The backdrop of rising obesity in the youth and diminishing curriculum time for physical education (PE) presents a public health issue (Dollman, Boshoff & Dodd, 2006). In addition, a practitioner must consider the state, needs, and experience of a student. The idea of the embodiment has from the mid of 1980s been widely applied in artificial intelligence literature and cognitive knowledge. Because of the broad approach of embodiment, there is an increase in sustainability and multiplicity in claims involving the debate they bring forth. The term retains a meaningful use after the extrication and evaluation of different claims. This paper explores embodiment experience undertaken by practitioners in relation to health and physical education, particularly in primary schools in Australia. Such experiences include the empiricist theories of experience, which explains individuals’ notion about sensation. There is the neo-Kantian theory of experience, which explains the objective world by deducing the necessary cognitions for its possibility.
Embodied Experience in Education
Kids have different perceptions of experience from adults. This means that their perception of the world is different from that of adults. According to Johansson (2008), children have an extensive social life, communicate their feelings, intentions, and values by actions, gestures, and vocalizations. Within a classroom, a practitioner might find that the children’s intentions are different from his or her intentions. Healthcare is a growing sector whereby the work of the body is involved in distinctive and intimate relations with the bodies of individuals. According to Dollman, Boshoff, and Dodd (2006), one of the common users of bodywork in sociological literature has been to refer to exercise performed directly on an individual’s body. Sociology of disease and physical condition presents an explicable home for diverse sociologists concerned about embodiment and physical health. According to the sociologist research, there are many insights in ways in which PE, medical care, and the bodywork together.
Sick people to whom the healthcare work is done paints a partial picture because it lacks to recognize the interactional nature of the consultations that require a majority of the practitioners to be able to negotiate their individual embodiment in the therapeutic relationship. As a practitioner, this is an interesting case because it helps in the investigation of the concept of bodywork due to philosophies that underlie physical education and body health (Hardman, 2008). Hardman (2008), further points out that students have distinctive treatment experiences, such as developing a fresh and sustained sense of bodily responsibility that induces new health practices. Therefore, there is a question about the work of practitioners in bringing about the new practices and perceptions about the body and physical activities. Educational environments, such as the Australian primary schools should enable practical and philosophical assumptions underpinning the daily practice. As the pupils experience the discomfort and the effort to learn new expertise and information, there is a problem of embodied inter-subjectivity between the students and the practitioners.
Classroom tutorials evade a range of worries of clinical teaching and replicate the ultimate methods of the healing process and salutary encounter. There are various problems that students come across in putting the theory into practice. Schools that apply healthcare and physical education in classroom teaching provide pupils with essential health skills and knowledge to pass exams. The body is understood to be naturally self-healing and there are many far-reaching effects on various body systems that lead to diseases (McAllister & Moyle, 2006). Changes in restraints, gentleness, irregularity, and tissue touch are symbols of abridged adaptation of the body to outside events. Diagnosis is not only a single event, but also a long-term development of a dynamic and integrative model of individuals malfunctioning and treatments to restore function. It is essential for the practitioners to teach pupils learning ways of listening and analyzing how to keep their bodies healthy. There are three ways to listen to body talk that include oral case taking, touch, and observation. Developing placatory skills is assigned the most value and time within the course because touch is considered a cornerstone of the practice of osteopathy. Oral case talking is practiced through role-play, and pupils’ skills of verbal interaction gradually become more efficient and effective to obtain the information they require. This remains the most effective way for an embodiment person to communicate his or her ill health through the linguistic presentation of the disease (McAllister & Moyle, 2006).
The component involved in listening to body talk observation includes consideration of factors like the physical appearance of a person and observing whether the observations contrast with the spoken story. The potential for instinctively monitored change is among diverse choices in modern society. There are various changes, especially at the individual level and there are broader health movements that stress ‘fitness’ and are becoming increasingly important.
According to the literature (Trialing the Australian Curriculum (2010)), there is a developmental introduction to the concept of the physical work of the body and talks more about potential future relations. I understand that there are a variety of physical training methods to be scrutinized in terms of the social relations and descriptions of the body that diverse practices draw on. I am also aware of new forms of work that go beyond traditional production and take place outside the conventional employment structures. The social characters of the practitioners remain unexplored. Demographics of the pupils’ populations appear that many of them are involved in physical activities. Moreover, the subject of social relations remains to be poorly implicit and it requires to be discussed further in the future.
The above theories of embodiment (empiricism and neokantianism) have various flaws as it comes to their application in education. They strongly focus on experiencing worldly objects, which becomes too narrow to understand experience in an educational setting. It is necessary to use other people’s experience in education but not only for the children. Listening to the body talk is represented as the aspect of physical education in the context of health practice. Learning to listen to body talk is useful in thinking about the practical methods used to gather information needed for a particular person. The embodied patient is not a flaccid recipient of health care and should be able to converse his/her suffering and needs. Therefore, I prefer recognizing different representations of the body, chiefly those challenging the brainpower and primarily shift the nature and the power of bodywork.
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Hardman, K. (2008). Physical Education in Schools: A Global Perspective. Kinesiology, 40 (1), 5-28.
Johansson, E. (2008). ‘‘Gustav May Certainly Sit in the Girls’ Sofa’’. Ethics and gender in the worlds of the pre-school). Stockholm: Liber.
McAllister, M., & Moyle, W. (2006). Stakeholders’ Views In Relation To Curriculum Development Approaches for Australian Clinical Educators. Australian Journal of Advanced Nursing, 24 (2), 16-20.
Trialing the Australian Curriculum. (2010). Australian Primary Mathematics Classroom, 15 (4), 15-16.