Dr. Rebecca Lloyd is a Full Professor in the Faculty of Education at the University of Ottawa. She has developed a Motion-Sensing Phenomenological approach to researching the kinaesthetic cultivation of flow in a variety of contexts, from the philosophic tenets of teacher education to the more practical contexts of physical education, coaching, and exercise pedagogy. Her current 5-year, Social Sciences and Humanities Research Council of Canada (SSHRC) funded InterActive for Life (IA4L) Project is premised on gathering knowledge from world class experts in relational movement practices, such as salsa dance, equestrian arts, and martial arts, and mobilizing such knowledge in multi-modal ways with the goal of inspiring changes in pedagogical practice. Her innovative program of research, conceptually framed by the Function2Flow interdisciplinary model, was formally acknowledged by Faculty of Education’s New Research Award in 2014. It also philosophically informs her approach to university teaching and her co-direction of the teacher education Comprehensive School Health cohort. Dr. Lloyd continues to draw upon her past experience in sport psychology, fitness education, and ballet as she strives to create vibrant interactions, not only on campus, but also on the Latin dance floor where she is known to medal.
Please contact Dr. Lloyd directly to book her for keynote or motivational speaking engagements, professional development workshops, or graduate student supervision.
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.
Wiebe, S., Leggo, C., Conrad, D., Sameshima, P., Gouzouasis, P., James, K., … Lloyd, R. J. (2018). Curriculum as playlist: Responses of synopsis and expansion. Journal of Curriculum and Pedagogy, 15(1), 58-105. doi
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.
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.