+ SENIA Conference 2014 Movement to support behaviour Presented by Anthony Donovan

+ Philosophical premise Human’s require some specific ingredients for their well-being. These ingredients benefit our progress and development. But we might just overlook them! A definition of movement: “ Any act or action that changes the dynamics positively and brings about focused attention and enhances a sense of belonging’

+ Movement Starter ‘tuning in’ Something for the body: ‘ give me a movement that will prepare you for learning’ Something for the mind: tune tune tune tune step 8 far far ‘Movement can help children cope with behaviours that are detrimental to learning’ Partner discussion: How? 3 words/1 sentence Something for the body: Posture, breathe, stretch, smile. Warm up the learning tools – eyes, ears, neck, brain, fingers

+ 1. To look at the benefits and content of a ‘movement’ intervention in the classroom 2. To look at and practise a 4 part system for the classroom What are we doing?

+ The Benefits: a rationale Movement can prepare, energise or calm Movement can be used to begin lessons (starters), renew concentration (during) and end lessons (plenaries) Movement can disperse anxieties and help students focus Movement is fun, socially bonding and develops confidence Movement enhances neurological development of the tools for learning: coordination, rhythm, timing, ‘hand, eye, neck’ integration and motor control. It is important for spinal, skeletal and muscular maintenance.

+ More thoughts  An official report stated “schools must offer more physical activity and discourage prolonged sedentary behaviour … and providing this activity reduces classroom disruption.” (Government Heath Development Agency Review Oct 2003)  Because trends suggest ‘increased stress and declining physical activity’ (“Toxic Lifestyle”Sue Palmer TES March 2006)  Technology dominating children’s interests  “Because small changes make a big difference …”

+ Some points to ponder… Establishing or Re-educating pathways between brain and body Low attention can result from poor sensory integration. If movement is not controlled and automatic, the brain’s focus is elsewhere and seeking significance… ‘Emotions’ will show up through the body Frustration can occur as a result of poor control or coordination or feelings of inadequacy All motor skills are linked in someway to ‘balance’ All learning is based on a sequence – so lets work on sequences! -Concrete sequentialists! Aiming for abstract - random! simple exercises aimed at developing balance, co-ordination, posture and motor control & stillness encouraging positive participation in the class Kinaesthetic learners may not pay attention until they have done something movement teaches knowledge about space, body, timing, directionality…it is also the first vehicle for expression!

+ Well-being 9 ingredients hydrated oxygenated circulated Activated Balanced Stretched Slept? focused centred contented define the above term; are you hydrated,… etc.? What do you do about it? How do you manage it? self – assess you and/or your students in your class. are you/they….? Continuum scale Score 1=hardly ever, 5=nearly always 40 Stretching balancing coordinating controlling

+ The stuff we need to teach to support behaviour Stillness - it requires all the muscles to work together with the balance mechanism and the mind to focus – emotional calm Directing attention within the ability to ignore external stimuli and not seeking approval from others Self-reliance – knowing you have the ability to achieve and being resilient with your efforts; trusting yourself. Building positive self talk and affirmation - used in sports but not generally – developing this habit. Hidden curriculum

+ little and often makes a big difference! Lets have a go! 4 part sequences

+ Actions to put in your 4 part sequence structure 1Water, posture, breathing 2Balance, stretch, control, object manipulation 3Cross pattern, stepping, rhythm & timing 4Stillness, affirmations, breath control

+ Structure of a 4 part intervention 1. State the Intentionality /link it 2. Comment or question on the meaning of the activity 3. Bridge or generalise its meaning /curriculum 4. Brief moment of reflection / reconnect

+ One more…note the ingredients!

+ Fast one for an energizer!

+ ‘Combos’ to take-away! Breathe and stretch breathe and still breathe and ‘balance’ breathe and ‘picture’ stretch and action posture and action action and words upper body and lower small body parts / large 2 actions – jump/hop sports or dance actions 2 parts or alternating – Your turn! Design & show your intervention

+ Physicalise the learning Convert the lesson content into actions or representational movement draw it, sing it, act it ! Draw a doodle picture to capture key words create an action for the 7 ingredients (with words) give a live TV report from the workshop today with an interview form a participant

+ Summary Movement can intercept potential poor behaviour Movement can provide necessary physical expression Movement promotes natural development of growth and skills Movement is fun! Fun=Learning=reduced poor behaviour. Thank you!