LET’S MAKE A MOVEMENT IN THE CLASSROOMUBC O Learning Conference May 2015

Dr. Sally Willis-Stewart, School of Health and Exercise Sciences, UBC O

AGENDA

The idea/issue/concept: Movement breaks in lectures Why do this?

a) classroom environment and enjoyment

b) student health

c) attention and concentration, learning, grades Exercises Pilot Study Future Research

“STUDENT CENTERED”

“focus is LEARNING, not TEACHING”

How can we deliver our courses so students learn better?

“THE COLLEGE EXPERIENCE POSES SIGNIFICANT AND COMPLEX CHALLENGES TO STUDENT WELL BEING . . . . . . . .it is being addressed . . . everywhere but in the classroom.”

(Georgetown U., 2011)

CLASSROOM ENVIRONMENT AND ENJOYMENT 85% found the exercise breaks enjoyable 82.5% said that it improved the learning environment

ENJOYABLE = INCREASED CLASS ATTENDANCE = INCREASED LEARNING = MORE SOCIAL = MORE FEELINGS OF BELONGING = STUDENT RETENTION = BETTER MENTAL HEALTH

STUDENT HEALTH

“sitting is the new smoking”Exercise and incidental exercise

Sedentary behaviour is one of the biggest contributing risk factors to chronic disease

Mental health (stress and anxiety)

Multitude of benefits from physical activity

Short bursts of exercise can positively impact physiological health parameters

Accumulate exercise through the day

Every little bit can help

Concentration and learning

81% helpful to refocus in later half of class

80% very focused in later half of class

73% did NOT interrupt their concentration

82% positive effect on their ability to learn in class

76% effective use of class time

STUDENT LEARNING AND GRADES Most research on elementary

school kids Not able to see impact on

grades Reported increases in

classroom behaviour ratings Links between physical

activity and cognitive performance

Children felt more alert and focused

Improved “on task” behaviour

EXERCISES

From stretching to squats to “fast feet” Consider space and culture Simple; anyone can lead and do Examples . . . .

PILOT STUDY

Other findings included: 89% wished that att 80 mins. and longer classes

included exercise breaks 31% indicated difficult to remain focused without exercise

break 87% preferred exercise break vs non-exercise break 94% had better focus in exercise break lecture vs non

exercise break lecture 70% enjoyed the exercise break more than the non

exercise break lecture

CHALLENGES

WHAT’S NEXT? Develop a manual on exercises for the classroom Pilot in other disciplines So . . . . .

OTHER NEAT THINGS HAPPENING! SFU research on student well being First International Conference on Healthy Campuses, UBC

O June 22 – 25, 2015 Development of a first year mandatory course on student

health and well being