Function 2 Flow | Dr. Stephen Smith
17231
page-template-default,page,page-id-17231,ajax_fade,page_not_loaded,,wpb-js-composer js-comp-ver-4.1.3.1,vc_responsive
 

Dr. Stephen Smith

 

 

SMITHSTE2Dr. STEPHEN SMITH is the Academic Associate Dean and formerDirector of Professional Programs at Simon Fraser University in British Columbia, Canada. His scholarly work pertains to curricular and instructional practices in physical education, health and vitality, and the somatics of teacher education.  Drawing on human science methodologies, he has investigated the acquisition of movement competence and the means whereby children and youth are taught to become physically proficient.  His earlier writings explore gesture theory and its applications to physical education, health education, and teacher education.  Later writings are concerned with the contexts in which somatic sensibilities develop.  Writing of ‘pedagogical complexions,’ Dr. Smith extends consideration of motile consciousness to matters of intercultural and multilinguistic sense-making.  Also, in taking up the ‘animal turn’ in the human sciences, Dr. Smith has taken up questions of embodied relationality within interspecies contexts and, specifically, within paradigms of horse training.  The somaesthetic basis to these writings involves continuing explorations of a range of sports and athletic disciplines, including running, swimming, surfing, horse riding and the circus and flow arts.  These practices have been incorporated at Simon Fraser University within the undergraduate PE curriculum, the masters program in Health Education and Active Living, and the doctoral program in Curriculum Theory and Implementation which Dr. Smith coordinates.

  1. 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.
  2. Lloyd, R. J. & Smith, S. J. (2009). Enlivening the curriculum of health-related fitness. Educational Insights, 13(4). www.ccfi.educ.ubc.ca/publication/insights/v13n04/articles/Lloyd_smith/index.html
  3. Lloyd, R. J., & Smith, S. J. (2010). Feeling ‘flow motion’ in games and sports. In J. Butler & L. Griffin (Eds.), Teaching games for understanding (pp.89-103). Champaign, IL: Human Kinetics.
  4. Lloyd, R. J. & Smith, S. J. (2014a). Doing Motion-Sensing Phenomenology. In K. Tobin, K. & S.R. Steinberg (Eds). (2014, forthcoming). Doing educational research: A handbook (Second edition). Rotterdam, NL: Sense Publishing.
  5. Lloyd, R. J., & Smith, S. (2014b). Physical literacy. In Robinson, D. & Randall, L. (Ed.), Teaching physical education in Canadian schools (pp. 226-242). Toronto, ON: Thompson Educational Publishing Inc.
  6. Smith, S.J. (2011). Daily physical interactivity, University of Ottawa Education Review, 1 (2), 2-3.
  7. Smith, S.J. (2012). Caring caresses and the embodiment of good teaching, Phenomenology & Practice, 6 (2), 65-83.
  8. Smith, S.J. (2014 in press). A pedagogy of vital contact, Journal of Dance and Somatic Practices.
  9. Smith, S.J. (2015 in press). Dancing with horses: The science and artistry of coesesthetic connection, Domestic Animals and Leisure. (N.Carr Ed.).London: Palgrave.
  10. Lloyd, R. J. & Smith, S. J. (2009). Enlivening the curriculum of health-related fitness. Educational Insights, 13(4). www.ccfi.educ.ubc.ca/publication/insights/v13n04/articles/Lloyd_smith/index.html
  11. Lloyd, R. J., & Smith, S. J. (2014 in press). Motion-sensing phenomenology. In K. Tobin & J. Kincheloe (Eds.), Doing educational research: A handbook Second edition. Boston, MA: Sense Publishers.
  12. Smith, S.J. (2009). The bodywork of learning to teach: A somatic framework for teacher education. Paper presented at the 16th International Conference on Learning, University of Barcelona, July 1st – 4th.
  13. Smith, S.J. (2010). Becoming horse in the duration of the moment, Phenomenology & Practice, 5 (1), 7-26.
  14. Smith, S.J. & Wahl, S. (2010). Thinking the world of teaching: Creating an SFU vision of teacher development. In Challenges and possibilities in teacher education: A North American Perspective (Desafios y Posibilidates en la formación de maestros: Una perspectiva de North America), edited by Etelvino Sandoval and Rebecca Blum-Martinez & Ian H. Andrews. University of New Mexico: Organization of American States publishing, pp. 147-168.
  15. Smith, S.J. (2014) Human-horse partnerships: The discipline of dressage, Sport, Animals, and Society (J. Gillett and M. Gilbert Eds.). New York: Routledge, 35-51.
  16. Smith, S.J. (1991a). Where is the Child in Physical Education Research? Quest, The Journal of the National Association for Physical Education in Higher Education, 43 (1), 37-54.
  17. Smith, S.J. (1992). Studying the Lifeworld of Physical Education: A Phenomenological Orientation, Research In Physical Education and Sport: Exploring Alternative Visions (A. Sparkes, Ed.). London: The Falmer Press, 61-89.
  18. Smith, S.J. (1997a). Risk and our Pedagogical Relation to Children. Albany, NY: State University of New York Press.
  19. Smith, S.J. (1997). The Phenomenology of Educating Physically, Phenomenology in Education Discourse (D. Vandenberg, Ed.). Durban: Heinemann, 1997, 119-144.
  20. Smith, S.J. (2004). The bearing of inquiry in teacher education: the S.F.U experience. Burnaby: Faculty of Education, Simon Fraser University.
  21. Smith, S.J. (2007). Smith, S.J. (2007). The first rush of movement: A phenomenological preface to movement education, Phenomenology and Practice, 1 (1), 1-13.