Rebecca J. Lloyd  is a Full Professor and SSHRC-funded researcher in the Faculty of Education at the University of Ottawa who researches movement awareness in professional practices with a Function2Flow interdisciplinary motion-sensing consciousness. Her areas of expertise include phenomenological methodologies, active aging education, physical education, teacher education, partnered practices, pedagogy, and dance.  See function2flow.ca for methodology, physical activity and active aging research and resources.

Dr. Rebecca Lloyd 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 InterActive for Life & International Council on Active Aging Partnership Project: A Function2Flow Inquiry into Joyful Programs & Experiences of Active Aging Education: It is a partnership project to generate new knowledge for enhancing Active Aging Education. The global growth of an aging population is rising and unless we can change the way we actively age, there will be severe consequences. Principal Investigator. Social Sciences and Humanities Research Council of Canada. For more information about the Project, click here.
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.

Publications (ORCID)

Journal Articles	Chapters In Books
Lloyd, R., Smith, S. & Sahingil, D. (2024, March). Physical literacy, health and interactive aging: a position paper. Front. Sports Act. Living, 6(1346802). doi: 10.3389/fspor.2024.1346802 Lloyd, R. & Smith, S. (2024). Physical literacy and active aging: a holistic approach to physical activity promotion. Journal of Active Aging, 23(1), 24-32. Jobel, J. & Lloyd, R. J. (2023). Engaging Students in Social Emotional Learning During the COVID-19 Pandemic: The Lived Experience of Three High School Teachers in the United States. Canadian Journal for New Scholars in Education, 33-43. Jobel, J. & Lloyd, R. (2023). Giving and Taking Care During the COVID-19 Pandemic: Secondary Teachers’ Experiences of Social Emotional Learning. Journal of Contemplative and Holistic Education, 1(4), 1-17. Retrieved from https://doi.org/10.25035/jche.01.01.04 Lloyd, R. J & Smith, S. J. (2023). Salsa Rhythms and Soul Connections. Qualitative Inquiry, 1-7. https://doi.org/10.1177/10778004231176094 Lloyd, R. (2022). A Book Review of Mariella Greil’s (2021) Being in Contact: Encountering a Bare Body published by DeGruyter. Phenomenology & Practice, 17(1), 234-235. Retrieved from https://journals.library.ualberta.ca/pandpr/index.php/pandpr/article/view/29520/21489 Lloyd, R. & Smith, S. (2022). 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 Lloyd, R. & Smith, S. (2022). Becoming InterActive for Life: Mobilizing Relational Knowledge for Physical Educators. Frontiers in Sports & Active Living, 3, 1-11. http://hdl.handle.net/10393/46472 Freire, J., Lloyd, R. & Wiggers, I. (2022). A Comparison of Virtual Physical Education Teacher Education Experiences in Brasilia and Ottawa: Learning Together in COVID-19 Times. Interfaces Brazil/ Canada, 1-27. Retrieved from https://revistas.ufpel.edu.br/index.php/interfaces/article/view/5809 Pingue, K. & Lloyd, R. (2021). Dancing into Ubuntu: Inquiring into Pre-Service Teachers’ Experiences of the Kpanlogo Dance. Cultural and Pedagogical Inquiry, Summer 2020 edition, 165-179. https://doi.org/10.18733/cpi29543 Lloyd, R. & Smith, S. (2021). A Practical Introduction to Motion-Sensing Phenomenology. PHEnex journal/revue phénEPS, 11(2), 1-18. https://ojs.acadiau.ca/index.php/phenex/article/view/4166 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. http://hdl.handle.net/10393/46474 Lloyd, R. (2021). Dancing Salsa Solo: Somatic Shimmies & Sways of Awakenings in the Midst of Pandemic Death. Education Review, 7(2), 35-45. https://education.uottawa.ca/sites/education.uottawa.ca/files/uo_fefe_educrev_fall2021_acc.pdf Lloyd, R. (2021). Living the curriculum: Vivendo o Currículo: Perspectivas para a formação de professores de Educação Física no Canadá. Revista Com Censo: Estudos Educacionais do Distrito Federal, 8(3), 142-145. Retrieved from http://www.periodicos.se.df.gov.br/index.php/comcenso/article/view/1243/720 Lloyd, R. (2021). Living the Curriculum: Perspectives of Physical Education Teacher Education in Canada. Com Censo, 8(3), 142-145. Retrieved from http://www.periodicos.se.df.gov.br/index.php/comcenso/article/view/1243/721 Lloyd, R. (2020). Book Review – Back to the Dance Itself: Phenomenologies of the Body in Performance, by Fraleigh, S. (Ed.)]. Journal of Phenomenological Psychology, 51, 227-243. doi:10.1163/15691624-12341379 Smith, S. J. & Lloyd, R. J. (2019). Life phenomenology and relational flow. Qualitative Inquiry, February. doi:10.1177/1077800419829792 Lloyd, R. J. (2017). The feeling of seeing: Factical life in salsa dance. Phenomenology & Practice, 11(1), 58-71. http://hdl.handle.net/10393/46473 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. http://hdl.handle.net/10393/46471 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 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. 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. (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	Jobel, J. Lloyd, R. (2023). Building relationships and developing pedagogical tact: High school teachers’ lived experience of engaging students in social emotional learning curriculum. In Dr. John P Miller (Ontario Institute for Studies in Education/University of Toronto) & Dr. Kelli Nigh (Ontario Institute for Studies in Education/University of Toronto) (Eds.), Holistic education: Principles, perspectives, and practices – 30th anniversary edition. Lloyd, R. J. (2018). Curriculum-as-Living-Experience. In E. Hasebe-Ludt, & C. Leggo (Eds.), Canadian curriculum studies: A métissage of inspiration/ imagination/ interconnection (p. 26). Toronto, Canada: Canadian Scholars’ Press. Lloyd, R. J., de Montigny, J. & Whitley, J. (2019). Comprehensive School Health. In Barrett, J.M., & Scaini, C (Eds.), Physical and Health Education in Canada: Integrated Approaches for Elementary Teachers (1 ed., Vol. 1) (pp. 96-109). Illinois, United States: 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, United States: 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, NL, United States: 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. 253-270). Altona, Canada: FriesenPress. Journal Issues Edited Lloyd (2021, November). Pandemic Phenomenology. Education Review, 7(2), 46. Retrieved from https://www2.uottawa.ca/faculty-education/sites/g/files/bhrskd391/files/2022-03/uo_fefe_educrev_fall2021_acc.pdf Smith, S., Saevi, T., Lloyd, R. J. & Churchill, S. (2017, November). Life Phenomenology (4, Ed.). Phenomenology & Practice, 11(1), 88. Retrieved from https://journals.library.ualberta.ca/pandpr/index.php/pandpr/issue/view/1940 Special Journal Issue relating to the 35th International Human Science Research Conference (IHSRC) that I chaired July 2016. 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. 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
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 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. http://hdl.handle.net/10393/46437 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). 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. Wiebe, C., Leggo, C., Conrad, D., Sameshima, P., Gouzouasis, P., James, K., Walsh, S., Fels, L., Richardson, P., Meyer, K., Hasebe-Ludt, E., Snowber, C., Kentel, J. A., & Lloyd, R. J. (2018). Curriculum as playlist: Responses of synopsis and expansion. Journal of Curriculum and Pedagogy, 15(1), 58-105.

Journal Articles

Chapters In Books

Lloyd, R., Smith, S. & Sahingil, D. (2024, March). Physical literacy, health and interactive aging: a position paper. Front. Sports Act. Living, 6(1346802). doi: 10.3389/fspor.2024.1346802

Lloyd, R. & Smith, S. (2024). Physical literacy and active aging: a holistic approach to physical activity promotion. Journal of Active Aging, 23(1), 24-32.

Jobel, J. & Lloyd, R. J. (2023). Engaging Students in Social Emotional Learning During the COVID-19 Pandemic: The Lived Experience of Three High School Teachers in the United States. Canadian Journal for New Scholars in Education, 33-43.

Jobel, J. & Lloyd, R. (2023). Giving and Taking Care During the COVID-19 Pandemic: Secondary Teachers’ Experiences of Social Emotional Learning. Journal of Contemplative and Holistic Education, 1(4), 1-17. Retrieved from https://doi.org/10.25035/jche.01.01.04

Lloyd, R. J & Smith, S. J. (2023). Salsa Rhythms and Soul Connections. Qualitative Inquiry, 1-7. https://doi.org/10.1177/10778004231176094

Lloyd, R. (2022). A Book Review of Mariella Greil’s (2021) Being in Contact: Encountering a Bare Body published by DeGruyter. Phenomenology & Practice, 17(1), 234-235. Retrieved from https://journals.library.ualberta.ca/pandpr/index.php/pandpr/article/view/29520/21489

Lloyd, R. & Smith, S. (2022). 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

Lloyd, R. & Smith, S. (2022). Becoming InterActive for Life: Mobilizing Relational Knowledge for Physical Educators. Frontiers in Sports & Active Living, 3, 1-11. http://hdl.handle.net/10393/46472

Freire, J., Lloyd, R. & Wiggers, I. (2022). A Comparison of Virtual Physical Education Teacher Education Experiences in Brasilia and Ottawa: Learning Together in COVID-19 Times. Interfaces Brazil/ Canada, 1-27. Retrieved from https://revistas.ufpel.edu.br/index.php/interfaces/article/view/5809

Pingue, K. & Lloyd, R. (2021). Dancing into Ubuntu: Inquiring into Pre-Service Teachers’ Experiences of the Kpanlogo Dance. Cultural and Pedagogical Inquiry, Summer 2020 edition, 165-179. https://doi.org/10.18733/cpi29543

Lloyd, R. & Smith, S. (2021). A Practical Introduction to Motion-Sensing Phenomenology. PHEnex journal/revue phénEPS, 11(2), 1-18. https://ojs.acadiau.ca/index.php/phenex/article/view/4166

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. http://hdl.handle.net/10393/46474

Lloyd, R. (2021). Dancing Salsa Solo: Somatic Shimmies & Sways of Awakenings in the Midst of Pandemic Death. Education Review, 7(2), 35-45. https://education.uottawa.ca/sites/education.uottawa.ca/files/uo_fefe_educrev_fall2021_acc.pdf

Lloyd, R. (2021). Living the curriculum: Vivendo o Currículo: Perspectivas para a formação de professores de Educação Física no Canadá. Revista Com Censo: Estudos Educacionais do Distrito Federal, 8(3), 142-145. Retrieved from http://www.periodicos.se.df.gov.br/index.php/comcenso/article/view/1243/720
Lloyd, R. (2021). Living the Curriculum: Perspectives of Physical Education Teacher Education in Canada. Com Censo, 8(3), 142-145. Retrieved from http://www.periodicos.se.df.gov.br/index.php/comcenso/article/view/1243/721

Lloyd, R. (2020). Book Review – Back to the Dance Itself: Phenomenologies of the Body in Performance, by Fraleigh, S. (Ed.)]. Journal of Phenomenological Psychology, 51, 227-243. doi:10.1163/15691624-12341379

Smith, S. J. & Lloyd, R. J. (2019). Life phenomenology and relational flow. Qualitative Inquiry, February. doi:10.1177/1077800419829792

Lloyd, R. J. (2017). The feeling of seeing: Factical life in salsa dance. Phenomenology & Practice, 11(1), 58-71. http://hdl.handle.net/10393/46473

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. http://hdl.handle.net/10393/46471

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
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.

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. (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

Jobel, J. Lloyd, R. (2023). Building relationships and developing pedagogical tact: High school teachers’ lived experience of engaging students in social emotional learning curriculum. In Dr. John P Miller (Ontario Institute for Studies in Education/University of Toronto) & Dr. Kelli Nigh (Ontario Institute for Studies in Education/University of Toronto) (Eds.), Holistic education: Principles, perspectives, and practices – 30th anniversary edition.

Lloyd, R. J. (2018). Curriculum-as-Living-Experience. In E. Hasebe-Ludt, & C. Leggo (Eds.), Canadian curriculum studies: A métissage of inspiration/ imagination/ interconnection (p. 26). Toronto, Canada: Canadian Scholars’ Press.

Lloyd, R. J., de Montigny, J. & Whitley, J. (2019). Comprehensive School Health. In Barrett, J.M., & Scaini, C (Eds.), Physical and Health Education in Canada: Integrated Approaches for Elementary Teachers (1 ed., Vol. 1) (pp. 96-109). Illinois, United States: 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, United States: 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, NL, United States: 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. 253-270). Altona, Canada: FriesenPress.

Journal Issues Edited

Lloyd (2021, November). Pandemic Phenomenology. Education Review, 7(2), 46. Retrieved from https://www2.uottawa.ca/faculty-education/sites/g/files/bhrskd391/files/2022-03/uo_fefe_educrev_fall2021_acc.pdf

Smith, S., Saevi, T., Lloyd, R. J. & Churchill, S. (2017, November). Life Phenomenology (4, Ed.). Phenomenology & Practice, 11(1), 88. Retrieved from https://journals.library.ualberta.ca/pandpr/index.php/pandpr/issue/view/1940
Special Journal Issue relating to the 35th International Human Science Research Conference (IHSRC) that I chaired July 2016.

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.

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

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

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. http://hdl.handle.net/10393/46437

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).

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.

Wiebe, C., Leggo, C., Conrad, D., Sameshima, P., Gouzouasis, P., James, K., Walsh, S., Fels, L., Richardson, P., Meyer, K., Hasebe-Ludt, E., Snowber, C., Kentel, J. A., & Lloyd, R. J. (2018). Curriculum as playlist: Responses of synopsis and expansion. Journal of Curriculum and Pedagogy, 15(1), 58-105.

Rebecca in action

https://www.youtube.com/watch?v=Hx_9jGaC5_I&ab_channel=uOttawaEducation

New Researcher Award 2014

Conference by Rebecca Lloyd: Flow into Fitness

Adriano & Rebecca Pro-Am (Novaera Productions)