Cognitive psychologists and neuroscientists advocate that in-classroom physical activity can positively impact students' skills

Several studies have shown that multiple physical and mental health benefits as well as academic achievements can be attained when children participate in in-classroom motion-based active - embodied - learning tasks.

Nowadys, cognitive psychologists and neuroscientists believe that the processes of thinking, understanding and learning are constituted by sensory-motor activities, e.g. bodily actions, gestures, manipulation of artefacts, acts of drawing, etc.

Interestingly, the neuroscientist and NYU professor Dr. Wendy Suzuki opened her TED Talk on exercise and the brain with the question “What if I told you there was something that you can do right now that would have an immediate, positive benefit for your brain?”

During her inspiring talk she analyses why “simply moving your body, has immediate, long-lasting and protective benefits for your brain.”

One can read several systematic reviews and meta-analyses that have explored the potential for classroom-based physical activity to positively impact academic-related outcomes, including classroom behaviour, cognitive function and academic achievement. See for example the nicely written article by Watson et al (2017).

Let's take the lead in changing things in classrooms and explore the role of embodied learning technologies for engaging and effective students' experiences!

Watson, A., Timperio, A., Brown, H., Best, K., & Hesketh, K. D. (2017). Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis. The international journal of behavioral nutrition and physical activity, 14(1), 114.

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