By Greg Mertens and Josh Paddock

The Educational Benefit Of Physical Movement In The ClassroomA 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 exclusiveIntegrating physical movement with instructionNot “taking a break” or “refocusing”, but

seamless transition and integrationCan be used in a variety of ways

Specific branded curricula- “Brain Gym”Warm-up activitiesTransitions between activitiesTool 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

http://nacd.org/journal/riggs_my_brain_needs_oxygen.php

Physical movement in the classroom-Who is it for? Everybody!

Kinesthetic learnersStudents with IEPs/504 plansStudents with ADD/ADHD “Sluggish” learnersSchools with block schedules

Kinesthetic LearnersAlso known as tactile learnersLearn by doing, moving, and/or touchingMay not be able to sit for long periodsMay 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 plansLegally binding documentsAccommodations that must be carried outSome accommodations are easier than othersPush to “mainstream” kids and get them into

LREsHow can BrainGym or other similar programs

benefit these kids? Meet accommodation requirementsUse with all students to ensure nobody stands outSimple and “cheap” to do

Students with ADD/ADHDStudents with constant, uncontrollable

movementStudents who require tactile stimulationStudents 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 startersMost 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-

upIncreased oxygenationUse as motivational toolUse 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 MotivationPhysical movement can help close the

“achievement gap” with urban and minority youthPhysical health related to motivation to learn

(Basch, 2011) Create competitive physical games in the

classroomAppeal to extrinsically motivated studentsGames do not need to be about winning and

losing, but beating personal bests

Specific ProgramsSeveral programs/curricula are available Brain Gym

Kinesthetically basedSpecific movements that target various areas

(memory, cognition, sensorimotor coordination, etc.)

Whole Brain TeachingIncorporates singing, speaking, and physical

movementsTotal classroom management system, not just

warm-up exercises

“Whole Brain Teaching” in actionPhysical movements associated with

vocabulary and processes in a 6th grade mathematics classroom.

“Brain Gym” in actionBrain 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 sitPlace your right hand across the body to the

left knee as you raise itDo 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 mannerAt 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 memoryUse 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 signalsMath Facts, scientific principals, social studies

vocabulary, grammar rules, etc. Have students help create the signals-pride of

ownershipCharades

Great for learning vocabulary

In conclusion…Incorporating movement into your lessons

can have a variety of positive effectsCognitivePhysicalMotivation

There are many different ways to incorporate kinesthetic movement with learning

Requires little in terms of cost (time or money)

ReferencesBasch, 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), 593-598.

Bogod, Liz. Publisher of www.ldpride.net, a resource for students and adults with learning disabilities.

Brain Gym, Teacher’s Edition, Revised. Ventura, CA. 2002Donato, J. M. (2009). Reducing Test Anxiety and Improving

Academic Performance in Fourth Grade Students: Exploring an Intervention. ProQuest LLC

National Association for Child DevelopmentNational Association for Child Development (NACD)

http://nacd.org/journal/riggs_my_brain_needs_oxygen.phpAccessed on 2 November 2012

References, cont. Sibley, B. A. and Etnier, J. L. 2003. The Relationship

Between Physical Activity and Cognition in Children: A Meta-Analysis. Pediatric Exercise Science. 15(3):243- 256.

St. Louis Public School System (SLPS). http://www.slps.org/Page/14196- Published 5 September 2012.

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), 111-131.