Movement for Learning and Life: Have Schools Forgotten?

 

Most people can understand how physical activity can impact not only their child’s physical development but also his social/emotional development. But intellectual development? What could movement possibly have to do with learning? After all, schools – where most of the child’s learning is supposed to take place – are our prime promoters of inactivity (“Sit still.”, “Stop squirming.”, “Don’t run.”, “Stay in your seat.”, etc.) If movement were critical to learning, wouldn’t the schools be employing it? Rae Pica

THERE are somewhat obvious ongoing questions on movement, and learning in the classroom that warrants immediate investigation and dialogue by education leaders: Why is it that countless educational institutes of all sorts have forgotten, or have ignored the advantages of physical activity and movement to academic performance? Why do many of these schools treat the mind and the body as disconnected domains? Most would agree that children need to exercise for their physical well-being. However, besides improved physical health, there are many other benefits derived from regular physical activity in the school, and in the classroom.

What parents, school boards, administrators, teachers, and students need to appreciate is that academic achievement can be boosted by not decreasing, but by increasing school-based physical activity. Active Living Research says, “In some cases, more time in physical education leads to improved grades and standardized test scores” (The Official SPARK Blog). It is rather straightforward that students need daily regular physical motion incorporated into their school routine, which is not only necessary for their health but also their cognitive, adaptive, and social areas of development.

 

Sitting for periods of longer than 10 minutes “reduces our awareness of physical and emotional sensations and increases fatigue” (Jensen). This has clear implications for learners that in far too many instances are sitting at their desks for increasingly longer and longer periods which is viewed as a disciplined classroom, a result orientated classroom and the best the system has to offer for academic improvement and achievement.

In sum, many of the education policies that are being embraced in schools do not consider the growing body of research focused on the consistent positive association with school-based related physical activity, clear thinking, and academic performance.

Classroom teachers are encouraged to design tasks that maximize opportunities for physical activity by incorporating movement for learning into their classrooms through natural and engaging ways; creating the best optimal learning opportunities for all students.

“Mens sana in corpore sano” - “Healthy body, healthy mind”.