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So now, I’d like to share the three messages that are key to this work. Message one is that mindful movement enhances learning. When you move, you’re nourishing your brain, your body, and your mind. This is where some aerobic activity, even just swinging your arms or stretching up and lowering down, getting your arms above your head, gets your heart rate going, brings more blood to the brain and kinda awakens the room, the classroom.
Message two is it’s enjoyable. Movement is enjoyable, it makes you feel better. There are all sorts of biochemical responses that shift our mood through exercise. Again, blood full rhythmic movement of the whole body is best for shifting into a certain state of mind that is more happy. But you can also change posturally. So, just opening the chest, deep breathing. Or if there is a little bit of nervousness or anxiety, maybe it’s before some kind of examination, then you wanna calm the body down. So, even low intensity mindful movement like the Qigong, or like a somatic movement activity that is paying attention to your body signals can really help you feel better. Mindful movement in particular helps in this way with mental health and wellbeing.
The third message is that any movement has positive health benefits for our mind, our bodies, and learning. Know that when you move, you’re doing something wonderful for your health, your memory, and your learning. And in that, we mean even just standing up. Sedentarism is one of the causes of illness. So, stand up from time to time and then sit back down, and continue the lesson. Thank you so much for joining. We really hope that you will pick at least one movement activity or one point in the classroom to stand up and stretch out. Picking one thing moves you forward. And if you have questions or celebrations that you wanna share with us, we would love you to join the discussion below and stay in touch.
- Mindful movement enhances learning. When you move, you nourish your brain, body, and mind. You can use this knowledge to explain the benefits to your students and encourage them to move either in or outside of learning spaces.
- It’s enjoyable! Movement makes you feel better – even low-intensity, mindful movement. Mindful movement in particular can support mental health and well-being.
- Any movement has positive health benefits for the mind, body, and learning. Know that when you and your students move, you are doing something wonderful for your health, memory, and overall learning. Reinforcing this message to your students to encourage them to move.
Thank you for taking this Move, Focus, Learn: Mindful Movement for Learning course which has been developed with Martha Eddy and Lisa Clughen. We hope you have enjoyed it. Remember to mark this lesson as ‘Mark Complete’ to earn your Course Completion Badge.
Download the handout below, which summarises some of the strategies from this course and provides conversation starters to discuss the course with your colleagues.
Get Involved: Research on Mindful Movement and Wellbeing in Higher Education
Lisa Clughen and her colleagues at Nottingham Trent University (NTU), UK, are conducting two research projects on mindful movement and wellbeing in Higher Education (HE) and would greatly appreciate your participation. Anybody working in learning and teaching in HE in any context is welcome to take part. Please see the links to the project pages below:
Recommended read:
Clughen, L. (2023). ‘Embodiment is the future’: What is embodiment and is it the future paradigm for learning and teaching in higher education? Innovations in Education and Teaching International, 61(4), 735–747.
Clughen, L. (2024). How embodiment elevates education. Lisa Clughen's path to transformative teaching. The Embodied Educator Podcast [online].
References:
Acevedo, B. P., Pospos, S., & Lavretsky, H. (2016). The Neural Mechanisms of Meditative Practices: Novel Approaches for Healthy Aging. Current Behavioral Neuroscience Reports, 3(4), 328–339.
Cabo, C. A., Hernández-Beltrán, V., & Gamonales, J. M. et al (2024). Evolution of research related to how a sedentary lifestyle influences the aging process: A bibliometric review. Journal of Public Health (Berlin).
Cowgill, B.O., Perez, V., Gerdes, E., Sadda, A., Ly, C., Slusser, W. and Leung, A. (2021). Get up, stand up, stand up for your health! Faculty and student perspectives on addressing prolonged sitting in university settings. Journal of American College Health, 69(2)198-207.
Clughen, L. (2023). Taking Positive Steps for Learning and Teaching: Movement for Learner Developers. Association for Learning Development in Higher Education.
Clughen, L. (2022). A Guide to Embedding Movement into Higher Education. TILT: Trent Institute for Learning and Teaching.
Hrach, S. (2021). Minding bodies: How physical space, sensation, and movement affect learning. West Virginia University Press.
Immordino-Yang, M.H., Christodoulou, J. A., & Singh, V. (2012). Rest is not idleness: Implications of the brain’s default mode for human development and education. Perspectives on Psychological Science., 7(4), 352-64.
John W. Brick Mental Health Foundation. (2022). Move your mental health report. John W. Brick Mental Health Foundation.
Krock, L.P., & Hartung, G.H. (1992). Influence of post-exercise activity on plasma catecholamines, blood pressure and heart rate in normal subjects. Clinical Autonomic Research 2:89.
Park, J. H., Moon, J. H., Kim, H. J., Kong, M. H., & Oh, Y. H. (2020). Sedentary lifestyle: Overview of updated evidence of potential health risks. Korean Journal of Family Medicine, 41(6), 365–373.
van Dam, K. (2020). Individual Stress Prevention through Qigong. Int. J. Environ. Res. Public Health, 17(19), 7342.
World Health Organisation (WHO). (2020). WHO Guidelines on Physical Activity and Sedentary Behaviour.
World Health Organisation (WHO) (2018). Global Action Plan on Physical Activity 2018-2030: More Active People for a Healthier World. Geneva: World Health Organisation.
Discussions
What is your key takeaway from this course?
Please share your thoughts and questions in the comments section below.