By Greg Mertens and Josh Paddock
The Educational Benefit Of Physical
Movement In The Classroom
 A great deal of research has established a positive
correlation between physical movement and
improvements in memory, cognition, and learning
 Not total agreement in the ed-psych community, but it
also can’t do any harm due to non-cognitive benefits
What is it?
 Exercise the brain and the body together: they are not
mutually exclusive
 Integrating physical movement with instruction
 Not “taking a break” or “refocusing”, but seamless
transition and integration
 Can be used in a variety of ways
 Specific branded curricula- “Brain Gym”
 Warm-up activities
 Transitions between activities
 Tool for learning facts, vocabulary, formulas, rules, etc.
Why do it?
 Small, physical movements can help stimulate students’
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brains as well as improve focus (SLPS, 2012)
Exercise in small bursts can help students reduce anxiety,
especially when taking high-stakes standardized tests
(Donato, 2009)
Can increase brain stimulation and student focus (SLPS,
2012)
Can increase academic achievement(Tomporowski, et. al.,
2008)
Can increase motivation (Basch, 2011)
It’s fun!
Why do it, cont.
 Getting kids moving can increase oxygen in the brain
through increased breathing as well as increased
circulation
 The National Association of Child Development says
that “the brain uses about three times as much oxygen
as muscles in the body do.”
 Increased circulation means more oxygen-rich blood
to the brain
 Oxygen is responsible for promoting healing of the
brain as well as brain use

http://nacd.org/journal/riggs_my_brain_needs_oxygen.php
Physical movement in the
classroom-Who is it for?
 Everybody!
 Kinesthetic learners
 Students with IEPs/504 plans
 Students with ADD/ADHD
 “Sluggish” learners
 Schools with block schedules
Kinesthetic Learners
 Also known as tactile learners
 Learn by doing, moving, and/or touching
 May not be able to sit for long periods
 May be distracted by need to “do” something (Bogod)
Kinesthetic Learners, cont.
 How can you address kinesthetic learners?
 Hand signals for certain tasks/rules/expectations
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Ex.-SLANT
 Creating movements tied to certain pieces of
information you wish the child to learn.
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Ex. “Divide” your hands apart
Making an “x” with your fingers when multiplying
Students with IEPs and 504 plans
 Legally binding documents
 Accommodations that must be carried out
 Some accommodations are easier than others
 Push to “mainstream” kids and get them into LREs
 How can BrainGym or other similar programs benefit
these kids?
 Meet accommodation requirements
 Use with all students to ensure nobody stands out
 Simple and “cheap” to do
Students with ADD/ADHD
 Students with constant, uncontrollable movement
 Students who require tactile stimulation
 Students prone to “space out”
 Again, BrainGym-type movements, when incorporated
into a lesson or class structure, can provide an outlet
for students’ need for sensory stimulation
 Especially useful for students who do not like or use
“fidgets”
Sluggish starters
 Most students are not ready to learn at 8:00 a.m.
 Some types of specific movements that target a certain
joint/body part can increase alertness
 Using exercise and movement as a literal warm-up
 Increased oxygenation
 Use as motivational tool
 Use as a review/study tool (reciting math facts while
doing arm circles, tossing a ball from person to person
while asking review questions, playing “I have/Who
Has”, etc.)
Improving Motivation
 Physical movement can help close the “achievement
gap” with urban and minority youth
 Physical health related to motivation to learn (Basch,
2011)
 Create competitive physical games in the classroom
 Appeal to extrinsically motivated students
 Games do not need to be about winning and losing, but
beating personal bests
Specific Programs
 Several programs/curricula are available
 Brain Gym
 Kinesthetically based
 Specific movements that target various areas (memory,
cognition, sensorimotor coordination, etc.)
 Whole Brain Teaching
 Incorporates singing, speaking, and physical movements
 Total classroom management system, not just warm-up
exercises
“Whole Brain Teaching” in action
 Physical movements associated with vocabulary and
processes in a 6th grade mathematics classroom.
“Brain Gym” in action
 Brain Gym/Kinesiology for Dyslexic, ADD, ADHD
Kids
 Let’s do some Brain Gym Activities ourselves…
Cross Crawl-Helps with spelling, listening, reading
comprehension
 Stand or sit
 Place your right hand across the body to the left knee
as you raise it
 Do the same thing for the left hand on the right knee
 Like you’re marching
 Do this for 2-3 minutes
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Brain Gym, Teacher’s Edition
Brain Buttons- Increases blood flow to the brain
(which in turn increases oxygenation of the
brain)
 Position one hand so that there is as wide a space as
possible between the thumb and index finger
(large L)
 Place index and thumb into the indentations below
the collar bone on each side of the sternum.
 Press lightly in a pulsing manner
 At the same time, put other hand over navel. Gently
press on those points for about 2 minutes.
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Brain Gym, Teacher’s Edition
Thinking Caps- helps with short term memory
 Use thumb and index finger to gently pull and unroll
outer part of ear.
 Start towards the top and move slowly to the lob,
pulling the lob gently.
 Repeat three times
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Brain Gym, Teacher’s Edition
What else can I do?
 Math Mania
 Students break into teams and race to solve math
problem on individual dry-erase boards. Each team
member responsible for a different “leg” of the problem.
 Home-made hand signals
 Math Facts, scientific principals, social studies
vocabulary, grammar rules, etc.
 Have students help create the signals-pride of ownership
 Charades
 Great for learning vocabulary
In conclusion…
 Incorporating movement into your lessons can have a
variety of positive effects
 Cognitive
 Physical
 Motivation
 There are many different ways to incorporate
kinesthetic movement with learning
 Requires little in terms of cost (time or money)
References
 Basch, C. E. (2011). Healthier Students Are Better Learners: A
Missing Link in School Reforms to Close the Achievement
Gap. Journal Of School Health, 81(10), 593-598.
 Bogod, Liz. Publisher of www.ldpride.net, a resource for
students and adults with learning disabilities.
 Brain Gym, Teacher’s Edition, Revised. Ventura, CA. 2002
 Donato, J. M. (2009). Reducing Test Anxiety and Improving Academic
Performance in Fourth Grade Students: Exploring an
Intervention. ProQuest LLC
 National Association for Child Development
 National Association for Child Development (NACD)
http://nacd.org/journal/riggs_my_brain_needs_oxygen.php
Accessed on 2 November 2012
References, cont.
 Sibley, B. A. and Etnier, J. L. 2003. The Relationship
Between Physical Activity and Cognition in
Children: A Meta-Analysis. Pediatric Exercise
Science. 15(3):243- 256.
 St. Louis Public School System (SLPS).
http://www.slps.org/Page/14196- Published 5
September 2012.
 Tomporowski, P. D., Davis, C. L., Miller, P. H., & Naglieri, J.
A. (2008). Exercise and Children's Intelligence,
Cognition, and Academic Achievement. Educational
Psychology Review, 20(2), 111-131.