Exploring the role of the body in learning: a mixed-method study of embodied learning in secondary education

The Flemish traditional educational system faces challenges concerning adolescents’ academic performance and overall well-being, as well as an increase in sedentary behaviour. To address these challenges, previous research advocates for a stronger emphasis on the development of student-centred and innovative didactic approaches that prioritise mental and physical well-being, while simultaneously enhancing academic achievement for all learners. One such approach is called embodied learning (EL), referring to the simultaneous acquisition of knowledge through physical activity. Although previous research in pre- and primary education has demonstrated positive associations, EL intervention studies in secondary education remain scarce, reveal inconclusive results and opt for future research focussing on longer interventions using mixed-method designs. In order to address some of these gaps, the current study pursued three main objectives adopting an explorative design: (1) To what extent does EL improve secondary school students’ academic performance (learning outcomes) compared to traditional seated learning? (2) To what extent does EL enhance secondary school students’ school-related well-being (emotions, feelings, and stress) compared to traditional seated learning? (3) To what extent does EL increase secondary school students’ physical activity levels (activity levels) compared to traditional seated learning? Both qualitative (focus groups) and quantitative (questionnaires, activity trackers and EL intervention) methods were employed in four Flemish secondary schools. Research questions 1 and 2 were addressed in a total sample of 348 students, while research question 3 was examined in a smaller subsample ( n = 40) from this cohort to assess physical activity levels. The findings of the current study point to preliminary positive associations between EL, learning outcomes, and specific aspects of school-related well-being. These associations appear to be influenced by contextual factors such as the physical learning environment and the habituation period required to adapt to simultaneously executing physical activity while learning. When the association between these contextual factors within the field of EL is further examined, a more movement-driven approach may hold potential to contribute to the Flemish educational landscape.