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In her presentation, Eeva Anttila will outline the notion of embodied learning and its theoretical foundations. She will argue that, if taken seriously, this notion challenges conventional conceptions of learning. She will discuss the implications for pedagogical practice and substantiate them through current research findings.

Eeva Anttila's Biography

Dr. Eeva Anttila works as a professor in dance pedagogy at Uniarts Helsinki, Finland, and leads the MA program for dance pedagogy. Her research interests include dialogical and critical dance pedagogy, embodied learning, embodied knowledge and practice-based/artistic research methods. She was involved in the ARTSEQUAL -research project (2015-2021) as Arts@School team leader. Currently she leads the ELLA -research project (2021-2024), funded by KONE foundation. Anttila is actively involved in national and international dance and arts education organizations and journals.

The restorative justice movement has emerged as a viable pathway for reforms that promote equitable outcomes in education research and practice. When viewing physical education from a restorative lens, we are asked to consider the various ways students experience conflict and harm as well as the ways that our work contributes to their wellbeing. This presentation will introduce the theoretical underpinnings of restorative justice and discuss its implications for transformative practices in physical education.

Michael Hemphill´s Biography

Dr. Michael A. Hemphill is an associate professor of kinesiology at the University of North Carolina at Greensboro (USA). His research is grounded in community-engaged scholarly approaches, which features reciprocal community partnerships and interdisciplinary collaborations that leverage research to improve communities. His research has been situated in local contexts in Charleston, South Carolina and Greensboro, North Carolina as well as several international collaborations in New Zealand, Sri Lanka, Ghana, and Togo. He is a recipient of the Ernest Lynton Award for Community Engaged Scholarship from Campus Compact.

- It takes an average of 17 years for research evidence to change clinical practice. Although it has not been studied extensively, the physical education research translation process also moves at a glacial pace. In this presentation, I will discuss the barriers to changing school policy and practice, and outline key considerations that might help speed up the translation process using examples from the Australian context.

More specifically, I will highlight the importance of utilising implementation science and collaborating with partners from the education and health sectors to optimise the impact of physical education research.

David Lubans's Biography

Prof. David Lubans is one of the world’s leading authorities on physical activity promotion in schools. He is currently a Professor at the University of Newcastle and the Deputy Director of the Centre for Active Living and Learning. In 2022, he joined the Faculty of Sport and Health Sciences at the Ä¢¹½Ö±²¥ as a Visiting Professor. The major focus of his multi-disciplinary program of research is the design, evaluation, and dissemination of school-based physical activity interventions. Much of his research has involved inter-sectoral partnerships with government and non-government organisations. Prof. Lubans has been recognised as a ‘Clarivate Highly Cited Researcher’ (top 1% most cited for subject field and year of publication) for the past four years (2019 to 2022).

Motor trajectories, developmental disorders, and the impact of community and school-based intervention for children: Nurture children's competence 

Individual and environmental factors that affect children's motor skill development will be discussed based on scientific evidence. 

How delays and developmental disorders, as well as the risk and protective factors associated with these outcomes, affect children's participation in physical education in school will be discussed, considering the opportunities in the context of children's development. 

The strategies used to ameliorate those restrictions will be presented considering a conceptual and operational model for implementing a cognitive-motor mastery climate intervention — the scientific evidence for those interventions and how they can be meaningful for all children.   

Nadia C. Valentini's Biography

Nadia Cristina Valentini is a Full Professor in the Physical Education, Physiotherapy, and Dance departments of the Universidade Federal do Rio Grande do Sul (Brazil). B.S. from the Universidade de Blumenau (Brazil), M.S. and Ph.D. from Auburn University (USA), and Post-doctoral from the University of Maryland (USA). 

Her lines of research include motor development assessment and motor trajectories, the prevalence of motor delays, and interventions in physical education and clinical settings to improve children's motor skill competence and better understand the risks and protective factors associated with children from vulnerable communities. 

The overall intent of her work is to develop evidence-based, appropriate learning opportunities at home, in clinical settings, and in school settings to help children thrive. She has published 2 books, 17 book chapters, and more than 200 articles in scientific journals and numerous invited presentations along with honors. She has organized and implemented professional training seminars/courses for health professionals.