Toward a broader appreciation of human motion in education

This thesis reports an inquiry into the causes of the pervasive tendency throughout history to separate the mind and body, and the influence this has had on educational theory and practice in physical education. Based on the reflective learning experiences of a range of young people the inquiry reveals that human motion is inextricably involved in the process of reasoning and the building of conceptual structures within a person. These new understandings are utilised to develop a case for powerful resistance to the ongoing marginalisation of human motion in education, particularly physical education.