Research Impact: This work should be understood as a preliminary step in developing a pedagogical model for teaching expressive content in physical education, which is based on creativity through embodied movements. It means that creativity and embodied experiences can be promoted through expressive activities (e.g., expressive dance) and symbolic or rhythmical games. Creative body movement (CBM) tries to address a gap in PE by providing practitioners with a specific pedagogical approach based on literature review and educational policy support. The major theme, theoretical foundations, teaching-learning assumptions, needs, and enactment of the CBM are described. This study aimed to outline the first stages for the development of a pedagogical model for teaching-learning of expressive content within physical education (creative body movement). Drawing on several suggestions from previous models’ conceptualizations, we explore and present the theoretical foundations, practical considerations, and assumptions that align and support their core features.
León, M. P., Evangelio, C., González-Víllora, S., & Calderón, A. (2024). Creativity Through Embodied Movement in Expressive Activities: Conceptualising a New Pedagogical Model. Quest, https://doi.org/10.1080/00336297.2024.2318778
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