Program
Special Education M.A.
Year Approved
2017
First Advisor
Wilson, Louise
Abstract
Brain-based teaching is an evidence based teaching philosophy that is widely accepted as successful practice. This philosophy revolves around teaching to how the brain functions. One aspect of this practice is relating movement to increasing brain function. This literature review examines studies where students were assessed on their academic performance after having engaged in different forms of movement, including physical education classes, organized programs, and specific movement sequences. While it is concluded that there are many factors that impact a student's performance, research shows that there is an established positive correlation between movement and exercise, and an increase in academic performance. This positive correlation initiated suggestions of ways of which teachers and parents can incorporate physical movement into their student’s day to increase the child’s academic performance. These suggestions include simple movements that are easy to implement, a concept titled ‘active-social learning’, and organized programs requiring training and time to implement.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Uithoven Neerhof, J. A. (2017). Increased Movement and Physical Activity and Its Impact on Academic Performance on Students With and Without Disabilities [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/631