Incorporation of a physical activity program "Minds in Motion" in a Spanish-immersion elementary school. Effects on classroom behavior and academic performance.
Grade Level at Time of Presentation
Freshmen
Major
Chemistry
Minor
not declared
Institution
University of Louisville
KY House District #
(CD 3 & 4)
KY Senate District #
(CD 3 & 4)
Faculty Advisor/ Mentor
Daniela Terson de Paleville, Ph.D. and Jason Immekus, Ph.D.
Department
Department of Health and Sport Sciences
Abstract
“Minds in motion” is an intense physical activity program with the goal of targeting vestibular, proprioceptive and sensory systems with the purpose of facilitate the integration of internal and external cues resulting in a more accurate motor response that may result in better balance, coordination and reading skills. The school-based approach of Minds in Motion is called the “MAZE,” which blends developmental gymnastics, balance exercises, and complex movements through a rotating set of protocols. These activities, range from full-body exercises to isolated eye movements with the purpose of improve eye tracking and reading. The purpose of this study was to determine if the incorporation of Minds in Motion approach before school hours results in better academic performance (i.e. reading and math), classroom behavior and agility, balance and coordination in children enrolled in 4th and 5th in a local Spanish immersion elementary school.
Incorporation of a physical activity program "Minds in Motion" in a Spanish-immersion elementary school. Effects on classroom behavior and academic performance.
“Minds in motion” is an intense physical activity program with the goal of targeting vestibular, proprioceptive and sensory systems with the purpose of facilitate the integration of internal and external cues resulting in a more accurate motor response that may result in better balance, coordination and reading skills. The school-based approach of Minds in Motion is called the “MAZE,” which blends developmental gymnastics, balance exercises, and complex movements through a rotating set of protocols. These activities, range from full-body exercises to isolated eye movements with the purpose of improve eye tracking and reading. The purpose of this study was to determine if the incorporation of Minds in Motion approach before school hours results in better academic performance (i.e. reading and math), classroom behavior and agility, balance and coordination in children enrolled in 4th and 5th in a local Spanish immersion elementary school.