Education Scotland (2023) Experiences and Outcomes. https://education.gov.scot/curriculum-for-excellence/curriculum-for-excellence-documents/experiences-and-outcomes.

Education Scotland (2017) Equality and Diversity. https://education.gov.scot/about-education-scotland/policies-and-information/equality-and-diversity/

Internal Physical Literacy Association (2017) https://www.physical-literacy.org.uk/

Graham, G., Holt/Hale, S.A., Parker, M., Hall, T. and Patton, K. (2020) Children Moving, A Reflective Approach To Teaching Physical Education. Tenth edition. New York: McGraw Hill.

Goodwin, D.L., and  Eales, L. (2020) Trauma-Informed Pedagogy: Rethinking the Use of Graduated Instructional Prompts in Inclusive Physical Education.

Laban, Rudolf, and Lawrence, F. C. Effort. (1947)  London: MacDonald and Evans.

Mandelid, M.B., Resaland, G.K. Lerum Ø., Teslo, S. Chalkley, A.  Singh, A.  Bartholomew, J. Daly-Smith, A. Thurston, M. & Tjomsland, H.E. (2024) Unpacking physically active learning in education: a movement didaktikk approach in teaching?, Scandinavian Journal of Educational Research, 68:3, 341-354, DOI: 10.1080/00313831.2022.2148271

Murray, A.M., Murray, P.F. and Howells, K. (2023)  Accessible resistance movement experiences for elementary students and educators. In Bridging Science and Practical Appliance in Resistance Training. Daniel A. Marinho, Pedro Forte, Maria Cirilo-Souse and Henrique P. Neva (eds). Intechopen. ISBN 978-1-83768-551-6.

Murray, A. and Kaitell, E. (2022) Educational Gymnastics. Embodiment of a constraint’s agility approach.  In Gerald Griggs and Victoria Randall (Eds) An introduction to primary physical education. Second edition. Routledge.

Murray A.M., Napper-Owen G. (2021) Metacognition, the METAPE-3, a New Instructional Model for Physical Education. In: Peters M.A. (eds) Encyclopedia of Teacher Education. Springer, Singapore.  https://doi.org/10.1007/978-981-13-1179-6_421-1

Pijanowski, J.C., Brady, K.P. (2020) Defining Social Justice in Education. In: Mullen, C.A. (eds) Handbook of Social Justice Interventions in Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-29553-0_106-1

Poth, A.N. ( 2019) Little quick fix: research ethics. Sage: London.

The Grace Museum. Dia de Muertos How To Build an Altar. https://thegracemuseum.org/learn/2020-11-4-dia-de-los-muertos-symbols-and-traditions/

Pedagogical practice support: Adams, S. and Murray, A. (2022) Primary Physical Education and its complex puzzle of diversity. In Karin Doull (Ed.) Teaching a Diverse Primary Curriculum. London: Sage.

Context: e.g. CfE (2004) Modern Languages: experiences and outcomes MLAN 2-02a

I explore how gesture, expression and emphasis are used to help understanding. I can listen and respond to familiar voices in short, predictable conversations using straightforward language and non-verbal techniques as appropriate such as gesture and eye contact.

•Gesture

•Expression

Emphasis 

•B) Accessible (learning & teaching) environment

•C) Teacher CPK proficient to allow the more nuanced thinking through social justice principles; Getting it right for every child (GIRFEC) as underpinned by the UN Convention on the Rights of the Child (Scottish Government, 2022, Education Scotland, 2023)

Using embodied notions to retool affordances as drivers of social justice through space

Embodied teacher education practice is likely conceived and enacted in differing ways. As reflective of learning-teaching processes, it is to be expected therefore that such notions look and feel different across various educational contexts. Learning experiences as implemented through Curriculum for Excellence (2004) holistically traverse and weave through exciting curricular areas. One pedagogical means proffered here, seeks to encourage a greater ‘self’ presence when learning. This embeds intended (and potential) learning through active engagement incorporating movement. Certainly participation must be accessible and meaningful for all. Physically active learning (PAL) is known for its benefits through expected health concepts (Bacon and Lord, 2021; Daly-Smith et al., 2020), and quintessential curricular links; such as Health, such as Physical Education. Indeed, social inequity through wellbeing is long since discussed through notions of fairness (McLaughlin, 2015).

Literature illuminates the more nuanced holistic benefits when wellbeing is integrated through the breadth of the curriculum (Spratt, 2017). Setting aside such policy-practice complexities, one assumption for PAL is that of having access to suitable (safe) surroundings; space. Environment is thus a critical element in planning for equitable and enjoyable educational participation. Part of our surroundings are affordances; opportunities that can aid development (Gibson, 1979). Affordances can be effectively utilised to support physical activity and wellbeing (Sando and Sandseter, 2020). What of this however when space related availability is inequitable? From early years, through primary and secondary, it is vital that all children have equitable opportunity to bring their learning to life through action. The intersectionality of known and underlying factors across equitable active engagement in learning for all, is also ever present. Across the UK, there lies discrepancy in access to space. Tangible access to outdoor areas varies (ONS, 2021). Preservice and in-service educators ought to have tangible opportunities to explore and progress competence and confidence to build contextual knowledge and tacit acumen.

This presentation shares one means for educators to identify, explore and maximise the affordances about them as to build working ideas around PAL practice. It embraces adaptive notions as part of this fluid critical pedagogy (Hodge, Jordan and Smith, 2022), embodied through our affordance based environmental approach. We adopt a four-tiered method. We introduce and explore a developmentally principled means to make best of the affordances from indoor to around and beyond school premises. We illuminate means to physically activate equitable actors in considering how this looks, feels and could be implemented. We step into the curricular area of expressive arts, to showcase one possible enactment. Finally, we facilitate opportunity with colleagues to create contextually relevant PAL embodied strategies as a memento of our own co-constructed workshop experience. Collegial participation gratefully appreciated, and insights graciously received.