Virginia AHPERD_SpringSummer2026

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

SPRING/SUMMER 2026 • Virginia AHPERD • 7