The Need for Activity

Reading, ‘riting’, ‘rithmatic’, & recess

Review

According to research (Fauth, B. 1990). - 10 % of what they read

- 20 % of what they hear- 30 % of what they see- 50 % of what they hear and say at same time- 70 % of what they hear, see, and say- 90 % of what they hear, see, say, and DO

Read the following statement quietly to yourself

The capital city of Canada is Ottawa.

Word Problem

Four cars come to a four way stop, all coming from a different direction. They can't decide who got there first, so they all go forward at the same time. They do not crash into each other, but all four cars go. How is this possible?

The part of the brain that processes movement is

the same part that processes learning: cerebellum

Most of the brain is involved in active learning

Those active prior to exams, do BETTER on exams

Movements that cross the midline improve academic areas in spelling, writing, listening, reading and, comprehension

Moving Brain

Increases blood flow to the brain, resulting in more nutrients

going to the individual neurons in the brain

Increases in levels of norepinephrine and dopamine (neurotransmitters) in the bloodstream, resulting in better memory functioning (improves alertness, attention, and motivation)

Production of nerve growth factor, thus encouraging nerve cells to bind to one another (which is the cellular basis for taking in and processing new information).

Development of new brain cells from stem cells located in the hippocampus (the area of the brain related to memory and learning)

(Jensen, 2008; Ratey, 2008; Taras, 2005; Tremarche, Robinson, and Graham, 2007; Vail, 2006).

Moving Brain

Movement helps learning to “settle”

Covering too much material at once results in only a limited amount to be absorbed

Teachers needs to slow down and give time for learning to occur

New material needs more time to “soak in”

Goal is not to cover, but for students to learn

Why Move?

Cross Crawl

Access both brain hemispheres simultaneously, and stimulates receptors.

To improve focus – slow motion To improve balance – close your eyes To alleviate visual stress – skip or bounce in

between

Brain Gym

Element of social development

Justice, fairness, cooperation, friendship, loyalty, and social rules (Ramstetter, Murray, and Garner, 2010).

Play

Is unstructured break time during the school

day that allows kids to engage in physical activity and social development

What is Recess

All children should engage in at least one daily

period of recess for at least 20 minutes per period

Best Practices: K-2: two 15-20 minute recess breaks at different

times in the day 3-5: one 10-15 minute recess break and one 30

minute break daily

Scheduling & Planning

Should be outdoors unless it’s freezing

Recess is not scheduled immediately before or after physical education class

It should not be viewed as a reward, but as a necessary supporting educational component

Developmentally appropriate equipment should be provided for children to engage in activity

Planning

When recess is scheduled before lunch, students consume

significantly more food and nutrients (Bergman et al., 2004; Getlinger et al., 1996).

Montana Schools Student behavior on the playground, in the cafeteria, and in

the classroom improved Students wasted less food and drank more milk The cafeteria atmosphere improved Children were more settled and ready to learn upon returning

to the classroom

http://opi.mt.gov/Programs/SchoolPrograms/School_Nutrition/wellness.html?gpm=1_2

Scheduling

Properly supervised by adults

Adults should intervene only when a child’s physical or emotional safety is an issue

Safety rules should be taught and enforced School wide recess guidelines

Supervision

Make sure every child has an equipment option

Provide a variety of play choices through the availability of large and small equipment (i.e. plenty of balls, hoops, ropes etc.) Juggling

Help an inactive child find a partner to play with

Teach children games they an organize themselves

Reinforce those who are active

Encouraging Active Play

Who gets to kick first? Who gets to be the roller? Who jumps next? Was the kick foul or fair? Who is on what team?

It’s all in the wrist…

Playground Conflict

Calming activities

Stretching Relaxation technique Musical transitions Individual quiet free time

Concluding Recess

Teaching Pro-Social

Skills Newton, New Jersey

Play Fair Warren, Rhode Island

Peer Mediators Derby, Kansas

Programs That Work

Special Friends Lusaka, Zambia

Playground Meetings Bar Nunn, Wyoming Casper, Wyoming

Peaceful Playgrounds

1. Potential to embarrass the student2. Elimination activities3. Over emphasis on having “fun”4. Lack of emphasis in teaching motor skills and

lifetime activity5. Low participation time factors6. Dangerous injury or harm to students7. Absence of objectives of the game or activity

Physical Education Hall of Shame

Hall of Shame

Dodge Ball Steal the Bacon Duck, Duck Goose Red Rover Musical Chairs Relay Races Tag