PREPARING THE BRAIN: ASTRONAUT TRAINING

PREVIEW

By: Suzanne Knouse

Rational: Providing opportunities for movement in the classroom, not only energizes the

student’s, but prepares them for learning. Incorporating movement activities in the classroom that involve crossing midline of the body stimulate the vestibular system and improve spatial awareness. The left side of the brain controls the right side of the body, and the right side of the brain controls the left side. Exercises that cross midline help prepare the brain for learning by forcing both hemispheres to work together (Lengel & Kucsala, 2010, p. 5-6). Other vestibular activities such as controlled spinning, side-to-side turning, cross-body toe touches, and tilting back-leaning forward are also beneficial exercises to stimulate the brain. Mary J. Kawar and Sheila Frick, authors of the book “Astronaut Training: A Sound Activated Vestibular-Visual Protocol for Moving, Looking and Listening. ” describe and illustrate the activities that activate the vestibular system. Research suggests that these types of activities “can help the brain organize and process information more effectively and efficiently” (Autism Community, 2009).

Movement is needed more than ever in our classrooms. “In the United States, 1 out of 3 kids now are considered overweight or obese” (Gavin, 2009). “Nearly 9 percent of American children have attention-deficit/hyperactivity disorder” (Reinberg, 2007). “It is estimated that 1 in 110 children in US are diagnosed with autism” (Raburn, 2010). “The National Institutes of Health (NIH) estimate that the incidence of learning disabilities in the general population is 15 to 20 percent” (Farwell, 2009). Teaching and learning through movement is beneficial for all students.

Background information:•Astronaut Training Program was created by Mary J. Kawar MS,OTR, and Sheila Frick OTR/L .

•It is a sensory integrative protocol that is specifically designed to stimulate and integrate the vestibular, auditory and visual systems.

•The Astronaut Training protocol supports activation of the core postural muscles that surround the central axis of the body, motor skills, spatial awareness, timing, sequencing, balance, coordination, eye muscle control, and visual perception.

Warning: See your school’s Occupational Therapist for additional information. Some students with seizure disorders may not be able to participate in certain activities.

Twirling Robot

1. Child stands with arms extended at shoulder level facing doorknob or other stationary object

2. Child turns counter-clockwise as many revolutions as possible without losing balance or becoming excessively dizzy

3. Child stops and looks at doorknob until it no longer appears to be moving

4. Repeat steps 1-3 twirling clockwise

5. Continue doing daily until desired response is achieved

Robot Zapping 1. Partners start by standing back -to- back several

inches apart.

2. Each partner simultaneously crosses midline with one arm and rotates torso to reach around and touch partner’s index finger at a height above their heads

3. Partners rotate to opposite side and touch index fingers above their heads

4. With each set of rotations the index fingers should touch at various heights (at the level of the eyes, shoulders, waist, hips, knees, and ankles) to get the head in many different orientations

5. When there is no partner available, child stands near a wall and touches dots that are placed at various heights on the wall behind child

Moonboot Dusting

1. Partners stand facing each other with arms extended at shoulder level or higher

2. Partners can take turns or move simultaneously- each person bends down while rotating torso so as to touch right hand to partner’s right foot

3. Partners then take turns bending down while rotating torso so as to touch left hand to partner’s left foot

4. Repeat 5 times for each hand

Catch a Falling Star

1. Partners stand back -to- back approximately 12” apart, reaching arms up overhead and as far back into extension as possible to create a scooping motion

2. Continue by bringing arms forward and down through legs to touch partner’s hands, making certain that head becomes inverted

3. Repeat each movement 5 times

BibliographyAutism Community. (2009). Sensory Processing Dysfunction – Vestibular Activation. Retrieved on

Aug. 1, 2010, from www.autism-community.com/sensory-processing-dysfunction -vestibular-activation/

Farwell, T. (2009). Visual, Auditory, Kinesthetic Learners. Retrieved on Aug. 3, 2010, from http://school.familyeducation.com/intelligence/teaching-methods/38519.html

Gavin, M.L. (2009). Leading by Example. Retrieved on Aug. 1, 2010, from http://www.kidshealth.org/parent/general/body/overweight_obesity.html

Kawar, M., Frick, S. & Frick, R. (2005). Astronaut Training: A Sound Activated Vestibular-Visual Protocol for Moving, Looking and Listening. Madison, WI: Vital Links

Lengel, T. & Kuczala, M. (2010). The Kinesthetic Classroom: Teaching and Learning Through Movement. California: Corwin.

Raburn, S. (2010). Prevalence of Autism Continues to Climb. Retrieved on Aug. 3, 2010 from http://autistic-child parenting.suite101.com

Reinberg, S. (2007). 9% of U.S. Kids Have ADHD. Retrieved on Aug. 1, 2010, from http://www.washingtonpost.com