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lkjlkj Faculty of Education
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Rebecca J. Lloyd, PhD Faculty of Education Email: Rebecca.Lloyd@uottawa.ca
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Biography Dr. Rebecca Lloyd’s interdisciplinary research intertwines curriculum understanding, sport psychology, physical education pedagogy and mindfulness as she philosophically, theoretically and practically researches physical activities that are inherently joyful. She also explores theories of the body that pertain to learning at large. Her current program of research, funded by the Social Sciences and Humanities Research Council of Canada (SSHRC) through to 2013, is designed to study the experience of learning through movement within a school-based, Jungle Sport program. Implications for her research include a deeper understanding of what it means to become physically active, healthy and educated in an alternative sport setting. Thus, the conceptual model and supporting documents that will emerge from this study will benefit teachers, policy makers and other researchers who are looking for creative and educative ways to approach the multi-dimensional aspects of living a healthy life. Rebecca Lloyd is an active member of Physical and Health (PHE) Canada, a non-profit organization that advocates for quality health and physical education in schools across Canada. She was the 2010 research chair for the PHE Canada national conference and regular presenter for their national Student Leadership conferences. Rebecca also recently organized a ‘Flow into Fitness’ symposium in October 2010 that invited participants to experience interdisciplinary conceptions of fitness and exercise pedagogy. Please join her social networking website to share your views on health and physical activity: www.flowintofitness.ning.com. Selected Publications Lloyd, R.J. and Smith, S.J. (2009). Enlivening the Curriculum of Health-Related Fitness Educational Insights, 13(4). [Available: http://www.ccfi.educ.ubc.ca/publication/insights/v13n04/articles/lloyd_smith/index.html] Lloyd, R. J., & Smith, S. J. (2006). Interactive flow in exercise pedagogy. Quest, 58, 222-241. |
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