Function 2 Flow | Dr. Rebecca J. Lloyd
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Dr. Rebecca J. Lloyd



Dr. Rebecca Lloyd is an Associate Professor in the Faculty of Education at the University of Ottawa in Canada. Her interdisciplinary research intertwines principles of curriculum theory, phenomenology, pedagogy, motivational psychology, movement consciousness, and exercise physiology. Her SSHRC-funded research explored this interdisciplinary integration through the conceptual formation of the Function2Flow model, a practical and theoretical framework that facilitates curricular and pedagogical understandings of becoming physically active and educated in both alternative and mainstream activities. Dr. Lloyd takes great care to apply this interdisciplinary consciousness to her teaching practice. She co-directs the Comprehensive School Health cohort of teacher education students in the Bachelor of Education program and is dedicated to preparing new teachers to have the courage, tools, experience and advocacy skills to champion school health (see Dr. Lloyd also takes an active role in serving her research community. She has chaired many conferences including the 2016 International Human Science Conference (IHSRC), the 2010 Physical and Health Education (PHE) Canada conference, as well as the 2013 and 2014 Physical Education Teacher Education (PHETE) Special Interest Group (SIG) within The Canadian Society for the Study of Education (CSSE) conference. She was a keynote speaker for the International Physical Literacy Association (IPLA) conference in Bedfordshire, England, an invited speaker for the International Conference of the 35th Anniversary of the Japanese Society of Sport Education and the 4th East Asian Alliance of Sport Pedagogy Conference in Tokyo, Japan, and also a former journal editor for Physical & Health Education (PHE) Canada.


  1. Lloyd, R. J. (2016). Learning to let go: A phenomenological exploration of the grip & release in Salsa dance and everyday life. The Journal of Dance, Movement and Spiritualities, 1-40.
  2. Lloyd, R.J. (2016). Becoming physically literate for life: Embracing the functions, forms, feelings, and flows of alternative and mainstream physical activity. Journal of Teaching in Physical Education, 35(2), 107-116.
  3. Lloyd, R.J. (2015). The ‘Function to Flow’ (F2F) Model: An interdisciplinary approach to assessing movement within and beyond the context of climbing. Physical Education and Sport Pedagogy, 20(6), 571-592.
  4. Lloyd, R.J. (2015). Approaches to improve physical education in Canadian schools: Teacher education, diversity & curriculum supports. Japanese Journal of Sport Education Studies, 35(2), 73-89.
  5. Knowles, K. & Lloyd, R.J. (2015). Teeters, (taught)ers, and dangling suspended moments: Phenomenologically orienting to the (moment)um of pedagogy. Phenomenology & Practice, 9(1), 71-83.
  6. Lloyd, R. J. (2015). From Dys/Function to Flow: Inception, Perception and Dancing Beyond Life’s Constraints. The Humanistic Psychologist, 43(1), 24-39, DOI: 10.1080/08873267.2014.952416. Complimentary Access available through the following link:
  7. Lloyd, R. J. (2014). The ‘Function to Flow’ (F2F) Model: An Interdisciplinary Approach to Assessing Movement Within and Beyond the Context of Climbing. Physical Education and Sport Pedagogy. 1-22. DOI:10.1080/17408989.2014.895802. Complimentary Access available through the following link:
  8. Howard, T., & Lloyd, R. (2012). To feel a look, to see the flesh: Phenomenological reflections of a pierced and tattooed pre-service teacher. Cultural and Pedagogical Inquiry. 4(2), 38-50.
  9. Lloyd, R. J. (2012). Hooping through interdisciplinary intertwinings: Curriculum, kin/aesthetic ethics and energetic vulnerabilities. Journal of the Canadian Association for Curriculum Studies, 10(1), 4-27.
  10. Lloyd, R. J. (2012). Moving to learn and learning to move: A phenomenological exploration of children’s climbing with an interdisciplinary movement The Humanistic Psychologist, 40(1), 23-37.
  11. Lloyd, R. J. (2011). Running with and like my dog: An animate curriculum for living life beyond the track. Journal of Curriculum Theorizing, 27(3), 117-133.
  12. Lloyd, R. (2011). Awakening movement consciousness in the physical landscapes of literacy: Leaving, reading and being moved by one’s trace. Phenomenology & Practice, 5(2), 70-92.
  13.  Lloyd, R. J. (2011). Health-related fitness: An interdisciplinary approach to implementation in physical and health education. Education Review, 1(2), 6-7.
    b.) Lloyd, R. (2011). Le conditionnement physique pour améliorer la santé : une   approche interdisciplinaire pour l’application pratique en éducation physique et à la santé. Revue D’Éducation, 1(2), 6-7.
  14. Lloyd, R. J. (2011). Teaching games with inner sense: Exploring movement consciousness in women’s volleyball. PHEnex journal/revue phénEPS, 3(2), 1-17.
  15. Lloyd, R. J. & Smith, S. J. (2009). Enlivening the curriculum of health-related fitness. Educational Insights, 13(4).
  16. Smith, S. J., & Lloyd, R. J. (2007). The assessment of vitality: An alternative to quantifying the health-related fitness experience. AVANTE, 11(3), 66-76.
  17. Lloyd, R. J., & Smith, S. J. (2006). Interactive flow in exercise pedagogy. Quest, 58(2), 222-241.
  18. Smith, S. J., & Lloyd, R. J. (2006). Promoting vitality in health and physical education. Qualitative Health Research, 16(2), 245-267.
  19. Lloyd, R. J., & Smith, S. J. (2005). A ‘vitality’ approach to the design, implementation and evaluation of health-related, physical education programs. AVANTE, 11(2), 120-136.
  20. Lloyd, R. J., & Smith, S. J. (2004). To move and be moved: The cultivation of motion-sensitive pedagogy, Prospero, 10(3), 4-11.
  21. Lloyd, R. J. & Trudel, P. (1999) Verbal interactions between an eminent mental training consultant and elite level athletes: A case study. The Sport Psychologist. 13, 418-443.


  1. Lloyd, R.J., de Montigny, J., & Whitley, J. (submitted). Comprehensive school health in teacher education & schools: Becoming a champion of health. In J.M. Barrett, & C. Scaini (Eds.), Quality health and physical education: Pedagogical practices and considerations for Canadian elementary school teachers (WORKING TITLE). Champaign, IL, United States: Human Kinetics.
  2. Lloyd, R.J. & Hermans, V. (2016). Mindfully changing the metaphors by which we live: The fox and the lotus flower. In A. Ibrahim, N. Ng-A-Fook, & G. Reis (Eds.), Provoking curriculum studies: Strong poetry and the arts of the possible in education (pp. 185-198). New York, NY, United States: Taylor & Francis/Routledge.
  3. Lloyd, R. J. & Smith, S. J. (2015). Doing Motion-Sensing Phenomenology. In K. Tobin, K. & S.R. Steinberg (Eds)(pp. 255-277). Doing educational research: A handbook (Second edition). Rotterdam, NL: Sense Publishing.
  4. Lloyd, R. J., & Smith, S. (2014). Physical literacy. In Robinson, D. & Randall, L. (Ed.), Teaching physical education in Canadian schools (pp. 226-242). Toronto, ON: Thompson Educational Publishing Inc..
  5. Lloyd, R. J., & Smith, S. J. (2012). Health-related fitness: Enlivening the physical education experience. In E. Singleton & A.Varpalotai (Eds.), Pedagogy in motion: A community of inquiry for human movement studies (pp. 187-211). London, ON: The Althouse Press.
  6. Lloyd, R. J. (2012). Breastfeeding mothers and lovers: An ebbing and flowing curriculum of the fluid embrace. In Stephanie Springgay’s & Debra Freedman’s (Eds.), Mothering a bodied curriculum: Emplacement, desire, affect (pp.270-293). Toronto, ON: University of Toronto Press.
  7. Lloyd, R. J., Garcia Bengoechea, E., & Smith, S. J. (2010). Theories of learning. In R. Bailey (Ed.), Physical education for learning: A guide for secondary schools (pp.187-196). London, England: Continuum.
  8. Lloyd, R. J., & Smith, S. J. (2010). Feeling ‘flow motion’ in games and sports. In J. Butler & L. Griffin (Eds.), More Teaching games for understanding (pp.89-103). Champaign, IL: Human Kinetics.
  9. Lloyd, R. J., & Smith, S. J. (2006). Motion-sensitive phenomenology. In K. Tobin & J. Kincheloe (Eds.), Doing educational research: A handbook (pp. 289-309). Boston, MA: Sense Publishers.