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The Learning and Movement Connection
By
Bob Fitzpatrick, M.S.
2007 NASPE EDA Elementary
Teacher of the Year
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Contributors to Movement/Learning Connection.
• Eric Jensen-Learning with the Body in Mind; Brain Researcher
• Jean Blaydes-Action based Learning; Neurokinesiology
• Carla Hannaford-Brain Gym
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Brain Research
The brain is like the conductor of an orchestra, with each biological system making a contribution to a smooth performance.
sensory-motor
vestibular-cochlear
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“that all things being equal, a physically active child will have an advantage in learning and that an inactive child is at a disadvantage for learning”
Dr. Germund Hesslow
Internationally renowned
Cerebellum researcher
Did you know……..
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Implicit vs. Explicit Learning
• Implicit Learning– Improves permanence with which
children learn (anchors learning).– Utilizes procedural pathways.– Increases future recall of learning
episodes.– Synaptic connection enhanced
(movement/emotion/episode experience).
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Episode experience
• Dress the part (silly squirrel dance)
• Emphatic presentation.
• Story Play-memory (autumn leaves, leaves are falling).
• Math and dice games (gym, outdoors).
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Did you know that ……..
Activities like cup stacking, scarf juggling, and dancing activate the same hemispheres of the brain as used to develop math and reading skills.
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Cross-lateral and Bilateral• Encourage activities where
children have to use both hands simultaneously (scarf juggling, cup stacking)
• Encourage activities where they have to cross the midline of the body (twister, rope activities, rhythms, and brain energizers).
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Did you know that……..
• Car seats, video games, TV’s and computers have reduced eye fitness.
• Reading and focusing difficulties stem from lack of eye stimulus and result in limited field of vision.
• Movement activities at an early age reduce these effects
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Improving tracking skills
• Offer your children many opportunities to improve tracking skills through manipulative activities.
• Utilize spinning, turning, bending, and twisting activities (encourage a wider field of vision).
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Benefits of aerobic exercise• Increased blood flow to the brain
– Higher glucose and O2 levels– Increased brain function
• Neurotransmitters: endorphins, dopamine, BDNF, Seratonin (outdoors).– Relaxation– Decrease onset of depression– Raise self esteem
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Aerobic Bursts• Chicken Soup
– 4 students per circle– Underhand toss with rubber chicken or
rag ball.– Music stops/student runs; pass chicken
on start of music
• Wipeout– Walk or jog on music / quick steps on
drums.
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When to use aerobic activity
Before testing-light aerobic exercise or brain energizers (5 minutes).
Attention issues-moderate exercise before seat work or prolonged inactivity (10-15 min).
Before work that is memory dependent.
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Movement increases arousal
> performance following arousal
(Tomporowski and Ellis 1986)
> arousal narrows attention to target tasks (Easterbrook 1959)
More than 20 minutes of sitting puts the brain into sleep mode. Break up
sitting sessions with activity sessions.
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Anecdote
• Lucille Daley’s class: 1974– Tinikling Rhythm dance– Increased reading scores– Students participation in PE
Demonstration– No research at the time
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Motor skills
are fundamental to learning!
(Jensen)
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A Quote with Impact
(Jensen)
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Parent Advocacy
• Appropriate Practices Document for Elementary, Middle, and High School (each school should have a copy).
• Recently completed curriculum K-8.
• Standards based curriculum with assessment rubrics (NASPE and MA Frameworks).
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Differentiated Instruction
• Circuit/Station Instruction
• Choice of Equipment
• Choice of Involvement (cooperative/competitive)
• Learning Modes
• Technology
• Adventure Themes
• Thematic Instruction
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What Motivates our Students