Do Not Neglect the Body and Action: The Emergence of Embodiment Approaches to Understanding Human Development

Mapping the emotional homunculus with fMRI

Emotions are commonly associated with bodily sensations, e.g., boiling with anger when overwhelmed with rage. Studies have shown that emotions are related to specific body parts, suggesting that somatotopically organized cortical regions that commonly respond to somatosensory and motor experiences might be involved in the generation of emotions. We used functional magnetic resonance imaging to investigate whether the subjective feelings of emotion are accompanied by the activation of somatotopically defined sensorimotor brain regions, thus aiming to reconstruct an "emotional homunculus." By defining the convergence of the brain activation patterns evoked by self-generated emotions during scanning onto a sensorimotor map created on participants' tactile and motor brain activity, we showed that all the evoked emotions activated parts of this sensorimotor map, yet with considerable overlap among different emotions. Although we could not find a highly specific segmentation of discrete emotions over sensorimotor regions, our results support an embodied experience of emotions.

Predictive Model of the Relationship between Positive and Negative Affect, Self-Consciousness of Appearance, and Positive Body Image in Physical Exercise Practice

The biopsychosocial development of individuals is influenced by body image and physical exercise. This study aimed to evaluate seven hypotheses regarding the impact of positive affect, negative affect, self-consciousness of appearance, and positive body image on the practice of physical exercise. The data were processed using the statistical package SmartPLS 4.0.9.5. Using an exploratory methodology based on structural equation modeling (SEM) of structural equations applied to small sample sizes, a tentative model has been generated to define the drivers of physical activity. The survey used the Body Mass Index, Body Appreciation Scale-Revised, and Derriford Appearance Scale-14 items. The study involved 129 men and 279 women (N = 408). The model demonstrated a distinct internal consistency in that, out of the seven hypotheses analyzed, only one was rejected. The findings of the multigroup analysis indicate that there are no statistically significant discrepancies between the constructed measures and the practice of physical activity. The conclusions of this study showed that, although positive and negative affect, and self-consciousness influence positive body image, there were no statistically significant differences between those who exercise and those who do not exercise. Various factors influence biopsychosocial development. Future studies should explore the influence of psychological and social variables on understanding body image and physical exercise.

The relationship between motor performance and executive functioning in early childhood: A systematic review on motor demands embedded within executive function tasks

This systematic review examined to what extent response demands of executive functioning (EF) tasks influence the relationship between motor performance and EF in 2- to 6-year-old typically developing (TD) children and children with motor coordination difficulties (MCD). Eighteen of the included articles focused on TD children only and three also on children with MCD. EF tasks were subdivided based on the type of responses (i.e., motor or verbal). EF tasks requiring a motor response were subdivided into two levels (i.e., complex or simple). Results showed that the relationship between motor performance and EF in 2- to 6-year-old TD children and children with MCD was inconclusive with the strength of correlation coefficients for the most part varying from very weak to moderate. The type of EF task response did not influence the relationship between motor performance and EF. The review thus implies that other task demands than the type of EF task response need to be investigated to explain the inconsistent relationship between motor performance and EF, such as the complexity of the motor response of EF tasks, the complexity of the actual motor tasks, and additional processes (e.g., memory, intelligence, language comprehension).

Reinvest to Assess: Advancing Approaches to Motor Competence Measurement Across the Lifespan

Measurement of motor competence is a vital process to advancing knowledge in the field of motor development. As motor competence is being more widely linked to research in other academic domains (e.g., public health, neuroscience, behavioral health), it is imperative that measurement methodology and protocols are reproducible with high degrees of validity and reliability. When addressing the plethora of available assessments, mostly developed for youth populations, there are potential questions and concerns that need to be addressed and/or clarified. One of the most prominent issues is the lack of a lifespan measure of motor competence, which is at odds with the premise of the field of motor development-studying changes in motor behavior across the lifespan. We address six areas of concern in lifespan assessment which include: (1) lack of assessment feasibility for conducting research with large samples, (2) lack of accountability for cultural significance of skills assessed, (3) limited sensitivity and discriminatory capabilities of assessments, (4) developmental and ecological validity limitations, (5) a problematic definition of 'success' in skill performance, and (6) task complexity and adaptability limitations. It is important to critically analyze current assessment methodologies as it will help us to envision the development and application of potential new assessments through a more comprehensive lens. Ultimately, we propose that reinvesting in how we think about assessment will be highly beneficial for integrating motor development from a holistic perspective, impact scientific advancements in other developmental domains, and increase global and lifespan surveillance of motor competence.

Motor Creativity and Self-Efficacy in Young Gymnasts: Expertise Differences

The expression of original and functional motor actions (e.g. motor creativity) has been associated to various self-concept constructs such as self-efficacy (Richard et al., 2018). The aim of the present study was to investigate how motor creativity and self-efficacy could change according to gymnastics practice years. Thirty-five young gymnasts (N = 17 élite; N = 18 recreational) participated in the study. Gymnasts performed the motor creativity tests (Bertsch, 1983) and they were administered the self-efficacy in physical activities inventory (Morano et al., 2019). Analyses of variance showed significant differences in all creativity dimensions (i.e. fluency, flexibility and originality) with flexibility showing the lowest differences between groups. Furthermore, élite gymnasts showed higher values both in bench than in floor and hoop creativity tasks, than recreational group. Significant differences between groups emerged in self-efficacy levels too, with élite gymnasts showing higher values than recreational gymnasts. Finally, creativity and selfefficacy resulted more related in élite gymnasts than in recreational ones. Motor creativity interventions could help both élite and recreational gymnasts to perform a greater variety and adaptability of movement solutions to achieve a task goal also in advancing technical expertise.

Embodiment-related risk factors for Posttraumatic Stress, Anxiety and Depression in female victims of intimate partner violence

A central notion in the field of embodiment is that body sensorimotor processes and body mental representations influence emotion, cognition and behavior. By affecting the body, intimate partner violence (IPV) can leave victims with a fragile self, and significant physical and mental health problems. In this study, we aim to examine embodiment-related variables and mental health of female victims of IPV, as well as the impact of embodiment on mental health. A total of 38 female victims of IPV (mean age 40.3 ± 10.9 years) were recruited from shelters and the community. The study assessed the levels of Posttraumatic Stress Disorder (PTSD), Anxiety and Depression, and abilities of Movement Imagery, Interoceptive Accuracy, Interoceptive Sensibility, Body Ownership and Bodily Dissociation. Univariate, bivariate and binary regression analysis were used. PTSD, Anxiety and Depression were highly prevalent among our sample, alongside with altered values of body ownership and interoception. All three mental health disorders were significantly correlated with interoceptive self-regulation, interoceptive trusting, and bodily dissociation. For this group of women, each unit rise in the bodily dissociation scale increased two and six times the risk for developing Depression and Anxiety, respectively. The embodiment of female victims of IPV is altered, and higher bodily dissociation can be a risk factor for the development of mental health problems. Restoration of embodiment-related functions could be important for the victims to overcome the negative effects of violent relationships.

Embodied learning in multiple sclerosis using melodic, sound, and visual feedback: a potential rehabilitation approach

Given the prevalence of motor and cognitive functions in persons with multiple sclerosis (PwMS), we proposed that the theoretical framework of embodiment could provide a rehabilitation avenue to train these functions as one functional unit. PwMS (n = 31) and age- and gender-matched healthy controls (n = 30) underwent an embodied learning protocol. This involved learning a cognitive sequence while performing it through bodily stepping movement under three feedback conditions (melody, sound, and visual). Cognitive and movement performance was assessed by a delayed recall 15 min after undergoing the embodied learning protocol. Half of participants correctly recalled the sequence in all three conditions, while 70% of healthy controls achieved correct recall within the melody condition. Balance impairment predicted the speed of executing the sequence irrespective of learning, most apparent in the melody condition. Information processing speed predicted the speed of executing the sequence in the melody and sound conditions between participants as well as over time. Those who learned performed the sequence faster in the melody condition only and overall were faster over time. We propose how embodied learning could expand the current context of rehabilitation of cognitive and motor control in PwMS.

Body Mobility and Attention Networks in 6- to 7-Year-Old Children

Learning in 6- to 7-year-old children is strongly influenced by three functions of attention: alertness, orienting, and executive control. These functions share a close relationship with body mobility, such as the posture adopted or a request to stay still during tasks. The aim of this study (ClinicalTrials.gov) was to analyze the influence of body posture (standing versus sitting) and the influence of these imposed postures compared to a free body mobility on attention functions in 6- to 7-year-old children. Twenty-one children (11 girls) with a mean age of 6.7±0.6years performed the Attention Network Test for Children in three-body mobility conditions: sitting still, standing still, and free to move. Three attentional scores were calculated which would separately reflect performance of alertness, orienting, and executive control. Overall, no difference in alertness performance was found between the three bodily mobility conditions. In addition, our results suggest a general poor orienting performance in children, whatever the body mobility condition, which might be related to their young age. Finally, children improved their executive control performance when they stood still, probably due to an improvement in arousal and mental state.

Creativity in Motion: Examining the Creative Potential System and Enriched Movement Activities as a Way to Ignite It

In a global and highly competitive world, the importance of creativity is increasing as it supports adaptability, health, and actualization. Yet, because most research focuses on what it takes to produce creative artifacts, interventions supporting growth in creative potential remains underexplored. To address this limitation, the first goal of this paper is to review the creativity science literature to identify the elements that underpin the realization of an individual’s creative potential. The summary of the literature is presented using a framework which highlights the interactions between environmental elements (i.e., cultural values, social interactions, and material world) and actors’ elements (i.e., affective attributes and states, cognitive skills, and physical expression). Using a systemic perspective, the framework illustrates ‘what’ creativity enhancement interventions should aim for, to facilitate the emergence of creative actions. Given the current lack of holistic, embodied, and interactive evidence-based interventions to nurture the creative potential elements identified, the second part of this review builds on movement sciences literature and physical literacy conceptualization to suggest that enriched movement activities are promising avenues to explore. Specifically, following non-linear pedagogy approaches, an intervention called movement improvisation is introduced. Ecological dynamics principles are used to explain how improvising with movement in a risk-friendly environment can lead to cognitive, affective, social, and cultural repertoire expansion. To interrogate this argument further, the review concludes with possible solutions to withstand research challenges and raises future study questions. Overall, combining creativity and movement sciences in this review demonstrates the potential for well-designed movement interventions to ignite creative potential for individuals and overcome the tendency to remain anchored in a state of inertia.

Different Aspects of Emotional Awareness in Relation to Motor Cognition and Autism Traits

Emotion is inherently embodied, formulated through bodily sensation, as well as expressed and regulated through action. Both expressing one’s own emotions and understanding the emotional actions of others are common areas of difficulty in autism. Moreover, reduced emotional awareness is also thought to be problematic in autism, and such difficulties may be mediated by impaired motor cognition. We aimed to examine how intensity of emotional experience and ability to differentiate between one’s own emotions relates to motor empathy and autistic traits. We hypothesized that greater motor cognition would be associated with greater emotional intensity and more refined emotion differentiation. Participants from the general population (N = 160) completed the Actions and Feelings Questionnaire (AFQ), a self-report measure assessing motor cognition, alongside the Broad Autism Phenotype Questionnaire and an emotion elicitation task. Motor cognition was significantly associated with more intense emotional experiences but not with ability to differentiate between similar emotions. Autistic traits, particularly social aloofness, predicted less emotion differentiation and lower scores on the animation subscale of the AFQ. We suggest that whereas as intensity of experience may be dependent on sensorimotor representation of emotions, differentiation requires additional cognitive functions such as language understanding. A dissociation between awareness of intensity and differentiation may be critical for understanding emotional difficulties in autism.

Role of Embodied Movement in Assessing Creative Behavior in Early Childhood: A Focused Review

The controlled measurement of creative potential in early childhood is imperative for researchers seeking to fully understand the initial emergence and development of creativity. Evidence for original ideation has been demonstrated in infants as young as one year old, through their performance of movement-based, interactive creativity tasks. In this focused review of developmental research, we suggest that embodied movements and interactive play may uniquely facilitate creative thinking in early childhood (i.e., from birth to age six). From this review, we propose that embodied movement reinforces physical interactions that influence cognitions underlying creative behavior. Embodied creativity may supplement traditional creativity measures, as young children may be more inclined to represent their inner thoughts and experiences through movement rather than through language alone. Thus, we explored the importance of embodied creativity as a means of informing current researchers about the development of creativity, and we suggest future experimental research in this area.