Kids need movement. We all need movement. Recess is a need. PE is a need. Energy breaks are necessary.
If I am in a longer session and I need to move, I get up and take a break. I bounce my legs. I type. This helps me to self-regulate so I can focus more and stay calm. I wonder how I would respond or how my learning would be impacted if I got up to take a break and was told to sit down and sit still.
At many schools, students are given energy breaks on a regular basis so students can spend the time in between the breaks being more focused on learning. Throughout the day at our school, you will obsever students walking/running around the school or climbing up and down our hill as we believe in the power of movement to help a child’s learning.
I wonder, however, how often we fail to listen to students telling us they need to move. When a child is hyper or continually getting out of his/her seat, our first response is often “sit down”. When a child is tapping their pencil or rocking in their child, we often tell them to “sit still” and “be quiet”. Don’t get me wrong, I know that there are times when it is important to not distract others but I also wonder how much effort we put into meeting the needs of students by providing an outlet for needed physical activity. We have teachers/staff at Kent that promote the use of wiggle seats, fidget toys, exercise balls, and also encourage some students to stand up as a way to help them; I see this as a huge benefit for students. The challenge for teachers and staff is to determine an appropriate balance of movement, noise, and quiet, calm time. My concern is that we confuse our needs with student needs and sometimes observe behaviours as a choice to act out and misbehave rather than a message of what their bodies need.
So if movement is a need that helps us all, how do we feel about these statements?
- “If we all behave, we will have 5 minutes at the end to go outside.”
- “If you don’t sit down, you won’t be able to go out at recess.”
- “If you don’t get your work done, you won’t get to go to PE.”
- “Every time you are out of your seat, you get a strike. Three strikes and you stay in at recess.”
- “Thank you, Sarah, for staying in your seat and remaining quiet. Here is a ticket.”
- “Just ask your PE teacher if you can miss PE class to work on your assignment.”
As a former PE teacher, I realize the unfortunate hierarchy of physical education in schools. I also realize that students need to get the learning activities completed and movement can also be used as avoidance. We also know, however, that we all need movement to help us regulate so let’s put ourselves in the shoes of students during a school day and reflect upon seat time and movement time.
Let’s work to create solutions to academic and behaviour problems without looking to PE and movement as a reward or something that can be taken away. This sends the wrong message about physical education and often ignores what they are telling us – they need movement and other sensory solutions! Each student often requires different movement needs. Let’s work to create the sensory conditions for students to get these needs met so they can better focus on their learning. For educators this is no easy task; however, by working together to implement strategies to increase opportunities for movement, this will not only benefit student learning but also the stress level of staff in schools.
Special thank you to Marc Landry, an occupational therapist from BC, for inspiring this post.
NOTE: Although I disagree with the punitive response of keeping a child in at recess I do know that there are times when this extra 1:1 time with the teacher can effectively help to meet the needs of the child. We have staff that are often giving up their breaks to work with students to support them in many different subjects… including PE. As always, we need to reflect upon the needs of each child and try to create an effective learning environment for each student.