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Background of study: Given the importance of movement and low exercise adherence among young adults, it is imperative to understand reasons for the love of movement. Objective: The purpose of this phronetic, qualitative study was to examine if the values of aerial practice encompassed elements of embodiment, techne (art), and phronesis (practical wisdom). Method: Participants were 13 undergraduate college students in an aerial practice class. Individual-based interview topics included exercise behavior and the values and meaning of aerial practice. Results: All participants were active regardless of aerial practice classification (e.g., beginners vs advanced). Beyond aerial practice, other exercises included dancing, yoga and aerial yoga, Pilates, aerobic activities (e.g., running and spinning classes), rock climbing and hiking, weight lifting, somatics and acrobatics. Based on the first theme, the love of aerial practice, techne aspects reflected fitness, skill improvement; challenging, infinite learning and determination. Art, performativity, fluidity included techne and embodiment, while the sensation of whole-body movement encompassed an embodied element for the love of aerial silks. A combination of phronetic and embodied elements were sense of community and inclusivity; novelty; it fits me. Embodied qualities of the second theme, challenges with aerial practice, included fear, injuries, bruises, pain. Fitness, skill, performance and the struggle to learn new movements linked to techne and the integral parts of movement. Phronetic categories regarding situation-specific reflections were time on the silk and unhealthy competition in the business world (territorial traits and lack of sharing). The third theme was future exercise plans and its categories included phronetic (decision-related) elements: practice and/or teach aerial silks; keep exercising. Conclusion: Artistic, embodied, and phronetic approaches in movement education can enhance the value and pursuit of movement.

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The purpose of this quasi-experimental, phenomenological study was to use embodied cognition in understanding learning experiences in skill development and performativity (e.g., storytelling and emotional expression) among 17 beginners in aerial practice ( Mage = 20.59 ± 1.37 years old). Eight people were in the treatment-group class (skill development and performativity) and nine individuals participated in the control-group class (only skill development). Four themes emerged from the analysis: linking other exercises to aerial (e.g., cheerleading, dancing, and gymnastics) and uniqueness of aerial (e.g., artistic aspect while in the air); success in meeting aerial goals (at the posttest, performativity was valued more in the treatment group than the control group); exercise changes due to aerial, such as enhanced upper-body strengthening activities and stretches; and lessons learned, including importance of conditioning and small class size, switching Teaching Assistants (TAs), and silk awareness. Practitioners in community-based movement education programs like dancing and physical theater should recognize the need for embodied knowledge by emphasizing not only skill development but also performativity for enhanced learning experiences within supportive class settings. Although adding performative qualities to skill learning is more challenging than skill development alone, it can lead to enhanced performance, joy, and meaning of movement.