Teachers are aware of the importance of student attention and use many strategies for maintaining student focus in their classrooms.
Over the past 10 years, researchers have explored new and alternative ways to increase student attention that directly impact learning. Students who experience simultaneous brain and body physical engagement designed to promote learning improve readiness for subsequent academic tasks. This alternative teaching strategy is based on the growing research evidence of the link between physical activity and learning.1-4
The TAKE 10!® program has been based in part on the theoretical research in brain-based learning, which suggests that whole-body and cross-lateral movements can stimulate the prefrontal cortex—the area of the brain used in general learning and specifically problem solving in humans.5 Cross-lateral movements are those that involve one or more limbs being moved repetitively across the body’s vertical mid-line. In theory, this repetition opens up neural pathways that facilitate both the readiness to learn (attention) and the ability of the brain to develop (that is, “learn new information”).4,5
Click here to download more information on the TAKE 10! theoretical basis.
1. Dwyer T, Blizzard L, Dean K. Physical activity and performance in children. Nutr Rev. 1996;54:S27-S31.
2. Sallis JF, Mckenzie TL, Kolody B, Lewis M, Marshall S, Rosengard P. Effects of health-related physical education on academic achievement: Project SPARK. Res Q Exerc Sport. 1999;70:127-134.
3. Shephard RJ. Habitual physical activity and academic performance. Nutr Rev. 1996;54(Suppl):S32-S36.
4. Shephard RJ. Curricular physical activity and academic performance. Ped Exerc Sci. 1997;9:113-126.
5. Jensen E. How Julie's brain learns. Educational Leadership. 1998;56(3):41-45.