As teachers, directors and coaches we move between conscious and unconscious use of language with different levels of awareness of its impact. Ideas and images are transformed into movement through a process of ‘ideokinesis’, where how you think your body works changes how your body works. This mattering discourse can become naturalised within different movement practices and, as such, its political resonance and liberatory potential is side-lined. This article seeks to understand how language matters in movement teaching. What types of language are produced in the movement space and why? How does pedagogic language open up or close down the possibility of a liberatory practice and how might we define this? At this cultural moment, when the complexities of identity politics have been brought into sharp focus, it seems vital to hold our pedagogic language to account.

作为教师、导演和教练，我们在有意识和无意识的语言使用之间移动，对其影响的认识程度不同。想法和图像通过“ideokinesis”过程转化为运动，您认为自己的身体工作方式会改变身体的工作方式。这种重要的话语可以在不同的运动实践中自然化，因此，它的政治共鸣和解放潜力被边缘化了。本文旨在了解语言在动作教学中的重要性。在运动空间中产生了哪些类型的语言，为什么？教学语言如何开启或关闭解放实践的可能性，我们如何定义这一点？在这个文化时刻，身份政治的复杂性已成为人们关注的焦点，