Virginia AHPERD_SpringSummer2026

pivot at the hip, and touch the toe of that leg with their op posite arm, then return to their initial position (e.g. stand on the left leg, hinge at the waist and touch left toes with the right hand, return to standing position). Participants switched feet and hands every thirty seconds (0:30 right hand to left foot, 0:30 left hand to right foot, 0:30 right hand to left foot, 0:30 left hand to right foot). Through these four phases, the participants were kept at a medium-high level of exertion (RPE between 7 and 8), without crossing over into exhaustion (9 or above would be too strenuous), for 20 continuous minutes. These parame ters were selected for three reasons: 1) studies have shown positive results in as few as twenty minutes (Hillman et al., 2009), 2) twenty minutes should be logistically compatible with one standard school period or workday, and 3) over exertion could have deleterious effects (Tomporowski, 2003). This routine has been used in schools across the country, with positive feedback regarding impact and us ability (Davis & Newlon, 2022; Davis, 2026). It is important to note that the 8-2-8-2 method is only one possible approach to stimulate, through exercise, the physiological state associated with improvements in affect. Ideally, it would serve as one tool in the toolkit for those constructing educational or professional environments. It is important to note that this method, which uses inten tionally challenging movement for a specific time to elicit a specific result, is different than other movement-based initiatives. It is not the same as the mobile, active class room designs which offer a fantastic antidote to prolonged sedentariness, or extended rounds of exercise like an af ter-school practice or spending hours in the weightroom. While active classroom designs check the “movement” box of the High Order Performance Framework (Figure 1), they would not accomplish the same outcomes as sustained, semi vigorous activity. A 2023 Strategies article expands on this idea, noting that not all exercise is created equal. In tentional exercise initiatives (like the 8-2-8-2 method) offer a differentiated level of exercise-induced opportunity that offers a more reliable option for improving affect (Davis, 2023b). The article provides broad conceptual categories to better understand tiers of exercise within a school set ting; Level One (sedentary/minimal exertion) is defined as mostly sedentary. At this level, movement occurs when traveling between classes or to the bathroom, but the bulk of time is spent sedentary. An unfortunate amount of time is spent at Level One, for students and teachers alike. Level Two (mobile classrooms) includes well-intended initiatives like breathing exercises, stretching, power poses, and low level yoga. Level Two initiatives generally last between 1-10 minutes and require low levels of exertion. Level Three, referred to as the Exercise MVP (minimum viable product to elicit neurological results) features intentionally chal lenging movement for a pre-determined duration elicit an intended result. If one is looking to activate the human or ganism in order to increase the production of neurochem

icals associated with mood, focus, and wakefulness, they are participating in a Level Three activity. Level Four (full exertion) includes sport practices and competitions. These are full exertion activities created to elicit a specific train ing response (strength, speed, endurance) at a high level. After Level Four exercise, the body and mind need to rest. Distinctions between these levels highlight the need for professionals to understand the time, intensity, and type of exercise needed to elicit results. About the utilization of exercise as a way to improve affect in students, under standing these four levels might also prove to be helpful. Conclusion Based on our surveys, conversations, and decades in the field of education and leadership development, it seems that there is an opportunity for expanded emphasis on development directed toward the use of exercise for affect enhancement. In the months following our initial survey, we have continued to encounter a similar narrative: educa tors are often over-prepared in areas that they do not feel are as valuable (like more academic approaches and addi tional technology platforms), and under-prepared in more impactful areas (like effective communication and profes sional relationships) – and in all cases, they expressed that increased awareness of research and strategies regarding the use of physiological “bedrock” concepts (like exercise) would be beneficial. To increase the likelihood of effective exercise interven tions in schools, practitioners should have a baseline un derstanding of all three areas (academic, neurological, and affective), and be equipped with usable, effective exercise routines to harness desired results. It should include first person engagement with both research and exercise meth ods used to stimulate the desired results. Active teacher participation, alongside usable research-based strategies, is needed for successful implementation in schools. When we teach teachers to teach, we should teach them using the strategies that account for the learner experi ence. In other words, use the methods we deliver. Follow up conversation with one of the respondents noted she was requested to participate in a curriculum meeting from 7:00am-4:00pm via Zoom, nine consecutive sedentary hours. The opportunity here should be obvious. Moving forward, we believe schools should 1) lean into the existing wealth of knowledge in health and physical educa tors to expand opportunities for students to move, and 2) invest in professional development for all educators that bridges the noted understanding gap. Using the “8-2-8-2” method is a great place to start. Understanding the four levels of exercise in schools should also be considered, alongside expanding research regarding exercise-induced enhancement of affect (Mahindru, et al., 2023; Reed & Buck, 2009). We also believe this is only one piece of the puzzle, as indicated by the High Order Performance framework and

16 • Virginia AHPERD • SPRING/SUMMER 2026