By Greg Mertens and Josh Paddock

The Educational Benefit Of Physical Movement In The Classroom A great deal of research has established a positive correlation between physical movement and improvements in memory, cognition, and learning Not total agreement in the ed-psych community, but it also can’t do any harm due to non-cognitive benefits

What is it? Exercise the brain and the body together: they are not mutually exclusive Integrating physical movement with instruction Not “taking a break” or “refocusing”, but seamless transition and integration Can be used in a variety of ways Specific branded curricula- “Brain Gym” Warm-up activities Transitions between activities Tool for learning facts, vocabulary, formulas, rules, etc.

Why do it? Small, physical movements can help stimulate students’ brains as well as improve focus (SLPS, 2012) Exercise in small bursts can help students reduce anxiety, especially when taking high-stakes standardized tests (Donato, 2009) Can increase brain stimulation and student focus (SLPS, 2012) Can increase academic achievement(Tomporowski, et. al., 2008) Can increase motivation (Basch, 2011) It’s fun!

Why do it, cont. Getting kids moving can increase oxygen in the brain through increased breathing as well as increased circulation The National Association of Child Development says that “the brain uses about three times as much oxygen as muscles in the body do.” Increased circulation means more oxygen-rich blood to the brain Oxygen is responsible for promoting healing of the brain as well as brain use

Physical movement in the classroom-Who is it for? Everybody! Kinesthetic learners Students with IEPs/504 plans Students with ADD/ADHD “Sluggish” learners Schools with block schedules

Kinesthetic Learners Also known as tactile learners Learn by doing, moving, and/or touching May not be able to sit for long periods May be distracted by need to “do” something (Bogod)

Kinesthetic Learners, cont. How can you address kinesthetic learners? Hand signals for certain tasks/rules/expectations Ex.-SLANT Creating movements tied to certain pieces of information you wish the child to learn. Ex. “Divide” your hands apart Making an “x” with your fingers when multiplying

Students with IEPs and 504 plans Legally binding documents Accommodations that must be carried out Some accommodations are easier than others Push to “mainstream” kids and get them into LREs How can BrainGym or other similar programs benefit these kids? Meet accommodation requirements Use with all students to ensure nobody stands out Simple and “cheap” to do

Students with ADD/ADHD Students with constant, uncontrollable movement Students who require tactile stimulation Students prone to “space out” Again, BrainGym-type movements, when incorporated into a lesson or class structure, can provide an outlet for students’ need for sensory stimulation Especially useful for students who do not like or use “fidgets”

Sluggish starters Most students are not ready to learn at 8:00 a.m. Some types of specific movements that target a certain joint/body part can increase alertness Using exercise and movement as a literal warm-up Increased oxygenation Use as motivational tool Use as a review/study tool (reciting math facts while doing arm circles, tossing a ball from person to person while asking review questions, playing “I have/Who Has”, etc.)

Improving Motivation Physical movement can help close the “achievement gap” with urban and minority youth Physical health related to motivation to learn (Basch, 2011) Create competitive physical games in the classroom Appeal to extrinsically motivated students Games do not need to be about winning and losing, but beating personal bests

Specific Programs Several programs/curricula are available Brain Gym Kinesthetically based Specific movements that target various areas (memory, cognition, sensorimotor coordination, etc.) Whole Brain Teaching Incorporates singing, speaking, and physical movements Total classroom management system, not just warm-up exercises

“Whole Brain Teaching” in action Physical movements associated with vocabulary and processes in a 6th grade mathematics classroom. Physical movements associated with vocabulary and processes in a 6th grade mathematics classroom.

“Brain Gym” in action Brain Gym/Kinesiology for Dyslexic, ADD, ADHD Kids Brain Gym/Kinesiology for Dyslexic, ADD, ADHD Kids Let’s do some Brain Gym Activities ourselves…

Cross Crawl-Helps with spelling, listening, reading comprehension Stand or sit Place your right hand across the body to the left knee as you raise it Do the same thing for the left hand on the right knee Like you’re marching Do this for 2-3 minutes Brain Gym, Teacher’s Edition

Brain Buttons- Increases blood flow to the brain (which in turn increases oxygenation of the brain) Position one hand so that there is as wide a space as possible between the thumb and index finger (large L) Place index and thumb into the indentations below the collar bone on each side of the sternum. Press lightly in a pulsing manner At the same time, put other hand over navel. Gently press on those points for about 2 minutes. Brain Gym, Teacher’s Edition

Thinking Caps- helps with short term memory Use thumb and index finger to gently pull and unroll outer part of ear. Start towards the top and move slowly to the lob, pulling the lob gently. Repeat three times Brain Gym, Teacher’s Edition

What else can I do? Math Mania Students break into teams and race to solve math problem on individual dry-erase boards. Each team member responsible for a different “leg” of the problem. Home-made hand signals Math Facts, scientific principals, social studies vocabulary, grammar rules, etc. Have students help create the signals-pride of ownership Charades Great for learning vocabulary

In conclusion… Incorporating movement into your lessons can have a variety of positive effects Cognitive Physical Motivation There are many different ways to incorporate kinesthetic movement with learning Requires little in terms of cost (time or money)

References Basch, C. E. (2011). Healthier Students Are Better Learners: A Missing Link in School Reforms to Close the Achievement Gap. Journal Of School Health, 81(10), Bogod, Liz. Publisher of a resource for students and adults with learning disabilities. Brain Gym, Teacher’s Edition, Revised. Ventura, CA Donato, J. M. (2009). Reducing Test Anxiety and Improving Academic Performance in Fourth Grade Students: Exploring an Intervention. ProQuest LLC National Association for Child Development National Association for Child Development (NACD) Accessed on 2 November

References, cont. Sibley, B. A. and Etnier, J. L The Relationship Between Physical Activity and Cognition in Children: A Meta-Analysis. Pediatric Exercise Science. 15(3): St. Louis Public School System (SLPS). Published 5 September Tomporowski, P. D., Davis, C. L., Miller, P. H., & Naglieri, J. A. (2008). Exercise and Children's Intelligence, Cognition, and Academic Achievement. Educational Psychology Review, 20(2),