ABSTRACT
While the application of an embodied perspective may initially seem like an obvious consideration here, this is not always necessarily so. As Evans pointed out in his discussion of physical education practices, thinking about the body remains remarkably 'disembodied'. While on one hand it can be considered encouraging that 'bodies' have been acknowledged as a central factor in theory in general, on the other it is not necessarily the case that thinking about the research process has taken such a turn. Embodied research, rather than being a distinct discipline in its own right, is more usefully considered as a 'frame of mind' or a specific orientation to the research process. From this perspective, embodiment helps us move from distinctions and separations of mind and body or time and space and allows us to fuse what have previously been considered separate realms and also move back and forth between ideas, experiences and thoughts.
