Brain Breaks

1. Brain Breaks Ann Paulls-Neal John Baker Elementary School paulls@aps.edu

2. Temperature Check • Who’s here • PE/Health/Counselors/Administrators/ Classroom Teachers • Elementary/Secondary/Community

3. Temperature Check Cont’d • Needs? • Research • Activities to take back • Resources

4. The Relationship Between Learning and Activity/Fitness • California Study • Behaviour Trends • Overview of Research

5. California Study

6. California Study Cont’d

8. Key Findings of the California Statewide Study • Higher achievement was associated with higher levels of fitness at each of the three grade levels measured. • The relationship between academic achievement and fitness was greater in mathematics than in reading, particularly at higher fitness levels. • Students who met minimum fitness levels in 3 or more physical fitness areas showed the greatest gains in academic achievement at all three grade levels. • Females demonstrated higher achievement than males, particularly at higher fitness levels.

9. Behaviour Trends

10. Overview of Research The Relationship Between Physical Activity and Academic Performance or Brain Function Reid Bennett

11. YES! There is a relationship. • Test Scores • Brain Function • Classroom Behavior • Social Success/ Peer Interaction • Psychological Well-being/ Stress Relief • School Attendance • Quality Physical Education Program

12. Overview of Research Cont’d • “Physical activity is good not only for the heart, but also for the brain, feeding it glucose and oxygen, and increasing nerve connections, all of which makes it easier for children of all ages to learn. Numerous studies show that children who exercise do better in school.” (Newsweek, 2/19/96) • Beat awareness and beat comptency enhances the internal dialogue for better silent reading. (Weikart, Campbell, Campbell) • Improved balance improves spatial skills needed to read letters from left to right on a page

13. Overview of Research Cont’d • “What makes us move is also what makes us think. Certain kinds of exercise can produce chemical alterations that give us stronger, healthier, and happier brains. A better brain is better equipped to think, remember, and learn.” (A User’s Guide to the Brain, Dr. John Ratey) • Movement counteracts learned helplessness and causes positive learning states particularly for students with learning differences. (Jensen) • People who are more aerobically fit have the fastest cognitive responses. (Van Praag)

14. Overview of Research Cont’d • Movement is the body’s natural reward system. (Jensen) • In a Canadian study, academic scores went up when physical education time was increased to one-third of the school day. (Vanves and Blanchard) • “Children who engage in daily physical education show superior motor fitness, academic performance, and attitude toward school as compared to their counterparts who do not have physical education.” (Pollatscek and Hagen) • 85% of school age children are natural kinesthetic learners. Teaching with more of the senses involved increases learning 63% • Cross lateralization (crossing the midline) uses the same neural connections that the brain uses to read, write, spell, and process math (Blaydes)

15. Overview of Research Cont’d All things being equal, a physically active child will have an ADVANTAGE in learning and an inactive child is a a DISADVANTAGE for learning. (Hesslow) What does this mean for us?

16. A Quality Physical Education Program: • Is developmentally appropriate. • Promotes sensory stimulation for optimal growth and development and early cognitive function. • Assists in perceptual and cognitive development. • Improves the function of the central nervous, skeletal, muscular, cardiovascular, and metabolic systems of the body. • Enhances self-concept, self-esteem, and social competence. • Improves psycho-social functions. • Prepares physically active children to become physically active adults. • Is educational, motivational, and fun!!!

17. Integrating PE Into the Classroom and the Classroom into PE • Movement Stories • Fitness Spelling • Dice Fitness • Relays

18. Sensory Integration • Overview of Implications • Introduction to Stategies

19. Next Steps • What can you take back to school? • Who do you need to convince? • What help do you need? • What’s your plan?

20. Resources • Brain Breaks Resource List • Websites: • http://www.fit-4-kids.com • http://www.actionbasedlearning.com • http://www.pecentral.com • http://www.beactivenc.org • CDs: • Rock N’ Roll Songs That Teach—The Learning Station • Tony Chestnut—The Learning Station • Seat Works—Kimbo Educational • Kids’ Books: • One Hippo Hops—Jane Yolen • Barnyard Dance—Sandra Boynton • Marvin K. Mooney Will You Please Go Now—Dr. Seuss • A Remainder of One—Elinor Pinczes • Jump, Kangaroo, Jump—Stuart Murphy • Monkey See, Monkey Do (Book)—Dana Regan • Monkey See Monkey Do (Cards)—Leslie Tryon • Resource Books/DVDs: • Teaching the Teen Brain (DVD)—Action Based Learning • How to Make Learning a Moving Experience (DVD)—Action Based Learning • Smart Moves Why Learning Is Not All In Your Head—Carla Hannaford • Physical Activities for Improving Children’s Learning and Behavior A Guide to Sensory Motor Development—Cheatum and Hammond • Brain-Based Learning—Eric Jensen • Learning with the Body in Mind—Eric Jensen • Teaching with the Brain in Mind—Eric Jensen • Thinking On Your Feet 100+ Activities that Make Learning a. . . Moving Experience--Jean Blaydes Madigan • Making the Connection: Health and Student Achievement (Powerpoint)--ASTHO