Ways physical exercise can promote children's learning and development

last updated:April 2009

This neuroscience study found that physical exercise was important in helping children regulate their emotions and so aid their learning. We chose this case study because it shows how beneficial a special programme of physical exercise can be for various aspects of a child's development. The teacher researchers introduced a daily exercise programme and set out to explore its impacts on children's reading.

The study was carried out in two primary schools over a period of nine months. It involved four teachers, 18 Year 3 children (half of them being in the control group) and their parents. The children were selected at the screening stage which assessed their balance and co-ordination. The testing also included visual tracking and sound discrimination.

The control group was from a school in the same area, with a similar catchment and academic profile (based on SATS results). This school was offered the option of introducing the exercise programme the following year.
 
Why was the exercise programme introduced?
The researchers were looking for new strategies for supporting underachieving children. They wanted to build on a pre-existing school programme Fit for Learning, which linked physical exercise with learning, in the light of the research by Sally Goddard and Peter Blythe from the Institute of Neuro-Physiological Psychology (INPP). The INPP has devised a daily programme of exercises which can be carried out in a school setting. The programme aimed at inhibiting the primitive reflexes which are necessary for early survival but can interfere with later development and learning, for example balance and co-ordination, auditory and visual processing, hand-eye co-ordination. Primitive reflexes can sometimes have a profound impact on child development and lead to learning difficulties, behavioural problems and coordination difficulties.

The teachers designed the project to find out if the exercise programme had an impact upon reading accuracy and comprehension.

How was the exercise programme introduced?
Teachers participating in the project were trained by one of INPP researchers to implement the exercise programme.

The children were given blocks of exercises (six blocks of four exercises) from October to July. They did the exercises every morning for 15 minutes. The exercises were based upon infant movement patterns, following the normal developmental sequence. They ranged from simple head lifts to crawling and use all parts of the body. The movements were performed in a smooth and controlled manner.

The exercise programme and its benefits were explained to the parents of the children involved. They also received a copy of the exercises and were encouraged to help the children do the exercises at home.

What were the results?

The teachers found that:

• the average increase in reading accuracy and comprehension for children on the daily exercise programme was 14 months, while the children in the control group made eight months progress in reading accuracy and four months in reading comprehension during the same period
• children's gross and fine motor skills had developed
• the programme appeared to support the children personally and socially
• children's concentration, self-esteem and self-confidence had also improved.

Commenting on improvements in concentration and self-esteem, teachers noted in particular:

"The children's behaviour and work has noticeably improved over the year."

"It is much easier to manage the class. The lively children are more focused and capable of completing work within lessons."

The children enjoyed the programme and said how much it had helped them personally and socially. The following are examples of comments from children:

"I have more self confidence. I have improved my co-ordination, catching skills and handwriting. I have also learnt to ride my bike."

"My work has got faster. I find throwing and catching easier."

"My balance is getting better. I can also write and colour more neatly."

"The exercises have helped me in Maths. I am now a super genius. I am also faster at doing things at home."

"I have more control in the classroom. I can focus on my work."

Reference:
Preedy, P., Wolinski, R., & O'Donovan, C. (2004) Exercise for Learning.