We know from the research associated with brain-based learning that increased physical
activity has a number of beneficial affects on learning.
COMPONENT 2:
PHYSICAL EDUCATION
Introduction:
The vast majority of elementary teachers would like to have students in the classroom
immediately after their physical education classes. Students tend to be more alert,
motivated, and ready to learn after participating in physical education classes. There is a
direct correlation between physical activity and a child’s potential to learn. We know
from the research associated with brain-based learning that increased physical activity
has a number of beneficial affects on learning. The following is a summary of that
research.
Research:
a. Increases dendrites
Increased physical activity creates dendrites within the brain cells. Dendrites are the
tentacle-like appendages at the end of brain cells which receive information and help the
brain actually process sensory data. An increased number of dendrites enables the brain
to more quickly receive, interpret and act upon critical information. The more dendrites a
child possesses – the greater his potential to learn.
b. Increases blood flow and oxygen
Physical activity provides the brain with increased blood flow and oxygen. These two
elements are critical to rational thought, problem solving, prediction, and logical
reasoning. The brain can’t operate at its potential without an ample flow of blood and
oxygen. Increased physical activity will speed up this process and provide the brain with
the fuel it needs (oxygen and blood flow) to think more clearly.
c. Decreases negative neurotransmitters
Physical activity reduces many of the negative neurotransmitters such as cortisol, which
prevents the brain from actually solving problems in a rational and logical manner.
Neurotransmitters are chemical messengers which affect our emotions and impact the
learning process. There are a number of neurotransmitters which are detrimental to the
learning process. Increased physical activity actually reduces the presence and influence
of these neurotransmitters. However, high stress nullifies the effect of aerobic exercise.
After a stressful episode it’s important to exercise again.
d. Promotes healthy brain development
Young children need intense and specific movement activities to develop a healthy
reticular active system that is a fundamental building block for brain development.
Activities such as spinning, rolling, twisting, and tumbling are critical to effective brain
development. Cross – lateral movements, such as crawling, activate development of the
corpus callosum (the nerve pathways between the two hemispheres of the cerebrum).
Without these movement activities, a child’s brain will not fully develop nor will it
operate at its potential.
e. Promotes nerve growth factor
Movement creates hormones within the body which facilitates a process that is called
nerve growth factor. Increased nerve growth factor will enhance brain function by
providing the brain with an increased ability to process information at greater speeds and
clarity. A coordinated series of movements, done slowly with balance, produces
increased neurotropins (natural neural growth factors) and a greater number of
connections among neurons and even new nerve cell growth, especially in the
hippocampus and frontal lobes of the brain.
f. Promotes brain derived neurotrophic factor
Physical activity increases a process called BDNF (brain derived neurotrophic factor).
This is a process that facilitates the brain neuron’s ability to communicate.
g. Increases positive neurotransmitters
Movement helps to facilitate the production of a number of positive neurotransmitters
such as dopamine. Many of these positive neurotransmitters are considered to be mood
enhancers that will increase attention span, facilitate memory retention, and improve the
learning potential for the child.
h. Reduces Stress
Increased physical activity reduces the impact and degree of stress that the body
experiences. Simply attempting to complete projects at all costs will normally have a
detrimental impact on the quality of any activity. Taking the time to exercise will
produce a number of positive neurological and physiological benefits.
“Coordinated School Health and Brain Based Learning – Making the Connections”
Strategies to Implement:
a. Educate classroom teachers
Although the majority of teachers understand the importance of physical activity and
movement within the classroom, it is often difficult to incorporate into the busy school
day. It is important to ensure teachers understand the positive impacts that increased
physical activity can provide.
b. Promote morning exercise and warm-up activities
Begin the school day with morning exercises and stretching techniques to begin the
school day. This can be a short exercise, but attempt to do something aerobic to increase
heart and respiratory rates. Warm-up activities should include cross-lateral and bilateral
movements.
c. Have structured recess
Ensure that all students are moving during recess and that all students are participating.
This is not a time for punishment. Students in trouble for not completing work or other
disciplinary problems often need this time to move more than other students.
d. Create movement games within the classroom
Teachers should monitor the energy level of students. They must know when to stop
instruction and to incorporate a movement activity. These movement activities should be
simple to begin, rules must be clearly recognized/followed, and should be practiced to
assure safety and adherence to the rules. Children should also be taught specific
activities to use to monitor their own energy level.
e. Teach new games for children to play
Often students have limited knowledge of games, especially games that involve physical
movement. Teachers should take the time to directly teach games that are age
appropriate which encourage movement.
f. Use role play and participatory lessons
Allow students to role play and to become physically active within the instructional
process. Students who physically participate in a lesson will learn and remember more.
g. Use crossover/bilateral work
Encourage students to conduct movement activities which involve crossover and bilateral
movements. This will involve the students crossing the midline to complete certain tasks.
h. Take a power walk
Monitor energy levels and have students take a short three to five minute power walk.
The power walk should be fast-paced and raise the heart and respiratory rates.
i. Implement activities to decrease eye muscle fatigue and stress
To prevent eye discomfort and headaches during extended close work such as reading or
writing, it’s important to provide alternative activities to relax eye muscles. Have
students stand in a relaxed posture. Look at a target object at eye level at least five feet
away. Keeping both eyes on the target, rotate head from side to side, up and down, in a
circle, and diagonally for one to two minutes.
j. Utilize rhythm and pattern activities
Because the brain is a pattern recognition organ, engaging the students in a movement
activity that has a distinct pattern every 30-60 minutes keeps the brain awake, alert, and
helps increase attention span.
k. Cross-lateral /Bilateral warm-ups
Children should work at the chalkboard using both hands and performing specific
motions. These should include circles going both clockwise and counter clockwise with
each hand individually. Next using both hands at the same time, again draw clockwise
and counter clockwise circles. Again using first individual hands and then both hands
together, draw lazy figure 8’s going one direction and then reversing. Another good
warm-up is one called Fireworks. Make a small ‘x’ at eye level on the chalkboard and 3
small “x’s” on either side, one top, one level with the first “x” and one below (all within
arms reach of the child). Using both hands, start at the first “x” and draw lines to both
top “x’s” at the same time going back and forth several times then back and forth to the
middle “x” and the bottom one.
l. Be a ……….. Game
Make sure students spread out and have sufficient space to move. Teacher or leader tells
students to move like a chosen object or character. Students move for awhile until told to
stop or change to a different role. Example #1: curl up like a seed and begin to grow,
stretch and bend and reach for the sky just like a tall tree. Example #2: Be a parked
airplane down low and tucked in, get ready for take off by extending elbows for flaps
and standing tall, stretch arms out like wings and fly carefully around the classroom in
your own airspace. Do reverse procedure to land and park.
m. Walkabout Reading
Have each student choose a book that they can read independently and walk around the
room reading. In lower grades, it’s fun to read quietly out loud. When you come to a
period, stop then start again. When you come to a comma, pause and bend your knee.
When you come to a question mark, shrug your shoulders. When you come to an
exclamation point, jump up like you’re excited. In addition to developing coordination,
this activity encourages readers to recognize punctuation when reading.
n. Spatial awareness activities
Help students learn left and right to help with following direction in reading, writing, and
math. Practice balancing activities such as raising one foot about ten inches off the floor
and hold the balance for about five seconds. Switch feet. Next, balance on one foot and
swing your other leg back and forth ten times. Variation- close eyes, or practice math
facts or spelling words, while balancing on one foot.
o. Cross-lateral Movement Activities
Have students touch arms to the opposite legs and repeat ten times. Then touch arms to
legs on the same side. Repeat five times. Alternate between cross-body and one-sided
movements three to four times. Try these sitting, standing, or lying, on their back.
Crawling, cross-stepping, elbow to opposite knee touch, and cross-body arm reaches are
other good activities.
p. Seated Movement Activities
Exercise, even in a chair for a few minutes, will provide the fresh supply of oxygen.
While students are seated, have them vigorously stomp on floor ten times or rock and
shift weight from side to side ten times. Do five chair lift-ups by placing hands next to
thighs on the seat of the chair and push down to lift student’s bottoms off the chair.
q. Rhythm and Pattern Activities
Teach songs and poems that include clapping or tapping rhythm patterns. Have students
march around the room and follow other directed movement patterns such as two hops,
one step, two hops, one step etc. Teach dances that follow a specific pattern.
r. Good Transitions
Utilize transition times to incorporate movement. Activities such as walking backward to
students desks, tossing a bean bag from hand to hand, hopping, sideways walking,
move like an animal or move to music.
s. Activities to integrate the senses
Many movement activities can help in the coordination of the auditory, visual, and
kinesthetic senses. Have children roll in different ways such as arms above head, arms to
sides, or down a wedge. Use jumping and hopping activities such as leap frog, pattern
jumping/hopping, and obstacle jumping/hopping. On the balance beam have children
walk forward, sideways, backwards, over obstacles, and heel to toe walking.
t. Activities for spatial awareness and body control
The use of spinning activities can help this area. Spinning in both directions, seated
spinning, airplane spinning on the tummy on a scooter, knee spinning on a scooter, and
locomotor spinning where they spin for 10 revolutions then walk, skip, or jump on a line
forward, backward, of sideways.
u. Activities for visual-motor control
Have students heel to toe walk around basic shapes that have been made on the floor with
tape. Allow students to play catch while bouncing and catching balls. Use ribbon wands
to trace letters and numbers in the air. Place a rope in a pattern on the floor, and have
students follow it by walking forward, backward and sideways. Do cross-lateral rope
walking by following the rope pattern placing the left foot on the right side and the right
foot on the left side of the rope.
v. Activities for visual tracking
Play ocular pursuit by kneeling, keeping the head still, and tracking a rolling ball with
eyes. Toss and catch various sizes and textures of objects above the head. Tap a soft ball
continuously using a racquet. Practice shooting baskets as in basketball. All types of
rope jumping is beneficial. Juggle scarves, while paying attention to crossing the midline. Toss bean bags into hoops in sequential order following a specific pattern. Kick a
ball at a target on the wall. Stress control of the ball using the inside, outside, and toe of
the foot. Toss a ring over a target to play ring toss. Play target toss and catch by tossing
a ball against a target on the wall and catch the ball as it comes off the wall.
w. Activities to enhance higher level thinking
Use a ladder on the floor for the following activities. Creep on hands and knees between
rungs of a ladder, either flat on the floor or on its side. Walk or jump between rungs of a
ladder that is laying flat on the floor. Lay a ladder flat on the floor and walk down the
sides putting one foot on each side. Do a four-legged walk by walking on hands and feet
on the rungs and then on the sides of a ladder flat on the floor.