“T hink of all the times you’ve spun around in your chair, had a conversation while hovering over a colleague, or practised something while pacing up and down. If this helps us to be more productive, then why not? And if why not for us, then why not for the children?”
No child was born to sit still. They are programmed to always be on the go; whether that’s running, jumping, skipping, dancing or cartwheeling their way through the day. So it’s no surprise that for many, the classroom environment can be a real challenge – especially in the case of children with additional needs…the more individuals are encouraged to move and can get up and out of their chairs, the better their ability to learn will be.
Counter to the popular narrative of working long work hours, research suggests that taking breaks within work hours not only does not detract from performance, but can help boost it. Adult or child, humans are designed to move. Movement not only keeps the physical body healthy but it is also proven to support and enhance mental well-being and academic development. Physical movement leads to changes in the mind and brain which optimise conditions for learning.
This is all well and good but how can productive breaks be incorporated into the school day to improve the wellbeing of pupils and students whilst also actively supporting their learning?
According to research by the Harvard Business Review in relation to workplace practice, shorter breaks are more effective in the morning, while longer breaks are more beneficial in the late afternoon. In simple terms, this is because circadian rhythms and general body fatigue mean people, both adult and children, tend to have more energy naturally in the mornings and wind down as the day progresses.
A good run round in the playground before school even starts is a great way to get the full body moving and oxygen pumping round. For primary pupils, this can be achieved by:
- a dynamic game of ‘Tag’ with friends
- a session on the Daily Mile track
- a round or two on the climbing frames
- a few hopscotch games
- a bit of outdoor strategy on the giant Snakes & Ladders markings
For secondary, access to an outdoor gym and running track can give a satisfyingly energising workout between breakfast and first lesson.
After assembly, primary teachers might like to get the fidgets out of the way before the lesson begins. Twinkl has plenty of resources to help with ideas on how to give pupils a quick brain and body break, with the aim to focus on learning, rather than distract from it. Suggestions include:
- Physical activities to promote movement and circulation
- Mindfulness exercises for stress reduction and improved concentration
- Cognitive challenges to stimulate different areas of the brain
- Social activities to foster classroom community and cooperation
As the day progresses, primary teachers are wise to observe the concentration levels of their pupils and should not be afraid to call a quick, active break to reenergise bodies and minds.
Incorporating some physical learning into lessons is the best way to reduce how many hours children are sat down each day.
- It can help to improve children’s focus and behaviour in the classroom.
- Research has shown that physical lessons boost academic performance.
- Physical activity promotes both positive mental health and wellbeing.
- Children will begin to improve their coordination and communication between the different sides of the brain.
- All children will benefit from the chance to move their body a little as it helps to break up the day and help maintain focus.
- Additionally, there are particular benefits of movement breaks for Autistic children, because they can help alleviate stress, particularly for any children who find it difficult to sit still and remain focussed with particular tasks.
Breaktime after lunch is again a perfect opportunity to make the most of school PE and playground facilities to let the whole body and mind unwind. Options could include:
- a quiet chat with some friends in sheltered seating
- playing on the outdoor stage
- active use of playground markings
- shooting a few goals at the Netball posts
- a football kickaround
Similarly, for secondary students, a range of resources and activity choices available for the post-lunch break enables each to find their best way to reset before entering the classroom again. Freedom of movement and thought at this mid-point of the day seems to be the key to more productive learning later.
Released from external demands and left to its own devices, whether awake or asleep, the mind becomes active in a more spontaneous, imaginative, emotionally variable, and freely associative mode.
All teachers also do well to plan ahead and know that if they are expecting their pupils and students to focus intently or for longer periods for certain lessons, this needs to be counterbalanced by greater movement opportunities before and after.
Exercising is an especially valuable recovery tool for mentally demanding work.
In the end, although it might be tempting to think that pupils and students just need to learn to sit still and concentrate in lessons, awareness of developmental timings is crucial.
Not all kids develop at the same rate, especially young kids. But there are typical ages when kids are able to sit still for certain amounts of time:
3-year-olds: 5–10 minutes
5-year-olds: 15 minutes
7-year-olds: 25 minutes
10-year-olds: 40 minutes
Outdoors gives the best breaks – fresh air and green environments have been proven again and again to have the most positive effects on mood and well-being. This is true for every age.
However, especially for those quick, energising shake ups, getting outdoors may not be possible. Best to have a few tricks up your sleeve for indoor, classroom-based activities that break and wake.
Twinkl, for example, provides some great videos and resources that can be used instantly to give a physical boost to lessons.
The National Council for Special Education (NCSE) also has some excellent exercises to offer – effective for all and with some wise advice on how to assess and manage the energy levels within restricted environments.
In conclusion, sitting for prolonged periods of time is not conducive to good learning…It’s no secret that children need to move, and expecting them to sit on the carpet or at desks for prolonged periods of time can make them at best distracted, at worst disruptive.
Introducing some active breaks really could improve learning in the classroom!
- “Exercise … regulates norepinephrine and heart rate, which is significant in terms of increasing blood flow to the brain and improving attention”
- “Exercise enhances memory ability by triggering the release of brain-derived neurotrophic factor (BDNF), a natural substance that boosts the ability of neurons to communicate with each other…”
- “Exercise releases dopamine in the brain, and a little surge of dopamine is good for our mood.”
