Virginia AHPERD_SpringSummer2026

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