Embodied Pedagogies: Exploring the Practices and Socio-Cultural Foundations of Physical Education Instructors in Higher Education

Mark Bennette Ulep

doi:10.63931/ijchr.v7iSI2.188

Authors

Mark Bennette Ulep Isabela State University, Echague Campus https://orcid.org/0009-0009-6138-0274

DOI:

https://doi.org/10.63931/ijchr.v7iSI2.188

Keywords:

embodied pedagogy, physical education, phenomenology, higher education, cultural identity, movement-based learning, Filipino values

Abstract

This study explored the lived experiences of Physical Education (PE) instructors in Philippine higher education institutions (HEIs) with a focus on embodied pedagogical approaches. Anchored in phenomenological methodology, the research sought to (1) examine how PE instructors integrate embodiment in their teaching practices, (2) understand the influence of socio-cultural values on their instructional methods, and (3) analyze how they conceptualize and utilize the body as a site of knowledge production, communication, and engagement. Ten PE instructors from three HEIs in Northern Luzon participated in in-depth interviews, classroom observations, and reflective journaling. Data were thematically analyzed using Braun and Clarke’s (2006) six-step procedure. Findings revealed three central themes: first, instructors regarded the body as a dynamic pedagogical presence, essential in modeling discipline, energy, and relational learning. Second, socio-cultural factors such as Filipino communal values (e.g., bayanihan, paggalang) and indigenous practices shaped their pedagogical beliefs, activity choices, and classroom management strategies. Third, instructors/professors viewed the body as a powerful medium for experiential learning, non-verbal communication, and holistic student development. Embodied pedagogy was thus perceived as both culturally rooted and personally transformative, extending beyond physical instruction to affirm identity, social connection, and moral education. This study affirms Merleau-Ponty’s theory of embodiment and supports the view that PE is a critical space for relational, cultural, and affective learning. The findings call for institutional support to further integrate embodied and culturally responsive pedagogies in the training of PE educators.

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