Embodied Learning by Tanner, Ian and Eric

 Project 4, Week 8: EDAC 634, Fall 2023 

 

Tanner Trask: Design and References 

Ian Walker: Goals and Learning Objectives 

Eric Wiebe: Rationale  

All 3 Participants, Zoom Calls to discuss, plan and execute project 8 for one seamless submission via both Canvas and Blog. 

Goal: Educate coaches on enhancing the movements of their athletes.  

Learning Objectives: By the completion of this unit, the learner will be able to: 

• Identify the different learning styles and what their benefits are 
• Understand what kinesthetic learning is and how to implement kinesthetic education in their program 
• Use somatic epistemology learning to gain more knowledge about their athletes  

Rationale: 

This course will focus on one dimension or principles within Conceptualized Embodied Learning and focus in on one of Amann’s four dimensions.   There are two primary elements that this program will focus on: 

Kinesthetic Learning for Education: Educating people based and focused on the movements of the human body. Amann (2003) conceptualizes 

kinesthetic learning “as a result of the concerted movements of muscles, tendons, and 

joints.” This emphasis on the concerted movement of the body is relevant within the world of football, and better understanding of this principle will benefit coaches in application with athletes. Our program design will feature a movie clip that calls out an example of the movement of the body and how understanding this impacts athletes and can be utilized in coaching.  

 

Somatic Epistemology for Education:  Educating people based on knowledge from within the human body, not from culture imposed on human beings.  Tara Hurst from Shippensburg University stated in 2008 that somatic learning is truly felt by the body, and “it is the body itself that continuously emerges as a multifaceted force for making meaning of our experience.”  She emphasized that the body will take over the learning.   Our program design will feature a movie clip that specifically call out an example where this takes place and highlight the true nature of this somatic learning.   

 

Activities/Design:   

Module 1: Introducing the concepts of kinesthetic learning and somatic epistemological education. Understanding motion and analyzing natural tendencies. 

The coach/teacher will introduce what kinesthetic learning and somatic epistemological education are. The focus will be on the concerted movement of the human body, and how in the realm of athletes, this is a constant factor, and any disruption to the natural movement can present issues within the career. Example 1 focuses on the negative impact to athletes of kinesthetic motion being disrupted.  

For epistemological education, the coach/teacher will interact with the student/athlete to better understand the innate tendencies of the student. By better understanding the natural tendencies housed within the student, the coach can help to draw out and focus those tendencies to better. Example 2 is a personality test to discover what characteristics the student/athlete naturally leans into. 

Example 1: Video on disrupting the natural concert of movement within the human body. Warning, the video does show a professional athlete being injured to drive home how important the body’s natural movements are and what can happen when the body is not in harmony. Viewer discretion is advised.  

In the following video, please note the left leg bending in the wrong direction, and the inability of Nick Chubb to stand following the injury. This shows that incorrect movement is not the concert of motion as intended. Due to the disruption of concerted movement, the athlete is no longer able to move properly. The human body is intended to work in a specific way, and will be further emphasized in the next module.  

https://youtu.be/kJGcTIk-FzM

 Links to an external site. 

Example 2: 

Please follow the link below to take a personality test. By taking the test and answering honestly, to the best of ones ability, can help the teacher/coach to better relate and understand the natural tendencies within the student, and help the naturally learned traits to be drawn out and enhanced. 

https://www.16personalities.com/

 Links to an external site. 

Module 2: Understanding how the body naturally moves, and at its peak, can help educate the student/athlete on the potential.  

The following video focuses on an example of an everyday average person who happened to have extraordinary natural kinesthetic harmony. Because of the natural harmony, the athlete, Vince Papale, was able to become a Philadelphia Eagle. Notice how he uses all of his body to run, not just focusing on his legs. Better educating athletes on proper kinesthetic motion can help lead trained athletes to higher levels of performance.  

https://youtu.be/vMQuQ7ZPyb0

 Links to an external site. 

Module 3: Understanding what naturally is within a person. What knowledge a person has within them that was not taught to them by society or culture, just the natural perspective a person has.  

The following video focuses on an example of a high school player whom was brought into a family and school very different from where he was raised. The focus is that the mother figure knows the natural tendencies of the young man, and talks to him in a way that resonates with his natural tendencies. Utilizing the knowledge innately within the young and speaking to him in a way that he understands how to use that natural tendency helps him to perform as a higher level than he previously was.  

https://youtu.be/76nhIfp9gr0

 Links to an external site. 

 

References:  

The blind side - football practice scene. YouTube. (2012, August 5). https://youtu.be/76nhIfp9gr0

 Links to an external site.   

Invincible [2006movie] - vince papale sprint [open tryout scene] HQ. YouTube. (2014, August 1). https://youtu.be/vMQuQ7ZPyb0

 Links to an external site.   

Nick Chubb breaks leg vs Steelers MNF. Browns. slow motion good angle. YouTube. (2023, September 19). https://youtu.be/kJGcTIk-FzM

 Links to an external site.   

Overton, M. D. (2017). Conceptualizing a theoretical framework: Embodied narrative knowing. University of Tennessee. https://archive.headconf.org/head17/wp-content/uploads/pdfs/5557.pdf

 Links to an external site.   

Embodied Learning, Spiritual earning, and Narrative Learning by Simon Khan Oct 19, 2023

 

Please feel free to see my project here:

Enriching FEMA's Disaster Preparedness and Response

 Links to an external site.

 

for a pdf version please click the link below

Enriching FEMA's Disaster Preparedness and Response

Embodied Learning by Siobhan Gillespie

 Link provided to view proper set up: Embodied Learning in the Classroom

 Links to an external site.

Assignment 8, Embodied Learning: ECAC634 

Siobhan Gillespie: 

Project name: Embodied Learning in the Classroom

Goal: Utilize physical activities and self-movement to enhance learning and improve cognitive processes in the Kinesiology classroom.

Objective: 

By utilizing embodied learning throughout the lecture, create learning experiences that will allow students to understand the functionality of arthrokinematics (joint movement)  and osteokinematics (movement of bone). Allowing students to take verbal, written, and visually taught information and implement it into their surroundings in the classroom, collaborate with others, and use their bodies as learning tools to help increase their overall understanding of the subject matter.

Summary of Embodied Learning

Embodied learning challenges traditional classroom learning models and encourages educators to create learning experiences that are not solely cognitively based. Embodied learning is a collective process of cognitive learning, sensory experience, and social context. Knowledge and understanding are constructed through active engagement with the environment, sensory information, bodily movements, and social interactions. Embodied learning allows students to develop a concrete understanding of the information by implementing this multi-sensory approach (Merriam, 2020). 

Attached document and presentation for students to use throughout the process  Motions

 Links to an external site. and Embodied Learning

 Links to an external site.

Module 1: For the motion portion of the lecture, we will review planes and axes (see link in the slide) and then together move through the motions of the body in sitting, standing, and supine. 

Including: 

• Shoulder: Flexion and extension, hyperextension, horizontal abduction and adduction,

Abduction, adduction, internal and external rotation 

• Elbow: flexion and extension
• Forearm: supination and pronation
• Wrist: flexion, extension, radial deviation, ulnar deviation
• Finger: flexion, extension, abduction, adduction
• Hip: flexion, extension, hyperextension, medial rotation, lateral rotation, abduction, adduction
• Knee: flexion and extension
• Ankle: dorsiflexion, plantar flexion, inversion, eversion

Rationale:  To provide visual, auditory, and kinesthetic learning to increase retention of the learned material. 

Module 2:  Document Self Findings 

• Document the joint
• Joint motion
•  End-feel, including if the end feels soft, firm, or hard?
• Are there any range of motion limitations? 
• What plane and axis is the motion occurring in?

Rationale: Connect with the motion and what the student felt while completing the motion to enhance learning. Documenting the internal feeling of the joint (soft, hard, firm) will help the student understand the difference between joint motions and kinesthesia.

Module 3: Move to the hospital setting lab with their partners and move their partners through all the motions as depicted in the presentation in the supine position. 

Rationale: Facilitate embodied learning by changing the environment for a more accurate clinical depiction of patient care in the acute care setting. Completing the motions with their partners will enhance learning using a kinesthetic-tactile approach, which will help facilitate further multi-sensory learning.  

Module 4: In groups of 4 students, discuss your findings, including:

1. What limitations did you find with your partner's joints during the motions? 
2. Was one joint harder to move through a motion in the hospital bed than you had anticipated?  
3. Did this vary on the height of the patient in comparison to the bed challenge any of the motions you learned? 
4. What modifications for the motions did you have to make in the hospital room to allow for completion?

  5. In your groups, post your answers on the discussion board on Canvas and reply to 2 others. 

Rationale: Provide social context into the embodied learning experience. Discussing topics with others requires learners to apply what they've learned, are challenged to think critically, and create a shared learning environment, making the learning experience meaningful. 

 

 

References: 

Merriam, S. B. & Baumgartner, L. (2020). Learning in Adulthood: A Comprehensive Guide (4th 

 

Edition). San Francisco: Jossey-Bass Publishers.

Embodied Learning by Donovan Mann

1. I will be elaborating on each slide in the speakers note section. This project is about embodied learning and practical uses for it for educators/facilitators of learning.

2. The text on this slide tells everything. 

3. The conversation of embodied learning starts with knowing that the body speaks to us. Physical reactions are signs of certain emotions as highlighted by the video by the American Museum of Natural History. Yet, as mentioned earlier, we tend to ignore the body in western culture because of this idea of “mind over body” (Merriam & Baumgartner, 2020). However, embodied learning is an important theory for educators to understand.

4. It is important for facilitators to understand the body of their learners will tell them more than words may ever. “Body language is a silent orchestra” because it tends to give away clues to people's thoughts and feelings (Psychology today). If facilitators are able to better to read the non-verbal tells of their learners it will better help them understand their learners emotions.

5. Simple and easy physical activity can be used to help the learner relax and get their emotions situated for learning. This can also be a gateway to embodied learning by opening the learners mind up and connect the physical to mind (Merriam & Baumgarnter).

6. The idea of embodied learning is that learning is enhanced by providing physical activities to go along with the mental learning (connecting the mind and body). “Just as physical synchrony promotes a sense of belonging, so too does it play a role in aiding cognitive processes” (Hrach, 2021). This can also be applied for adults in the classroom, such as implement dance to curriculums (Merriam & Baumgartner, 20203. The idea is to connect physical activities with the learning in order to embody the concepts.

7. Lawrence’s model is used to summarize our main points for this project. “Heart (affective knowledge) and mind (cognitive knowledge) are at the two points at the top of the triangle. The body is at the bottom…because it is foundational” (as cited in Merriam & Baumgartner, 2020). The mind, heart, and body are all connected in learning.

8. While not often seen of value in the western culture, embodied learning can be a useful tool to better engage learners to the knowledge being taught.

9. 

10 

 

Embodied learning by AJohnson & LBurnham Week 8 Project EDAC 634

 AJohnson & LBurnham Week 8 Project EDAC 634 

Names: Lanny Burnham and Angela Johnson 

Angela’s Roles: Layout, rationale, module content & activities, and references. 

Lanny’s Roles: Topic selection, project goal and objectives, module content & activities. 

Project Title: Embodied Learning Through Daily Practice of Mind Management 

Goal: To create healthy habits that can be practiced daily to promote an awareness of the mind, body, and spirit to achieve full potential of oneself.  

Objectives: 

• Developing bodily and spatial awareness 

• Unifying the mind and body in the learning process 

• Developing awareness of the body’s role in socialization 

Rationale: To achieve these objectives, we will use the four-part model of somatic knowing.  

• Kinesthetic learning: Is achieved through movement of the body and typically yields lessons about discipline, diligence, dealing with stress, or solving problems. 
   

• Sensory learning: Allows the learner to access information through their senses; they then relate this to their experience and extrapolate meanings significant to their lives. 
   

• Affective learning: Is the strong emotional or feeling dimension. Our emotions increase the strength of our memories, which learning is derived from.   
   

• Spiritual learning: Allows the learner to make meaning through music, art, imagery, symbols, and rituals.  

Design:  

Module 1 (Kinesthetic):   

• Content: Given the nature of the tasks to follow, it’s best to start off Module 1 with an exercise to clear the mind of any stressors and outside distractions. This will heighten their sense of self and prepare them to obtain a deeper understanding of the information to be taught. 

• Activity: In a dimly lit room, have the students sit, or even lie on the floor in a neutral and comfortable position. To practice mindfulness, they will engage in the guided mindfulness video. Then they will transition to the breathing technique video to encourage relaxation and prepare their mind.  

Resource 1: https://www.youtube.com/watch?v=mZxcw2rPWxU 

Resource 2: https://www.youtube.com/watch?v=inpok4MKVLM 

 

Activity: Module 2 (Sensory):  

• Content: Given a relaxed state of mind and body, the next module will gravitate towards the sounds that one hears. When the learner is relaxed and very aware of themself, they are more likely to be prepared to assess what is presented to them.  

• Activity: The students will remain seated in their relaxed positions and listen to the first 3 minutes of the sounds from a coffee shop with jazz being played. After the 3 minutes there will be a 1-minute pause for them to internally reflect on what they heard and assess how they feel. Next, they will listen to the first 3 minutes of a video that contains the sounds from an office. There will be a 1-minute pause for them to internally reflect again before they move on to Module 3.  

Resource 1 https://www.youtube.com/watch?v=NJuSStkIZBg (Coffee shop jazz) 

Resource 2 https://www.youtube.com/watch?v=fuwGT88P-RU (Office sounds) 

 

Module 3 (Affective):  

• Content: With the students relaxed and focused, facilitate a sense of what these sounds felt like and how they made them feel inside. The feeling should have been a renewed feeling of clarity and purpose felt all throughout the body. 

• Activity: Explore the student’s emotions – what do they feel and why. Were they emotions of joy, relaxation, clarity, strength, or a feeling of sensation? Were the feelings felt throughout the body? Was it a spiritual experience in any way? Ask the students to explain these the best they can in their own words and then relate those feelings the participants felt through mental imagery. Explain that these feelings can be controlled and called upon as desired.  

 

Module 4 (Spiritual):  

• Content: After previous modules, students will be asked to take notes on the things they felt and think about how those feelings could be used to learn new things, accomplish training, or other various goals. Students will now have a clear mindset and will have created an environment that is conducive to train, learn, and accomplish goals. This is an environment that is easily repeatable, and students are encouraged to practice.  

• Activity: Students will be asked to practice mental imagery daily to improve learning and livelihood. The use of meditation and mental imagery can be used for quite literally anything that one wants to improve on. There are no limits. Much practice is recommended, and students can complete this task anytime and anywhere a quiet, peaceful space can be found.  

 

Resource 1 - https://www.youtube.com/watch?v=0RYyQRQFgFk (Science Based Mental Training) 

Resource 2 - VISUALIZATION Step-by-Step Instructions (Mental Imagery) 

 

 

 

 

 

References 

Coffee Shop Vibes. (2022, May 23). Rainy jazz cafe - slow jazz music in coffee shop ambience for work, study and relaxation. YouTube. https://www.youtube.com/watch?v=NJuSStkIZBg 

Dr. Webber Coaching. (2020, March 11). Visualization step-by-step instructions. YouTube. https://www.youtube.com/watch?v=vDWYblqLpFU 

Goodful. (2019, September 4). 5-minute meditation you can do anywhere. YouTube. https://www.youtube.com/watch?v=inpok4MKVLM 

Huberman Lab. (2023, April 24). Science-Based Mental Training & visualization for Improved learning. YouTube. https://www.youtube.com/watch?v=0RYyQRQFgFk 

Merriam, S. B. & Baumgartner, L. (2020). Learning in adulthood: A comprehensive guide (4th Edition). San Francisco: Jossey-Bass Publishers. 

MindfulPeace. (2023, July 6). Guided mindfulness meditation for a powerful mind - strength and Healing Energy. YouTube. https://www.youtube.com/watch?v=mZxcw2rPWxU 

Sound Cassette. (2019, January 27). Office sounds ambience - people chatter, typing, air conditioning, computer fans. YouTube. https://www.youtube.com/watch?v=fuwGT88P-RU