Virginia AHPERD_SpringSummer2026

The Virginia Journal SPRING/SUMMER 2026

Vol. 47, No.1

Radford University Master of Science in Athletic Training Students taking part in a care for heat illness simulation lab. Photo provided by Michael Moore, Radford University

Virginia AHPERD Members, It is my pleasure to serve as the editor of The Virginia Journal (TVJ) and Communicator. Enclosed you will find the Spring/Summer 2026 issue. I hope to continue the successful publications of TVJ and Communicator. However, the success of TVJ and the Communicator only go as far as the members and our submissions. I ask that you continue to submit the quality work you have in the past. Let the state, region and nation know the outstanding work we are doing in Virginia AHPERD. So, this is my continued call for manuscripts for the next issue of TVJ and news information for the Communicator. The TVJ and Communicator depend on the submissions from our exceptional professionals working in the field. So please continue to e-mail me your manuscripts and news by January 15 and July 15 as a Word attachment for the two publications. Please follow the manuscript guidelines posted in each issue of TVJ. My contact information is below. Sincerely, Michael Moore, PhD, LAT, ATC Radford University Professor, HHP

Clinical Coordinator, ATP mbmoore@radford.edu 540-831-6218

About Virgina AHPERD

Mission Statement Virginia AHPERD is a professional association of educators that advocate quality programs in health, physical education, recreation, dance and sport. The association seeks to facilitate the professional growth and educational practices and legislation that will impact the profession. Virginia AHPERD Values • Excellence in teaching, research and educational practices in HPERD and related professions • Positive efforts to promote our disciplines • Professional integrity and high ethical standards • Effective communication within and between members and related professionals • An active and healthy lifestyle • Embracing the role of special and diverse populations

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Visit Virginia AHPERD’s Web Site www.virginiaahperd.org

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The Virginia Journal Editorial Board

Table of Contents

Jamie Best Avita Health System Robert Case Old Dominion University Rodney Gaines Virginia Tech Melissa Grim Radford University Kenny Harrah Warm Hearth Village Jay Johnson Virginia Military Institute Brandon Kimble Virginia State University Matthew D. Lucas Longwood University April Moore Dublin Elementary

Volume 47, Number 1

Spring/Summer 2026

A Health Education Philosophy...........................................................2

Movement in the Classroom...............................................................7

Opportunities to Promote the Use of Exercise for Affective Enhancement....................................................................13

Adaptations to Recess for Students with Angelman Syndrome.............18

Balancing Technology and Tradition: Implications of Digital Tools for Outdoor Recreation Management........................................22 More Than Music: The Essential Role of Rhythm in Physical Education........................................................................................ 27 Leveling the Playing Field: Implementing an Athletic Resource Closet in Your School........................................................................29

Social Benefits of Recess for Students with Tourette Syndrome............33

Guidelines for Manuscript Submission..............................................35

Michael Moore Editor Radford University

Maria McKeown Executive Director

Virginia AHPERD President - Jessica Bayliss President-Elect - Lei Dunn Past President - Sean Niehoff

The opinions of the contributors are their own and do not necessarily reflect the attitude or views of Virginia AHPERD, its officers, or the editor of this Journal. Virginia AHPERD does not discriminate in this or any other of its programs on the basis of color, religion, age, gender, national origin, sexual orientation, disability or handicap.

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A Health Education Philosophy Michael S. Mucedola PhD, MST, MCHES Professor of Health Education, Department Chair - Longwood University, Department of Health, Recreation & Kinesiology

Introduction Educators may utilize thousands of strategies in their quest toward facilitating student learning. Yet, the ap proach guiding the process becomes subjective for each teacher and depends on numerous factors. How and why, one teaches is driven by certain values, ideas, thinking, beliefs, viewpoints, and other elements. Thus, it is in the interest of the educator to develop and refine a teaching philosophy since it is so integral to the learning process for their students. From a health education standpoint, Ober teuffer (1977) opined that without philosophy, a specific discipline lacks direction. A well-informed teaching philosophy is a lifelong pro cess of self-reflection and refinement, and may shift de pending on the topic, students, environment, current science, and other factors that present themselves. For example, should the role of a health educator be to pres ent facts and allow each student to make decisions as they see fit? Others might contend the health educator should define what is healthy or unhealthy based on the best avail able science and then guide students to conform to those behaviors. Or should students determine what is healthy or unhealthy while the teacher presents a spectrum of in formation? Should a health educator target students indi vidually or as a group? These endless types of questions and how one goes about answering them depends on one’s philosophy and will significantly impact the direction in which students are led during the learning process. The aim of this article is to present seminal research highlight ing five prominent health education philosophies (cogni tive-based, decision-making, behavior change, freeing/ functioning, and social change) (Black et al., 2010; Welle et al., 1995) along with advocating for a new philosophical approach to account for a student’s culture and to tackle many of the current health trends that continue to present challenges for individuals and society. Health Education Philosophical Approaches Cognitive-Based Philosophy A content driven approach focusing on facts and ex panding knowledge is the essence of a cognitive-based philosophy. For decades, this style of teaching was (and for many continues to be) the preferred method for many educators. In the health education field, this was em braced by teachers over the years but more prominently appeared in the literature around the 1970’s (Means, 1975).

Health educators aimed to expand student’s health-related knowledge through various teaching strategies. Usually, a significant amount of information is taught during a short time and is evaluated through various assessments such as quizzes, tests, research papers, and other tactics to as certain if knowledge was gained. For years, this teaching philosophy was endorsed by many health educators as the “right” approach (Gold & Kelly, 1988; Greenberg, 1972). While each health educator will ultimately choose a phi losophy that best suits them, it is important to note that some form of information, knowledge, facts, and so on is usually required when teaching health and thus, this phi losophy may become part of an overall health education philosophy. While content may not always be the driving factor, a certain level of knowledge is integral regarding one’s health and overall quality of life. Decision-Making Philosophy The decision-making philosophy refers to a belief in which the health educator teaches skills for individuals to hopefully make health-enhancing choices, with a focus on the process, rather than results. The are several fac tors that may influence decision making and one should be cognizant of these possibilities when implementing this approach. For instance, cognitive biases, individual preferences, personal beliefs, experiences, commitment, age, socioeconomic status, and so on can impact decision making (Dietrich, 2010). The health educator may utilize teaching strategies such as heuristics with a decision-mak ing philosophy. Heuristics are practical problem-solving techniques that lessen cognitive burden, use minimal in formation, may not be optimal, but are beneficial when at tempting to achieve short-term goals or make an effective decision (Shah & Oppenheimer, 2008). The decision-mak ing philosophy should focus more on the performance of skills instead of the decision, with an emphasis on process rather than the product (Kolbe et al., 1982). A health educa tor with this philosophy may use additional strategies such as scenarios, role-plays, pros and cons activities, and so on when working with individuals on health-related issues. Behavior Change Philosophy A health educator with a goal of changing unhealthy behaviors while sustaining healthy ones would endorse the behavior change philosophy with a focus on behavior modification (Hochbaum, 1971). Utilizing established best practices that are driven by current science, the health educator determines which behaviors are healthy (such

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as avoiding tobacco use) and then attempts to teach and empower individuals to adhere to them. Defining health behavior is an ongoing process with an aim of addressing health-related issues such as mental health and substance abuse (Fertman, 2002). Over time, a behavior change phi losopher evaluates if behaviors improved after teaching a lesson or implementing targeted programs. Strategies at the disposal of the health educator include methods such as self-monitoring, goal setting, contracting, and other techniques that target modification of unhealthy behaviors (Hochbaum, 1969). Freeing/Functioning Philosophy The health educator with a freeing/functioning philos ophy seeks to liberate individuals so they can make deci sions that are best for them and not according to societal norms or expectations. Greenberg (1978) proposed a free ing/functioning philosophy and challenged traditional health education approaches that at times tended to blame individuals for practicing certain health-related behaviors that he felt were outside their control or may not be in their best interests due to various reasons. Therefore, individual decisions are based on personal circumstance, needs, in terests, and so on instead of what society or others reason is the best health decisions for them. This philosophy aligns with the premise that youth should be involved in defin ing their own health (Turunen et al., 2017) and thus the health educator would focus on teaching students’ skills to adapt and self-manage when faced with health-related circumstances and other challenges (Huber et al., 2011). Additional strategies and techniques the health educator may use with this philosophy include self-directed and au tonomous learning, an emphasis on a lifelong process, as sisting students with identifying ways to be healthy as they define it, discovery lessons to help free the individual to make decisions as they see fit, individual choice, and activ ities that allow students to determine their personal values and the prioritization of them. Social Change Philosophy Developed by Freudenberg (1982), the social change phi losophy targets macro level instead of individual modifica tions. Health educators employing a social change philoso phy have long believed that efforts should be focused on environmental, social, and societal factors and not limited to individual attainment of knowledge and skills related to health behavior (Minkler, 1989; Minkler, 1999; O’Rourke, 1989). An additional area of focus targets economic and political change that would benefit and improve a com munity or given population. It is important to note there are several prominent models in the health education field that are grounded in the social change philosophy (Green & Kreuter, 1999; Hoyman, 1965). A health educator might focus on teaching advocacy skills for individuals to enact positive social change with one example being letter writ

ing to local, state, or federal officials advocating for policy changes to improve community health. Discussion There are several direct and indirect benefits to devel oping a teaching philosophy such as providing guidance, direction, and consistency, while addressing other areas in the health field like ethics, profession, and definition. While it is in the interest of the health educator to develop a philosophy of teaching, they should be cognizant of not becoming too rigid with the approach and adapt and evolve as time and circumstance demands. One may start with a personal belief system that drives the development of their philosophy but may suddenly shift when the health topic at hand driven by science causes self-reflection and adjust ment. Many health educators have identified with the deci sion-making philosophy but when entering the classroom and challenged with a host of health units in a curriculum, deviated from this approach (Black et al., 2010). Ultimately, philosophy is similar to objectives in that it aids in the at tainment of reaching goals and learning outcomes. Some prominent researchers have attempted to ascer tain if a dominant philosophy encompasses most health educators and found that behavior change was preferred, followed by the freeing/functioning philosophy (Welle et al., 1995). In addition, others contend that K-12 health edu cators that do not endorse a behavior change philosophy are neglecting their role in shaping health enhancing be havior, ignoring student needs, and neglecting community and parent expectations (Governali et al., 2005). Regarding the cognitive-based philosophy, Kolbe (1982) discussed how it allows for the dissemination of knowledge and pro vides the foundation for other philosophies to build upon. Most would agree that some knowledge base is needed, regardless of approach or philosophy when teaching cur riculum and guiding youth. Health educators should caution against a concrete phil osophical approach for their entire career or else they risk alienating specific groups and can potentially cause harm to individuals or the profession (Black et al., 2010). Yet, Gambescia (2007) discussed how the health education field does not have a singular established philosophy. One may consider that having a diversity of thought and philosophi cal approach has the potential to enrich curriculum and enhance the learning process for students. Each educator should teach to their strengths and utilize their skillset; de veloping a philosophy may aid in this endeavor. Olson (2013) in a review of Philosophical Foundations of Health Education (Black et al., 2010), discussed how this comprehensive manuscript represents past health educa tion research from the mid 1950’s through the 2010’s but each individual should determine their own philosophy about health education before developing a philosophy about the profession. In addition, note how many current

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National Health Education Standards (Joint Committee on National Health Education Standards, 2007; SHAPE Amer ica, 2024) align with these highlighted philosophies such as Standard 1 functional health information (cognitive based philosophy), Standard 5 decision-making process (decision-making philosophy), Standard 7 practices and behaviors to support health (behavior change philosophy), Standard 8 advocacy (social change philosophy). There are numerous ways to begin the process of de veloping one’s own health education philosophy. For in stance, Gambescia (2007) discussed how one could align with the Roman style of philosophizing by using an eclec tic approach and shape the philosophy around what makes sense to the individual and then modify it based on person al preference. This can be achieved by blending and pri oritizing the previously cited philosophies with different combinations that may present themselves based on per sonal preference. For example, those attempting to change unhealthy behavior could use a skill-based approach and thus the decision-making and behavior change combina tion would logically fit together (Kolbe et al., 1982). Another avenue when considering a philosophy may be to start with cognitive-based to establish a functional knowledge foundation and then determine if the health educator should influence behavior according to science (behavior change) or if the individual should make deci sions that are best for them (freeing/functioning). Take note how decision-making skills can fit within the latter part of both philosophical approaches and thus a blend of cognitive-based/decision-making/behavior change, or cognitive-based/decision-making/freeing/functioning would logically fit together. If the goal shifts to bringing about positive change at the population or community lev els, then social change might be the dominate philosophy with a blended approach. As with many aspects in life, cir cumstances, age, experience, environment, and numer ous other factors can shift one’s view and priorities and thus one’s philosophy might evolve and change over time. The health educator may also consider the role of gov ernment laws, policies, and procedures and the impact on public health. For instance, seatbelt laws have reduced injuries and mortality during motor vehicle accidents (United States Department of Transportation, 2024) and campaigns to improve hygiene and disease prevention from basic measures such as hand washing have also been successful at saving lives (CDC, 2024). In accordance with social change, macro level advocacy and working with gov ernment officials may be the direction the health educator is compelled to take. Yet, for decades, behavior change has been a major goal of health education and promoted by many in the field such as Hochbaum (1981). However, for others, the essence of health promotion and for positive health outcomes to occur, an individual needs a significant amount of control over the decisions and conditions they experience (Anderson & Ronson, 2005). This would sug

gest that a freeing/functioning driven philosophy may be the right approach. Suggestions for Today’s Health Educator When investigating health-related issues to teach pre vention methods to students, cultural practices should be examined and accounted for since they are often linked with many behaviors correlated with health. For instance, most cases of morbidity and mortality in the USA are pre ventable and related to nutrition with significant evidence suggesting the true cause of these diseases and disability are our diet (Campbell & Campbell, 2016; Campbell, 2026; Greger, 2016). The USA consists of a very multi-ethnic, di verse, multi-racial population with numerous cultures be ing represented. The health educator should understand and relate to their students on an individual level to ascer tain their cultural identity and practices. Health-related autonomy is a state of making an in formed self-governing decision. Individual autonomy should be considered when teaching health education due to the potential positive impact on quality of life. For in stance, respecting and promoting autonomy when work ing with individuals with mental health conditions can improve self-esteem, recovery, confidence, and sustained health (World Health Organization, 2022). Yet, there are different forms of autonomy to consider such as full auton omy overall health-related decisions from start to finish or presenting healthy strategies and allowing for autonomy based on the available choices. Other variations include autonomy on the process but limiting the decision-making options to a list from which to choose. There are an endless list of health-related situations and approaches the health educator grapples with when de termining their philosophical approach. There are always pros and cons, along with limitations regarding any phi losophy and it is in the health educators’ interest to always assess the population they are working to ensure compat ibility. With a goal of allowing for some form of personal choice and sustaining positive health that is driven by sci ence and data, a health education philosophy for navigat ing today’s health-related issues could be categorized as the following: Independent Autonomous Behavior Change Philosophy Regarding sustainability, numerous individuals in various fields have discussed the power of intrinsic motivation (Deci, 1971; Falk, 2023; Pink, 2009). When attempting to maintain health-enhancing behaviors that could lead to a new positive lifestyle practice, the health educator should consider their role with incorporating an intrinsic, instead of an extrinsic approach. Aligned with intrinsic motivation is choice and empowerment when an individual desires to engage in a decision-making process due to self-inter est. To bridge a behavior-change methodology in which the health educator defines healthy behavior with a free-

4 • Virginia AHPERD • SPRING/SUMMER 2026

ing/functioning philosophy where the individual decides based on what is best for them, a differentiated approach could be utilized. Offering options and different pathways preserves individual choice and allows for autonomous decision-making. Providing health-enhancing possibili ties with a plethora of variations and alternatives ensures that a spectrum of individuals can be accommodated and accounts for cultural backgrounds. Having students value the process is critical to long-term sustainability. With an instant response to most questions at our fin gertips today, content knowledge is no longer at the head of the list when prioritizing time and resources. Though, one may argue that trying to navigate the endless sea of information to ascertain credibility is necessary. However, a more efficient use of time for the health educator may be to learn about students on an individual level to determine their culturally related preferences. This has the potential to gain buy-in and theoretically improve the likelihood of sustained health-enhancing behavior. In addition, a health educator who is entuned with their students on a cultural level may lead to building a foundation of trust where then choice from health-enhancing behavior lists can occur with better odds of success. Advocating for a health-education philosophy that fo cuses on individuality may lead to benefits and improve ment for one’s community and thus, positive social change can occur. Consider the following example on the role an individual has on a population. If polling a random group in the USA, ask them to list everything they know about James Buchanan. Most likely limited responses would be collected with many not knowing the individual. If asked the same question but instead replace Buchanan with Abraham Lincoln, most likely a longer list would result with nearly everyone knowing this individual. Why do so few people know who the 15th president of the USA is but nearly 100% know 16th president? This and many other ex amples illustrate the power an individual can have when impacting positive social change on a population or com munity. Conclusion A well-developed teaching philosophy that is student centered, refined, and continuously self-reflected upon can guide the health educator in their pursuit toward facil itating learning, improved health, and ultimately a higher quality of life for students. Utilizing seminal research on health education philosophies provides a framework and foundation to build one’s own personal approach. Staying current in the health field is critical when guiding students while using the latest science and data, especially when aiming to improve and sustain healthy behaviors. Account ing for student’s culture and gearing planning, instructing, and assessing on an individual level ensures everyone can have choice, autonomy, and relevant guidance on one’s quest toward a health-enhancing lifestyle. A focus on in

dividuality has the potential to intrinsically empower one person that may then lead to uplifting the community in which they reside. An Independent Autonomous Behavior Change Philosophy may be one approach to achieve this ob jective. References Anderson, A. & Ronson, B. (2005). Democracy- The first principle of health promoting schools. The International Electronic Journal of Health Education, 8, 24-35. Black, J. M., Furney, S., Graf, H. M., & Nolte, A. E. (2010). Philosophical foundations of health education. Jossey-Bass. Campbell, T. C. & Campbell, T. M. (2016). The China study: Revised and expanded edition: The most comprehensive study of nutrition ever conducted and the startling implications for diet, weight loss, and long-term health. BenBella Books. Campbell, T. C. (2026). T. Colin Campbell center for nutrition studies. https://nutritionstudies.org/ Centers for Disease Control and Prevention. (2024). Hand washing in communities: Clean hands save lives. https://www. cdc.gov/handwashing/index.html#:~:text=Keeping%20 hands%20clean%20can%20prevent,a%20cold%20 or%20the%20flu. Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18 (1), 105–15. Dietrich, C. (2010). Decision making: Factors that influ ence decision making, heuristics used, and decision out comes. Inquiries Journal/Student Pulse, 2 (02), 1-3. Falk, S. (2023). Understanding the power of intrinsic motiva tion. Harvard Business Review. https://hbr.org/2023/03/ understand-the-power-of-intrinsic-motivation Fertman, C. I. (2002). Behavioral health and health educa tion: An emerging opportunity. Journal of Health Educa tion, 33 (2), 115-117. Freudenberg, N. (1982). Health education for social change: A strategy for public health in the US. International Jour nal of Health Education, 24 (3), 138-145. Gambescia, S. (2007). Discovering a philosophy of health education. Health Education & Behavior, 34 (5), 718-722. Gold, R. S. & Kelly, M. A. (1988). Is knowledge really power? Health Education, 19 (3), 43–49. Governali, J. F., Hodges, B. C. & Videto, D. M. (2005). Health education and behavior: Are school health educators in denial? American Journal of Health Education, 36 (4), 210 214. Greenberg, J. S. (1972). A theory of health education. New York State Journal of Health, Physical Education and Rec reation, 25 (1), 50–52. Greenberg, J. S. (1978). Health education as freeing. Health Education, 9 (2), 20–21. Green, L. W. & Kreuter, M. W. (1999). Health promotion planning: An educational and ecological approach. (3rd ed.). Mayfield Publishing Company.

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programs. https://nida.nih.gov/research-topics/syringe services-programs Oberteuffer, D. (1977). Concepts and conviction. AAPHERD Publications. Olson, S. J. (2013). Book and media review: Philosophical foundations of health education. Health Promotion Prac tice, 14 (6), 805-808. O’Rourke, T. (1989). Reflections on directions in health education: Implications for policy and practice. Health Education, 28 (6), 4–14. Pink, D. (2009). Drive: The surprising truth about what moti vates us. Riverhead Books. Shah, A. K. & Oppenheimer, D. M. (2008). Heuristics made easy: An effort-reduction framework. Psychological Bul letin, 134 (2), 207-222. SHAPE America. (2024). National health education stan dards. https://www.shapeamerica.org/MemberPortal/ standards/health/new-he-standards.aspx Turunen, H., Sormunen, M., Jourdan, D., von Seelen, J. & Buijs, G. (2017). Health promoting schools- A complex approach and a major means to health improvement. Health Promotion International, 32 (2), 177-184. United States Department of Transportation. (2024). Seat belts. https://www.nhtsa.gov/vehicle-safety/ seat-belts#:~:text=Your%20seat%20belt%20is%20 crucial,saved%20an%20estimated%20374%2C276%20 lives. Welle, H. M., Russell, R. D. & Kittleson, M. J. (1995). Philo sophical trends in health education: implications for the 21st century. Journal of Health Education, 26 (6), 326-332. World Health Organization. (2022). Autonomy in health deci sion-making: A key to recovery in mental health care. World Mental Health Report. https://www.who.int/news-room/ feature-stories/detail/autonomy-was-the-key-to-my-re covery

Greger, M. (2016). How smoking in 1959 is like eating in 2019. Nutrition Facts. https://nutritionfacts.org/video/ how-smoking-in-the-50s-is-like-eating-today/ Hochbaum, G. M. (1969). Changing health behavior in youth. School Health Review, 1 , 15-19. Hochbaum, G. M. (1971). Measurement of effectiveness of health education activities. International Electronic Journal of Health Education, 14 , 54-59. Hochbaum, G. M. (1981). Behavior change as the goal of health education. The Eta Sigma Gamman, 3–6. Hoyman, H. S. (1965). An ecologic view of health and health education. Journal of School Health, 35 , 110–123. Huber, M., Knottnerus, J. A., Green, L., van der Horst, H., Jadad, A. R., Kromhout, D., Leonard, B., Lorig, K., Lou reiro, M. I., van der Meer, J. W., Schnabel, P., Smith, R., van Weel, C. & Smid, H. (2011). How should we define health? British Medical Journal, 343 (d4163), 1-3. Joint Committee on National Health Education Standards. (2007). National health education standards: Achieving ex cellence. (2nd ed.). American Cancer Society. Kolbe, L. J. (1982). What can we expect from school health education? Journal of School Health, 52 , 145-151. Kolbe, L. J, Iverson, D. C., Kreuter, M. W., Hochbaum, G. & Christensen, G. (1982). Propositions for an alternate and complementary health education paradigm. Health Education, 12 (3), 24–30. Means, R. K. (1975). Historical perspectives on school health . Charles B. Slack, Inc. Minkler, M. (1989). Health education, health promotion and the open society: An historical perspective. Health Education Quarterly, 16 (1), 17–30. Minkler, M. (1999). Personal responsibility for health? A review of the arguments and the evidence at century’s end. Health Education and Behavior, 26 (1), 121–140. National Institute on Drug Abuse. (2021). Syringe services

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Movement in the Classroom Emma Hunter , MS.Ed., is a recent graduate of the JMU PHETE program in the Department of Kinesiology at James Madison University, Harrisonburg, Virginia. Cathy McKay , Ed.D., CAPE, is a Professor in the Department of Kinesiology at James Madison University and Executive Director of the Morrison Bruce Center, Harrisonburg, Virginia.

Movement can be a powerful tool to support student learning in the classroom (Erwin et al., 2022). Many class rooms require students to sit for long periods of time to reach their academic standards and goals (Hillman et al., 2019). However, this does not work effectively with how kids naturally learn. Research shows a strong connection between physical activity and cognitive functioning, in dicating the importance of incorporating movement into daily instruction (Erwin et al., 2022). For example, Erwin and colleagues (2022) state that when schools provide at least 30 minutes of moderate to vigorous physical activ ity during the day, students show increases in attention, executive function, and academic outcomes. Movement does not pause or slow down learning, instead serving as a crucial tool that enhances and supports effective learn ing for all students (Hillman et al., 2019). The purpose of this manuscript is to outline the benefits of movement in the classroom; to introduce the two primary ways to use movement in the classroom; and to provide clear, practi cal, and effective strategies for implementing movement in the classroom to support student learning. The tools and examples provided in this article are effective across all grade levels in supporting and guiding teachers to in corporate movement. Benefits of Movement Adding physical activity and movement into the class room setting has many benefits that support the whole child. The first benefit is increased academic performance and cognitive skills, with physical activity and movement strongly connected to higher academic performance and stronger cognitive skills (Schmidt et al., 2016). Quick bursts of activity, which are also known as acute bouts of physical activity, give students an immediate enhancement in their attention span and their executive functioning (Erwin et al., 2022). These executive functioning skills, such as plan ning, prioritizing, and managing time, are crucial for aca demic success (Wold et al., 2023). Further, research indi cates that physical activity in the classroom can improve elementary aged students’ academic skills, such as reading fluency (Wold et al., 2023). The second benefit of adding physical activity and move ment into the classroom setting is improved mental health and wellness. Physical activity and movement positively impact mental and emotional health for students of all ages by helping to reduce feelings of anxiety and depres

sion (Erwin et al., 2022). Physical activity also helps to build resilience, boost self-esteem, and contribute to a stu dents’ overall happiness (Andermo et al., 2020). Finally, the third benefit of physical activity and movement into the classroom setting is enhanced engagement and on-task behaviors. Activity and movement are extremely effective for managing classroom behaviors because these activities reduce common off-task behaviors (Buchanan et al., 2021). Physical activity and movement in the classroom help stu dents physically and mentally reset and refocus, which increases the time that they are actively engaged in learn ing (Lander et al., 2024). Engaging students in movement based instruction not only supports classroom manage ment and engagement but also helps students feel more positive towards physical activity (Glapa et al., 2018). Movement-In Curriculum and Movement-Based Energizers There are two primary ways to use movement in the classroom: movement-in curriculum and movement based energizers (Lander et al., 2024). While these two are different, they are most effective when used simultane ously to support students throughout the entire school day. Movement-In Curriculum Movement-in curriculum is when movement is used as part of the instruction and learning experience, integrat ing the content of the lesson into movement activities (Er win et al., 2022). Movement-in curriculum is during the actual content piece of the lesson, to help students gain a better understanding and deeper grasp of the information (Wold et al., 2023). There are four main ways to include movement directly into curriculum. These include movement games, kines thetic learning, project-based movement, and creative movement. Movement games are structured, content-spe cific activities that are designed to practice and reinforce the content through playful, physical challenges (Cuthb ertson, 2024). Kinesthetic learning is when students learn by doing and experience the concepts firsthand, including hands-on tasks and using their bodies to model processes (Sinha, 2014). Project-based movement involves low-inten sity but purposeful movement that is used for review, criti cal thinking and applying information learned (Erwin et al., 2022). Creative movements are activities that allow stu dents to physically be a part of the learning, using abstract

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concepts, characters, or states to deepen their understand ing (Merrill & Gonser, 2021). Table 1 outlines eleven strate

gies for movement-in curriculum, including examples for specific academic subjects.

TABLE 1 Movement-in Curriculum Strategies

Name

Type

Application for Academics

Source

Hopscotch Movement Game

Math: Label squares with answers, have students jump to the correct solution to a problem stated by the teacher. Science: Label squares with steps in a process (water cycle) and have students jump the correct sequence. Health/Science: Students draw a large diagram with chalk and label the parts and then physically module how it operates by walking through it (blood flow through the heart). Create many different stations, prompts, documents, readings, and questions posted up around the room for students to travel to each one to complete. For even more fun, go outside and hang these up around a safe outdoor space (columns of the bus canopy). Math: Students use their arms and legs to form geometric shapes/angles or even represent coordinate pairs like it would on a graph. History: Map out the route of a historical journey (migration or exploration) on the floor using tape and writing key stops and then have students walk the path while discussing its importance and impact. Health/Science: Have students create charts and diagrams to show a range of motions for joints, bones, ligaments, or muscles and include labels on them for what each one is. Create a question about your content/lesson and label four corners of your class space with possible answers. Students will move to the corner that represents their chosen answer and then will defend their choice to someone who chose differently. This can also be done with only 2 corners/walls and pose true/false or yes/no questions. Have students physically act out scenes, dialogue, and conflicts from readings, scenarios, and debates.

(Cuthbertso n, 2024)

Outside Fun

Kinesthetic learning

(Merrill and Gonser, 2021)

(Cuthbertso n, 2024)

Gallery Walk

Project-based Movement

(Erwin et al., 2022)

Physical Modeling

Kinesthetic Learning

(Sinha, 2014)

Movement Mapping

Kinesthetic learning

(Merrill and Gonser, 2021)

(Erwin et al., 2022)

4-Corners Movement Game

(Merrill and Gonser, 2021)

Role Play

Creative Movement

(Merrill and Gonser, 2021

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Scavenger Project-Based Hide clues and materials of your content

(Merrill and

will defend their choice to someone who chose differently. This can also be done with only 2 corners/walls and pose true/false or yes/no questions. Have students physically act out scenes, dialogue, and conflicts from readings, scenarios, and debates.

Role Play

Creative Movement

(Merrill and Gonser, 2021 (Merrill and Gonser, 2021) (Sinha, 2014) (Merrill and Gonser, 2021)

Scavenger Hunt

Project-Based Hide clues and materials of your content around the room for students to find that are also questions about the lesson to continue with the hunt.

Human Timeline

Kinesthetic Learning

History: Have each student be a different event in a time period and then have students put themselves in order of how it happened in history. Math: Have students labeled as pieces to a whole and then have them out themselves in order or how it needs to be done (PEMDAS) Science: Students physically module how molecules behave in different states of matter. Health/Science: Have students physically module how the body’s bones and muscles function when pushed to certain limits and what it looks like.

Body Flow Creative

(Cuthbertso n, 2024)

Movement

People Search

Project-Based Students complete individual work for a given amount of time. When time is up, students search to find classmates to sign a square for a question they answered. They must find a new classmate for each

(Kansky, 2024)

question therefore they have a signature from everyone in the class. They also must discuss their answers before they sign each other's square if they do not have the same answer.

There are many tips and tricks to keep in mind when implementing movement

There are many tips and tricks to keep in mind when implementing movement-in curriculum. First, be sure the movement-in curriculum strategy you are implementing aligns with the content goals and objectives (Lander et al., 2024). It can be easy to stray off the main goals of a lesson when incorporating other aspects (including movement) into the lesson body. Offering clear and purposeful de scriptions of the activity and goals of the movement-in cur riculum integration is valuable to lesson success (Schmidt et al., 2016). Use open communication with your students to let them know that these activities are designed to help them learn more effectively and gain a deeper understand ing of the content, which research confirms leads to im proved outcomes like reading fluency (Wold et al., 2023). Before integrating movement-in curriculum strategies, be sure to consider your space and transitions, so that you don’t run into too many bumps during the process (Erwin

et al., 2022). For example, consider lesson location (inside vs outside), materials needed, and visual timers. Lastly, uti lize clear and consistent routines with your students when integrating movement-in curriculum so that students know exactly what the expectations are for all activities and know generally how the class is going to run and the behavior that is expected (Buchanan et al., 2021). Movement-Based Energizers Movement-based energizers are short, brief, physical activity or movement breaks to reset and refocus the mind and body, commonly called brain energizers (Buchanan et al., 2021; Schmidt et al., 2016). Movement-based energiz ers are commonly used between content pieces of the les son, breaking up the content coverage, and thus are often not directly related to lesson content (Hillman et al., 2019). There are four main types of movement-based brain

in curriculum. First, be sure the movement-in curriculum strategy you are

implementing aligns with the content goals and objectives (Lander et al., 2024). It can

be easy to stray off the main goals of a lesson when incorporating other aspects

(including movement) into the lesson body. Offering clear and purposeful descriptions

of the activity and goals of the movement-in curriculum integration is valuable to

lesson success (Schmidt et al., 2016). Use open communication with your students to

let them know that these activities are designed to help them learn more effectively

and gain a deeper understanding of the content, which research confirms leads to

improved outcomes like reading fluency (Wold et al., 2023).

SPRING/SUMMER 2026 • Virginia AHPERD • 9

Before integrating movement-in curriculum strategies, be sure to consider your

space and transitions, so that you don't run into too many bumps during the process

energizers: Aerobic energizers, mindfulness energizers, cognitive energizers, and yoga/dance energizers. Aerobic energizers are short bursts of physical activity that are de signed to increase heart rate, elevate energy levels, and boost blood flow to the brain (Hillman et al., 2019). Mind fulness energizers focus on slow and controlled move ments like stretching and deep breathing which helps to reduce anxiety, stress, and encourage self-regulation (Gla pa et al., 2018). Cognitive energizers are activities that have students coordinate with both sides of their body while fol lowing more complex sequences which activate both sides of the brain to improve focus and attention (Schmidt et al.,

2016). Finally, yoga and dance energizers are structured ac tivities that use music or guided mediation to incorporate the whole body in an expressive way (Lander et al., 2024). Figure 2 outlines seven examples of movement-based en ergizers. There are many tips and tricks for using movement based brain energizers. First, it is recommended that teachers use a variety of types and activities to keep stu dents interested in and excited about the energizers, and to prevent boredom (Lander et al., 2024). Similarly, en couraging student input about which energizers are their favorites, or if they have new ideas for energizers will also

Table 2

TABLE 2 Movement-Based Energizers

Movement-Based Energizers

Name

Type

Description

Recommended Timing & Duration

Source

Mindful Mountain Pose

Mindfulness

Students stand tall while raising arms slowly overhead while inhaling deeply and lowering arms slowly while exhaling. Focus is on breath and balance Students stand and touch their right hand to their left knee, then their left hand to their right knee. Repeat this for 30-60 seconds. Can be done sitting or standing Students stay in place and quickly jog with high knees for 20-30 seconds, followed by 10 seconds of marching to slow down. Minimal space required. Play some music and have the teacher or student lead a few simple dance moves that everyone must follow. Switch leaders often.

1-2 minutes, used after a transition

(Glapa et al., 2018)

Cross-Body Touches

Cognitive

1 minute, used before a major task such as a test

(Schmidt et al., 2016)

High Knees Sprint

Aerobic

1 minute, used when students show signs of low energy

(Buchana n et al., 2021)

Follow the Leader Dance

Yoga/Dance

1-2 minutes, used after a long period of sitting

(Lander et al., 2024)

10 • Virginia AHPERD • SPRING/SUMMER 2026

4x4 Breathing

Mindfulness

Students sit straight and use hand gestures to count: inhale for 4 seconds, hold for 4 seconds, exhale for 4 seconds, hold for 4 seconds. Repeat 3-4 times Put a bunch of different exercise options on the board, have students perform one of their choices Students stand up and wiggle each arm and leg in unison with the leader/teacher

1-2 minutes, used during movement of stress

(Glapa et al., 2018)

Exercises

Aerobic

1-2 minutes, used when engagement is low

(Buchana n et al., 2021)

Wiggle Break

Aerobic

1 minute, best for younger students

(Erwin et al., 2022)

keep the excitement and interest levels high. This student input is a great way to give students autonomy, and keep them interested and engaged (Glapa et al., 2018). Utilizing movement-based brain energizers that are brief is also a strong implementation tip, as engagement will be high and boredom will be avoided, all with only a brief inter ruption of the lesson (Buchanan et al., 2021). Information in Figure 2 includes suggestions for energizer timing, in cluding before independent work, before/after tests, and when engagement dips. These tips are most effective for students’ focus and attention (Hillman et al., 2019). Space and noise level are also important to consider when integrating movement-based brain energizers. Wold and colleagues (2023), discuss using GoNoodle brain break videos, as these are simple to pull up on the board or play from a speaker when you may be short on time or space. For these videos, it is important to preview the options first, to assure they fit your students’ developmental levels, and that all necessary modifications have been considered (Erwin et al., 2022). And last, but not least, join in! Set the example for your students by participating in the energiz ers with them (Lander et al., 2024). Common Challenges According to Erwin and colleagues (2022), many educators hesitate to implement movement in the classroom set ting due to concerns regarding time, space, and classroom management. Teachers have various concerns, including concerns related to there not being enough time to cover essential academic content (Erwin et al., 2022); concerns about space and having to rearrange their classroom and

manage students possibly knocking over desks, or just not having enough room to move around (Cuthbertson, 2024); and concerns about classroom management, worrying that once students get up and move, they will become over excited, noisy, and difficult to bring back to their desks (Buchanan et al., 2021). Unfortunately, teachers often are not trained on how to incorporate movement strategies into the classroom, and feel unsure about what activities to use, how to modify them, and how to link it to their les sons (Erwin et al., 2022). These challenges can be solved by using the best practice tips and tricks in the sections above like keeping the activity brief and purposeful (Continental Educational Publisher, 2024). In addition, implementing transitions and management strategies for the activities so that students know where to go and what to do will lead to clear and consistent routines for incorporating movement (Lander et al., 2024). Finally, using low-prep strategies and resources, like those outlined above, can help educators feel more confident (Glapa et al., 2018). Conclusion Movement can be a powerful tool to support student learning in the classroom (Erwin et al., 2022). Movement maximizes learning and helps build deeper understand ing, enhancing cognitive functions such as attention and focus (Schmidt et al., 2016). By incorporating movement in curriculum, teachers can increase engagement and improve student academic outcomes. Similarly, by utiliz ing movement-based energizers, teachers can support students learning by improving engagement, on-task be haviors, classroom management, and an overall positive

There are many tips and tricks for using movement-based brain energizers.

First, it is recommended that teachers use a variety of types and activities to keep

students interested in and excited about the energizers, and to prevent boredom

(Lander et al., 2024). Similarly, encouraging student input about which energizers are

their favorites, or if they have new ideas for energizers will also keep the excitement

and interest levels high. This student input is a great way to give students autonomy,

and keep them interested and engaged (Glapa et al., 2018). Utilizing movement-based

brain energizers that are brief is also a strong implementation tip, as engagement will

SPRING/SUMMER 2026 • Virginia AHPERD • 11