science, 310, 745-745.
Sutton, J. (2007). Batting, Habit and Memory. The Embodied Mind and the Nature of Skill. Sport and Society, 10(5), 763-786.
Tarozzi, M. (2008). Editoriale. Encyclopaideia, 23, 5-8.
Tarozzi, M., & Francesconi, D. (2012). Per un’embodied education fenomenologicamente fondata. Encyclopaideia, XVII (37), 11-17.
Thelen, E., & Smith, L. B. (1994). A dynamic systems approach to the development of cognition and action. Cambridge: MIT Press.
Thompson E., & Varela F. J. (2001). Radical embodiment: Neural dynamics and consciousness. Trends in Cognitive Sciences, 5, 418-425.
Van der Fels, I.M.J., Te Wierike, S.C.M., Hartman, E., Elferink-Gemser, M.T., Smith J., & Visscher, C. (2015). The relationship between motor skills and cognitive skills in 4-16 years old typically developing children: a systematic review. Journal of Sciences and Medicine in Sport, 18, 697-703.
Varela F.J., Thompson E., Rosch E. (1991). The Embodied Mind. Cognitive Science and Human Experience. Cambridge: MIT Press.
Wilson M. (2002). Six view of embodied cognition, Psychonomic Bulletin and Review, 9(4), 625-636.
Winter, B., Breitenstein, C., Mooren, F.C., Voelker, K., Fobker, M., Lechtermann, A., et al. (2007). High impact running improves learning. Neurobiology of Learning and Memory, 87, 597-609.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 Andrea Ceciliani
This journal is licensed under a Creative Commons Attribution 4.0 International License (full legal code).
