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This lesson introduces the dynamic embodiment approach to incorporating movement into your classroom. Dynamic embodiment is a theoretical and practical model that informs the curricular development and learning processes through embodied or inactive learning. These types of approaches to learning are taught in pre-K through 12th grade schools, as well as being in teacher preparation programs. They need to come more into university settings and have been as well. When thinking of lesson planning, dynamic embodiment suggests considering which of these types of movement might support your students’ learning. The interventions could be: movement to recuperate and refocus during class. Movement to help transition, to recuperate between classes.
Movement for emotional expression, to move out of a sour mood, to come into joy, and also to perhaps work with aesthetic development. Where is balance, equilibrium, and beauty in your life? Which also leads to the next one, which could be that this is an actual content area in your teaching. Movement can reinforce lesson content, whether it’s examples of science and/or social sciences, whether it’s working with communication and nonverbal communication, or whether you’re writing poetry and noticing your body posture while writing creatively or even some kind of essay. There are many, many other examples, but those are a few.
In this lesson we would like to introduce you to ‘the Dynamic Embodiment Approach’ to help you incorporate mindful movement into your classroom. The Dynamic Embodiment Approach (DE) is a theoretical framework that integrates mindful movement into the learning process, where physical activity supports cognitive and emotional development. For example, simple movement exercises like stretching or deep breathing can help students refocus, reduce anxiety, and improve retention. DE emphasises embodied learning, where the mind and body work together to enhance understanding. When planning learning activities with students, consider four types of movement interventions to support student learning:
- Movement to recuperate and refocus during class – Students can stand or stretch while seated, reach their arms above their heads, and take a few deep breaths to reset. Standing up offers health benefits, including a 7% increase in oxygen flow to the brain (Krock & Hartung, 1992). This can be done for 20–30 seconds to help alleviate tension and refocus attention. In the next lesson, we will demonstrate how a simple shaking-out and stretching movement can help students reset and refocus between activities.
- Movement to transition between activities – Invite students to do a brief breathing exercise or body scan to enhance awareness and transition between activities. You can search for ‘breathing space break’ or ‘body scan head to feet’ online for a guided video to use in class between activities.
- Movement for emotional expression, joy, and creativity – A brief ‘dance break’ where students sway or move to music, focusing on freedom and self-expression to release stress and tap into creativity. A fun idea is to create a playlist with students and play a new song each time, letting them dance if they wish.
- Movement to reinforce lesson content – Movement can reinforce lesson content by engaging the body to deepen understanding. For example, when learning about the immune system, students can use movement to mimic how the lymphatic system relies on fluid motion for drainage, such as stretching and flowing arm movements to represent circulation. In literature or creative writing, students might physically embody a character’s emotions—hunching over to feel exhaustion or standing tall to convey confidence. Even in academic writing, noticing body posture while brainstorming or drafting can enhance focus and creativity. You will see an example of learning about the immune system demonstrated by Martha in the next lesson.
It’s important to be mindful of including all students in these activities. Encourage ways of participation that are comfortable for all ability types, whether through subtle gestures, focusing on breathwork, or engaging mentally with the movement.
Krock, L.P., and 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.
Discussions
Which aspects of your class would benefit from mindful movement to help students (re)focus and concentrate?
Please share your thoughts and questions in the comments section below.