| （School of Physical Education，Qujing Normal University，Qujing 655011，China) Abstract: In order to explore the connotations of the philosophical foundation of sport pedagogy, starting with the body-mind view, the authors traced its changes in the formation of “embodiment” philosophy, and clearly revealed the process of formation of the nonlinear dynamic system consisting of the trinity of “mind-body-surroundings”: Husser’s “inter-subjectivity” of the body specifies the basic relationship between “body-body” and “body-mind”; Heidegger’s dynamic “embodiment” expands the boundaries of the body, uses Dasein to establish and standardize the “mind-body-surroundings” system structure; Mero Ponty’s reversibility of “embodiment” indicates the body’s dynamic role in the “mind-body-surroundings” system, and also uplifts sports science that bases on “for itself” body activities as the research topic to an unprecedented height. Lastly, coupled with the analysis of the theoretical frameworks of sport pedagogy and physical literacy, the authors expatiated on “embodiment” philosophy’s inspirations to sport pedagogy and physical literacy, and preliminarily established a physical literacy dynamic development model.
Key words: phenomenology；embodiment；sport pedagogy；physical literacy；body-mind view |
