Dr. Rebecca J. Lloyd

Dr. Rebecca Lloyd, Full Professor, Director of Graduate Studies and SSHRC-funded Researcher and Dancer, has developed in partnership with Dr. Stephen Smith:
    • the interdisciplinary Function2Flow (F2F) model which integrates principles of movement Function (kinetic consciousness), Form (aesthetic consciousness), Feeling (kinaesthetic consciousness), and Flow (energetic consciousness) and
    • a particular kind of methodology – motion-sensing phenomenology (MSP) – which gives priority to the felt sense of posture, bodily position, gesture, and expression in the gathering and analyses of data that informs the phenomenological meaning-making research process.
Dr. Lloyd has applied both the F2F model and MSP to a variety of contexts such as teacher education, physical education and active ageing education. Her recent SSHRC-funded  “InterActive for Life Project” inquired into 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 co-created a resource that features generalized interactive games and activities that translate social-emotional learning outcomes in Physical Education Curriculum into tangible action and interaction. Rebecca not only studies and creates interactive resources, she 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. At the heart of Dr. Lloyd’s research is the sentiment that movement is so much more than something to objectively measure, it is who we are, and the modality in which we form meaningful connections with ourselves, others, and the vibrant world in which we live. Please contact Dr. Lloyd directly to book her for keynote or motivational speaking engagements, professional development workshops, or graduate student supervision.
  • Her supervision areas of expertise & interest include: phenomenology, interactive flow consciousness, active aging pedagogy, physical education pedagogy, embodied teaching & learning, curriculum theorizing, fitness education, dance education, interdisciplinary activities that evoke a relational consciousness.

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)

Peer-Reviewed Articles:

  • Lloyd, R. & Smith, S. (2022, July). Leaning into Life: A Motion-Sensing Inquiry into Becoming InterActive for Life through Partnered Practices. Journal of Dance & Somatic Practices, 14(1), 91-108. doi:https://www.ingentaconnect.com/content/intellect/jdsp/2022/00000014/00000001
  • Lloyd, R. & Smith, S. (2022, January). Becoming InterActive for Life: Mobilizing Relational Knowledge for Physical Educators. Frontiers in Sports & Active Living, 3, 1-11. doi:https://doi.org/10.3389/fspor.2021.769031
  • Lloyd, R. (2021). Dancing Salsa Solo: Somatic Shimmies & Sways of Awakenings in the Midst of Pandemic Death. Education Review, 7(2), 35-45. doi:https://education.uottawa.ca/sites/education.uottawa.ca/files/uo_fefe_educrev_fall2021_acc.pdf
  • Lloyd, R. J. (2021). 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, 13(6), 955-971. doi:https://doi.org/10.1080/2159676X.2020.1820559
  • 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 Journal, 73(2), 4-5.
  • Lloyd, R. J. (2007c). Editorial, PHE Canada Journal, 73(1), 4-5.
  • Lloyd, R. J. (2007d). Editorial, PHE Canada Journal, 72(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 pedagogy, Quest, 58, 222-241.
  • Smith, S. J., & Lloyd, R. J. (2006). Promoting vitality in health and physical education, Qualitative 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 programs, AVANTE, 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 U, 1(7), 51-61.
  • Lloyd, R. J. (2003b). Training an active older adult: a personal experience, Functional U, 1(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’ perspective, The 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.
  • Smith, S. & Lloyd, R. (2022, November). Improvisational Interactivity – Moving Beneath the ICE. In Blaine E. Hatt (Ed.), Crushing ICE: Short on theoretical, long on practical approaches to Imagination Creativity Education (pp. ). FriesenPress. (In Press)
BLOG:
  • Dingwall, M., & Lloyd, R. (2022, July). What Does ‘Ready to Play’ Look Like?: Integrating the Interactive4Life Project with TGfU. TGfU.Info-Blog July, 2022, 1-5. doi:http://www.tgfu.info/blog