Beyond Dyads: Third Actors as Social Factors for Pedagogies of Embodiment in Physical Education Teacher Education

Physical Education Teacher Education (PETE) can be considered as a complex interplay of social, cultural, political, economic, and embodied phenomena. This article explores the often overlooked role of third actors in shaping bodily interactions within educational environments. In phenomenological legacy, the (lived and living) body cannot be considered solely through the lens of autonomy and (individual) subjectivity because it is inherently bound by the presence of others. By shedding light on the subtle influence of third actors on complex intercorporeal dynamics, we aim to provide insights into their presence, influence, and pedagogical significance. Based on this theoretical commentary, we derive four markers that outline our idea of a Third-Actor-Sensitive Pedagogy: (1) Awareness of the Presence of Third Actors, (2) Engaging Third Actors Didactically, (3) Addressing Third Actors Ambivalence, and (4) Reducing Exclusion of Third Actors. These markers can serve as an impetus for the discourse on pedagogies of embodiment in PETE.