Title

Movement in the Classroom: Breaks or Integrated Opportunities?

Author

Kelly Nelson, University of Maine at Farmington

Date of Award

2018

Document Type

Research Project

Degree Name

Master of Education (MEd)

Department

Educational Leadership

Abstract

Incorporating movement in the classroom has been shown to increase cognitive functions, provide better retention of academics, improve focus and concentration, and increase positive affect. In this action research study, both qualitative and quantitative data was collected to investigate whether movement breaks or academically integrated physical activity have a greater effect on student engagement, and to gather student perceptions to see if students prefer one approach over the other. 18 fourth grade students participated in a series of movement interventions and completed surveys about each. Survey results, along with teacher observations, showed that both types of movement made learning easier, although students preferred GoNoodle breaks to movement opportunities incorporating math fact practice.

Comments

Affiliation: MSAD 75

Cohort: UMF Campus Cohort

Recommended Citation

Nelson, Kelly, "Movement in the Classroom: Breaks or Integrated Opportunities?" (2018). M.S.Ed. in Educational Leadership Research Projects. 16.
https://scholarworks.umf.maine.edu/ed_leadership_projects/16