American Alliance for Health, Physical Education, Recreation and Dance - AAHPERD

 Issue: January 2004

Brain Research Strategies for Physical Educators
Connie L. Blakemore

Abstract:
In the November/December 2003 JOPERD, Connie Blakemore examined the research supporting the idea that movement enhances cognitive learning. This follow-up article shows how physical educators can apply this information in a variety of ways: (1) Each Individual and Brain Is Unique. Students need to perceive that they can succeed. Teachers endeavoring to help students reach their full potential should consider these variables: choice, student state, and goal setting; (2) Motivation Calls for Brain Enrichment. Teachers capitalizing on this research will use problem solving, challenge, feedback, and music in their lessons; (3) Emotions Activate the Brain. If students are emotionally involved in the class, what is transpiring will most likely go to long-term memory. Factors to consider are embarrassment, competition, a hot button, violence, real-life activities, and testosterone levels in males; and (4) Rehearsal Time. Teachers would do well to take advantage of the brain’s ability to rehearse. Important concepts ought to be repeated in a meaningful way using such techniques as mnemonics. Timing is important in the process. While brain research won’t solve all teaching problems, it can help make classes brain smart and students optimally successful when incorporated by enthusiastic, energetic teachers. Physical educators can’t afford to ignore emerging brain research, which substantiates many practices that have been around for years and suggests new practices to enhance learning.

Article category: Teaching