9. Movement & Learning

This chapter reveals the strong links between physical education, the arts, and learning. In education, anything deemed a 'frill' is likely to go first. This usually means dance, drama, or phys ed but according to the brain research, this is a mistake.

Some researchers say that the part of the brain associated with movement plays a role in posture, coordination, balance and movement and may be more important than we think. This part of the brain processes ALL incoming information even though movement is the area we used to think was its primary concern. "That's why there's value in playground games that stimulate inner ear motion like swinging, rolling, and jumping."

The part of the brain that processes movement is the same part of the brain that's processing learning. There are links here to memory, language, attention, spatial perception, emotion, and even decision making.

In other words, incorporating movement into education is a key factor.


DISCUSSION QUESTION: How can this be practically implemented into our daily teaching? Does it seem completely out of the question in an English classroom or a science lab? How can we work this in to what we're doing?


Motor Development

"If our movements are impaired, so is our development." If we engage this part of the brain on a regular basis, we're more open and adaptable to changes. This is helpful for problem solving, planning, and sequencing new things to learn and do (Calvin 1996). The book claims that many educators know this but dismiss it after the first or second grade. Are we doing a disservice to our older students?

If you deprive a child of movement, you could create later problems, such as aggression or violence. In other words, we sometimes need to let it all out!


Physical Education & Learning

"An astonishingly high 64% of K-12 American students do not participate in daily physical education programs." In the same way that exercise improves our bodies, it also improves our mind. It fuels the brain with oxygen and chemicals that create stronger bonds and links. Moderate amounts of exercise will do... say 20 minutes a day three times a week, to have beneficial results. One study here in Canada showed that those who "spend an extra hour each day in a gym class far outperformed at exam time than those who didn't exercise" (Hannaford 1995).


The Movement Arts
Three countries near the top in rankings of moth and science scores (Japan, Hungary, Netherlands) all have intensive music and art training built into their curriculum. These kinds of "play" activities have boosted their abilities.

How else does movement help? Here are a few interesting examples: "students who tip back on two legs of their chairs in class often are stimulating their brain with a rocking, vestibular-activating motion. While unsafe, it happens to be good for the brain."

• allow students to do role play
• skits
• stretching
• games like musical chairs

The above are just a few examples of how to get students up and moving. The research seems fairly clear: get students moving and get the brain and heart pumping at the same time.