Summary and Further Readings


Our approach to becoming physically educated based on the Function2Flow framework emphasizes authentic body awareness, life balance, living fully in the moment, somatic connectivity, enhanced vitality and the free flow of all our energies.This flow consciousness is acquired through a progression of exercises, activities, dance forms, games, sports, and movement disciplines that build fitness from core activation to the fine motor movements of the extremities, and that build up from the most primal, cellular motions to the most attenuated motions of contracting and expanding, pulling and pushing, grasping and releasing. These motions, which are referred to in physical education curricula as “fundamental movement skills” and “body management (or stability), locomotor and manipulative skill themes” (e.g. Gallahue and Donnelly, 2003, p. 122), are the primary, secondary and tertiary flow motions that comprise the “alphabet of movement” (Bainbridge Cohen, 1993). They are the “dynamics of flow” (Ibid., p. 66-84) within an expanded consciousness of “physical literacy” (Whitehead, 2001; Whitehead, 2010; Lloyd & Smith, 2013) that attends not only to the kinetic motions of skill formation and their physiological and musculo-skeletal affordances, but also to the bodily sensations, inner feelings, fluid aesthetic forms and energetic exchanges that make such movements inherently satisfying and life-affirming (cf. Olsen, 2002).



Refereed Chapters in Books (last seven years only)

  1. 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, NL, United States: Sense Publishing.
  2. Lloyd, R. J. & Hermans, V. (submitted). The “Dark Side” of Mindfulness: Embracing Challenging Experiences through an Interdisciplinary Practice. In A. Ibrahim, N. Ng-A-Fook, & G. Reis (Editors). Provoking Curriculum Studies: Strong Poetry and the Arts of the Possible. (35 page manuscript). New York, NY: Taylor & Francis/Routledge.
  3. 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..
  4. 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.
  5. 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.
  6. 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.
  7. 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.
  8. 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.


Papers in Refereed Journals (last 7 years only)

  1. Curriculum as playlist: Responses of synopsis and expansion (1, Ed.). Journal of Curriculum and Pedagogy, 43. (In Press)
  2. Lloyd, R. (2017). The Feeling of Seeing: Factical Life in Salsa Dance. Phenomenology & Practice, 11(1), 58-71
  3. 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.
  4. Lloyd, R. J. (2015). 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. doi:ISSN: 20517068
  5. 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.
  6. 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.
  7. 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
  8. 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. doi:10.1080/17408989.2014.895802
  9. 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:
  10. 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 Inquiry4(2), 38-50.
  11. 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.
  12. Lloyd, R. J. (2012). Moving to learn and learning to move: A phenomenological exploration of children’s climbing with an interdisciplinary movementconsciousness. The Humanistic Psychologist, 40(1), 23-37.
  13. 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.
  14. 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.
  15. Lloyd, R. J. (2011). Health-related fitness: An interdisciplinary approach to implementation in physicaland health education. Education Review, 1(2), 6-7.
  16. Lloyd, R. (2011). Le conditionnement physique pour améliorer la santé : une   approche interdisciplinaire pour l’application pratiqueen éducation physique et à la santé. Revue D’Éducation, 1(2), 6-7.
  17. Lloyd, R. J. (2011). Teaching games with inner sense: Exploring movement consciousness in women’s volleyball. PHEnex journal/revue phénEPS, 3(2), 1-17.
  18. Lloyd, R. J. & Smith, S. J. (2009). Enlivening the curriculum of health-related fitness. Educational Insights, 13(4).
  19. 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.
  20. Lloyd, R. J., & Smith, S. J. (2006). Interactive flow in exercise pedagogy. Quest, 58(2), 222-241.
  21. Smith, S. J., & Lloyd, R. J. (2006). Promoting vitality in health and physical education. Qualitative Health Research, 16(2), 245-267.
  22. 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.