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LET’S MAKE A MOVEMENT IN THE CLASSROOMUBC O Learning Conference May 2015
Dr. Sally Willis-Stewart, School of Health and Exercise Sciences, UBC O
AGENDA
The idea/issue/concept: Movement breaks in lectures Why do this?
a) classroom environment and enjoyment
b) student health
c) attention and concentration, learning, grades Exercises Pilot Study Future Research
“STUDENT CENTERED”
“focus is LEARNING, not TEACHING”
How can we deliver our courses so students learn better?
“THE COLLEGE EXPERIENCE POSES SIGNIFICANT AND COMPLEX CHALLENGES TO STUDENT WELL BEING . . . . . . . .it is being addressed . . . everywhere but in the classroom.”
(Georgetown U., 2011)
CLASSROOM ENVIRONMENT AND ENJOYMENT 85% found the exercise breaks enjoyable 82.5% said that it improved the learning environment
ENJOYABLE = INCREASED CLASS ATTENDANCE = INCREASED LEARNING = MORE SOCIAL = MORE FEELINGS OF BELONGING = STUDENT RETENTION = BETTER MENTAL HEALTH
STUDENT HEALTH
“sitting is the new smoking”Exercise and incidental exercise
Sedentary behaviour is one of the biggest contributing risk factors to chronic disease
Mental health (stress and anxiety)
Multitude of benefits from physical activity
Short bursts of exercise can positively impact physiological health parameters
Accumulate exercise through the day
Every little bit can help
Concentration and learning
81% helpful to refocus in later half of class
80% very focused in later half of class
73% did NOT interrupt their concentration
82% positive effect on their ability to learn in class
76% effective use of class time
STUDENT LEARNING AND GRADES Most research on elementary
school kids Not able to see impact on
grades Reported increases in
classroom behaviour ratings Links between physical
activity and cognitive performance
Children felt more alert and focused
Improved “on task” behaviour
EXERCISES
From stretching to squats to “fast feet” Consider space and culture Simple; anyone can lead and do Examples . . . .
PILOT STUDY
Other findings included: 89% wished that att 80 mins. and longer classes
included exercise breaks 31% indicated difficult to remain focused without exercise
break 87% preferred exercise break vs non-exercise break 94% had better focus in exercise break lecture vs non
exercise break lecture 70% enjoyed the exercise break more than the non
exercise break lecture
CHALLENGES
WHAT’S NEXT? Develop a manual on exercises for the classroom Pilot in other disciplines So . . . . .
OTHER NEAT THINGS HAPPENING! SFU research on student well being First International Conference on Healthy Campuses, UBC
O June 22 – 25, 2015 Development of a first year mandatory course on student
health and well being