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The investigation of the Relation between Physical Activity and Academic Success

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The investigation of the Relation between Physical Activity and Academic Success

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Researchers state that students with higher PALs have better attention levels, which may affect the learning environment and cognitive development positively (p.122)
https://files.eric.ed.gov/fulltext/EJ1120223.pdf

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Enough Research on Brain Breaks
Research on types of Brain Breaks
Research on Academic Achievement
Brain Break improvement emphasis on academics, not behavior

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Will incorporating brain breaks into lessons increase students' academic achievement?

I plan to study brain breaks because I want to find out if brain breaks increase student engagement to show how engagement increases student academic performance so that I may better understand how to engage students throughout lessons.

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test taking strategies
mindfulness
brain gym
learners modalities--kinsthetic learners
pre-writing exercises
ADHD
brain breaks
physical activity

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"The majority of teachers included classroom PA that consisted of PA only (79.9%, e.g., marching in place) and PA incorporated into academic concepts (73.7%). Of all the academic subjects, teachers felt most comfortable incorporating PA into mathematics (72.7%). "
" . Of the 66.5% of teachers who reported using a specific program, almost all of them used GoNoodle (97.5%), a website with a variety of classroom PA videos. Finally, 88.3% of teachers stated they participated in classroom PA with their students. "
" This is especially notable since other researchers have suggested teachers preferred classroom PA breaks connected to academic content which may indicate they were more interested in the improvements in academic outcomes (McMullen, Kulinna, & Cothran, 2014). Another study by Cothran and colleagues (2010) found teachers may be aware of the need for PA but were not able to articulate how PA and learning were related. "
" Classroom PA breaks must be brief and require minimal instructional time or be able to be incorporated into academic curriculum. "

Dinkel, D.M.,  Lee, J.M. (2016).  Examining the knowledge and capacity of elementary teachers to implement classroom physical activity breaks.  International Electronic Journal of Elementary Education. Retrieved from https://files.eric.ed.gov/fulltext/EJ1126711.pdf

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Creative, Kinesthetic Activities to Motivate Young Learners to Communicate: A Conversation with Paula Garrett-Rucks

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Creative, Kinesthetic Activities to Motivate Young Learners to Communicate: A Conversation with Paula Garrett-Rucks

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" As children progress into the Concrete operational stage, children can think more logically, but they are still somewhat limited to what they can physically manipulate. In this stage, learners’ classification skills and interest increase drastically, thus instructors should tap into this classification interest when presenting material. "
" The younger the learner, the more need for consistent routines and procedures they can expect. "
" make lavish use of concrete materials, visuals, gestures, facial expressions, and bodily movement, and most importantly, (4) model, "

Devall, K.D. (2015).  Creative, kinesthetic activities to motivate young learners to communicate: a conversation with Paula Garrett-Rucks. Learning Languages Vol. 21 No. 1. Retrieved from https://files.eric.ed.gov/fulltext/EJ1124520.pdf

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Use of the Self-Monitoring Strategy among Students withAttention Deficit Hyperactivity Disorder: A Systematic Review

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Use of the Self-Monitoring Strategy among Students withAttention Deficit Hyperactivity Disorder: A Systematic Review

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" Students with ADHD can display significant reduction in their academic performance. "
" Finally, developing teachers’ skills through in-service training to enable them to deal with students who have ADHD is a fundamental necessity for implementing successful intervention. "

Alsalama, A. (2017).   Use of the self-monitoring strategy among students with attention deficit hyperactivity disorder: a systematic review.  Journal of Education and Practice Vol. 8 No.14. IISTE.  https://files.eric.ed.gov/fulltext/EJ1143820.pdf

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" Instead of reducing the time children spend on physical activity in order to have them concentrate on academic subjects, physical activity should be incorporated into the daily school curriculum to stimulate children’s thinking in a physical and enjoyable way."
" Although three developmental domains—i.e., cognitive, social-emotional, and physical—are equally important in regard to the children’s development, the cognitive domain undoubtedly receives the most attention in schools and the physical domain receives the least "
" Furthermore, a number of other studies have even found a positive correlation between the amount of children’s physical activity and their cognitive performance "
" According to Henniger (2009), integrated curriculum provides remarkable opportunities for children to engage in physical activities. For example, Trost, Fees, and Dzewaltowski (2008) examined the feasibility and efficacy of a “move and learn (M&L)” physical-activity curriculum for preschool children. Movement experiences, e.g., hopping, marching, skipping, running, and galloping, were integrated into all aspects of the daily preschool curriculum including math, science, and art. "
" After 8 weeks, a significant improvement was observed in the children’s physical-activity levels. Moreover, teachers reported that the M&L curriculum had not disrupted the learning environment; instead, it had helped to improve the children’s ability to attend to their lessons and their ability to both physically and verbally self-regulate "
" According to the position statement, “all children from birth to age five should engage daily in physical activity that promotes movement skillfulness and foundations of health-related fitness” "

Sevimli-Celik, S., & Johnson, J. E. (2013). “I Need to Move and So Do the Children”. International Education Studies, 6(5). Retrieved from https://files.eric.ed.gov/fulltext/EJ1068394.pdf

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Teaching That Emphasizes Active Engagement Improving Learning for Middle School Students

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Teaching That Emphasizes Active Engagement Improving Learning for Middle School Students

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"When students are actively engaged, they focus on what is being taught and better process new information."
"Because the most effective teaching takes place in "chunks," it's best to teach new information or concepts in 7- to 10-minute segments followed by a processing activity."
"In summary, when students are actively engaged in their learning, they are processing and retaining information and using higher order thinking. When teachers design activities that promote active engagement, they are reinforcing student learning, keeping students interested and on task, and making learning relevant and fun. Remember, young adolescents want to do things and will do things. Capitalize on that in ways that reinforce their learning."

Lorain, P. (2017). Teaching That Emphasizes Active Engagement. NEA. Retrieved January 23, 2018, from http://www.nea.org/tools/16708.htm.

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The Effects of Brain Gym® Activities and Traditional Teaching Strategies on Students' Performance in Comprehension in a 4th Grade Classroom

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The Effects of Brain Gym® Activities and Traditional Teaching Strategies on Students' Performance in Comprehension in a 4th Grade Classroom

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"Quality instruction should incorporate movement into the learning process. There are cognitive benefits associated with physical activity , including, improved memory, concentration, attention, and academic performance."
Brain Gym work- the remarkable learning movement-based learning program that has helped people of all ages turn their learning academic challenges into successes."
"This program has seen rapid and often dramatic improvements in focus, comprehension, communication, organization and physical movement."

Kariuki, P. N., Kent, H. D. (2014). The effects of Brain Gym® activities and traditional teaching strategies on students' performance in comprehension in a 4th grade classroom. Mid-South Educational Research Association, Knoxville, Tennessee. Retrieved from https://files.eric.ed.gov/fulltext/ED550515.pdf.

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Promoting Physical Activity in Elementary Schools: Needs Assessment and a Pilot Study of Brain Breaks

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Promoting Physical Activity in Elementary Schools: Needs Assessment and a Pilot Study of Brain Breaks

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" Since elementary school-aged children spend most wakeful hours in school, classroom teachers are essential for providing physical activity (PA) breaks during school. "
" Providing structured and unstructured PA during the school day can improve academic achievement and prevent chronic diseases (CDC, 2011; Juonola et al., 2013). "
" Teachers perceived that Brain Breaks segments improved students’ focus and concentration (91%) and provided students with a beneficial amount of PA (86%; Table 5). "
Types of brain breaks:  exercise, themes, music, background, acting, endurance, relaxation, strength
" Children’s brains require PA breaks to process information after intense instruction (Council on School Health, 2013). Other countries that score higher in scholastic tests have 10 to 20 minute breaks between each 40 to 50-minute block of instruction (Council on School Health, 2013). In the U.S., it is common that blocks of instruction are taught consecutively without breaks (Woodward-Lopez et al., 2010), which is challenging for classroom teachers and students alike and may contribute to ‘burn out’. Almost all teachers were interested in incorporating short PA breaks during classroom activities. "
" Brain Breaks does not require teacher training or preparation time. Furthermore, Brain Breaks requires no additional equipment and can be performed in the classroom or other existing facilities. The most important criterion is that the PA has to be engaging and fun for students, while being easy to understand and follow along. Brain Breaks uses simple, safe movements, storylines, music and creative backgrounds to engage the students on multiple sensory levels.

Bobe, G., Frei, B., Frei, S., Perera, T. (2015). Promoting physical activity in elementary schools:

needs assessment and a pilot study of brain breaks. Journal of Education and Practice Vol. 6, No.15. IISTE. Retrieved from https://files.eric.ed.gov/fulltext/EJ1079961.pdf

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https://files.eric.ed.gov/fulltext/EJ1072925.pdf
" The Oxford dictionary (2014) defines mindfulness as “a mental state achieved by focusing one’s awareness on the present moment while calmly acknowledging and accepting one’s feelings, thoughts, and bodily sensations”. Mindfulness often refers to specific practices used to focus a person’s attention – meditation, yoga, breathing, single-pointed concentration on an object – and is characterized by intentionality and nonjudgmental observation of experience "
" Educators must focus on academic outcomes and classroom material but can also promote new non-academic curriculum to create a better learning environment. Mindfulness training can be valuable for helping students be more successful learners and more connected members of an educational community. "
" Mindfulness is helpful in the moment of learning and also in more future-focused skills. By maintaining a calmer view of the present, students are able to improve their study habits, planning, and organizational skills through mindfulness "
" In contrast, critical thinking is internally referential, and mindfulness teaches students to look inwardly, question their views and beliefs, recognize the 21 wisdom they have within themselves, and think more critically (Burke & Hawkins, 2012). "
" listening actively, listening accurately, and listening for meaning – and mindfulness exercises improve social work students’ ability to develop these habits while minimizing poor listening habits like mindwandering, thinking ahead, and multitasking while listening "
" Symptoms of ADHD like frequent mind- wandering and difficulty concentrating can create obvious academic problems for students in the classroom and as they work on their studies at home. Educators who have implemented mindfulness training for students with ADHD have seen academic improvement as well as a decrease in behavioral issues arising from impulsiveness and difficulty reading social cues "

Leland, M. (2015). Mindfulness and student success. Journal of Adult Education Vol. 44 No.1. Mountain Plains Adult Education Association. Retrieved from https://files.eric.ed.gov/fulltext/EJ1072925.pdf

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The Effects of Brain-Based Learning on the Academic Achievement of Students with Different Learning Styles

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The Effects of Brain-Based Learning on the Academic Achievement of Students with Different Learning Styles

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" When the planning, presentation and gains of the lesson are in compliance with the working principles of the brain, positive contributions can be made to students’ motivation, attitudes, and academic achievement "
" According to findings of other studies, learning styles-based teaching increases students’ achievement but this increases does not vary depending on learning styles "
" According to Kolb (1984), it is of great importance to provide students with activities complying with their learning styles. In this way, students can physically and intellectually participate in teaching process. Students’ performances can be improved by organizing appropriate instruction to support more effective learning "
" To increase the academic achievement levels of students with different learning styles at the same level, the design of the learning-teaching processes and environments should be modeled based on BBL. In the development of in-class activities and daily lesson plans, the findings of the present study investigating the effects of the BBL model can be capitalized upon. "

Dunman, B. (2010). The effects of brain-based learning on the academic achievement of students with different learning styles.  Educational Sciences: Theory & Practice. Retrieved from https://files.eric.ed.gov/fulltext/EJ919873.pdf

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Mindfulness and an Argument for Tier 1, Whole School Support

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Mindfulness and an Argument for Tier 1, Whole School Support

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" Research shows that rhythmic breathing improves the autonomic nervous system, focuses the mind, and increases levels of selfawareness (Davidson et al., 2003; Salmon, Santorelli, & Kabat-Zinn, 1998). Essentially, mindfulness activities can teach an individual to become aware of moment-to-moment experiences. "
" Further, an educator who is aware of mindfulness practice understands that they cannot directly or forcefully control student behaviors; rather, they can create and maintain learning spaces for all students by teaching them how to mitigate those behaviors. For example, kindergarten educators might find themselves frustrated because they have difficulty stopping students from running in the classroom, even after using repeated  prompts. Using mindfulness while assessing the learning space might show that there are natural “runways” in the classroom that could be structured in a manner to allow students to run and meet other physical activity needs on-demand. "
" The teacher knows that attention to breath, to how different parts of their bodies feel, how their feet connect to the floor, their seats to their chairs, all connect with their abilities to develop attention control. Students who have trouble focusing may need direct supports like these to bring them into the present moment. Once students have quieted, the teacher might introduce a transitional activity and ring the chime once more to indicate the start of the transition. "
" Students should have one goal to accomplish after entering the classroom each day, and that is to learn. Unfortunately, school can be a stressful place and student thoughts may quickly become clouded with emotion, which makes learning difficult. There is evidence related to the positive use of mindfulness-based activities in schools, and mindfulness supports can naturally be provided within a school that adheres to the principles of whole schooling "

Stuart, S. K., Collins, J., Toms, O., & GwallaOgisi, N. (2017). Mindfulness and an argument for Tier 1, Whole School Support. International Journal of Whole Schooling, 13(3). Retrieved from https://files.eric.ed.gov/fulltext/EJ1151840.pdf