Incorporating Physical Movement into Elementary Curriculum

How can we create an engaging learning environment

by increasing the level of physical movement in the classroom?

Why did we do this?

The Dietary Guidelines for Americans recommends at least 60 minutes of physical activity

for children most days, if not every day.

Physical activity helps maintain a healthy body, enhances psychological well-being (improves mood and reduces the risk of depression), prevents premature death, and facilitates normal skeletal development.

Howard Gardner developed a theory of multiple intelligences—one of which is bodily kinesthetic.

Incorporating physical movement into the classroom can help students perform better academically by relieving excess energy and providing them with opportunities to wind down.

Students with ADHD (Attention-Deficit Hyperactivity Disorder) or ADD (Attention Deficit Disorder) often need an outlet to release their built-up energy.

Engaging students in physical movement as children often leads them to be more independent and open in the processes of exploration and experimentation of movement. They are more willing as adults to engage in physical activity.

How did we do it?

To collect data, we used professional journals and field notes, audio recording, interviews and video recording.

Each of us attended a different practicum in a different grade level twice a week. Our practicum placements included one in kindergarten, one in first grade, one in third grade, and one in fifth grade.

We carried out at least one movement activity each week that we attended practicum.

The activities were used as transitions, integrated into the curriculum, as part of morning meetings, and as stretch-breaks.

While most activities took place in the classroom, some occurred outside.

We developed a list of various activities that would work well for all grade levels.

Students should have sufficient space. However, ensure that they know the spatial limits. If necessary, tell students to stay in a certain tile on the floor.

What did we find?

We found that the ESL and younger students needed extra modeling for completing exercises. In addition, the verbal directions needed to be explained more clearly and slowly.

The students seemed to be more focused after completing the movement activities. They were more attentive and could sit still throughout the lesson.

The students also seemed to enjoy the movement activities and were willing to engage in them. However, they seemed to enjoy some activities more than others.

Students seemed more engaged and excited during the student-led activities than during the teacher-led activities.

We found that the older children, specifically the 5^th graders, were able to identify when they needed to get up and move around.

How can YOU do it?

Sports Galore: The teacher will call out various sports activities. Students mimic those skills for 10-15 seconds (or more). Repeat for as long as necessary. Examples of skills to use: shooting a basketball, serving a tennis ball, batting a baseball, swimming (use different strokes!), throwing a football, kicking a soccer ball.

Four Corners: To review content material (multiple choice), assign a letter choice to each corner of the room. Read a question and answer aloud. Have students go to the corner that they think represents the correct answer. As a class, go over the correct answer. Adaptation: give students different movement ways to get to the corners (move slowly, wiggle, etc.).

Follow the Leader: Demonstrate to students four movements (examples: gallop, run in place, slow-motion walking, climbing an invisible ladder). Then, choose a student leader to alternate between the four movements. The rest of the class should follow their lead and copy these movements. The leader can come up with their own movements or they can use a set of given ones.

Circle Sort: This is used when the class is doing a picture of word sort. Lay out cards (face down) that will be sorted on the floor in a large circle. Instruct students to move around the circle with different movements. After 15-20 seconds, tell them to stop, pick up the card nearest to them, and sort it. Movement examples include: hop like bunnies, fly like birds, swim, crawl like a cat or dog.