ATTENTION to ALL Teachers, Our best ideas often come when we are having a break!
Do you know the benefits of Movement breaks for all children? Why do we tell our kids to keep still all the time, when what they really need in order to attend well is frequent and good movement breaks to refocus. Check out the incredible benefits of movement breaks below:
1. Efficiency in Learning
- The hippocampus needs time to process information because it is partially responsible for short-term memory and navigation
- As students return to the content, the brain is able to refocus
- Movement helps to develop social skills, which are important for connecting to comprehension and critical thinking skills
- Realigning the body/brain connection helps re-energize learning
2. Stress Relief, Mood Elevation and Social Perks
- If students are uncomfortable or stressed the brain will not retain new information easily, especially when critical thinking skills are being relied upon or the student is needing to connect new information to their personal experiences, prior knowledge or abstract thought
- Student-to-student and student-to-teacher relationships are a key component in successful learning — Research has shown that fun, safe environments where students are kind and supportive of one another equate to more academic success
- There is much less physical movement in modern day life, especially for children when P.E. and recesses are being reduced to focus more on academic achievement.
3. Class Cohesion
- Heightens the student’s attendance and participation in class
- Builds relationships and overall concern for the well-being of others
- Develops self-esteem and a sense of belonging
- Boosts listening skills and communication
- Promotes laughter and fun while learning
- Improves self-discipline and motivation
4. The Role of Oxygen in Learning
Approximately 90% of the oxygen in our body and brain is stale until we take a deep breath, yawn, get up or move our bodies. Lack of oxygen results in confusion, lack of focus and memory problems.
