In most school classrooms, children are too sedentary. Where their grandparents and great grandparents counteracted all that deskbound sitting by walking to and from school, working on the farm, or going out in nature to play, most modern kids come home from school just to sit indoors texting, doing homework, watching TV, or playing digital games.
During one of Gail’s recent classroom presentations of the Brain Gym® activities to some grade-schoolers, more than two-thirds of the students answered yes when she asked if they sometimes found it difficult to pay attention due to tension, stress, or discomfort from sitting too long. Another third raised their hands when asked if their eyes sometimes felt strained or tense when they were reading. Imagine the challenge of having to override those bodily signals in the midst of the learning process!
Regarding research on movement and learning, in the years that I’ve been developing and teaching Edu-K I’ve seen the pendulum swing back and forth. Since the 1940s, many researchers (Montessori, Getman, Gesell, Kephart, Barsch, Ayres . . .) have seen the movements of infant development as essential to school-readiness and have acknowledged the learning benefits of continued integrative sensorimotor activity. Yet others who’ve done research summaries on movement have questioned those findings as being inconclusive or unsupported.
Today, a growing number of experts are pointing out that movement is essential to learning. John J. Ratey, M.D., states in SPARK: The Revolutionary New Science of Exercise and the Brain, that “When we exercise, particularly if the exercise requires complex motor movement, we’re also exercising the areas of the brain involved in the full suite of cognitive functions. We’re causing the brain to fire signals along the same network of cells, which solidifies their connections.” In A User’s Guide to the Brain: Perception, Attention, and the Four Theaters of the Brain, Ratey says, ” . . . exercise raises the level of all kinds of brain chemicals . . . which make most people feel brighter and more alert. It also releases brain-derived neurotrophic factor, a protein I call ‘Miracle-Gro’ for the brain, which helps build and maintain the connections between brain cells.”
Educational neuroscientist David Sousa, author of How the Brain Learns, translates current research into strategies. He writes, “The more we study the role of the cerebellum, the more we realize that movement and learning are inescapably linked.”
In discussing the importance of movement to learning, Sousa says: “The mainstream educational community has often regarded thinking and movement as separate functions, assigning them different priorities. Activities involving movement, such as dance, theater, and occasionally sports, are often reduced or eliminated when school budgets get tight. But as brain studies probe deeper into the relationship between body and mind, the importance of regular movement breaks and alternatives to sitting passively must be taken seriously by educators.”
© 2013 by Paul E. Dennison. All Rights Reserved.
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