International research on students’ meaningful experiences in physical education (PE) has led to the proposal of the Meaningful PE approach, aiming to guide pedagogical principles to support students’ meaningful experiences in PE. The approach currently includes democratic and reflective pedagogical principles. With this paper, we aim to contribute to the Meaningful PE approach by emphasizing the need to address a third pedagogical principle that attends to pre-reflective bodily dimensions of students’ meaningful experiences in PE. The democratic and reflective pedagogical principles are based on a reflective interpretation of the significance an experience holds. While this approach is highly valuable, the retrospective nature of these principles may unintentionally overlook significant pre-reflective bodily dimensions of experience. Drawing on a phenomenological concept of embodiment, we use key structures of our pre-reflective bodily engagement with the world to analyse features that young people describe as significantly contributing to their meaningful experiences in PE and youth sport: social interaction, challenge, motor competence, fun, and personally relevant learning. Our analysis reveals that pre-reflective bodily meaningful experiences emerge as something in-between the subject and the world. These experiences can be affected by others in body-to-body encounters and contain a dimension of negativity related to the pre-reflective, relational, and active–passive structure of our lived experience. Based on our analysis, we propose that teaching to support meaningful experiences in PE must address the dialectical interplay between reflective and pre-reflective dimensions. Therefore, we advocate for adding an embodied pedagogical principle to the Meaningful PE approach alongside the reflective and democratic principles.

中文翻译：

---

有意义的体育教育：迈向具身教学法


关于学生在体育课 （PE） 中有意义的体验的国际研究导致了有意义的体育方法的提出，旨在指导教学原则以支持学生在体育课中的有意义体验。该方法目前包括民主和反思的教学原则。通过本文，我们旨在通过强调解决第三种教学原则的必要性来为有意义的体育方法做出贡献，该原则关注学生在体育中有意义体验的反思前身体维度。民主和反思的教学原则基于对经验所具有的意义的反思性解释。虽然这种方法非常有价值，但这些原则的回顾性可能会无意中忽视了经验的重要反思前身体维度。借鉴体现的现象学概念，我们使用反思前身体与世界互动的关键结构来分析年轻人描述的对他们在体育和青少年运动中有意义的体验有重大贡献的特征：社交互动、挑战、运动能力、乐趣和个人相关的学习。我们的分析表明，反思前的身体有意义体验是介于主体和世界之间的东西。这些体验可能会受到身体对身体相遇中其他人的影响，并包含与我们生活体验的前反思、关系和主动-被动结构相关的消极性维度。根据我们的分析，我们建议支持体育中有意义体验的教学必须解决反思和前反思维度之间的辩证相互作用。 因此，我们主张在反思和民主原则的同时，在 Meaningful PE 方法中增加一个具体的教学原则。