Related Research
Movement and CognitionPracticing learning in multiple states of mind may develop greater cognitive flexibility and recall. "Breaking up content learning with physical movement is more effective than excessive content dumping" (Jensen, 2000).
Research on movement and cognition shows how whole brain learning through movement promotes re-patterning improving students' performance and attitudes about the learning process (Jensen, & Templeton, 2004).
"When children are physically active, they are more readily attending to the learning task" (Pica, 1999, p. XI). Pica continues to say that physical activity helps prevent children’s attention from being distracted by extraneous factors.
Movement increases our brain activity, which then allows us to narrow our attention to the task at hand (Jensen, 2000). Studies also suggest that using movement learning programs not only allows students a chance to move but also enables them to feel a sense of hope (Jensen, & Templeton, 1996).
Research states that movement regulates a persons moods and how they react to any given situation. Jensen quotes Thayer, in his book Learning with the Body in Mind, “The data suggests that exercise is the best overall mood regulator” (Thayer, 2000, p. 38).
From birth, the brain is developing and changing to adapt to the environment in which it is exposed to (Jensen, 1998). At least as important as genetically programmed brain development is what has been called brain plasticity. It means that the physical structure of the brain changes as the result of experience (Caine & Caine, 1994,). Movement plays an important part of developing the physical brain.
Movement develops neural connections and actually builds the brain (Landalf, 2000). Few researchers would deny that early movement experiences are critical to optimal brain development. “To be of maximum benefit, movement experiences should be introduced early in life and during the windows of opportunity” (Gabbard, & Rodrigues, 2004, p. 3).
“Movement stimulates increasing diversity of connections, which allows thought to spread beyond its original focus.(Boon, 2004, p. 3). Boon continues to state that every movement is a sensory motor event, and movement activity is required (2004). Movement helps us to retain what we’ve learned.
“Researchers know that by increasing the frequency, intensity and duration of a specific stimulation, a child’s brain can become efficient in receiving and processing information” (Minnesota Learning Resource Center (MLRC), 2001,p. 2).
Turner and Turner maintain, “There is a positive relationship between being physically fit and academically fit” (2000. p. iii). The brain needs down time to stay alert and rejuvenate (Jarrett, 2004).
When we look at the summaries from Jensen’s books, Teaching with the Brain in Mind and Learning with the Body in Mind, we find that the growing body of research extolling the cognitive benefits of physical exercise studies, conclude that mental focus and concentration levels improve significantly after engaging in structured physical activity (Caterino & Polak, as cited in Blaydes, 1999).
Vestibular RelatedHannaford suggests that the lack of movement early in life can cause vestibular system developmental delays, which can contribute to attention disorders (Hannaford, 1995).
She goes on to state that the vestibular system is important for students to be alert and responsive. The vestibular system coordinates body movements, maintains balance and equilibrium, and helps children develop normal muscle tone.
The vestibular system plays a significant role in the development of language, so that children with vestibular dysfunction may also have auditory-language processing problems.
Clark’s studies suggest that "certain spinning activities led to alertness, attention and relaxation in the classroom" (pesoftware.com, 2004, p. 6).
Stimulating the vestibular system by using movement is a key foundation for learning (Promislow, 2003). "The vestibular system, which controls our sense of balance and movement, is also centered in the ear. The vestibular system is interconnected to the cerebral cortex, as well as the eyes and core muscles, and is highly important to the learning process" (Promislow, 2003, p. 123).
Hemisphere IntegrationAnother simple activity to increase attention would be to do jumping jacks with the hands crossing over each other. This simple movement should help the students concentrate by reconnecting both hemispheres of the brain (Blakemore, 2003,p.5).
Gabbard and Rodrigues believe that the “un-programmed” connections have windows of opportunities. They continue to state that the window of opportunity for forming foundations of gross-motor skills is birth to five years of age. These circuits are important for higher level learning skills. If these connections are not made, the brain prunes away the unused neurons.
Research shows that specific movements can reverse unused connections and stimulate brain development. Research states that specific neuro fitness exercises can greatly reduce or eliminate symptoms attributed to hyperactivity, learning disabilities, Attention Deficit Disorder and Developmental Delay Syndromes (Hannaford, 1990).
Retained ReflexesAt birth infants are equipped with developed areas of the brain that are programmed for survival (Caine & Caine, 1994). Other research collaborates with the idea that the neural connections are predetermined, such as breathing, and control of heartbeat, others are stimulated from environment and experiences (Gabbard, & Rodrigues, 2004). 1970 University of Kansas -- Gustaffson(O.T.) compared the reflex levels of a group of neurologically impaired children with a group of children with no known neurological impairment. All of the group with neurological impairment had abnormal reflexes. The “normal” group also showed some reflex abnormalities — 8:19 of these, and it was subsequently found that of these 8, one had behavior problems and the remainder had either reading and/or writing problems.
1971 University of Kansas — Rider (O.T) set out to assess the prevalence of abnormal reflex responses comparing normal second grade children to a group of learning disabled children. The learning disabled children had significantly more abnormal reflex responses that the normal children. The WRAT scores were then compared on the basis of whether there were abnormal reflex responses or not. Children with normal reflexes scored consistently higher on the achievement tests than those with abnormal reflexes.
1976 University of Purdue — Bender examined the effect of just one reflex, the STNR on education, and found that it was present in 75% of a group of learning disabled children but not present in any of a comparison group of children who had not history of learning disabilities. She also developed a series of exercises designed to help inhibit the STNR, and many of the children improved. This was published as The Bender Purdue Reflex Test - a doctoral thesis (Academic Therapy Publications, CA)
1994 University of Newcastle-upon-Tyne — Wilkinson carried out a replica of Rider’s study. She also found a 1mk between abnormal primitive reflexes and learning difficulty and underachievement. Her results suggested that one reflex the TLR underpinned all problems detected (relationship to the balance mechanism) and that there seemed to be a relationship between a retained Moro reflex and specific math problems.
1997 University of Indianapolis - O’Dell and Cooke working at the Miriam Bender Institute found that Bender’s exercises based on movements which involved creeping (crawling) against resistance were of value in overcoming hyperactivity. (Stopping Hyperactivity -- a New Solution, Avery Pubs. N.Y.)
2001 Goddard Blythe SA — examined the incidence of Neuro-Developmental factors in 54 children who had received an independent diagnosis of Dyslexia. All participants showed evidence of abnormal ATNR and TLR together with other Neuro-Developmental factors. Proceedings of The 5th International BDA Conference. University of York. Neurological disjunction as a significant in children diagnosed with Dyslexia.
2003 Kesper G, Paper presented at The 1 5 European Conference of Neurodevelopment Delay. Kiel-Oslo-Kiel. Effects of persisting infantile reflexes on motor behavior and central processing - results of a study.