ABSTRACT
This chapter argues embodiment is not just about the place of the body in teaching and research; it encompasses a range of ideas about the nature of human beings, their bodies, and their minds, and how those bodies and minds make their way through the world. Discussions of the body, therefore, are really expressions of more radical questions into the learner as an embodied human being. The chapter moves on to a case study drawn from on empirical research interests, namely children's physical activity. It seeks to explore the ways in which physical activity research has been shaped by foundational presumptions about the mind, body, and world. The chapter argues that embodiment offers a way of completing the picture of humans with which academics operate, and in doing so, it corrects a false dualism that has dominated, and limited, enquiry for many years.
