What Does Movement Do For the Brain?
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Why does movement enhance the learning process?
Enhances brain function Increased circulation Refocuses attention It changes the brain chemically Reduces sitting time Reduces stress Can stimulate neurogenesis (prolonged aerobic activity) Provides a break from learning Enhances episodic memory Provides opportunity for implicit learning Provides for motivation and the meeting of basic human needs It’s the best available manager of state Provides an opportunity to differentiate instruction Sensory engagement Finally, because the research says so . . . |
Brain Principles Related to Movement
1. The Brain Responds to Novelty 2. The Brain Responds to Movement 3. The Brain is Always Trying to Make Meaning 4. The Brain Thrives on Concrete Experience 5. Emotions Help the Brain Remember Experiences 6. The Brain Needs Social and Environmental Interaction The other 6 . . . 1. The Brain Needs Glucose as Food for the Brain 2. The Brain Automatically Searches for Patterns 3. The Brain Connects Old Experiences to New 4. The Brain Needs Incubation Time for Memories to Form 5. The Brain Needs Choice/Control of Experiences 6. Primary Needs Get Served first Under Stress |
Types of Learning Based on Movement
Implicit Learning is the brain’s preferred way to acquire
information yet most school learning happens through explicit
channels. Implicit learning often happens through movement,
emotions, and life experiences. Explicit learning occurs on a
very conscious level and, in a school setting, often happens
through reading, listening, discussion, lecture, and work sheets.
Learning something implicitly usually involves more neural
pathways and sensory cues allowing for information to be
learned more quickly and remembered more accurately. Using
movement in the classroom opens more implicit learning
channels which improves the chance for academic success.
State management refers to the ability to manage mind/body
physical, mental and emotional states. Managing learner states
is critical for teachers to understand because of the following:
Limited learner attention spans
The need for students to learn to self-regulate mood and
state
Mind/body state influences meaning making
Movement, novelty, and music are three relatively simple ways
to manage state.
information yet most school learning happens through explicit
channels. Implicit learning often happens through movement,
emotions, and life experiences. Explicit learning occurs on a
very conscious level and, in a school setting, often happens
through reading, listening, discussion, lecture, and work sheets.
Learning something implicitly usually involves more neural
pathways and sensory cues allowing for information to be
learned more quickly and remembered more accurately. Using
movement in the classroom opens more implicit learning
channels which improves the chance for academic success.
State management refers to the ability to manage mind/body
physical, mental and emotional states. Managing learner states
is critical for teachers to understand because of the following:
Limited learner attention spans
The need for students to learn to self-regulate mood and
state
Mind/body state influences meaning making
Movement, novelty, and music are three relatively simple ways
to manage state.
The 6 Purposes for Movement
Preparing the Brain
Studies have suggested a connection between abstract thinking and a well-developed sense of spatial
awareness. The developing brain needs to activate this system adequately so movement and cognitive
growth can develop (Jensen, 2000). Various spinning, balancing, jumping, rolling, turning, and
combination activities can help develop and improve the vestibular system and spatial awareness.
Movements that stimulate the inner ear alert the brain to sensory stimuli (Hannaford, 1995). The more
senses that are used for learning, the more likely information will be stored and retrieved from memory.
One movement activity that crosses the midline of the body and helps improve visual tracking is hand
clapping – toe tapping: have students stand with feet shoulder width apart and arms reaching out to their
sides. Cross the right foot in front of the left leg and tap the toe to the ground. At the same time, cross
the right arm over the body and clap with the left hand. Now go back to the beginning position and
continue with the movement to the opposite side.
One movement activity that helps to develop the vestibular system and spatial awareness is spinning:
Have students bend their knee so their right foot is close to their buttocks. Now with their left hand, they
will reach behind their back and grab their right foot. While hopping on their left foot they spin in a
clockwise rotation (then counterclockwise). Continue activity with opposite foot and hand.
Providing Brain Breaks
Brain breaks are useful for giving necessary content breaks, state management, incorporating fun into a
lesson, and re-focusing attention. Listed below are several easy brain breaks that can be incorporated
immediately:
Handshake Creations: Stand up, move around the room, and in the time allotted greet as many people as
possible and each time you meet with someone create a new handshake.
Finger Snatch: Stand facing your partner. Each person puts their right hand out in front of them and puts
their left pointer finger in the palm of the other person. When the teacher yells “go” each person
simultaneously tries to grab the other person’s pointer finger and pull their own pointer finger out of the
palm of the other person.
Rock, Paper, Scissors Math: Participants play rock, paper, scissors but instead of shooting a rock, paper,
or scissors, each person shoots a number (1-5). Both people quickly add up the two numbers and the first
to yell out the answer wins. Try also with multiplication and subtraction.
Supporting Exercise and Fitness
Ratey (2008) states that research on exercise and cognition shows that:
In one landmark study aerobic exercise was as effective as antidepressants
Women who exercise lower their chances of developing dementia by 50%
Aerobic exercise sparks new brain-cell growth
A revolutionary fitness program helped put one U.S. school district of 19,000 kids first in the
world in science
Aerobic exercise really is the best defense from everything from mood disorders to ADHD to
addiction to menopause to Alzheimer’s.
Aerobic exercise needs to be re-framed as benefiting the brain just as much, if not more than, the body.
Examples of easy-to-use exercises in the classroom include jumping jacks, mountain climbers, scissor
kicks, jog in place, and crisscrosses.
Developing Class Cohesion
These activities serve to build cooperative and relationship skills, teamwork, and a sense of belonging in a
fun, movement oriented atmosphere. One of the activities you were a part of today is called Balloon Pop.
Objective: To participate in a cooperative game while using team work and strategies to make balloons
pop up in to the air.
Materials Needed: Balloons and a whistle.
Activity Directions: The instructor will split the class in two equal teams. All team members will make a
small, tight circle. All members of each team must stay hooked together by either joining hands or
linking forearms. The instructor will give each team a balloon (should be approximately the size of a
volleyball). Each team has to stay linked together while making their balloon pop into the air. The
participants can use any part of their body to keep the balloon up, however they need to play safely and be
aware of their other teammates. After each team is given a few minutes to practice with the one balloon,
the instructor can add another balloon. If a balloon starts to drift away from a team, the entire team must
stay linked together as they all move to get the balloon and keep it popping. After a few minutes of
practice, the real game begins. This game is a friendly competition where one team is playing against the
other. The first team to earn 3 or 5 points (instructor’s decision) will be the winning team. A team can
earn a point by keeping their balloon in the air longer than the other team. As soon as a balloon hits the
ground, the other team earns a point.
Note: a minimum of 8 participants are needed for this game, if less than 8 participants are present the
instructor will refer to the challenge game
Challenge: The instructor will now place the two teams together. The goal is for both teams to links
hands to keep all the balloons popping up in to the air. This is easier said than done. Encourage participants to develop strategies. Set goals and see how many balloons they can keep up in the air at one
time. Good luck trying to stop some of your participants from laughing!
Reviewing Content Using Movement
These activities are wonderful for content review because of their fun and motivational nature. They
allow students to review information in an enthusiastic and playful manner. These games are applicable
to all classrooms in all grade levels. There are many examples of these types of activities and the one we
played today is called
Content Footloose
Objective: To recall information about sport in a silent, action-based activity.
Materials Needed: Footloose answer sheet and content questions on a note card or on cut up pieces of
paper.
Activity Directions: This is a silent review game. The instructor will give each player a blank footloose
chart that has 10 to 20 square blocks in it. There will be a question that corresponds with each block. The
questions will be made up from specific content areas. Some questions may be written more than once if
the instructor wishes. These questions will be placed on index cards. The instructor will then pass out the
cards so that each player has a card. At the signal, participants will turn their card over, read the question
and write the appropriate answer in the same numbered square. If the participant does not know the
answer, he/she will leave it blank. At any time a participant can get up to move around the room and
exchange questions with another person that is also moving in search of an exchange. The student cannot
look at the new question until he/she gets back to his/her seat. Once the participant gets back to the seat
they can check to see if he/she knows the answer to this question. If it is a question that he/she already
had, they must get back up out of their seat to search for a new question. The game progresses until time
is called. The goal is to get as many answers as you can before the end of the game. The game length is
up to the instructor’s discretion. As noted this is a silent game. Anyone talking during the game will be
placed in to the penalty box for a twenty second time-out. If a student receives a second penalty, the
time-out will be increased by ten seconds. At the conclusion of the game the instructor can have the
students check their own sheets or exchange sheets with a partner.
Challenge: To create a more challenging experience the instructor may choose to play this game at the
beginning of the unit or implement some higher order questions.
Many educators love the idea of students being active, on task and QUIET! This activity is great for
reviewing many different content areas.
Teaching New Content Using Movement
The brain and body have unfortunately been separated for both medical and educational purposes for far
too long. The body is simply an outwardly extension of the brain. Using the body to learn is a simple,
readily available, and efficient for way for students to learn and remember content. In fact, when I teach
graduate courses on the brain I have participants learn about the characteristics of a neuron using their arm, hand, and fingers. This way, I know the information can be easily accessed and readily available for later use because of its implicit nature. This strategy can be used in all classrooms in nearly all content areas. In this session you’ve been a part of solving several math problems. Here is an example of one:
Finding the circumference and diameter of a circle:
Create enough space for all students to form a circle. Have one student walk heel to toe around the entire
circle making sure to count his steps and finish at the same spot where he started. At the original starting
point have that same student turn toward the circle (the students should open the circle) and walk a
straight line from one side of the circle to the other, heel to toe and counting all of his steps. That student
has just marked both the circumference and diameter of a circle. The relationship is pi. The general
equation is the circumference of a circle is a bit more than three times the diameter of the same circle (pi
= 3.141). Doing this kinesthetically could produce an inexact result but will be close enough to teach the
concept. If walking the entire circle produced 27 steps and walking the diameter produced 8.5 steps, the
result would be 3.176.
Studies have suggested a connection between abstract thinking and a well-developed sense of spatial
awareness. The developing brain needs to activate this system adequately so movement and cognitive
growth can develop (Jensen, 2000). Various spinning, balancing, jumping, rolling, turning, and
combination activities can help develop and improve the vestibular system and spatial awareness.
Movements that stimulate the inner ear alert the brain to sensory stimuli (Hannaford, 1995). The more
senses that are used for learning, the more likely information will be stored and retrieved from memory.
One movement activity that crosses the midline of the body and helps improve visual tracking is hand
clapping – toe tapping: have students stand with feet shoulder width apart and arms reaching out to their
sides. Cross the right foot in front of the left leg and tap the toe to the ground. At the same time, cross
the right arm over the body and clap with the left hand. Now go back to the beginning position and
continue with the movement to the opposite side.
One movement activity that helps to develop the vestibular system and spatial awareness is spinning:
Have students bend their knee so their right foot is close to their buttocks. Now with their left hand, they
will reach behind their back and grab their right foot. While hopping on their left foot they spin in a
clockwise rotation (then counterclockwise). Continue activity with opposite foot and hand.
Providing Brain Breaks
Brain breaks are useful for giving necessary content breaks, state management, incorporating fun into a
lesson, and re-focusing attention. Listed below are several easy brain breaks that can be incorporated
immediately:
Handshake Creations: Stand up, move around the room, and in the time allotted greet as many people as
possible and each time you meet with someone create a new handshake.
Finger Snatch: Stand facing your partner. Each person puts their right hand out in front of them and puts
their left pointer finger in the palm of the other person. When the teacher yells “go” each person
simultaneously tries to grab the other person’s pointer finger and pull their own pointer finger out of the
palm of the other person.
Rock, Paper, Scissors Math: Participants play rock, paper, scissors but instead of shooting a rock, paper,
or scissors, each person shoots a number (1-5). Both people quickly add up the two numbers and the first
to yell out the answer wins. Try also with multiplication and subtraction.
Supporting Exercise and Fitness
Ratey (2008) states that research on exercise and cognition shows that:
In one landmark study aerobic exercise was as effective as antidepressants
Women who exercise lower their chances of developing dementia by 50%
Aerobic exercise sparks new brain-cell growth
A revolutionary fitness program helped put one U.S. school district of 19,000 kids first in the
world in science
Aerobic exercise really is the best defense from everything from mood disorders to ADHD to
addiction to menopause to Alzheimer’s.
Aerobic exercise needs to be re-framed as benefiting the brain just as much, if not more than, the body.
Examples of easy-to-use exercises in the classroom include jumping jacks, mountain climbers, scissor
kicks, jog in place, and crisscrosses.
Developing Class Cohesion
These activities serve to build cooperative and relationship skills, teamwork, and a sense of belonging in a
fun, movement oriented atmosphere. One of the activities you were a part of today is called Balloon Pop.
Objective: To participate in a cooperative game while using team work and strategies to make balloons
pop up in to the air.
Materials Needed: Balloons and a whistle.
Activity Directions: The instructor will split the class in two equal teams. All team members will make a
small, tight circle. All members of each team must stay hooked together by either joining hands or
linking forearms. The instructor will give each team a balloon (should be approximately the size of a
volleyball). Each team has to stay linked together while making their balloon pop into the air. The
participants can use any part of their body to keep the balloon up, however they need to play safely and be
aware of their other teammates. After each team is given a few minutes to practice with the one balloon,
the instructor can add another balloon. If a balloon starts to drift away from a team, the entire team must
stay linked together as they all move to get the balloon and keep it popping. After a few minutes of
practice, the real game begins. This game is a friendly competition where one team is playing against the
other. The first team to earn 3 or 5 points (instructor’s decision) will be the winning team. A team can
earn a point by keeping their balloon in the air longer than the other team. As soon as a balloon hits the
ground, the other team earns a point.
Note: a minimum of 8 participants are needed for this game, if less than 8 participants are present the
instructor will refer to the challenge game
Challenge: The instructor will now place the two teams together. The goal is for both teams to links
hands to keep all the balloons popping up in to the air. This is easier said than done. Encourage participants to develop strategies. Set goals and see how many balloons they can keep up in the air at one
time. Good luck trying to stop some of your participants from laughing!
Reviewing Content Using Movement
These activities are wonderful for content review because of their fun and motivational nature. They
allow students to review information in an enthusiastic and playful manner. These games are applicable
to all classrooms in all grade levels. There are many examples of these types of activities and the one we
played today is called
Content Footloose
Objective: To recall information about sport in a silent, action-based activity.
Materials Needed: Footloose answer sheet and content questions on a note card or on cut up pieces of
paper.
Activity Directions: This is a silent review game. The instructor will give each player a blank footloose
chart that has 10 to 20 square blocks in it. There will be a question that corresponds with each block. The
questions will be made up from specific content areas. Some questions may be written more than once if
the instructor wishes. These questions will be placed on index cards. The instructor will then pass out the
cards so that each player has a card. At the signal, participants will turn their card over, read the question
and write the appropriate answer in the same numbered square. If the participant does not know the
answer, he/she will leave it blank. At any time a participant can get up to move around the room and
exchange questions with another person that is also moving in search of an exchange. The student cannot
look at the new question until he/she gets back to his/her seat. Once the participant gets back to the seat
they can check to see if he/she knows the answer to this question. If it is a question that he/she already
had, they must get back up out of their seat to search for a new question. The game progresses until time
is called. The goal is to get as many answers as you can before the end of the game. The game length is
up to the instructor’s discretion. As noted this is a silent game. Anyone talking during the game will be
placed in to the penalty box for a twenty second time-out. If a student receives a second penalty, the
time-out will be increased by ten seconds. At the conclusion of the game the instructor can have the
students check their own sheets or exchange sheets with a partner.
Challenge: To create a more challenging experience the instructor may choose to play this game at the
beginning of the unit or implement some higher order questions.
Many educators love the idea of students being active, on task and QUIET! This activity is great for
reviewing many different content areas.
Teaching New Content Using Movement
The brain and body have unfortunately been separated for both medical and educational purposes for far
too long. The body is simply an outwardly extension of the brain. Using the body to learn is a simple,
readily available, and efficient for way for students to learn and remember content. In fact, when I teach
graduate courses on the brain I have participants learn about the characteristics of a neuron using their arm, hand, and fingers. This way, I know the information can be easily accessed and readily available for later use because of its implicit nature. This strategy can be used in all classrooms in nearly all content areas. In this session you’ve been a part of solving several math problems. Here is an example of one:
Finding the circumference and diameter of a circle:
Create enough space for all students to form a circle. Have one student walk heel to toe around the entire
circle making sure to count his steps and finish at the same spot where he started. At the original starting
point have that same student turn toward the circle (the students should open the circle) and walk a
straight line from one side of the circle to the other, heel to toe and counting all of his steps. That student
has just marked both the circumference and diameter of a circle. The relationship is pi. The general
equation is the circumference of a circle is a bit more than three times the diameter of the same circle (pi
= 3.141). Doing this kinesthetically could produce an inexact result but will be close enough to teach the
concept. If walking the entire circle produced 27 steps and walking the diameter produced 8.5 steps, the
result would be 3.176.
