From Distressed to Brain Best:
The Effects of Physical Movement on Learning
Imagine sitting in a classroom for six, seven, or even eight hours a day and having little to no physical activity. Imagine the lethargic boredom that would set in. Imagine feeling so restless and tired that the only thoughts are that of escaping the monotony of what is being taught. Learning is about getting, maintaining, and having fun with information that needs to be held captive for later recall. While having a solid curriculum is vital to the learning process, there is a piece of curriculum missing. That piece is physical movement.
Physically involving the student’s body’s while they learn will engage their minds in the learning process. Implementing a physical aspect into core classes provides many positive aspects to the everyday humdrum of education. Aspects such as better memory, increased capabilities, increased oxygen and nutrients to the brain (no more lethargic blank faces), increased brain function, better moods in the classroom (Jensen, 2008, p. 39), relief from tiredness, and rejuvenated minds (Jensen, 2008, p. 41). Physical movement is more than getting student’s bodies moving, it’s about getting their brains moving!
Beyond Simple MovementGetting students fit and healthy is only scratching the surface in regard to positive aspects of exercise. Exercise goes beyond simple movement. Exercise has an amazing affect on the human brain. Exercise helps relieve stress and tension; it allows the brain to function at a higher level of competency.
There are many things in student’s lives that cause stress. Everything from assignments being due to peer pressure to family life, and all of these things can place their brains in distress mode. A distressed brain does not function at full capacity. Jensen (2008) makes the following remarks in regard to a brain in distress. He states, a brain in distress:
- Loses its ability to correctly interpret subtle clues from the environment
- Reverts to familiar tried and true behavior
- Loses its ability to index, store, and access information
- Becomes automatic and limited in responsiveness
- Loses some ability to perceive relationship and patterns
- Is less able to use higher- order thinking skills
- Loses some long term memory capacity
- Overreacts to stimuli in a phobic way (p. 44)
Knowing what a brain in distress does and how it reacts allows room for a positive move in the right direction, implementing physical movement (exercise) into the classroom. A brain in distress sends signals out to the amygdale, the center of fear and threat responses (stress). This signal is then sent to the sensory cortex, the hippocampus, and the frontal lobes. The information is then processed and the brain begins to release adrenaline and other chemicals that change the way a person (student) thinks, feels, and acts. This distressed brain then begins to weaken in its ability to do what is needed in regard to learning. The brain begins to have trouble keeping things stored for later recall; it does not process information as accurately. However, when a body is in physical motion there are several things going on. Research indicates that “physical activity enhances brain function and produces many cognitive and physiological benefits” (Tremarche, Robinson, & Graham, 2007, p. 59). When the body begins to move, amazing things begin happening in the brain. 
As the body begins to move the brain reaps the benefits. Physical exercise increases the blood flow and oxygen to the brain. More oxygen and blood flow means students are more alert. Physical exercise “may lead to production of nerve growth factor” (a hormone that increases brain function). Exercise also can stimulate mood-enhancing neurotransmitters (Jensen, 2008, p. 39). Movement can reduce stress and allow new cells to be built that increases memory and it also allows the cells to communicate more effectively (The Benefits of Exercise on Your Kid’s brain, para. 2-3). All of this adds up to more effective learning, less stress, and positive outcomes for students. Two questions remain: how to implement physical movement into the classroom and why implementing it can be educationally beneficial?
Sensory motor skills immediately come to mind when considering physical movement in the classroom, crossing the midline of the body, balance, directionality, and centering. Taking each in turn, it is easy to see how physical movement can help not only the body but also give way to better brain function which can lead to better learning experiences. Claudette Anderson (2009) discusses each of these sensory motor skills in her article The Importance of Sensory Motor Skills. For example, she states “The ability to cross the midline of the body must be established in order for one to fully understand how to follow a sequence of activities.” She also says, “If this sensory-motor skill is not developed, a student will have difficulty with word/letter orientation and /or letter reversals” (para. 6). Anderson also discusses balance which involves all of the systems of the brain. Directionality, says Anderson (2009), relates to the management or control of work, behavior or way of thinking (para. 8). Centering involves crossing the midline from top to bottom instead of left to right and is related to disorganization and feeling overwhelmed (Anderson, 2009, para. 10). Simple exercises implemented into the classroom are healthy for the bodies of students and it allows the brain to accomplish full capacity engagement. By simply allowing students to move around, or to do energizing segments throughout the day with students can lead to an overall better education.
Learning is more than sitting at a desk. Learning is more than attempting to take an abundance of information in. Learning is engaging the entire body which in turn engages the brain which lends to enhancing the full functionality of the greatest computer around, the brain. Through small things such as crossing the midline exercises or doing small energizers, students can begin utilizing their entire body to create a more functional brain, a brain that has the capacity to remember and recall information at a higher level. Learning is taking into account that a brain in distress does not function at a high level but that the simple implementation of physical movement can minimize the distress, bring about a greater ability of functionality, and get the brain moving as well. After all, physical movement is more than getting student’s bodies moving, it’s about getting their brains moving!
References
Anderson, C., 2009 The importance of sensory motor skills Prescription for Success- Learning center Retrieved on April 9, 2011 from http://www.ask.com/bar?q=sensory+motor+skills&page=1&qsrc=2891&dm=all&ab=7&u=http%3A%2F%2Fbusiness.intuit.com%2Fdirectory%2Farticle-the-importance-of-sensory-motor-skills&sg=MJEuM%2FX%2BqxbWgYnnX7eoE3n9beHIakwJrDU8B6sf5Yo%3D%0D%0A&tsp=1302468474359
Anonymous, (n.d) The benefits of exercise on your kid’s brain Retrieved on April 6, 2011 from http://www.raisesmartkid.com/articles/the-benefits-of-exercise-on-your-kids-brain.html
Jensen, E., 2008 Brain-b 2nd ed. California: Corwin Press
ased learning
Tremarche, P., Robinson, E., & Graham, L., (2007). Physical education and its effect on elementary testing results. Physical Educator, 64(2), 58-64. Retrieved April 10, 2011, from ProQuest Education Journals. (Document ID: 1324687111).
