The Learning and Movement Connection

1. The Learning and Movement Connection By Bob Fitzpatrick, M.S. 2007 NASPE EDA Elementary Teacher of the Year

2. Contributors to Movement/Learning Connection. • Eric Jensen-Learning with the Body in Mind; Brain Researcher • Jean Blaydes-Action based Learning; Neurokinesiology • Carla Hannaford-Brain Gym

3. Brain Research The brain is like the conductor of an orchestra, with each biological system making a contribution to a smooth performance. sensory-motor vestibular-cochlear

4. Did you know…….. “that all things being equal, a physically active child will have an advantage in learning and that an inactive child is at a disadvantage for learning” Dr. Germund Hesslow Internationally renowned Cerebellum researcher

5. Implicit vs. Explicit Learning • Implicit Learning • Improves permanence with which children learn (anchors learning). • Utilizes procedural pathways. • Increases future recall of learning episodes. • Synaptic connection enhanced (movement/emotion/episode experience).

6. Episode experience • Dress the part (silly squirrel dance) • Emphatic presentation. • Story Play-memory (autumn leaves, leaves are falling). • Math and dice games (gym, outdoors).

7. Did you know that …….. Activities like cup stacking, scarf juggling, and dancing activate the same hemispheres of the brain as used to develop math and reading skills.

8. Cross-lateral and Bilateral • Encourage activities where children have to use both hands simultaneously (scarf juggling, cup stacking) • Encourage activities where they have to cross the midline of the body (twister, rope activities, rhythms, and brain energizers).

9. Did you know that…….. • Car seats, video games, TV’s and computers have reduced eye fitness. • Reading and focusing difficulties stem from lack of eye stimulus and result in limited field of vision. • Movement activities at an early age reduce these effects

10. Improving tracking skills • Offer your children many opportunities to improve tracking skills through manipulative activities. • Utilize spinning, turning, bending, and twisting activities (encourage a wider field of vision).

11. Benefits of aerobic exercise • Increased blood flow to the brain • Higher glucose and O2 levels • Increased brain function • Neurotransmitters: endorphins, dopamine, BDNF, Seratonin (outdoors). • Relaxation • Decrease onset of depression • Raise self esteem

12. Aerobic Bursts • Chicken Soup • 4 students per circle • Underhand toss with rubber chicken or rag ball. • Music stops/student runs; pass chicken on start of music • Wipeout • Walk or jog on music / quick steps on drums.

13. When to use aerobic activity Before testing-light aerobic exercise or brain energizers (5 minutes). Attention issues-moderate exercise before seat work or prolonged inactivity (10-15 min). Before work that is memory dependent.

14. Movement increases arousal > performance following arousal (Tomporowski and Ellis 1986) > arousal narrows attention to target tasks (Easterbrook 1959) More than 20 minutes of sitting puts the brain into sleep mode. Break up sitting sessions with activity sessions.

15. Anecdote • Lucille Daley’s class: 1974 • Tinikling Rhythm dance • Increased reading scores • Students participation in PE Demonstration • No research at the time

16. Motor skills are fundamental to learning! (Jensen)

17. A Quote with Impact The greater duration of time in a chair, the greater the depth of student despair. (Jensen)

18. Parent Advocacy • Appropriate Practices Document for Elementary, Middle, and High School (each school should have a copy). • Recently completed curriculum K-8. • Standards based curriculum with assessment rubrics (NASPE and MA Frameworks).

19. Differentiated Instruction • Circuit/Station Instruction • Choice of Equipment • Choice of Involvement (cooperative/competitive) • Learning Modes • Technology • Adventure Themes • Thematic Instruction

20. What Motivates our Students