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Movement Strategy Handout

1) Physical activity improves academic performance by increasing blood flow, oxygen, and nerve connections in the brain which leads to increased attention, concentration, interest in class, and improved behavior and grades. 2) Movement-based teaching methods allow students to learn through physical activity like taking brain breaks or linking movements to words. 3) Recent studies found incorporating movement activities in classrooms boosts students' motivation, interest, and learning by helping them remember and retain content.

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Daniel Bernal
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116 views2 pages

Movement Strategy Handout

1) Physical activity improves academic performance by increasing blood flow, oxygen, and nerve connections in the brain which leads to increased attention, concentration, interest in class, and improved behavior and grades. 2) Movement-based teaching methods allow students to learn through physical activity like taking brain breaks or linking movements to words. 3) Recent studies found incorporating movement activities in classrooms boosts students' motivation, interest, and learning by helping them remember and retain content.

Uploaded by

Daniel Bernal
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Moving to Learn:

Physical Activity Improves Academic


Performance

2) Ph
y
1) Keeping the body active promotes mental clarity activ sical
i ty • Fi
decr dg
by increasing the following in the brain: e as e
s: • Be eting
h
• An aviora
x i et l iss
Movement in learning is a •D y ues
isru
teaching method based on the ptio
concept that children learn Blood Flow ns
better through movement.

This teaching m ethod can be


applied to students, who
should have the opportunity 3) To more
during class to move around to Nerve
take "brain breaks," to refocus Connections
Oxygen constructively
their attention so they can harness
learn new material, or to link movement/behavior
movementswith words. that other might
have been stopped,
you can actively
Nerve Cell engage all students
Growth in movement
d ie s h a ve found that experience that can
Recent stu e m e n t activities in help them
ing m o v
incorporat c la s s rooms boo
sts remember and
elemen ta r y nd
otivation, a
retain content.
te re s t , m
students’ in
learning.
Benefits of Physical Activity

Increased Attention & Improved Grades


Concentration

Increased Interest in Class Link Action or Movement to


Words

Improved Conduct Improved Memory


Examples

1) Many students are bodily-kinesthetic learners.


2) They learn through their bodies when they move
3) They fidget and squirm
4) Help make movement into a positive learning force in your classroom
5) Research has found movement strategies have a positive impact on all student
populations including, students with learning disabilities (LD), emotional or behavioral
disabilities (EBD), cognitive disability (CD), autism, and English Language Learners (ELL).

Strategy #1: Strategy #2:

Dancing to learn information Representing with actions

When teaching students new Connect physical activity and interaction to


information that must be what you are teaching. It can be as simple as
memorized, adding movement placing a chair at the front of the class and
repeating “stand up” while standing up.
provides an additional source of
1) Repeat the action and ask the students
engagement.
individually to repeat after you.
2) Once they understand the instructions or
For example: When teaching phrase, allow them to demonstrate.
students how to skip count,
teachers can use movement and For example: Physically act out vocabulary
rhythm from the song words or have students clap out the syllables
“Macarena” to help students in the names of their new vocabulary words.
count “5,10,15,20” to the beat. This is a great strategy for helping kids
remember long, multi-syllable words.

References:

Braniff, C. (2011). Perceptions of an Active Classroom: Exploration of Movement and Collaboration With Fourth Grade
Students. Networks: An Online Journal For Teacher Research, 13(1), 1-6.
James J. Asher, a., & Ben S. Price, a. (1967). The Learning Strategy of the Total Physical Response: Some Age Differences. Child
Development, (4), 1219. doi:10.2307/1127119
Lindt, S. F., & Miller, S. C. (2017). Movement and Learning in Elementary School. Phi Delta Kappan, 98(7), 34-37.
Skoning, S. (2010). Dancing the Curriculum. Kappa Delta Pi Record, 46(4), 170-174.

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