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SENIA Conference 2014

Movement to support behaviourPresented by Anthony Donovan

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Philosophical premise

Human’s require some specific ingredients for their well-being.

These ingredients benefit our progress and development.

But we might just overlook them!

A definition of movement:

“ Any act or action that changes the dynamics positively and brings about focused attention and enhances a sense of belonging’

+Movement Starter‘tuning in’

Something for the body: ‘give me a movement that will prepare you for learning’

Something for the mind: tune tune tune tune step8 far far

‘Movement can help children cope with behaviours that are detrimental to learning’ Partner discussion: How? 3 words/1 sentence

Something for the body:

Posture, breathe, stretch, smile.

Warm up the learning tools – eyes, ears, neck, brain, fingers

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1. To look at the benefits and content of a ‘movement’ intervention in the classroom

2. To look at and practise a 4 part system for the classroom

What are we doing?

+The Benefits: a rationale

Movement can prepare, energise or calm Movement can be used to begin lessons (starters), renew

concentration (during) and end lessons (plenaries) Movement can disperse anxieties and help students focus Movement is fun, socially bonding and develops confidence

Movement enhances neurological development of the tools for learning: coordination, rhythm, timing, ‘hand, eye, neck’ integration and motor control.

It is important for spinal, skeletal and muscular maintenance.

+More thoughts

An official report stated “schools must offer more physical activity and discourage prolonged sedentary behaviour … and providing this activity reduces classroom disruption.” (Government Heath Development Agency Review Oct 2003)

Because trends suggest ‘increased stress and declining physical activity’

(“Toxic Lifestyle”Sue Palmer TES March 2006) Technology dominating children’s interests

“Because small changes make a big difference …”

+Some points to ponder… Establishing or Re-educating pathways between

brain and body Low attention can result from poor sensory integration. If movement is not

controlled and automatic, the brain’s focus is elsewhere and seeking significance…

‘Emotions’ will show up through the body Frustration can occur as a result of poor control or coordination or feelings

of inadequacy All motor skills are linked in someway to ‘balance’ All learning is based on a sequence – so lets work on sequences!

-Concrete sequentialists! Aiming for abstract - random! simple exercises aimed at developing balance, co-ordination, posture and

motor control & stillnessencouraging positive participation in the class

Kinaesthetic learners may not pay attention until they have done something

movement teaches knowledge about space, body, timing, directionality…it is also the first vehicle for expression!

+Well-being 9 ingredients hydrated

oxygenatedcirculated

Activated Balanced Stretched Slept? focused

centred contented define the above term; are you hydrated,… etc.?

What do you do about it? How do you manage it? self – assess you and/or your students in your class.

are you/they….? Continuum scale

Score 1=hardly ever, 5=nearly always <20 = inhibited perf., >40

Stretchingbalancingcoordinatingcontrolling

+The stuff we need to teach to support behaviour

Stillness - it requires all the muscles to work together with the balance mechanism and the mind to focus – emotional calm

Directing attention within the ability to ignore external stimuli and not seeking approval from others

Self-reliance – knowing you have the ability to achieve and being resilient with your efforts; trusting yourself.

Building positive self talk and affirmation - used in sports but not generally – developing this habit.

Hidden curriculum

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little and often makes a big difference!

Lets have a go!

Drag picture to placeholder or click icon to add

Drag picture to placeholder or click icon to add4 part

sequences

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Actions to put in your 4 part sequence structure

1 Water, posture, breathing

2 Balance, stretch, control, object manipulation

3 Cross pattern, stepping, rhythm & timing

4 Stillness, affirmations, breath control

+Structure of a 4 part intervention

1. State the Intentionality /link it

2. Comment or question on the meaning of the activity

3. Bridge or generalise its meaning /curriculum

4. Brief moment of reflection / reconnect

+One more…note the ingredients!

+Fast one for an energizer!

+‘Combos’ to take-away!

Breathe and stretchbreathe and stillbreathe and ‘balance’breathe and ‘picture’stretch and actionposture and actionaction and wordsupper body and lowersmall body parts / large2 actions – jump/hopsports or dance actions

2 parts or alternating – Your turn! Design & show your intervention

+Physicalise the learning

Convert the lesson content into actions or representational movement

draw it, sing it, act it ! Draw a doodle picture to capture key words

create an action for the 7 ingredients (with words)

give a live TV report from the workshop today with an interview form a participant

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Summary

Movement can intercept potential poor behaviourMovement can provide necessary physical expressionMovement promotes natural development of growth and skills Movement is fun! Fun=Learning=reduced poor behaviour.

Thank you!adonovan@bisphuket.ac.th