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A closer look at changes for specific subjects

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Physical Education and Academic in Elementary school

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Physical Education and Academic in Elementary school

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Childhood aerobic fitness and cognitive control

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Childhood aerobic fitness and cognitive control

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Physical activity level on attention

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Skateboard in Class
What to do

1. Help students keep energy levels up by taking a quick "ride." Have kids stand with one hand on a wall or desk and plant one foot on an imaginary skateboard. Then, ask them to slowly brush the floor with their other foot, starting with small movements. Movements can become larger and faster as students look over their right and left shoulders.

2. Throughout the exercise, have students decide what kind of ride they're taking (a leisurely ride home, a race against another skateboarder). Ask them to picture and describe what they see. (Are there curbs to jump or hills to climb? Do they crouch down as they pass the window of a cranky neighbor?) Adding this creative element will help students mentally refresh.

3. For a variation on the exercise, thrill-seeking students may enjoy experimenting with skateboarding tricks, which can improve balance and core strength. Try "shooting the curb" by adding a single-leg hop or "coasting" by putting weight on one leg while holding the other straight out.

Standards Met MCREL Life Skills-Self-Regulation Standard 4, Level IV, Benchmark 2(Maintains a high level of energy over a prolonged period of time when engaged in tasks)

Smart Feet Standing
What to do

1. Create smooth lesson-to-lesson transitions by directing students to pay close attention to their feet - an act that requires a shift in thinking and concentration. Have kids stand with their feet hip-width apart. Then, ask them to wiggle their toes by pressing them into the floor one by one, big toe to little toe. Repeat, this time lifting toes off the floor one by one, big toe to little toe.

2. Next, have kids spread their toes apart, then squish them together before moving their big toes toward each other. Instruct students to roll to the outside edges of their feet, then to the inside edges. As you perform each step, have students count to 10 to maintain a calming pace.

3. To finish, have kids stand on their tiptoes and then lower back down onto their heels. Repeat, going faster and faster, until the class is reenergized.

Standards Met MCREL Life Skills-Self-Regulation Standard 4, Level IV, Benchmark 5(Knows strategies to focus attention [e.g., sitting up straight, maintaining eye contact])

Focus Ball
What to do

1. Begin the day or a new activity with a short goal-setting exercise. Have students stand with legs together and bring the tips of their fingers to touch in front of their chests. Then, ask students to bend their fingers to form a dome shape, pressing fingertips until they can feel the muscles in their arms working.

2. As they hold this position, have students visualize a ball filling up the space between their hands. Encourage kids to fill the imaginary ball with either a personal or group goal (doing their best on a test, using words before taking action). Prompt them with specific details about the chosen task. (For example, when preparing for a test, ask students to imagine a place where they feel relaxed and confident.) Then, have them press their hands together, like pressing a flower between the pages of a book, to save their goal for the day. These focused actions will help students settle down - a perfect opportunity for you to introduce new concepts, goals, and assignments.

Standards Met MCREL Life Skills-Self-Regulation Standard 1, Level IV, Benchmark 9(Sets routine goals for improving daily life)

Belly Breathing
What to do

1. Start by having students put both hands on their bellies. Have them close their eyes and think only about their breathing. Tell them to concentrate and feel their stomachs move toward their hands as they take a deep breath in. Then, encourage them to feel their stomachs move away from their hands as they breathe out. Repeat three times or until students feel relaxed and ready for class.

2. To help them practice taking deep breaths, have them imagine a long straw with a balloon attached at the bottom. The straw begins at their nose and ends just below their belly button. Say: "Every time you breathe into your straw, the air travels down the straw to fill the balloon. Imagine you can feel the balloon getting full."

3. Remember, not everyone breathes in the same way. Some kids are chest breathers. They may find that their bellies and hands move a little differently. Recognize students' individual experiences, while exposing them to beneficial belly breaths.

Standards Met MCREL Health Standard 4, Level II, Benchmark 2(Knows common sources of stress for children and ways to manage stress)

Adapted from Brain Breaks for the Classroom.
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Brain Breaks for the Classroom | Scholastic

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What to do Help students keep energy levels up by taking a quick "ride." Have kids stand with one hand on a wall or desk and plant one foot on an imaginary skateboard. Then, ask them to slowly brush the floor with their other foot, starting with small movements.

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Brain Breaks in children

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Adapted Physical Education: Self-Control and Attention

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Adapted Physical Education: Self-Control and Attention

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The Development of Sustained Attention in Children: The Effect of Age and Task Load

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The Development of Sustained Attention in Children: The Effect of Age and Task Load

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The development of sustained attention in children: the effect of age and task load. - PubMed - NCBI

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Sharpen Kids' Memory to Raise Test Scores

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Sharpen Kids' Memory to Raise Test Scores

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Attention in Students

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My goal will be to test whether student attention is effected by physical activity.

Different amounts of student physical activity will be implemented over a pre-determined

period of time.

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Does students' attention and focus in the classroom change after physical activity is implented throughout

the day? I notice many of the students in my third and fourth grade classroom are frequently portraying

off-task behaviors. This led me to think that this behavior was a direct reflection of students who were

sitting for a long period of time in their seats without any breaks.

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Effects of classroom-based program on phyiscal activity and on class behavior

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Effects of classroom-based program on phyiscal activity and on class behavior

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Centers for Disease Control and Prevention

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Developmental Milestones

Your child's growing independence from the family and interest in friends might be obvious by now. Healthy friendships are very important to your child's development, but peer pressure can become strong during this time. Children who feel good about themselves are more able to resist negative peer pressure and make better choices for themselves. This is an important time for children to gain a sense of responsibility along with their growing independence. Also, physical changes of puberty might be showing by now, especially for girls. Another big change children need to prepare for during this time is starting middle or junior high school.

Here is some information on how children develop during middle childhood:

Emotional/Social Changes

Children in this age group might:

Start to form stronger, more complex friendships and peer relationships. It becomes more emotionally important to have friends, especially of the same sex.

Experience more peer pressure.

Become more aware of his or her body as puberty approaches. Body image and eating problems sometimes start around this age.

Thinking and Learning

Children in this age group might:

Face more academic challenges at school.

Become more independent from the family.

Begin to see the point of view of others more clearly.

Have an increased attention span.

Positive Parenting Tips

Following are some things you, as a parent, can do to help your child during this time:

Spend time with your child. Talk with her about her friends, her accomplishments, and what challenges she will face.

Be involved with your child's school. Go to school events; meet your child's teachers.

Encourage your child to join school and community groups, such as a sports team, or to be a volunteer for a charity.

Help your child develop his own sense of right and wrong. Talk with him about risky things friends might pressure him to do, like smoking or dangerous physical dares.

Help your child develop a sense of responsibility-involve your child in household tasks like cleaning and cooking. Talk with your child about saving and spending money wisely.

Meet the families of your child's friends.

Talk with your child about respecting others. Encourage her to help people in need. Talk with her about what to do when others are not kind or are disrespectful.

Help your child set his own goals. Encourage him to think about skills and abilities he would like to have and about how to develop them.

Make clear rules and stick to them. Talk with your child about what you expect from her (behavior) when no adults are present. If you provide reasons for rules, it will help her to know what to do in most situations.

Use discipline to guide and protect your child, instead of punishment to make him feel badly about himself.

When using praise, help your child think about her own accomplishments. Saying "you must be proud of yourself" rather than simply "I'm proud of you" can encourage your child to make good choices when nobody is around to praise her.

Talk with your child about the normal physical and emotional changes of puberty.

Encourage your child to read every day. Talk with him about his homework.

Be affectionate and honest with your child, and do things together as a family.

Child Safety First

More independence and less adult supervision can put children at risk for injuries from falls and other accidents. Here are a few tips to help protect your child:

Protect your child in the car. The National Highway Traffic Safety Administration recommends that you keep your child in a booster seat until he is big enough to fit in a seat belt properly. Remember: your child should still ride in the back seat until he or she is 12 years of age because it's safer there. Motor vehicle crashes are the most common cause of death from unintentional injury among children of this age.

Know where your child is and whether a responsible adult is present. Make plans with your child for when he will call you, where you can find him, and what time you expect him home.

Make sure your child wears a helmet when riding a bike or a skateboard or using inline skates; riding on a motorcycle, snowmobile, or all-terrain vehicle; or playing contact sports.

Many children get home from school before their parents get home from work. It is important to have clear rules and plans for your child when she is home alone.

Healthy Bodies

Provide plenty of fruits and vegetables; limit foods high in solid fats, added sugars, or salt, and prepare healthier foods for family meals.

Keep television sets out of your child's bedroom. Limit screen time, including computers and video games, to no more than 1 to 2 hours.

Encourage your child to participate in an hour a day of physical activities that are age appropriate and enjoyable and that offer variety! Just make sure your child is doing three types of activity: aerobic activity like running, muscle strengthening like climbing, and bone strengthening - like jumping rope - at least three days per week.

For More Information

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Middle Childhood (9-11 years old) | Child Development | NCBDDD | CDC

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Your child's growing independence from the family and interest in friends might be obvious by now. Healthy friendships are very important to your child's development, but peer pressure can become strong during this time. Children who feel good about themselves are more able to resist negative peer pressure and make better choices for themselves.

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State and County Quickfacts - United State Census Bureau

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State and County Quickfacts - United State Census Bureau

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Gives information about Charlotte - population, race, income