Summary and Further Readings

FUNCTION2FLOW SUMMARY

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).

F2F Related Chapters in Books

  1. Lloyd, R., Smith, S. J., *Belalcazar, C. & †Milner, C. (2026). Physical Literacy for Older Adults: A Call for Interactive Living. In Liz Durden-Myers (Ed.), Routledge Handbook of Physical Literacy (1 ed.) (pp. 378-391). Abingdon, United Kingdom: Routledge. doi:10.4324/9781032703466
  2. Lloyd, R. (2026). Disrupting Ageism in “Active for Life” Research and Recreational Pursuits: A Professor’s Lived Experience of Leading and Following. In Robert E. White (Ed.), Inclusive and Innovative Leadership in Higher Education Fostering Diversity, Well-being, and Pedagogical Excellence (pp. 175-196). Leeds, United Kingdom: Emerald Publishing. Retrieved from https://bookstore.emerald.com/inclusive-and-innovative-leadership-in-higher-education-hb-9781805929963.html
  3. 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.
  4. 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, Canada: Thompson Educational Publishing Inc.
  5. 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, Canada: The Althouse Press.
  6. 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, Canada: University of Toronto Press.
  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, United States: 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, United States: Sense Publishers.
  9. Lloyd, R. J. (2018). Curriculum-as-Living-Experience. In E. Hasebe-Ludt, & C. Leggo (Eds.), Canadian curriculum studies: A métissage of inspiration/imagination/interconnection (pp. 26). Toronto, Canada: Canadian Scholars’ Press.

F2F Related Papers in Refereed Journals

  1. Lloyd, R. J & Smith, S. J. (2023, June). Salsa Rhythms and Soul Connections. Qualitative Inquiry, 1-7. https://doi.org/10.1177/10778004231176094
  2. 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. Retrieved from https://www.ingentaconnect.com/content/intellect/jdsp/2022/00000014/00000001
  3. Lloyd, R. & Smith, S. (2022, January). Becoming InterActive for Life: Mobilizing Relational Knowledge for Physical Educators. Frontiers in Sports & Active Living, 3, 1-11. https://doi.org/10.3389/fspor.2021.76903           
  4.  Lloyd, R. & Smith, S. (2021). A Practical Introduction to Motion-Sensing Phenomenology. PHEnex journal/revue phénEPS, 11(2), 1-18. Retrieved from https://ojs.acadiau.ca/index.php/phenex/article/view/416
  5.  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. https://doi.org/10.1080/2159676X.2020.1820559
  6. Smith, S. J. & Lloyd, R. J. (2019). Life phenomenology and relational flow. Qualitative Inquiry, February. doi:10.1177/1077800419829792
  7. Lloyd, R. J. (2017). The feeling of seeing: Factical life in salsa dance. Phenomenology & Practice, 11(1), 58-71.
  8. 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.
  9. 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, 2(2), 119-140. doi:ISSN: 20517068
  10. 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
  11. 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
  12. Lloyd, R. J. (2012). 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.
  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. J. (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. Retrieved from www.phandpr.org/index.php/pandp/article/download/93/142
  15. Lloyd, R. J. (2011). Health related fitness: An interdisciplinary approach to implementation in physical and health education. Education Review, 1(2), 6-7.
  16. Lloyd, R. J. (2011). 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.
  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). Retrieved from www.ccfi.educ.ubc.ca/publication/insights/v13n04/articles/lloyd_smith/index.html
  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.
  23. Lloyd, R. J. & Smith, S. J. (2004). To move and be moved: The cultivation of motion-sensitive pedagogy. Prospero, 10(3), 4-11.
  24.  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(4), 418-443.