Dr. Rebecca J. Lloyd

Dr. Rebecca Lloyd, Full Professor, Director of Graduate Studies and SSHRC-funded researcher, began her academic journey in sport psychology, a discipline that she applied to the mental, physical and artistic coaching she offered to young figure skaters. As a professionally trained ballerina and fitness educator, she could relate to the figure skaters’ expressed frustrations with physical education (PE)—a subject in which they could not see themselves. Inspired to make a positive difference for those who wish to build confidence and competence in artistic and expressive ways, she set out to do a PhD in education and eventually secured a position in the Faculty of Education at the University of Ottawa where she soon established a special Comprehensive School Health teacher education cohort which afforded opportunity to infuse the tenets of physical and mental health in interdisciplinary ways across the teacher education program.

Her first SSHRC funded research project, conceptually framed by the Function2Flow model, was focused on alternative activities in PE programs such as becoming physically educated through indoor rock climbing and hooping. More recently, her motion-sensing phenomenological research has focused on the physicality of promoting positive experiences of interactive flow in partnered practices such as salsa dance, martial arts, acroyoga and equestrian arts. With an interest in mobilizing this relational knowledge to physical education, she alongside Bachelor of Education students with vested interest in promoting positive relational connections, co-created a resource that features generalized interactive games and activities.

Rebecca not only studies but also lives out her passion of being InterActive for Life (IA4L)  through performing and competing in her Latin dance community where she is known for expressing her love for movement in joyful ways.

Please contact Dr. Lloyd directly to book her for keynote or motivational speaking engagements, professional development workshops, or graduate student supervision.  

Research Projects:

The Inter-Active for Life Project: Exploring sustained and sustaining movement practices through the interdisciplinary Function2Flow model (2017-2022)

  • Principal Investigator
  • Social Science and Humanities Research Council of Canada – Insight Grant

For more information about the IA4L research project, click HERE.

Moving to learn and learning to move: A phenomenological inquiry into movement function, feeling, form and flow consciousness within the ‘JungleSport’ school-based program (2010 – 2013)

  • Principal Investigator
  • Social Sciences and Humanities Research Council of Canada

For more information about the Moving to Learn and Learning to Move research project, click HERE.


Selected Publications (ORCID):

Lloyd, R. & Smith, S. (2021). A Practical Introduction to Motion-Sensing Phenomenology. PHEnex journal/revue phénEPS, 11(2), 1-18. 

Lloyd, R. J. (2020). The power of interactive flow in salsa dance: a motion-sensing phenomenological inquiry featuring two-time world champion, Anya Katsevman. Qualitative Research in Sport, Exercise and Health, (October, 2020). https://doi.org/10.1080/2159676X.2020.1820559. 

Lloyd, R. J. (2017). The feeling of seeing: Factical life in salsa dance. Phenomenology & Practice, 11(1), 58-71.

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. doi: 10.1123/jtpe.2015-0068

Lloyd, R. J. (2015a). Learning to let go: A phenomenological exploration of the grip & release in Salsa dance and everyday life. The Journal of Dance, Movement and Spiritualities, 119-140.

Lloyd, R. J. (2015b). Approaches to improve physical education in Canadian schools: Teacher education, diversity & curriculum supports. Japanese Journal of Sport Education Studies, 35(2), 73-89.

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.

Lloyd, R. J. (2015c). 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

Lloyd, R. J. (2015d). 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. doi:10.1080/17408989.2014.895802

Lloyd, R. J. (2012a). Hooping through interdisciplinary intertwinings: Curriculum, kin/aesthetic ethics and energetic vulnerabilities. Journal of the Canadian Association for Curriculum Studies, 10(1), 4-27.

Lloyd, R. J. (2012b). Moving to learn and learning to move: A phenomenological exploration of children’s climbing with an interdisciplinary movement consciousness. The Humanistic Psychologist, 40(1), 23-37.

Howard, T., & Lloyd, R. J. (2012c). 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.

Lloyd, R. J. (2011a). Running with and like my dog: An animate curriculum for living life beyond the track. Journal of Curriculum Theorizing, 27(3), 117-133.

Lloyd, R. J. (2011b). Awakening movement consciousness in the physical landscapes of literacy: Leaving, reading, and being moved by one’s trace. Phenomenology & Practice, 5(2), 70-92.

Lloyd, R. J. (2011c). Health related fitness: An interdisciplinary approach to implementation in physical and health education. Education Review, 1(2), 6-7.

Lloyd, R. J. (2011a). 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.

Lloyd, R. J. (2011b). Teaching games with inner sense: Exploring movement consciousness in women’s volleyball. PHEnex journal/revue phénEPS, 3(2), 1-17.

Lloyd, R. J., & Smith, S. J. (2009). Enlivening the curriculum of health-related fitness. Educational Insights, 13(4).

Lloyd, R. J. (2008a). Editorial, Physical & Health Education (PHE), 74(3), 4-5.

Lloyd, R. J. (2008b). Editorial, PHE, 74(2), 4-5.

Lloyd, R. J.(2008c). Editorial, Physical and Health Education, 74(1), 4-5.

Lloyd, R. J. (2008d). Editorial, Physical and Health Education, 73(4), 4-5.

Lloyd, R. J. (2007a). Editorial, PHE Canada Journal, 73(3), 4-5.

Lloyd, R. J. (2007b). Editorial, PHE Canada Journal73(2), 4-5.

Lloyd, R. J. (2007c). Editorial, PHE Canada Journal73(1), 4-5.

Lloyd, R. J. (2007d). Editorial, PHE Canada Journal72(4), 4-5.

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.

Lloyd, R. J., & Smith, S. J. (2006). Interactive flow in exercise pedagogyQuest, 58, 222-241.

Smith, S. J., & Lloyd, R. J. (2006). Promoting vitality in health and physical educationQualitative Health Research, 16(2), 245-267.

Lloyd, R. J. (2006). Editorial, PHE, 72(3), 4-5.

Lloyd, R. J., & Smith, S. J. (2005). A ‘vitality’ approach to the design, implementation and evaluation of health-related physical education programsAVANTE, 11(2), 120-136.

Lloyd, R. J., & Smith, S. J. (2004). To move and be moved: The cultivation of motion-sensitive pedagogy, Prospero, 10(3), 4-11.

Lloyd, R. J. (2003a). Tips from the field, Function U1(7), 51-61.

Lloyd, R. J. (2003b). Training an active older adult: a personal experience, Functional U1(6), 12-15.

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.

Lloyd, R. J. (1999). Reflections on an eminent mental training consultant: A graduate students’ perspectiveThe Journal of Excellence, 2, 51-61.


Book Chapters:

Lloyd, R. J., de Montigny, J., & Whitley, J. (2019). Comprehensive School Health in teacher education & schools: Becoming a champion of health. In Barrett, J. M., & Scaini, C (Eds.), Physical and Health Education in Canada (1 ed., Vol. 1) (pp. 1-38). Champaign, IL: Human Kinetics.

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: Taylor & Francis/Routledge.

Lloyd, R. J., & Smith, S. J. (2015). Doing motion-sensing phenomenology. In K. Tobin, & S.R. Steinberg (Eds.), Doing educational research: A handbook (Second ed.) (pp. 255-277). Rotterdam, NY: Sense Publishing.

Lloyd, R. J., & Smith, S. (2014). Physical literacy. In D. Robinson, & L. Randall (Eds.), Teaching physical education in Canadian schools (pp. 226-242). Toronto, ON: Thompson Educational Publishing Inc.

Lloyd, R. J., & Smith, S. J. (2012). Health-related fitness: Enlivening the physical education experience. In S. Singleton & A. Varpalotai (Eds.), Pedagogy in motion: A community of inquiry for human movement studies (pp. 187-211). London, ON: The Althouse Press.

Lloyd, R. J. (2012). Breastfeeding mothers and lovers: An ebbing and flowing curriculum of the fluid embrace. In S. Springgay & D. Freedman (Eds.), Mothering a bodied curriculum: Emplacement, desire, affect (pp. 270-293). Toronto, ON: University of Toronto Press.

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.

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.

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.