The Movement and Technology Balance: Classroom Strategies for Student Success

Books

Traci Lengel & Jenna Evans

  • Citations
  • Add to My List
  • Text Size

  • Chapters
  • Front Matter
  • Back Matter
  • Subject Index
  • Copyright

    Dedication

    To those who matter most … your love, support and encouragement means everything.

    —Traci Lengel

    For Hannah, who is my answered prayer. Your sweet soul is an example to me.

    I love you more than you will ever know.

    —Jenna Evans

    Foreword

    Have you struggled with the misuse or overuse of technology in your classroom? Have you wrestled with your students’ lack of movement and engagement? If so, you may have a solution in your hands right now.

    As an evidence-based author, I have written over 30 books on student learning, and the majority of them share this message at least once: “Get students engaged! Move their bodies!” But how do you actually do that while at the same time teaching students who seem to like their devices more than movement, their peers, and even themselves?

    The answer: Listen to these pros. The authors of The Movement and Technology Balance have artfully crafted the what, how, and why in each chapter. That’s what I love most about this book: While you can feel the enthusiasm of the authors, the why you might care and the how to take action are clearly evident in every chapter.

    Traci and Jenna thoughtfully walk you through the most commonly held assumptions about technology. You’ll get deep, personal questions and practical suggestions that will save you from one to three hours a day. That’s the kind of real-world impact I like!

    Just as importantly, you’ll get movement strategies, mindsets, and tools that you can use with little or no practice. You’ll also discover the evidence that blows away every single excuse not to incorporate daily movement with your students.

    Reading this book is vital. It’s more than just research and practical applications. It is your resource for rethinking sloppy habits, making better curriculum and engagement decisions, and becoming a far better educator.

    We all know that technology is not going away. We also know that physical activity is more than a good idea; it is a core part of health, brain function, and vitality. If you’ve ever wondered, “How on earth am I ever going to do my job, juggling engagement with technology?” the solution is between these pages. Jump in and start reading!

    Eric Jensen, PhDEducational consultant and author of the bestselling booksBrain-Based Learning, Teaching with the Brain in Mind and Poor Students, Rich Teaching

    Acknowledgments

    A Sincere Thank You to the Following People

    Jessica Allan for believing in us right from the beginning. We can’t thank you enough!

    • Eric Jensen for his positive energy and professional leadership and for writing the foreword.
    • Rose Minniti, Mike Kuczala, and Jean Blaydes Moize for their professionalism, support, and encouragement.
    • Mia Rodriguez and Lucas Schleicher for creating a welcoming “team approach.”
    • All the supporters of ActivEDge.
    • Ed Pinney and the Kidsfit team for believing in us and helping us to grow.
    • Our loving families for their endless support, dedication, and commitment.
    • Our dear friends for their never-ending encouragement and loyalty.
    • Nicole Januik, Kristen Spratford, Sarah Young, Melissa Lavell, Amy Crowe, and Mindi Andreski for always cheering us on.
    • Mike Kuczala for allowing us to incorporate some teaching activities from The Kinesthetic Classroom.
    • Tara Murphy and Dorca Serrano for their editing and feedback.
    • Our spirited elementary students, who have helped to shape, develop, and strengthen our teaching philosophies.
    • Our innovative colleagues for their brilliance, talents, and collaboration.
    • Our open-minded graduate/undergraduate students who share their strengths and experiences while pushing themselves to grow and improve.
    Publisher’s Acknowledgments

    Corwin gratefully acknowledges the contributions of the following reviewers:

    • Gayla LeMay
    • Teacher
    • Waycross Middle School
    • Waycross, GA
    • Dr. Debbie Smith
    • Elementary Numeracy Coach
    • Beaufort Elementary
    • Beaufort, SC
    • Denise Traniello
    • High School Teacher
    • O’Bryant School of Math & Science
    • Boston, MA

    About the Authors

    Traci Lengel is a health and physical education teacher in the Pocono Mountain school district. With more than twenty-six years of experience, Traci’s knowledge in movement education, kinesthetic furniture, motor development, lifelong fitness/wellness, health education, movement/technology balance, curriculum design, and educational/content publication has contributed to the success of her insightful programs and consultations. Additionally, Traci is an adjunct professor at La Salle University in Pennsylvania and The College of New Jersey. In conjunction with these positions, she is a designer/coauthor of three graduate courses. These highly esteemed graduate courses, titled “Wellness: Creating Health and Balance in the Classroom,” “The Kinesthetic Classroom: Teaching and Learning through Movement,” and “The Kinesthetic Classroom II: Moving across the Curriculum,” have had a profound effect on the personal and professional lives of thousands of educators. Furthermore, Traci is coauthor of the book The Kinesthetic Classroom: Teaching and Learning through Movement, which was published in 2010 and is a best-selling educational publication. Her most recent publications are Ready, Set, Go: The Kinesthetic Classroom 2.0 in 2017 and Classrooms on the Move: Using Kinesthetic Furniture to Create a New Age of Learning in 2018.As co-owner of her own educational consulting company ActivEDge, Traci is a consistent leader in her field. She also balances an additional career position with the company Kidsfit. This corporation manufactures and sells kinesthetic furniture while providing educational experiences for instructional usage and application for these innovative designs. These careers allow her to show others how to utilize active teaching methods in a variety of settings to enhance educational achievement and peak performance of learners of all ages and abilities. Traci travels extensively to support and promote her passion for improving the health and well-being of children all over the world while bringing learning to life.Known for her enthusiasm, innovation, work ethic, and passion, Traci devotes much of her time to both her personal and professional successes. With her motivational teaching methodology, she presents and facilitates professional development trainings and workshops. Traci provides keynote presentations for active education along with meaningful programs in the areas of movement/technology balance, wellness, stress management, and teaching/learning through movement in a kinesthetic classroom. Her ultimate professional challenge is to inspire educators at all levels to incorporate movement into their daily teaching. Traci’s greatest joy is the unconditional love and support she shares with her family and friends. She is kindhearted and committed to bringing fun and laughter to education and the people who share her journey. Traci is persistent and dedicated and leaves a lasting impression. She can be reached at theactivedge@gmail.com.

    Jenna Evans is a teacher in the Pocono Mountain school district with over seventeen years of experience in the classroom. Jenna has extensive knowledge of best practices in early childhood education, and she prides herself on delivering innovative, developmentally appropriate instruction that reaches all learners. Jenna is a leader in her profession, having served on a variety of committees that support positive schoolwide behavior programs, Read Across America, technology growth and integration, and specialized school events. In addition, she serves on a collaborative writing team that continuously assesses and rewrites the kindergarten English Language Arts (ELA) curriculum to ensure that her school district is providing rigorous instruction that supports all of the PA Core Standards. Jenna is the coauthor of the book Classrooms on the Move: Using Kinesthetic Furniture to Create a New Age of Learning.Jenna received her bachelor’s degree in early childhood education from East Stroudsburg University and her master’s degree in classroom technology from Wilkes University. She is the co-owner of the educational consulting company ActivEDge and is passionate about integrating kinesthetic education into the classroom. Jenna has formed an instantaneous bond with learning environments that balance movement, technology, and innovative teaching methodologies to optimize student performance while educating the child as a whole. In combination with her teaching career, Jenna also dedicates her professional energy toward private consulting and freelance writing for specialized publications and graduate/undergraduate course designs in the following areas: curriculum development, movement education, applied educational technology, differentiated instruction, and classroom management.Jenna’s experience in technology integration and design, accompanied with her growing passion for kinesthetic education, ignites her desire to find a delicate balance between the two in her own classroom while encouraging other teachers to consider doing the same. As she welcomes continued progress in her current occupation, Jenna is also excited about postsecondary opportunities to develop the future of her profession. When not advocating for positive change in schools, Jenna devotes her time to her family. As a loving wife and a mother to both a son and daughter, she enjoys spending her days in the organized chaos of raising children. She sneaks in date nights with her husband whenever she can, and together, they enjoy movies, day trips, and quiet time at home. Jenna dedicates her efforts to her personal priorities and her professional goals without fail as she strives to continually grow and strengthen her aspirations.

  • References and Resources

    ACHPER National. (2011). Sitness vs. fitness. Retrieved from http://achper.org.au
    Adams, J. U. (2013, October 21). Physical activity may help kids do better in school, studies say. The Washington Post. Retrieved from https://www.washingtonpost.com/national/health-science/physical-activity-may-help-kids-do-better-in-school-studies-say/2013/10/21/e7f86306-2b87-11e3-97a3-ff2758228523_story.html
    Ahamed, Y., Macdonald, H., Reed, K., Naylor, P. J., Liu-Ambrose, T., & McKay, H. (2007). School-based physical activity does not compromise children’s academic performance. Medicine and Science in Sports and Exercise, 39(2), 371376.
    Alsop, R. (2014, July 17). Instant gratification & its dark side. Bucknell University. Retrieved from https://www.bucknell.edu/about-bucknell/communications/bucknell-magazine/recent-issues/summer-2014/instant-gratification-and-its-dark-side
    American Academy of Pediatrics. (2011). Combining physical activity with classroom lessons results in improved test scores. Science Daily. Retrieved from https://sciencedaily.com/release/2011/05/110501183653.htm
    American Optometric Association (AOA). (2015, July 28). The 21st century child: Increased technology use may lead to future eye health and vision issues. American Optometric Association. Retrieved from https://www.aoa.org/newsroom/the-21st-century-child-increased-technology-use-may-lead-to-future-eye-health-and-vision-issues
    Anderson, M., Perrin, A., & Jiang, J. (2018, March 5). 11% of Americans don’t use the Internet. Who are they? Pew Research Center. Retrieved from http://www.pewresearch.org/fact-tank/2018/03/05/some-americans-dont-use-the-internet-who-are-they/
    Bailey, B. (n.d.). The conscious discipline brain state model. Conscious Discipline. Retrieved from https://consciousdiscipline.com/methodology/brain-state-model/
    Barker, B. (2018, July 20). Too much screen time hurting kids’ eyes. Record-Courier. Retrieved from http://www.record-courier.com/news/20180720/too-much-screen-time-hurting-kids-eyes
    Bartholomew, J. B., & Jowers, E. M. (2011). Physically active academic lessons in elementary children. Preventative Medicine, 52(Supplement 1), S51S54.
    Basch, C. E. (2010). Healthier students are better learners: A missing link in efforts to close achievement gaps. Journal of School Health, 81(10). Retrieved from https://onlinelibrary.wiley.com/doi/epdf/10.1111/j.1746-1561.2011.00632.x
    Baxter, S. D., Royer, J. A., Hardin, J. W., Guinn, C. H., & Devlin, C. M. (2011). The relationship of school absenteeism with body mass index, academic achievement, and socioeconomic status among fourth grade children. Journal of School Health, 81(7), 417423.
    Beck, M. M., Lind, R. R., Geertsen, S. S., Ritz, C., Lundbye-Jensen, J., & Wienecke J. (2016). Motor-enriched learning activities can improve mathematical performance in preadolescent children. Frontiers in Human Neuroscience, 10, 645. doi: http://dx.doi.org/10.3389/fnhum.2016.00645
    Benden, M. E., Blake, J. J., Wendel, M. L., & Huber Jr., J. C. (2011). The impact of stand-biased desks in classrooms on calorie expenditure in children. America Journal of Public Health, 101(8), 14331436.
    Best, J. R. (2010). Effects of physical activity on children’s executive function: Contributions of experimental research on aerobic exercise. Developmental Review: DR, 30(4), 331551.
    Biddle, S. J., & Asare, M. (2011). Physical activity and mental health in children and adolescents: A review of reviews. British Journal of Sports Medicine, 45(11), 886895.
    Blakemore, C. L. (2003). Movement is essential to learning. Journal of Physical Education Recreation and Dance, 74(9), 2228.
    Blaydes Madigan, J. (1999). Thinking on your feet. Murphy, TX: Action Based Learning.
    Blaydes Madigan, J. (2009). Building better brains through movement. Murphy, TX: Action Based Learning.
    Blaydes Madigan, J., & Hess, C. (2004). Action based learning lab manual. Murphy, TX: Action Based Learning.
    Blom, L. C., Alvarez, J., Zhang, L., & Kolbo, J. (2011). Association between health-related physical fitness, academic achievement and selected academic behaviors of elementary and middle school students in the state of Mississippi. ICHPER-SD Journal of Research, 6(1), 2834.
    Brage, S., Ekelund, U., Haapala, E. A., Laaka, T., Lintu, N., Poikkeus, A., & Wesgate, K. (2016). Physical activity and sedentary time in relation to academic achievement in children. Journal of Science and Medicine in Sport. Retrieved from http://dx.doi.org/10.1016/j.jsams.2016.11.003
    Braniff, C. (2011). Perceptions of an active classroom: Exploration of movement and collaboration with fourth grade students. Networks, 13(1). Retrieved from http://journals.sfu.ca/uwmadison/index.php/networks/article/viewFile/282/461
    Budde, H., Voelcker-Rehage, C., Pietrabyk Kendziorra, S., Ribeiro, P, & Tidow, G. (2008). Acute coordinative exercise improves attentional performance across the human lifespan. Neuroscience Letters, 441(2), 219223.
    Burden, P. (2006). Classroom management: Creating a successful K–12 learning community. Hoboken, NJ: John Wiley & Sons.
    Burkhalter, T. M., & Hillman, C. H. (2011). A narrative review of physical activity, nutrition and obesity to cognition and scholastic performance across the human lifespan. Advances in Nutrition, 2(2), S201S2016.
    Caine, R., Caine, G., McClintic, C., & Klimek, K. (2009). The 12 brain/mind learning principles in action: Developing executive functions of the human brain. Thousand Oaks, CA: Corwin.
    Campbell, L., Campbell, B., & Dickson, D. (2004). Teaching and learning through multiple intelligences. New York, NY: Pearson.
    Castelli, D. M., Glowacki, E., Barcelona, J. M., Calvert, H. G., & Hwang, J. (2015). Active education: Growing evidence on physical activity and academic performance. San Diego, CA: Active Living Research. Retrieved from http.//www.activelivingresearch.org
    Castelli, D. M., Hillman, C. H., Buck, S. M., & Erwin, H. (2007). Physical fitness and academic achievement in 3rd and 5th grade students. Sports Exercise Psychology, 29(2), 239252.
    Castelli, D. M., Hillman, C. H., Hirsch, J., Hirsch, A., & Drollette, E. (2011). Fit kids: Time in target heart zone and cognitive performance. Preventative Medicine, 52, 5559.
    Centers for Disease Control and Prevention. (2018, June 5). Hearing loss in children. Centers for Disease Control and Prevention. Retrieved from http://www.cdc.gov/ncbddd/hearingloss/index.html
    Chaddock, L., Erickson, K. I., Prakash, R. S., Kim, J. S., Voss, M. W., VanPatter, M., Pontifex, M. B., … & Hillman, C. H. (2010a). A neuroimaging investigation of the association between aerobic fitness, hippocampal volume, and memory performance in preadolescent children. Brain Research, 1358, 172183.
    Chaddock, L., Erickson, K. I., Prakash, R. S., VanPatter, M., Voss, M. W., Pontifex, M. B., Raine, L. B.,...& Kramer, A. F. (2010b). Basal ganglia volume is associated with aerobic fitness in preadolescent children. Developmental Neuroscience, 32(3), 249256.
    Chaddock, L., Erickson, K. I., Prakash, R. S., Voss, M. W., VanPatter, M., Pontifex, M. B., Hillman, C. H., & Kramer, A. F. (2012). A functional MRI investigation of the association between childhood aerobic fitness and neurocognitive control. Biological Psychology, 89(1), 260268.
    Chaddock, L., Hillman, C. H., Buck, S. M., & Cohen, N. J. (2011). Aerobic fitness and executive control of relational memory in preadolescent children. Medicine and Science in Sport and Exercise, 43(2), 344.
    Chaddock, L., Kramer, A. F., Hillman, C. H., & Pontifex, M. B. (2011). A review of the relation of aerobic fitness and physical activity to brain structure and function in children. Journal of the International Neuropsychological Society, 17(6), 975985.
    Chaddock-Heyman, L., Erickson, K. I., Holtrop, J. L., Voss, M. W., Pontifex, M. B., Raine, L. B., Hillman, C. H., & Kramer, A. F. (2014). Aerobic fitness is associated with greater white matter integrity in children. Frontiers in Human Neuroscience, 8, 584.http://dx.doi.org/10.3389/fnhum.2014.00584
    Chaddock-Heyman, L., Erickson, K. I., Kienzler, C., King, M., Pontifex, M. B., Raine, L. B., Hillman, C. H., & Kramer, A. F. (2015). The role of aerobic fitness in cortical thickness and mathematics achievement in preadolescent children. https://doi.org/10.1371/journal.pone.0134115
    Chang, Y. K., & Etnier, J. L. (2009). Effects of an acute bout of localized resistance exercise on cognitive performance in middle-aged adults: A randomized controlled trial study. Psychology of Sport and Exercise, 10(1), 1924.
    Cheung, A., & Slavin, R. (2012, May 21). How features of educational technology applications affect student reading outcomes: A meta-analysis. ScienceDirect. Retrieved from https://www.sciencedirect.com/science/article/pii/S1747938X12000401
    Cheung, A., & Slavin, R. (2013, January 18). The effectiveness of educational technology applications for enhancing mathematics achievement in K–12 classrooms: A meta-analysis. ScienceDirect. Retrieved from https://www.sciencedirect.com/science/article/pii/S1747938X13000031
    Chih, C. H., & Chen, J. F. (2011). The relationship between physical education performance, fitness tests, and academic achievement in elementary school. International Journal of Sport and Society, 2(1), 6573.
    Childhood Obesity Foundation. (2015). What are the complications of childhood obesity? Childhood Obesity Foundation. Retrieved from http://childhoodobesityfoundation.ca/what-is-childhood-obesity/complications-childhood-obesity/
    Coe, D. P., Pivarnik, J. M., Womack, C. J., Reeves, M. J., & Malina, R. M. (2012). Health-related fitness and academic achievement in middle school students. The Journal of Sports Medicine and Physical Fitness, 52(6), 654660.
    Cohen, H. (2017, November 16). How we consume content now (and what it means for your marketing). [Infographic]. Heidi Cohen actionable marketing guide. Retrieved from https://heidicohen.com/infographic-how-we-consume-content-now-what-it-means-for-your-marketing/
    Committee on Physical Activity and Physical Education in the School Environment: Food and Nutrition Board; Institute of Medicine. (2013, October 30). Educating the student body: Taking physical activity and physical education to school. Washington (DC): National Academy Press. (H. W. Kohl III & H. D. Cook, Eds.). Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK201497/
    D’Agostino, E. M. (2016). The effects of health-related fitness on school attendance in New York City 6th–8th grade youth. CUNY Academic Works. Retrieved from http://academicworks.cuny.edu/gc_etds/1561
    Daum, K. (2013, August 23). 5 ways to overcome the naysayers. Inc.com. Retrieved from https://www.inc.com/kevin-daum/5-ways-to-overcome-the-naysayers.html
    Davis, C. L., Tomporowski, P. D., McDowell, J. E., Austin, B. P., Miller, P. H., Yanasak, N. E., Allison, J. D., & Naglieri, J. A. (2011). Exercise improves executive function and achievement and alters brain activation in overweight children: A randomized, controlled trial. Health Psychology, 30(1), 9198.
    Donnelly, J. E., & Lambourne, K. (2011). Classroom-based physical activity, cognition, and academic achievement. Preventative Medicine, 52(1), S36S42.
    Donnelly, J. E., Greene, J. L., Gibson, C. A., Smith, B. K., Washburn, R. A., Sullivan, D. K., DuBose, K., … & Ryan, J. J. (2009). Physical activity across the curriculum (PAAC): A randomized controlled trial to promote physical activity and diminish overweight and obesity in elementary school children. Preventive Medicine, 49(4), 336341.
    Dunkley, V. L. (2012, July 23). Electronic screen syndrome: An unrecognized disorder? Psychology Today. Retrieved from https://www.psychologytoday.com/us/blog/mental-wealth/201207/electronic-screen-syndrome-unrecognized-disorder
    EdTech Staff. (2017, February 1). More than 50 percent of teachers report 1:1 computing. EdTech. Retrieved from https://edtechmagazine.com/k12/article/2017/02/more-50-percent-teachers-report-11-computing
    Edwards, J. U., Mauch, L., & Winkleman, M. R. (2011). Relationship of nutrition and physical activity behaviors and fitness measures to academic performance for sixth graders in a Midwest city school district. Journal of School Health, 81, 6573.
    Ehmke, R. (2018, August 6). How using social media affects teenagers. Child Mind Institute. Retrieved from https://childmind.org/article/how-using-social-media-affects-teenagers/
    Ellemberg, D., & St-Louis-Deschenes, M. (2010). The effect of acute physical exercise on cognitive function during development. Psychology of Sport and Exercise, 11(2), 122126.
    Erickson, K. I., Voss, M. W., Prakash, R. S., Basak, C., Szabo, A., Chaddock, L., Kim, J. S.,…& White, S. M. (2011). Exercise training increases the hippocampus and improves memory. Proceedings of the National Academy of Sciences of the United States of America, 108(7), 30173022.
    Eveland-Sayers, B. M., Farley, R. S., Fuller, D. K., Morgan, D. W., & Caputo, J. L. (2009). Physical fitness and academic achievement in elementary school children. Journal of Physical Activity and Health, 6(1), 99.
    Fedewa, A. L., & Ahn, S. (2011). The effects of physical activity and physical fitness on children’s achievement and cognitive outcomes: A meta-analysis. Research Quarterly for Exercise and Sport, 82(3), 521535.
    Fine, D. (2014). Beyond texting: The fine art of face-to-face communication for teenagers. Greenwood Village, CO: Canon.
    Fine, D. (2017, December 7). 8 steps to teaching teens how to make conversation. Huffpost. Retrieved from https://www.huffingtonpost.com/debra-fine/8-steps-to-teaching-teens_b_5233380.html
    Firth, J., Richards, J., Rosenbaum, S., Schuch, F. B., Sui, X., Stubbs, B., & Ward, P. B. (2016). Are lower levels of cardiorespiratory fitness associated with incident depression? A systematic review of prospective cohort studies. Preventative Medicine, 93, 159164.
    Friedrich, C. (2016, May 15). 5 brain-boosting chemicals released during exercise. Cathe. Retrieved from https://cathe.com/5-brain-boosting-chemicals-released-during-exercise/
    Gable, S., Krull, J. L., & Chang, Y. (2012). Boys and girls weight status and math performance from kindergarten entry through fifth grade: A mediated analysis. Child Development, 83(5), 18221839.
    Gaille, B. (2017, May 20). 17 average attention span statistics and trends. Brandon Gaille. Retrieved from https://brandongaille.com/average-attention-span-statistics-and-trends/
    Garcia, L., & Thornton, O. (2015, April 29). The enduring importance of parental involvement. NEAToday. Retrieved from http://neatoday.org/2014/11/18/the-enduring-importance-of-parental-involvement-2/
    Gardner, H. (1983). Frames of mind. New York, NY: Basic Books.
    Gavin, M. L. (2015). Why exercise is wise. TeensHealth. Retrieved from http://kidshealth.org/en/teens/exercise-wise.html?ref=search
    Gazzaley, A., & Rosen, L. (2016). The distracted mind: Ancient brains in a high-tech world. Cambridge, MA: MIT Press.
    Godlewski, N. (2016, July 12). Teens say they’re ditching texting for Snapchat because it’s more casual. Business Insider. Retrieved from https://www.businessinsider.com/teens-message-in-snapchat-2016-7
    Grieco, L. A., Jowers, E. M., & Bartholomew, J. B. (2009). Physically active academic lessons and time on task: The moderating effect of body mass index. Medicine and Science in Sports and Exercise, 41(10), 19211926.
    Hamilton, M. (2008). Too little exercise and too much sitting: Inactivity physiology and the need for new recommendations on sedentary behavior. Current Cardiovascular Risk Report, 2(4), 292298.
    HealthCorps. (2016, May 19). Is your teen suffering with neck pain? HealthCorps. Retrieved from https://www.healthcorps.org/teen-suffering-neck-pain/
    Hillman, C. H., Buck, S. M., Themanson, J. T., Pontifex, M. B., & Castelli, D. M. (2009). Aerobic fitness and cognitive development: Event-related brain potential and task performance indices of executive control in preadolescent children. Developmental Psychology, 45, 114129.
    Hillman, C. H., Erickson, K. I., & Kramer, A. F. (2008). Be smart, exercise your heart: Exercise effects on brain and cognition. National Review Neuroscience, 9(1), 5865.
    Hillman, C. H., Pontifex, M. B., Raine, L. B., Castelli, D. M., Hall, E. E., & Kramer, A. F. (2009). The effect of acute treadmill walking on cognitive control and academic achievement in preadolescent children. Neuroscience, 159(3), 10441054
    Howard, J. (2016). Americans devote more than 10 hours a day to screen time, and growing. CNN. Retrieved from https://www.cnn.com/2016/06/30/health/americans-screen-time-nielsen/
    Hsin, W. J., & Cigas, J. (2013). Short videos improve student learning in online education. Journal of Computing Sciences in Colleges, 28, 253259.
    Hurley, K. (2018, February 13). Social media and teens: How does social media affect mental health? Psycom. Retrieved from https://www.psycom.net/social-media-teen-mental-health
    Is social networking changing childhood? (2009, August 10). Common Sense Media. Retrieved from https://www.commonsensemedia.org/about-us/news/press-releases/is-social-networking-changing-childhood
    Jane. (2013). 6 core human needs by Anthony Robbins. Habits for Wellbeing. Retrieved from https://www.habitsforwellbeing.com/6-core-human-needs-by-anthony-robbins/
    Jensen, E. (2000). Learning with the body in mind. San Diego, CA: The Brain Store.
    Jensen, E. (2008). Brain-based learning: The new paradigm of teaching. Thousand Oaks, CA: Corwin.
    Jolly, J. (2018, April 3). Tech neck, texting thumb: Our bad tech habits leave us in pain. Here’s how to feel better. USA Today. Retrieved from https://www.usatoday.com/story/tech/columnist/2018/04/03/tech-neck-texting-thumb-top-bad-tech-habits-and-how-fix-them/443637002/
    Kelly, R. (2018, January 11). 7 ed tech trends to watch in 2018. Campus Technology. Retrieved from https://campustechnology.com/Articles/2018/01/11/7-Ed-Tech-Trends-to-Watch-in-2018.aspx?Page=3
    Kibbe, D. E., Hackett, J., Hurley, M., McFarland, A., Schubert, K. G., Schultz, A., & Harris, S. (2011). Ten years of TAKE 10: Integrating physical activity with academic concepts in elementary school classrooms. Preventive Medicine, 52(Supplement), S43S50.
    Kluger, J. (2012). We never talk anymore: The problem with text messaging. Time. Retrieved from http://techland.time.com/2012/08/16/we-never-talk-anymore-the-problem-with-text-messaging/
    Konigs, M., Oosterlaan, J., Scherder, E., & Verbeurgh, L. (2014). Physical exercise and executive functions in preadolescent children, adolescents, and young adults: A meta-analysis review. British Journal of Sports Medicine, 48(12), 973979.
    Kuczala, M., & Lengel, T. (2018). Ready, set, go: The kinesthetic classroom 2.0. Thousand Oaks, CA: Corwin.
    Landmark Report: U.S. teens use an average of nine hours of media per day, tweens use six. (2015, November 3). Common Sense Media. Retrieved from https://www.commonsensemedia.org/about-us/news/press-releases/landmark-report-us-teens-use-an-average-of-nine-hours-of-media-per-day
    Lawson, C. (2002). The connections between emotions and learning. The Center for Development & Learning. Retrieved from http://www.cdl.org/articles/the-connections-between-emotions-and-learning/
    Lengel, T., & Kuczala, M. (2010). The kinesthetic classroom: Teaching and learning through movement. Thousand Oaks, CA: Corwin.
    Lenhart, A. (2007, June 27). Cyberbullying. Pew Research Center. Retrieved from http://www.pewinternet.org/2007/06/27/cyberbullying/
    Lenhart, A., Ling, R., Campbell, S., & Purcell, K. (2010, April 20). Teens and mobile phones. Pew Research Center. Retrieved from http://www.pewinternet.org/2010/04/20/teens-and-mobile-phones/
    London, R. A., & Castrechini, S. (2011). A longitudinal examination of the link between youth physical fitness and academic achievement. Journal of School Health, 81(7), 400408.
    Medina, J. (2008). Brain Rules. Seattle, WA: Pear Press.
    Mercola, J. (2012, September 28). Physical fitness in childhood linked to higher reading and math scores. Mercola. Retrieved from https://fitness.mercola.com/sites/fitness/archive/2012/09/28/physical-activity-improves-academic-performance.aspx
    Misra, S., Cheng, L., Genevie, J., & Yuan, M. (2014). The iPhone effect: The quality of in-person social interactions in the presence of mobile device. Environment & Behavior, 124.
    Mitchell, M. (2009). Physical activity may strengthen children’s ability to pay attention. University of Illinois at Urbana-Champaign: New Bureau.
    Moize, J., & Hess, C. (2017). ABL primary lab manual (
    2nd
    ed., Vol 1). Huger, SC: Kidsfit.
    Mullender-Wijnsma, M. J., Hartman, E., de Greeff, J. W., Bosker, R. J., Doolaard, S., & Visscher, C. (2015). Moderate-to-vigorous physically active academic lessons and academic engagement in children with and without a social disadvantage: A within subject experimental design. BMC Public Health, 15(404). 10.1186/s12889-015-1745-y
    Mullender-Wijnsma, M. J., Hartman, E., de Greeff, J. W., Doolaard, S., Bosker, R. J., & Visscher, C. (2016). Physically active math and language lessons improve academic achievement: A cluster randomized controlled trial. Pediatrics, 137, e20152743. doi: http://dx.doi.org/10.1542/peds.2015-2743.
    National Geographic. (2018, April 25). Tech’s impact on young brains: America inside out with Katie Couric. YouTube [video]. Retrieved from http://www.youtube.com/watch?v=cK6p8VyyvCs
    Nielsen. (2017, February 28). Mobile kids: The parent, the child and the smartphone. The Nielsen Company. Retrieved from https://www.nielsen.com/us/en/insights/news/2017/mobile-kids--the-parent-the-child-and-the-smartphone.html
    Nkere, N. (2014, January 5). Guiding principles. Brain Based Learning. Retrieved from http://www.brainbasedlearning.net/guiding-principles-for-brain-based-education/
    Oberparleiter, L. (2004). Brain-based teaching and learning. Department of Education, Gratz College. Graduate Course Training Manual. Randolph, NJ: Center for Lifelong Learning.
    Oberparleiter, L. (2011). The role of emotion and reflection in student achievement. Bloomington, IN: AuthorHouse.
    Owen, N., Healy, G. N., Matthews, C. E., & Dunstan D. W. (2010). Too much sitting: The population health science of sedentary behavior. Exercise and Sport Science Reviews, 38(3), 105113.
    Packer, L. (2015, August 10). Hearing loss among kids and teens. Healthy Hearing. Retrieved from https://www.healthyhearing.com/report/52500-Hearing-loss-among-kids-and-teens
    Pesce, C., Crova, C., Cereatti, L, Casella, R., & Bellucci, M. (2009). Physical activity and mental performance in preadolescents: Effects of acute exercise on free-recall memory. Mental Health and Physical Activity, 2(1), 1622.
    Pica, R. (2006). A running start: How play, physical activity, and free time create a successful child. New York, NY: Marlowe and Company.
    Pierce, T. (2009, July 11). Social anxiety and technology: Face-to-face communication versus technological communication among teens. Computers in Human Behavior. Retrieved from https://www.sciencedirect.com/science/article/pii/S0747563209000971
    Piliouras, T., Yu, R., Villanueva, K., Chen, Y., Robillard, H., Berson, M.,…& Attre, M. (2014). A deeper understanding of technology is needed for workforce readiness—Playing games, texting, and tweets aren’t enough to make students tech-savvy. Retrieved from http://www.asee.org/documents/conferences/annual/2016/Zone1-Best-Paper.pdf
    Pontifex, M. B., Saliba, B. J., Raine, L. B., Picchietti, D. L., & Hillman, C. H. (2013). Exercise improves behavioral, neurophysiologic, and scholastic performance in children with ADHD. Journal of Pediatrics, 162, 543551.
    Przybylski, A. K., & Weinstein, N. (2012). Can you connect with me now? How the presence of mobile communication technology influences face-to-face conversation quality. Journal of Social and Personal Relationships, 110.
    Putnam, S. C. (2003, February). Attention deficit: Medical or environmental disorder? Principal Leadership, 3(6), 5961.
    Radiological Society of North America. (2016, November 30). Aerobic exercise preserves brain volume and improves cognitive function. ScienceDaily. Retrieved from http://www.sciencedaily.com/releases/2016/11/161130130916.htm
    Rasberry, C. N., Lee, S. M., Robin, L., Laris, B. A., Russell, L. A., Coyle, K. K., & Nihiser, A. J. (2011). The association between school-based physical activity, including physical education, and academic performance: A systematic review of the literature. Preventative Medicine, 52(Supplement 1), S10S20.
    Ratey, J. (2008). SPARK: The revolutionary new science of exercise and the brain. New York, NY: Bantam Books.
    Reed, J. A., Einstein, G., Hahn, E., Hooker, S. P., Gross, V. P., & Kravitz, J. (2010). Examining the impact of integrating physical activity on fluid intelligence and academic performance in an elementary school setting: A preliminary investigation. Journal of Physical Activity and Health, 7(3), 343351.
    Richtel, M. (2010, August 24). Digital devices deprive brain of needed downtime. The New York Times. Retrieved from https://www.nytimes.com/2010/08/25/technology/25brain.html
    Rideout, V. (2011). Zero to eight: Children’s media use in America. San Francisco, CA: Common Sense Media. Retrieved from https://www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america
    Robinson, T., Banda, J., Hale, L., Shirong Lu, A., Fleming-Milici, F., Calvert, S., & Wartella, E. (2017, November). Screen media exposure and obesity in children and adolescents. Pediatrics, 140(Supplement 2). Retrieved from http://pediatrics.aappublications.org/content/140/Supplement_2/S97.long
    Rosen, L. (2012). iDisorder: Understanding our obsession with technology and overcoming its hold on us. New York, NY: Palgrave Macmillan.
    Singh, A., Uijtdeweilligen, L., Twisk, J. W. R, van Mechelen, W., & Chinapaw. M. J. M. (2012). Physical activity and performance in school: A systematic review of the literature including a methodological quality assessment. Archives of Pediatrics and Adolescent Medicine, 166(1), 4955.
    Sinicropi, S. (2016, September 9). 5 simple steps to prevent tech neck. Spine-health. Retrieved from https://www.spine-health.com/blog/5-simple-steps-prevent-tech-neck
    Smith, P. J., Blumenthal, J. A., Hoffman, B. M., Cooper, H., Strauman, T. A., Welsh-Bohmer, K., Browndyke, J. N., & Sherwood, A. (2010). Aerobic exercise and neuro-cognitive performance: A meta-analytic review of randomized controlled trials. Psychosomatic Medicine, 72(3), 239252.
    Sousa, D. (2017). How the brain learns. Thousand Oaks, CA: Corwin.
    Stagman, S., & Cooper, J. L. (2010, April). Children’s mental health: What every policymaker should know. National Center for Children in Poverty. Retrieved from http://www.nccp.org/publications/pdf/text_929.pdf
    Starr, L. (2003). Technology in the classroom: How teachers view technology. Education World. Retrieved from https://www.educationworld.com/a_tech/tech/tech180.shtml
    Tan, B. W. Z., Pooley, J. A., & Speelman C. P. (2016). A meta-analytic review of the efficacy of physical exercise interventions on cognition in individuals with autism spectrum disorder and ADHD. Journal of Autism and Developmental Disorders, 46(9), 31263143.
    Tandon, P. S., Zhou, C., Lozano, P., & Christakis, D. A. (2011). Preschoolers’ total daily screen time at home and by type of child care. Journal of Pediatrics, 158, 297300.
    Thomas, A. G., Dennis, A., Bandettini, P. A., & Johansen-Berg, H. (2012). The effects of aerobic activity on brain structure. Frontiers in Psychology, 3, 19.
    Thompson, R. (2017, April 20). How modern technology is damaging our hearing. Healthy Hearing. Retrieved from https://www.healthyhearing.com/report/52747-How-modern-technology-is-damaging-our-hearing
    Tomporowski, P. D., Davis, C. L., Lambourne, K., Gregoski, M., & Tkacz, J. (2008). Task switching in overweight children: Effects of acute exercise and age. Sports Exercise Psychology, 30, 497511.
    Tomporowski, P. D., Davis, C. L., Miller, P. H., & Naglieri, J. A. (2008). Exercise and children’s intelligence, cognition, and academic achievement. Educational Psychology Review, 20, 111131.
    Tomporowski, P. D., Lambourne, K., & Okumura, M. S. (2011). Physical activity interventions and children’s mental function: An introduction and overview. Preventative Medicine, 52(Supplement 1), S3S9.
    Tomporowski, P. D., McCullick, B., Pendleton, D. M., & Pesce, C. (2015). Exercise and children’s cognition: The role of exercise characteristics and a place for metacognition. Journal of Sport and Health Medicine, 4(1), 4755. https://doi.org/10.1016/j.jshs.2014.09.003
    Trost, S. G., & van der Mars, H. (2009). Why we should not cut P.E. Educational Leadership, 67(4), 6065.
    Trudeau, F., & Shepard, R. J. (2008). Physical education, school physical activity, sports and academic performance. International Journal of Behavioral Nutrition and Physical Activity, 5, 10.
    Trudeau, F., & Shephard, R. J. (2010). Relationships of physical activity to brain health and the academic performance of schoolchildren. American Journal of Lifestyle Medicine, 4, 138150.
    Twenge, J. (2017, November 19). Perspective: Teenage depression and suicide are way up—and so is smartphone use. Washington Post. Retrieved from https://www.washingtonpost.com/national/health-science/teenage-depression-and-suicide-are-way-up--and-so-is-smartphone-use/2017/11/17/624641ea-ca13-11e7-8321-481fd63f174d_story.html
    Twenge, J. M. (2018, January 6). Why Teens Aren’t Partying Anymore. Wired. Retrieved from https://www.wired.com/story/why-teens-arent-partying-anymore/
    U.S. Department of Health & Human Services. (2017, January 26). Facts & statistics. President’s Council on Sports, Fitness & Nutrition. Retrieved from https://www.hhs.gov/fitness/resource-center/facts-and-statistics/index.html
    U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, & Division of Adolescent and School Health. (2010, July). The association between school-based physical activity, including physical education, and academic performance. Retrieved from https://www.cdc.gov/healthyyouth/health_and_academics/pdf/pa-pe_paper.pdf
    Van Dusen, D. P., Kelder, S. H., Kohl III, H. W., Ranjit, N., & Perry, C. L. Associations of physical fitness and academic performance among schoolchildren. Journal of School Health, 81(12), 733740.
    Welk, G. J., Jackson, A. W., Morrow, J., James, R., Haskell, W. H., Meredith, M. D., & Cooper, K. H. (2010). The association of health-related fitness with indicators of academic performance in Texas Schools. Research Quarterly for Exercise and Sport, 81(Supplement 2), S16S23.
    Weng, C-B., Qian, R-B., Fu, X-M., Lin, B., Han, X-P., Niu, C-S., & Wang, Y-H. (2013, August). Gray matter and white matter abnormalities in online game addiction. European Journal of Radiology, 82(8), 13081312. doi: http://dx.doi.org/10.1016/j.ejrad.2013.01.031.
    Widenhorn-Muller, K., Hille, K., Klenke, J., & Weiland, U. (2008). Influence of having breakfast on cognitive performance and mood in 13- to 20-year-old high school students: Results of a crossover trial. Pediatric, 122(2), 279284.
    Wiley-Blackwell. (2009, January). Physically fit kids do better in school. ScienceDaily. Retrieved from http://www.sciencedaily.com/releases/2009/01/090128113246.htm
    Winterfeld, A. (2007). PE makes a comeback. State Legislatures Magazine, 33(10), 3637.
    Wittberg, R., Cottrell, L. A., Davis, C. L., & Northrup, K. L. (2010). Aerobic fitness thresholds associated with fifth grade academic achievement. American Journal of Health Education, 41(5), 284291.
    Womack, C. J., Reeves, M. J., & Malina, R. M. (2012). Health-related fitness and academic achievement in middle school students. Journal of Sports Medicine and Physical Fitness, 52(6), 654660.
    Wootan, F. C., & Mulligan, C. H. (2007). Not in my classroom: A teacher’s guide to effective classroom management. Avon, MA: Adams Media.
    Wooten Green, A. (2016). Physical education and recess improve behavior, test scores. Carolina Parent. Retrieved from http://www.carolinaparent.com/Physical-Education-and-Recess-Improve-Behavior-Test-Scores/

    • Loading...
Back to Top

Copy and paste the following HTML into your website