Walking and learning – Rosie Holmes

Rosie Holmes, Learning Support Coordinator at UCA Farnham, explains how she walks with her students to help them achieve a deeper level of learning and reflection.


Rosie’s recent research ‘Walking towards a more embodied pedagogy’ explores the benefits of incorporating the body and walking into teaching and learning practices in order to enable a much deeper level of learning, reflection and creativity. The historical background to walking and thinking indicates that walking has long been a highly valued activity for many philosphers, writers and artists.

More recent research clearly confirms that the benefits of walking include richer dialogue, a more reflective form of attention which supports the generation of ideas, reduced anxiety and a place for absorbing and making creative connections in our learning.

Online References:

About Rosie:

Rosie is one of the team of Learning Support Coordinators working on UCA’s 2-year Inclusivity Project, and leading the project strand concerned with wellbeing and mental health. She has a professional background of 15 years experience of working in arts education, both in Learning Support (as a Learning Mentor and Learning Support Assistant) and also as a freelance Community Artist teaching courses in lens based media. Rosie is a fellow of the HEA and is currently involved in research that explores embodied pedagogy, in particular through the support of walking and mindfulness practices. 

This entry was posted in How Students Learn, Inclusivity, Learning Support, Podcasts, Student Centred Learning, Webinars, Wellbeing. Bookmark the permalink.

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