The embodiment of equitable ways to develop agentic wellbeing through movement maximising personal and general spaces: Re-tooling affordances as drivers of social justice

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Murray, Alison Morag and Murray, Pamela Fiona and Howells, Kristy and Uthmani, Nuzhat and McMillan, Natasha (2025) The embodiment of equitable ways to develop agentic wellbeing through movement maximising personal and general spaces: Re-tooling affordances as drivers of social justice. Equity in Education & Society. ISSN 2752-6461 (https://doi.org/10.1177/27526461251324217)

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Abstract

This paper explores physical affordances – features and practices supporting activity – and scrutinises their accessibility to promote principle-led equity in movement. By examining how being active underpins capabilities essential for living well, a holistic perspective on using ‘self-space’ and surrounding space is presented. In line with the World Health Organization’s (2021) mandate for fairness in physical activity programming, a justice-oriented leadership approach across health and education is emphasised. The application of JEDI principles (justice, equity, diversity, and inclusion) to physical movement highlights constructs of autonomy and agency, enabling individuals to make choices and act to invoke change (Virenque and Mossio, 2024). The concept of ‘constraints’ is extended from therapeutic roots (Taub et al., 1993) to adaptive movement facilitation (Newell, 1986). Constraints-informed pedagogies enhance embodied learning, fostering autonomy through interactive movement generation in physical education (Renshaw and Chow, 2018). Being well is understood as a composite of physical, cognitive, and emotional health. It is recognised as a complex yet integral construct (Spratt, 2016; Ryff, 2014). Physical activity is shown to significantly influence health behaviours, encompassing mental and physical wellbeing (Liu et al., 2024). This paper offers means to facilitate fair ways towards children's healthy active living.

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