The Learning and Movement
Connection
By
Bob Fitzpatrick, M.S.
2007 NASPE EDA Elementary
Teacher of the Year
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
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
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
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).
Episode experience
• Dress the part (silly squirrel dance)
• Emphatic presentation.
• Story Play-memory (autumn leaves,
leaves are falling).
• Math and dice games (gym,
outdoors).
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.
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).
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
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).
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
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.
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.
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.
Anecdote
• Lucille Daley’s class: 1974
– Tinikling Rhythm dance
– Increased reading scores
– Students participation in PE
Demonstration
– No research at the time
Motor skills
are
fundamental to learning!
(Jensen)
A Quote with Impact
(Jensen)
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).
Differentiated Instruction
• Circuit/Station Instruction
• Choice of Equipment
• Choice of Involvement
(cooperative/competitive)
• Learning Modes
• Technology
• Adventure Themes
• Thematic Instruction
What Motivates our Students