LEARNING IN
MOTIONBRAIN SCIENCE AND PHYSICALACTIVITY IN THE CLASSROOMTIMOTHY WALKER
FIFTH GRADE TEACHERClass ScheduleCOGNITIVE
BENEFITS OF
ENERGY BREAKSBLOOD FLOW AND BRAIN FUEL
One minute of
The movement
brain requires glucose and oxygen,supplied by blood=15%
increase
bloodWhena humaninsits
for ~20 minutes, thephysiologyof thebrain and body changes
flow to thebrain
Blood pools in the feet and hamstrings,(Sousa,2011)
robbing
the brainof fuelWhen we sit for too long, the brain falls
asleep!

MEMORY FORMATION
Amygdala – emotional filter that newinformation passes throughInformation overload, fear, or stressactivate this filter, hindering the formationof new memories

Energy breaks are brain breaks – physicalactivity allows this filter to “reset” bychanging the brain’s chemistry

ENGAGEMENT AND
NEUROTRANSMITTERS
The body’s chemical messengers

Produced both in the brain and the body
Cognitive diseases (Alzheimer’s, etc.) and somelearning disabilities are associated with deficits incertain neurotransmitters
Physical activity directly influences our students’production of certain neurotransmittersImbalances can affect learner engagement

CORTISOLDOPAMINE

SEROTONIN

Released into the brain when we are rewarded
Mood regulator“Fight or flight” chemical
Unpredictability keeps dopamine production active
Social engagement, sense of community, smiles
Stress, social anxiety, excessive “screen time,” poor nutrition
Physical activity, praise, music, “changing it up”
Increased serotonin = attentive engagement with newStudents
may andbegin“shutting engagement
down” as soon
as peers
class begins
informationemotionalwithAssists in memory formation by moderating the amygdala
Physicaldirectlyreduces activity
cortisol levels in the brain
Directlyactivity
increasedby physicalIMBALANCED RELEASE OF
NEUROTRANSMITTERS
Low Dopamine = fatigue, feelings thatsomething is “missing,” boredom
Low Serotonin = depressed mood, sadness,feelings of confusion, short attention span
High Cortisol = panic, “freezing up,” social
avoidance, indecisiveness, quick temper

PHYSICAL ACTIVITY WILL
IMPROVE THIS BALANCESTUDIES ON PHYSICAL ACTIVITY IN
THE CLASSROOM
Physical activity leads to better performanceon tests (Castelli et al., 2007)
Physical activity combats symptoms of ADHDin younger children (Smith et al., 2013)
Regular opportunity for exercise appears toimprove overall cognitive development andto enhance concentration (Sattlemair &Ratey, 2009)

ENERGY BREAKS
5-MINUTE PHYSICAL ACTIVITIES FOR
ANY CLASSROOMPower Poses

Nonverbal “Get toKnow You” Gameshttps://www.eltandhappiness.com/health-and-your-body.html
Body Clocks

Walking Fluency
Practice

THANKYOU
JWALTERS@NUFS.AC.JP

Castelli, D. M., Hillman, C. H., Buck, S. M., & Erwin, H. E. (2007).
Physical fitness and academic achievement in third-and
fifth-grade students. Journal of Sport and Exercise
Psychology, 29(2), 239-252.
Field, T., Hernandez-Reif, M., Diego, M., Schanberg, S., &Kuhn, C. (2005). Cortisol decreases and serotonin anddopamine increase following massage
therapy. International Journal of Neuroscience, 115(10),1397-1413.
Helgesen, M. (2015) ELTandHappiness: ELT & the Science ofHappiness. [online] Available from:http://www.eltandhappiness.com/ [Accessed 12 Jan 2019]
Meeusen, R., & De Meirleir, K. (1995). Exercise and brainneurotransmission. Sports medicine, 20(3), 160-188.
Sattelmair, J., & Ratey, J. J. (2009). Physically Active Play andCognition: An Academic Matter?. American journal ofplay, 1(3), 365-374.
Smith, A. L., Hoza, B., Linnea, K., McQuade, J. D., Tomb, M.,Vaughn, A. J., ... & Hook, H. (2013). Pilot physical activity
intervention reduces severity of ADHD symptoms in young
children. Journal of attention disorders, 17(1), 70-82.