“Just because it's fun, it's not without purpose”: Exploring the blurred lines of physically active learning

Abstract

While physically active learning has been positioned as a research field that deals with physical activity and learning, little attention has been given to pedagogy. This study aimed to explore teachers as constitutive of the teaching-learning process and conceptualise pedagogical aspects of physically active learning by understanding its enactment in a pedagogical practice. Findings indicate blurred lines between the underpinning pedagogies of physically active learning and other teaching methods. We discuss pedagogical aspects that constitute physically active learning in terms of integrating movement into educational activities to support pupils' subjective growth through the process of learning.