Integrating Movement Into Elementary Classrooms Module 1
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Why Should I Integrate Movement Into My Classroom?
Increased Student Interest/Motivation
Every teacher wants to teach lessons that are engaging for students and spark their interests. However, not every student may enjoy direct instruction for hours on end. Therefore, incorporating movement into lessons or as short “brain breaks” can help keep students attention and help them stay engaged with the curriculum. Vazoua, Gavrilou, Mamalaki, Papanastasiou, and Sioumala (2012), discuss a study performed to compare the impact of integrating physical activity on students’ interest/enjoyment, perceived competence, and motivational outcomes of the lesson (effort, value, and pressure).
Throughout eight elementary schools in urban and rural regions in Crete, Greece A total of 147 4th to 6th grade students (64 male, 83 female) from 15 classes participated in six consecutive lessons over a two-week period on an academic subject (Language Arts, Math, Social Studies), alternating between traditional and integrated with physcial activity (10 min) lessons in the classroom.
To assess students, they were given an The Intrinsic Motivation Inventory to compare their students’ Interest/Enjoyment, Perceived Competence, Effort, Value, and Pressure from traditional lessons to integrated physical activity lessons.
The results displayed many students’ Interest/Enjoyment significantly decreased after the traditional lessons yet increased significantly after the second integrated lesson. In addition, students’ Perceived Competence and Effort significantly increased after the integrated lesson. Whereas neither the Perceived Value of the lesson declined nor did children report feelings of Pressure from this alternative teaching method. These results support the hypothesis that physical activity integrated with the academic subjects can positively impact children’s academic motivation.
Increased Academic Achievement
Participating in physical activities has shown a significant and positive effect on children’s cognitive functioning (Fedewa, & Ahn, 2011). Erwin H., Fedewa A., Ahn S. (2013) put this theory to the test with their study of 29 3rd grade students from one Southeastern elementary school (two classrooms).Students were assigned to intervention (16) and control (13) groups over a 20- week intervention period. Reading and mathematics fluency, grades, and standardized test scores were collected to equalize the group before the study. The intervention participants received daily physical activity breaks for 20+ minutes per day related to the math and reading content that was currently being taught while the control group did not use physical activity breaks and continued with traditional, in-seat learning of the content. This included teacher-directed instruction, individual student seatwork, and partner or group work at desks.After the study, the results displayed the Intervention students had significantly higher reading fluency and mathematics scores post intervention and higher means for standardized reading and mathematics scores as well as overall grades.
Encouraging an Active Lifestyle
According to Center for Disease Control and Prevention, the recommended amount of activity for Americans is regular physical activity at least 5 times a week for 30 minutes or vigorous activity at least 20 minutes at a time at least 3 days a week. Elementary aged students are engaged in physical education class a maximum of twice a week, which is far less than the CDC weekly recommendation. In addition children are less active than in the past (Adams-Blair & Oliver, 2011).
In an attempt to solve this problem, a study was done in 11 classrooms in six schools within the Eastern Kentucky region were selected ranging from kindergarten through 5th grade.Teachers implemented the Take 10! Model which included, videos, physical activity stations, and jump rope activities, cardiovascular, strength and flexibility activities. Take 10! is a curriculum tool that integrates ten-minute periods of activity while maintaining a focus on academics (language arts, mathematics, science, social studies, and health and nutrition). Classroom teachers were trained how to effectively incorporate these type of activities into their classroom in 10 minute segments or totaling thirty minutes daily.
Based on the results of the pilot program it was evident that the participants were able to garner the benefits of thirty minutes of structured activity incorporated into the regular classroom setting. Not only did the participants increase their number of steps, and increase their activity each day, they also increased their overall fitness level as well as their cognitive assessment scores. Integrating movement into the classroom can help students participate in active lifestyles while still maintaining learning curriculum.
Module Objective
In this module participants will be able to:
- identify the benefits of incorporating movement into elementary classrooms.
- evaluate the benefits of incorporating movement into elementary classrooms.
Task 1
Please use the following link on kahoot! to take a short quiz on the module. If you need a game code to begin it is: 1237748
Task 2
Please use the following link on padlet to access the readings and submit the discussion post activity.
References
Adams-Blair H., Oliver G. (2011). Daily classroom movement: Physical activity integration into the classroom. International Journal of Health, Wellness, & Society, 1 (3), 147–154.
Erwin H., Fedewa A., Ahn S. (2013). Student academic performance outcomes of a classroom physical activity intervention: A pilot study. International Electronic Journal of Elementary Education, 5 (2), 109–124.
Fedewa, A.L., & Ahn, S. (2011). The effects of physical activity and physical fitness on children’s cognitive outcomes: A meta-analysis. Research Quarterly for Exercise and Sport, 82(3), 521-535.
Vazou S., Gavrilou P., Mamalaki E., Papanastasiou A., Sioumala N. (2012). Does integrating physical activity in the elementary school classroom influence academic motivation? International Journal of Sport and Exercise Psychology, 10 (4), 251–263.
Additional Useful Sources
Braniff C. (2011). Perceptions of an active classroom: Exploration of movement and collaboration with fourth grade students. Networks: An On-line Journal for Teacher Research, 13 (1).
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