How pupils’ playfulness creates possibilities for pleasure and learning in physical education

Abstract

In this study we explore pupils’ embodied experiences in physical education, using empirical findings from a sensory ethnography. The research questions asked are ‘How do pupils’ playfulness create possibilities for pleasure in physical education? And which opportunities for embodied learning are being offered through playful and pleasurable experiences?’ Our aim is to inform and develop pedagogies of embodiment by including playfulness as a strategy for facilitating opportunities for pleasurable and meaningful experiences that enable embodied learning.