Framing the reframing: empirical and theoretical foundations for moving from physically active learning to movement-centred pedagogy

In the ever-evolving field of physically active learning, a growing body of research has drawn attention to the difficulties of translating research findings into sustainable practices in school. One reason for this may be that the field has been research-led and primarily underpinned by health discourses. To overcome these challenges, some researchers have proposed the reframing of physically active learning as movement-centred pedagogy. However, although movement-centred pedagogy was first introduced as a more holistic term envisioned to encompass broader movement, pedagogy, and educational purposes, there is still a need to frame the reframing. This article thus explores the empirical and theoretical foundations for moving from physically active learning to movement-centred pedagogy. Based on three aspects: (1) the research case, (2) the educational case, and (3) the agency case, the article proposes that movement-centred pedagogy can represent a more empirically neutral term with potential to extend the field's theoretical foundation and create a more coherent combination and synthesis of health and educational disciplines in schools. Based on this, the article proposes defining movement-centred pedagogy as <i>the utilisation of movement in educational activities to support pupils' growth through the process of learning</i>. The article discusses the term movement-centred pedagogy and its contribution as well as its limitations to the field.