Movement Breaks in the Classroom

A Resource for Post-Primary Schools

 © NCSE 2020

National Council for Special Education (NCSE) Support Service

2 Mill Street,
Townparks South,
Trim,
Co. Meath.
Web: www.ncse.ie

This resource book was developed by Senior Occupational Therapists working

with the National Council for Special Education and the NCSE ‘Occupation Therapy
Support Service for Schools Project’ based at the University of Limerick.
Table of Contents
Section 1: Introduction 2

Section 2: What Do I Need To Consider In Choosing The Right

Movement Break? 3

Section 3: What Movement Activities Can I Incorporate Into

My Classroom? 7

a) Alerting Movements (Seated) 8

b) Alerting Movements (Standing) 10

c) Calming/Organising Movements (Seated and Standing) 14

Section 4: What Strategies Can Support Me To Implement

Movement Breaks Effectively? 22

a) How can I support students to transition back to learning? 22

b) How can I integrate movement into academic learning? 22

c) How can I encourage student participation and ownership? 23

d) What are the key messages to remember? 26

References 27

Appendices 29

Movement Breaks in the Classroom: A Resource for Post-Primary Schools 1

Section 1: Introduction
COVID-19 has had a huge impact on schools in this academic year. Schools have responded by
adapting and changing how they operate. This resource and the accompanying video aim to aid
teachers and schools to support learning and engagement in the classroom.

The ‘COVID-19 Response Plan for the safe and sustainable reopening of Post Primary Schools’, outlines
that maintaining physical distancing in the school environment is a key control for minimising the
risk of introduction and spread of COVID-19. These new measures mean students will spend a large
portion of the school day in a classroom with reduced opportunities for movement.

This resource provides a guide for teachers on introducing planned movement into classrooms. It
is recognised that schools are under a lot of pressure at this time, and we would like to encourage
teachers to try some of the movement suggestions in this guide and identify what works for
them and their students.

Movement plays an important role in the classroom. Movement underpins the development of
gross and fine motor skills, physical fitness, language and communication, self-esteem, confidence
and learning (Erwin, et al. 2012; Macvier et al., 2019). Incorporating movement into the classroom
can support students to:

• Maintain concentration and attention (Hoza et al., 2015).

• Regulate energy levels (Mac Cobb, Fitzgerald & O’Keeffe, 2014).
• Expand their toolkit of self-regulation strategies (Shanker, 2013).

The National Educational Psychology Service (NEPS) wellbeing toolkit for post primary schools
recommends school staff empower students by teaching them to identify a range of tools and
strategies that they can use to self-regulate in the classroom. (For full access to these resources
see www.gov.ie/backtoschool). This resource will provide teachers with some tools and strategies
to support self-regulation through introducing planned movement into teaching and learning.

Disclaimer
All movement breaks should be carried out under the close supervision of a
teacher. The teacher is responsible for ensuring that movement breaks are
implemented safely an in line with COVID-19 public health guidelines for
schools.
It is important that the teacher is aware of the student’s ability levels and any
injuries so that movements selected are appropriate and accessible for all. The
teacher is responsible for carrying out an assessment of risk prior to using
movements in the classroom. Where relevant, it is advised to consult with a
student’s medical professional teams prior to engaging in these activities.

2 Movement Breaks in the Classroom: A Resource for Post-Primary Schools

Section 2: What Do I Need To Consider In
Choosing The Right Movement Break?
There are a number of factors we need to consider in order to choose an appropriate movement
break that students will be able to participate in safely and successfully. We need to think about the
student (Person), the context of the classroom (Environment) and the demands of the movement
activity (Occupation).

(Person)
Participation
in and
performance
Student of the movement
break

Context Movement
Activity

(Environment) (Occupation)

based on The Person Environment Occupation Model of Practice

(Law et al, 1996).

Student Factors
a) Student Year Group. You may need to tailor how you incorporate movement so that it is appealing
to the relevant age group you are working with.

b) Student Energy Levels. Determining student energy levels will allow you to decide if
you need to use energising movements, calming/organising movements or a combination of both.
Consider the visual on Page 4 to help you identify the energy levels within your class.’

Movement Breaks in the Classroom: A Resource for Post-Primary Schools 3

 What energy state are Signs to look Type of movement
the students in? out for recommended to
support regulation

High Moving in their seats, Calming/organising

energy fidgety, loud, noisy, activities.
restless, over active,
off task, disruptive,
hyperactive.

Just right Just enough energy, Movement breaks benefit

energy relaxed and alert, able even those who already
to focus, sitting upright, appear to be in a calm
paying attention, alert state. Movement can
listening, looking at benefit these students by
teacher/board, learning. enabling them to remain
in that state for longer.

Low Sluggish, sleepy, Alerting activities.

energy yawning, zoning out,
slouched posture, quiet,
hard to get engaged.

Class with a mix Some students have Follow a particular

of energy levels low energy, some just sequence of movement
right energy and some activities. Start with a
high energy. short alerting activity and
follow with a calming/
organising activity. This
helps everyone to finish in
a calm alert state.

Adapted from the Demonstration Project on In-School and Early Years Therapy Support (2019). Movement
break ideas for post-primary schools booklet.
4 Movement Breaks in the Classroom: A Resource for Post-Primary Schools
Movements that are fast, less predictable and have a quick tempo are generally alerting.

Movements that are slow, steady and use muscles for heavy work are generally calming and
organising.

If levels of alertness vary within your class, start with short alerting movements and end on
calming/organising movements to support students to be optimally regulated for the transition
back to learning (Ayres, 1998; Horwood, 2009; Wilbarger, 1995). Examples of alerting movements
and calming/organising movements will be provided in the following sections.

It can take time to tune into the different energy levels of your students. Encourage students to
notice how their body feels, before and after engaging in different movement activities. This can
support students to develop awareness of their energy levels. Students may find it supportive to
use a visual ‘energy meter’, such as the one below, to identify and communicate their energy levels
(Kuypers, 2011; Williams & Shellenberger, 1996).

Very High Energy

High Energy
Energy Meter:
Ask students to rate
Just Right Energy their energy levels
before and after
engaging in a
Low Energy movement activity.

Very Low Energy

c) Students’ Abilities and Strengths

Some students may need additional supports or adaptations to engage in movement breaks. Please
consider the following:

• Students’ physical abilities (where relevant, it is advisable to consult with students’ medical
and/or therapy teams prior to engaging in any movement activities).

• Students’ communication and learning needs. Clear instructions (verbal and/or written) on
how to complete movements safely help all students understand what they need to do. Some
students may need additional supports. We need to consider the language load of these tasks
and tailor our instructions to ensure all students understand and can follow them (for example
the demands of listening to a set of instructions, processing them and following/responding
can be challenging for students with Speech Language and Communication Needs (SLCN).
Consider how verbal prompting, physical demonstrations and visual supports (images/words/
symbols) can support and reinforce student understanding. Some students may benefit from a
visual outline of the steps of the movement; others may benefit from the support of a Special
Needs Assistant (SNA) to complete the movement.

Movement Breaks in the Classroom: A Resource for Post-Primary Schools 5

• Students Sensory Needs: Some students experience difference in how they respond to
sensory information, students may be over responsive and/or under responsive. When choosing
movements, be mindful of students’ sensory needs. It is important that the student feels safe
and comfortable to participate in the movements selected. If a student has an assessment
report detailing their sensory profile, please refer to that report for detailed information and/
or recommendations.

• Students’ confidence: Some students may be less comfortable or have less confidence, when
engaging in movement. Create a safe environment where the focus is on moving our bodies to
stay alert and not about ‘moving perfectly’. Encourage students to do what they can and what
they are comfortable with.

d) Student Interests

Incorporating student interests into movement breaks can help motivate students and maximise
participation. Consider:

• Using language relevant to student hobbies and interests to describe movement breaks.
Including a ‘challenge’ or ‘game’ element.
• Involving students in the design and selection of movement ideas.

• Providing students with roles (e.g. time keeper, rep counter, demonstrator, etc.).

• Provide students with a choice (e.g. would X or Y be more helpful for you to do?)

Contextual Factors
a) How much space is available for students to complete the movements?

b) Students need to be able to participate in movements safely and in line with your schools’
COVID-19 regulations.

c) How much time do you have available to complete the movement break? Short movement
breaks, even just 2-3 minutes, can be beneficial in supporting students to maintain focus and
attention in the classroom.

d) Do you need any resources to do the movement? A wall, desk, chair, timer?

e) It is important to select movements you as the teacher feel safe and comfortable to engage in.
You may like to incorporate movements you have experience of doing and have an interest in.

6 Movement Breaks in the Classroom: A Resource for Post-Primary Schools

Section 3: What Movement Activities
Can I Incorporate Into My Classroom?
It is important for students and teachers to pay attention to their bodies when participating in
movement activities and to stop if they feel uncomfortable at any point. We are aware that in these
current times, wearing masks when completing movement activities can be more challenging. We
encourage teachers and students to go at their own pace and participate safely.

When introducing new movements to your class it

is important to model the movement steps clearly,
using visual cues and communication supports as
appropriate. The types of supports you use will depend
on the needs of students in your classroom but
examples could include: Visual Schedules, First-Then
Boards or Choice Boards. Here is an example of a First-
Then board to visually support jumping jacks.
First Then

Decide on the number of repetitions and the amount of time you want to allocate to each
exercise in your movement sequence. As per the Return to School Guidance for Practical Subjects
in Post-Primary Schools and Centres for Education, it is important to be mindful that with more
vigorous exercise the area of spread of respiratory droplets is greater. It is therefore important to
consider the amount of time spent doing a movement, repetitions completed and the sequence of
movements. Movement breaks don’t have to be lengthy. Short regular bursts of movement can be
effective for regulating energy.

If levels of alertness vary within your class, it can be helpful to start with short alerting
movements and end on a calming/organising movement to support students to be optimally
regulated for the transition back to learning. Observe your students’ responses to movement and
seek student feedback to identify how different movements impact your class groups’ energy levels.

Alerting Calming Transition to

Activities Organisning Activities Learning Activities

This section outlines different movement activities that can be completed in a seated or standing
position in any classroom.

Movement activities are divided into

a) Alerting Movements (Seated)

b) Alerting Movements (Standing)
c) Calming/Organising Movements (Seated and Standing)

Movement Breaks in the Classroom: A Resource for Post-Primary Schools 7

a) Alerting Movements (Seated)
The following are instructions for leading alerting movements in the classroom that are completed
in a seated position. The movements below provide general recommendations on the amount of
time to spend doing a movement and the number of repetitions to complete. However, as per
guidance in section 2 and 3, it is advised that teachers should be mindful of the space available,
individual students’ needs and the COVID-19 school guidelines and guidance when choosing a
movement to use.

Chair Aerobics
Ask students to pull their chairs out from their desk and sit up straight. Talk students through the
following movements, modelling the movement to support understanding.

i) Straight Leg Raisers: Keep your ankles together and extend your legs to a 180-degree angle
(until they are straight). Then lower back down. Continue for 20 repetitions.

ii) Squats: Sit up straight, put your hands behind your ears, feet flat on the floor and lean your
weight on your heels. Try keep your back straight but not rigid. Looking straight ahead can help.
On a slow count of 1-5, stand up, then lower back down again to another slow count of 1-5.
Continue for 5 repetitions.

iii) Tummy Crunchers: Sit with your weight towards the front of the seat and your arms behind
you, holding on to the back of the seat. Then bring both knees up together towards the chest.

iv) Punching Arms: This can be done seated or standing. Using two hands punch the air in front of
you for 1-3 minutes at any speed. It is important to ensure there is enough clear space in front
of students. If standing, keep knees slightly bent and centre the core to maintain balance.

x 20 x 20

Straight Leg Raisers 1 Straight Leg Raisers 2

8 Movement Breaks in the Classroom: A Resource for Post-Primary Schools

 Tummy Crunchers 1 Tummy Crunchers 2

Chair Sports (adapted from Drew & Atter, 2009)

Have the students sit on the edge of their chairs while keeping their back straight. Option to play
music with a strong beat and talk students through the following actions.

i) Swimming: Move your arms as if doing the front or back crawl and kick your legs in front of
you with toes pointed.

ii) Cycling: Hold on to the seat of your chair and pedal your legs as if riding a bike.

iii) Paddling: Use an imaginary paddle to paddle a canoe (both sides).

Swimming Cycling

Movement Breaks in the Classroom: A Resource for Post-Primary Schools 9

b) Alerting Movements (Standing)
The following are instructions for leading alerting movements in the classroom that are completed
in a standing position. Adaptations are given where these movements can be completed in a seated
position if necessary. The movements below provide general recommendations on the amount of
time to spend doing a movement and the number of repetitions to complete. However, as per
guidance in section 2 and 3, it is advised that teachers should be mindful of the space available,
individual students’ needs and the COVID-19 school guidelines and guidance when choosing a
movement to use.
Marching On The Spot: March on the spot in
seated or standing. Lift your knees up high one at a
time and raise the opposite arm into the air. Lower
your leg and arm together. Aim to complete the
movement slowly whilst maintaining balance.

Jog On The Spot: Increase your speed and

transition from a march to a jog on the spot.

High Knees: Stand or sit with feet hip width apart.

Lift up your right knee as high as it will go and
raise your left arm in the air, then switch quickly
so that the left knee and right hand are up before
right foot and left hand are down. This is a quick
movement. Continue the exercise for as long as
needed. Marching On The Spot

Jumping Jacks 1 Jumping Jacks 2

Jumping Jacks or Half Jacks: Stand with your feet hip width apart and arms by your side. Jump by
moving your legs to the side and stretching your arms out like a star fish. Jump back into starting
position (legs centred and arms by your side). Another option is to complete the exercise without
the arms which is called a half jack.

10 Movement Breaks in the Classroom: A Resource for Post-Primary Schools

 Squat Hold Squat Jump

Squat Hold: Stand with feet hip width apart and lower into a squat position by bending your knees.
Keeping your spine straight, chest lifted and your knees behind your toes. Hold this position for
30 - 60 seconds. It can be helpful to have your arms out in front of your chest for balance.

Squat Jump: Ask students to first lower into a squat position. Then from there, jump straight up
and swing your arms overhead. Return to squat. Repeat for 30 seconds.

900

Quarter Turn Squat - Hold Quarter Turn Squat - Jump

Quarter Turn Squat Jumps: Ask students to first lower into a squat position. From there, using
your arms and legs to jump up and turn 90 degrees to the left. Land softly with your knees bent and
return to the squat position. Repeat and continue to turn 90 degrees until you face the front again.

Movement Breaks in the Classroom: A Resource for Post-Primary Schools 11

 Criss Cross Crunches 1 Criss Cross Crunches 2

Criss Cross Crunches: Stand with feet hip width apart and hands behind your head. Twist your
body by, bringing your left elbow down and across the body. Raise the right knee up and across to
meet the left elbow. Repeat with the right elbow and knee for 15-20 repetitions.

Hops / Air Skip: Hop on one leg and switch sides or complete two legged jumps pretending you
have a skipping rope.

900

Wall Push Up 1 Wall Push Up 2

Wall Push Up: Stand facing a clear wall, arm’s length from the wall. Extend your arms out to
measure the correct distance. Place both hands against the wall. Slowly lower your chest towards
the wall bending your elbows to a 90 degree angle. Pause once the upper arms form a 90 degree
angle. Push yourself back up to the starting position. Repeat 5 times.

12 Movement Breaks in the Classroom: A Resource for Post-Primary Schools

 900

Wall Sit 1 Wall Sit 2

Wall Sit: Stand tall against a wall with your head and back touching the wall. Stand with your feet
shoulder-width apart and a few inches away from the wall. Rest both arms at your sides. Bend
the knees and lower into a squat position until your thighs are parallel to the floor and hold the
position for 20-30 seconds. Return to starting position by straightening your knees and standing
tall again. Repeat once more.

Lunges 1 Lunges 2

Lunges: Stand with feet hip width apart and place hands on your hips. Step forward with your
left leg and slowly lower the right knee towards the ground until the front knee is bent at least 90
degrees. Keep the rear knee just off the floor. Keep the torso upright and look forward. Pause and
hold, then push off the front foot to return to the standing. Alternate with right and left leg one at
a time. Repeat to complete a lunge on each leg 5 times.

Movement Breaks in the Classroom: A Resource for Post-Primary Schools 13

c) Calming/Organising Movements (Seated and Standing)
The following are instructions for leading calming/organising movements in seated and standing
positions. The movements below provide general recommendations on the amount of time to spend
doing a movement and the number of repetitions to complete. However, as per guidance in section 2
and 3, it is advised that teachers should be mindful of the space available, individual students’ needs
and the COVID-19 school guidelines and guidance when choosing a movement to use.

This section contains three different types of calming/organising movements Muscle Work
Movements, Yoga Movements and Breathing/Relaxation Movements.

Chair Push Up 1 Chair Push Up 2

i. ‘Muscle Work’ Movements

Toe Raisers: Stand or sit with feet hip-

width apart. Raise your toes (not heels) off
the ground one at a time. Repeat 10 times.

Chair Push Up: Sitting on the edge of the

chair, grab the edges of the seat and push
up so your bottom is lifted off the chair.
Hold for 5-10 seconds.

Chair Pull Down: Grab the legs of the

chair in each hand and pull your bottom
into the chairs surface for 5 to 10 seconds.

Toe Raisers

14 Movement Breaks in the Classroom: A Resource for Post-Primary Schools

Textbook /School Bag Aerobics

Have the students take out a textbook or school bag and use them to do the following exercises:

• Bicep Curls: Hold the book in one hand and bend at the elbow to raise the book towards your
shoulder.

• Triceps Push Backs: Hold the book in one hand and lean forward over the desk with the other
hand holding the desk. Hold the arm up with the book parallel to the body, bend the elbow to
90°and raise and lower the book extending backward up to shoulder level.

900

Bicep Curls 1 Bicep Curls 2

Tricep Push Back 1 Tricep Push Back 2

Movement Breaks in the Classroom: A Resource for Post-Primary Schools 15

 900

Twists 1 Twists 2

• Twists: Hold the book to the chest

with both hands and twist slowly
from side to side.

• Overhead Lifts: Hold the book in

one or two hands and lift it above
the head in one smooth motion.
Hold for 10 seconds.

Overhead Lifts

16 Movement Breaks in the Classroom: A Resource for Post-Primary Schools

ii. Yoga Movements
Yoga and sports interventions have been identified as activities which positively support mental
health, behaviour and social participation of children and youth. Engagement in physical activities,
particularly those that enhance the mind–body connection can enhance mental health and support
students in developing their behaviour and emotional regulation skills (Cahill, Egan & Seber, 2020).

Breathing can help students attune to their bodily sensations, feelings and stress levels. It can help
calm and regulate students. In yoga, movements are guided by the breath and checking into the
breath before and after a sequence is recommended.

The following are examples of gentle upper body yoga movements which can be easily adapted
and completed in a seated or a standing position. Teachers can read aloud the sample scripts,
respecting the pauses, and demonstrating the movements to support students to participate
(Stephens, 2010).

Breathing: In a seated position, place both feet flat on the ground, feet and body facing
forward, (pause) straighten your back and spine, sitting upright in your chair. Slowly take a
deep breath in and out. Place one hand on your chest and the other hand on your stomach or
lower rib cage, (pause) slowly take a breath in through your nose (pause), feel your belly and
rib cage rise with each inhale and notice how your chest falls with each exhale. Sitting tall,
spend a few moments here.

Shoulder Stretch: Sit up nice and tall, take a deep breath in…and a slow long exhale. Now
drop the hands onto the knees. Roll shoulders forward and backwards in circular motions.
On an inhale squeeze shoulders up to the ears, hold (pause) and on an exhale slowly release.
Repeat this a number of times, noticing how the neck and shoulders feel.

Inhale Exhale

Breathing Shoulder Stretch

Movement Breaks in the Classroom: A Resource for Post-Primary Schools 17

 Side Stretch/Twist: Bring your right hand to the outer edge of your left leg. Bring you left hand behind
you for a gentle twist. Inhale lift your heart, exhale twist a little more. Release and come back to centre.
Repeat on the other side.
Cat/Cow: Gently move forward on your chair. Sitting straight and lengthening your spine long with
both feet on the ground. On an inhale arch the spine back (pause) roll your shoulders down, opening the
chest. On an exhale round the spine (pause) and lower chin to chest, letting the shoulders and head come
forward. Repeat these movements for a few rounds. Gentle inhaling and exhaling as you move.

Inhale Exhale

Side Stretch/Twist Cat/Cow

Sunshine Arms: Inhale straighten arms by your side and sweep both arms up over head to touch. Exhale
and gently bring both your arms back to your side (pause) and repeat. Gently inhaling and exhaling as
you move.
Hand Press: Gently press both hands and fingers together in prayer position across your chest. Pushing
both hands against each other and hold here for three breaths. Slowly inhaling and exhaling as you push.
Release the pressure on the hands for a breath and push again.

Sunshine Arms Hand Press

18 Movement Breaks in the Classroom: A Resource for Post-Primary Schools

 Eagle Arms Forward Fold

Eagle Arms: Bend your elbows, (pause) cross your left elbow over the right elbow. Press the back
of your hands together, (pause) or wrap your left hand around your right hand and press your
palms together. Move your elbows up and keep your fingers active. Lengthen your spine, broaden
through the collarbones. (Do the same on the other side of the body) Hold here for a few breaths
and gently release. Repeat with the left arm underneath.

Forward Fold: Slowly move forward from your hips (pause), folding forward until your stomach
is resting on your legs (pause) and your hands are touching the floor or ankles. Look at the ground.
Inhaling and exhaling here. Inhale and gently come back up to seated and release.

Gentle Back Bend: Sit back on your

chair for a gentle back bend. Interlace
fingers behind your chair and look up.
Releasing and slowly coming back to
centre. Take a moment to check in on
your breathing and how your body
feels after this gentle movement
exercise.

Gentle Back Bend

Movement Breaks in the Classroom: A Resource for Post-Primary Schools 19

Additional Standing Yoga Movements

Standing/Mountain Pose: Stand with

your feet hip width apart, pour your weight
into your feet. Hug your outer hips to the
midline, (pause) pelvis staked over the
foundations of your feet. Lengthen through
the front, sides and back of the body.
Broaden through the collarbones, lengthen
through the spine to the tip of your crown
(pause) looking forward. Use the breath as
a focus point, you do not need to change
your breathing, (pause) instead just pay
attention to your breath.

Standing/Mountain Pose

Rocket/Side Twist: Press your hands

together in prayer position across your
chest (pause) and reach to the sky like a
rocket. Inhale, reach arms straight over
head. Reach to the right, (pause) extending
and grounding down through the hips, hold
here. Stretch and reach over to the right.
Come back to centre and hold in centre for
a breath. Inhale extend both hands over
to the left, (pause) grounding down in the
chair. Inhale and exhale in this side stretch
and (pause) gently come back to centre.

Rocket/Side Twist

20 Movement Breaks in the Classroom: A Resource for Post-Primary Schools

iii. Breathing and Relaxation Activities
The following activities can be done at the end of a movement sequence or in isolation with your
class to support students to feel calm and regulated.

Mindful Breathing & Body Scan (adapted from Williams & Penman, 2011)
Gently come back to your breath, inhale and slowly exhale. You may like to close your
eyes and put one hand on your chest (pause) and your other hand on your stomach
(pause). Notice how your chest rises with each inhale and falls with each exhale. You may
like to imagine your breath like the river of an ocean flowing in and flowing out. Try to
stay focused on your breathing for the next few moments. Bring your attention to your
body on your chair. Then feel the weight of your body on your chair. Make sure that your
back is straight and that you are comfortable. Take a few deep breaths. While you are
breathing relax your shoulders, (pause) your hands, your stomach muscles, (pause) the
muscles in your face, let go off all the tightness in your body. Now bring your attention
back to your breath. Notice how your breath feels against your mask, (pause) is it warm
or cold? Filling your lungs and back out through your nose, (pause) notice your stomach
and chest rise and fall each time you breathe. Now bring your attention to this process,
(pause) focus on the feeling of the breath, the inhalation and exhalation. You may notice
your mind wandering, if so, that is ok, (pause) that is what minds do. Try and bring your
attention back into the room and focus on your breathing. Take some time here to check
in how your body feels now. Slowly come back into the room and open your eyes.

Progressive Muscle Relaxation

Progressive muscle relaxation is an exercise
which can provide students with a gentle
movement break whilst sitting in their chair It is
a relaxation exercise where students tense and
release muscles and can be done whilst students
wear a face mask. Progressive muscle relaxation
can also reduce stress and anxiety in your body
by slowly tensing and relaxing each muscle. For
the full ‘Progressive Muscle Relaxation’ script
please see Appendix A.

Mindful Breathing & Body Scan

Movement Breaks in the Classroom: A Resource for Post-Primary Schools 21

Section 4: What Strategies Can Support
Me To Implement Movement Breaks
Effectively?
This section will suggest some simple practical ideas and activities which may support you to
introduce movement smoothly and effectively into your classroom.

a) How can I support students to transition back to learning?

At the end of your movement sequence, use of a short calming activity can support students
to prepare for the transition back to learning, supporting them to regulate their arousal states
accordingly. Examples of such activities may include:

• Completing a simple stretch (e.g. overhead stretch, arm stretch) holding the position for a
specified number of seconds/breaths.

• Carrying out an ‘energy check in’. Support students to identify their levels of energy/alertness
following completion of the movement break, paying attention to how they feel, sound and
look.

• Set 30/60 seconds on the clock and have students tune into their bodies and count how many
breaths they take within that time period. Alternatively students may find their pulse and
record how many beats counted in the allocated time.

• Take a two minute breather, just relax for two minutes and do nothing but listen to calming
sounds or music.

b) How can I integrate movement into academic learning?

Movement can also be integrated into academic learning during class. Moving whilst learning can
help students to stay regulated throughout a class, particularly those with additional needs. Below
are some ideas on how to integrate movement into academic learning.

Stand Up: Ask students to stand up at different times during the class. For example stand when
answering a question, when reading out loud, when they are finished a piece of work, when they
would like to ask a question. The act of standing expands more energy, increases the blood flow,
oxygen uptake and muscular fitness.

22 Movement Breaks in the Classroom: A Resource for Post-Primary Schools

True or False/Agree or Disagree: Have students respond to a question by moving instead of just
speaking or writing. For example, ask a question and if a student thinks the answer is true or they
agree, ask them to jump in one spot for 15 seconds. If a student thinks the answer is false or they
disagree, ask them to touch their toes.

Revision Quiz: Ask all students to stand at their individual desks. Half the class call out answers
to quiz questions as quickly as they can. While they are answering the questions, the other half of
the class have to complete a movement activity such as hold a squat, do air skips or chair push
ups. Time how long it takes them to answer all questions correctly. Then have the class swap over.

c) How can I encourage student participation and ownership?

Involving students in the design and selection of movement breaks will support them to stay
motivated and interested. Some ideas on how to get your students involved are as follows:

• Ask for student input on what they would like to do for movement breaks. Conduct a Class
Vote and let them choose between a few exercises.

Class Vote Movement Wheel

• Create a class Movement Wheel using an online platform such as Wheel Decide.

• Create a Lucky Dip where one student chooses at random a movement from a selection of
alerting activities and calming activities.

• Use the template in Appendix B to create a Movement Dice with your own chosen movement
activities. Why not create an alerting dice and a calming dice to have to hand for every class.
Students may also like to design their own movement dice with their preferred movements
included.

Movement Breaks in the Classroom: A Resource for Post-Primary Schools 23

 Student Leader Music

• Have a student lead a movement break doing any activities of the class’s choosing. Be creative
and have everyone in the class get involved.

• Incorporate appropriate music that appeals to the students to encourage movement. Choose
a song with repetitive lyrics whenever the class hears a certain lyric, they have to complete a
certain movement. For example, every time the lyric ‘happy’ is heard in the song ‘Happy’ by
Pharrell Williams the students have to do a quarter turn squat jump.

• Use a visual countdown timer on the board to motivate the students to keep moving for the
agreed amount of time.

• Create personalised movement picture cards of students completing their favourite

movement activities. Students can choose from these cards when designing the class movement
break.

24 Movement Breaks in the Classroom: A Resource for Post-Primary Schools

• Create a Classroom Workout Circuit. Have students do the following for 20-60 seconds each
(feel free to mix up the order but ensure to always end on a calming or weight bearing activity):

Standing Circuit Example

Inhale

Marching On The Spot High Knees Hops/Air Skip Squat Hold H

Seated Circuit Example

x 20

Toe Raisers Straight Leg Raisers Overhead Lifts Chair Swimming Chair

Movement Breaks in the Classroom: A Resource for Post-Primary Schools 25

d) What are the key messages to remember?

Keep it
Keep it Factual
Simple

Keep it Fresh
and Fun

Keep it Simple
• When introducing movement to your classroom, start with one or two simple movements.
Gradually expand to other movements as you and your class become comfortable with
physical activity being part of the classroom routine.

• Be mindful of students’ comfort levels and confidence when engaging in movements.

Keep it Fresh and Fun

• To keep students motivated it is important to have a variety of movement activities in your
toolkit. Keep students involved. Seek their feedback. Encourage creativity.

Keep it Factual
• It is important to inform students why physical activity throughout the day is necessary (it
gets the blood flowing to the brain so they can think better and will feel more alert).

• Provide students with clear expectations and instructions for movement to optimise
success in the classroom. This can help students to feel more relaxed and prepared.

26 Movement Breaks in the Classroom: A Resource for Post-Primary Schools

Reference
• Ayres, A. J. (1998). Sensory integration and the child. Los Angeles, CA: Western Psychological
Services.

• Cahill, S. M., Egan, B. E., & Seber, J. (2020). Activity- and occupation-based interventions to
support mental health, positive behavior, and social participation for children and youth: A
systematic review. American Journal of Occupational Therapy, 74, 7402180020. https://doi.
org/10.5014/ajot.2020.038687

• Demonstration Project on In-School and Early Years Therapy Support (2019). Movement
break ideas for post-primary schools booklet. Government of Ireland.

• Department of Education and Skills (2020). Return to School Guidance for Practical Subjects
in Post-Primary Schools and Centres for Education – Downloaded from: https://www.gov.ie/
en/publication/7acad-reopening-our-post-primary-schools/

• Department of Education and Skills (2020). COVID-19 Response Plan for the safe and
sustainable reopening of Post Primary Schools’, Downloaded from: https://www.gov.ie/en/
publication/7acad-reopening-our-post-primary-schools/

• Davis, Eshelman, & McKay (2008). Progressive Muscle Relaxation: The Relaxation and Stress
Reduction Workbook. New Harbinger Publications.

• Drew, S. & Atter, L. (2009). Fidget Busters: Brain Breaks and Energisers for the Classroom.
LDA: Hyde, United Kingdom.

• Erwin , H., Fedewa, A., Beighle, A. & Ahn, S. (2012) A Quantitative Review of Physical
Activity, Health, and Learning Outcomes Associated With Classroom-Based Physical
Activity Interventions, Journal of Applied School Psychology, 28:1, 14-36, DOI:
10.1080/15377903.2012.643755

• Horwood, J. (2009). Sensory Circuits: A Sensory Motor Skills Programme for Children. LDA:
Hyde, United Kingdom.

• Hoza, B., Smith, A.L., Shoulberg, E.K., Linnea, K., Dorsch, T.E., Blazo, J.A., Alerding, C.M. &
Mccabe, G.P. (2015). A randomized trial examining the effects of aerobic physical activity on
attention-deficit/hyperactivity disorder symptoms in young children. Journal of abnormal
child psychology, 43, 655–667.

• Kuypers, L. (2011). Zones of Regulation: A Curriculum Designed to Foster Self-Regulation

and Emotional Contro. Social Thinking Publishing: California.

• Law, M., B. Cooper, S. Strong, D. Stewart, P. Rigby, and L. Letts. (1996). “The Person-
Environment– Occupation Model: A Trans-Active Approach to Occupational Performance.”
Canadian Journal of Occupational Therapy 63(1), 9–23.

• MacCobb, S., Fitzgerald, B. & Lanigan O’Keeffe, C. (2014). The alert program for self
management of behaviour in second level schools: results of phase 1 of a pilot study.
Emotional and Behavioural Difficulties, 19(4), 410-425

Movement Breaks in the Classroom: A Resource for Post-Primary Schools 27

 • Maciver, D., Rutherford, M., Arakelyan, S., Kramer, J. M., Richmond, J., Todorova, L., et al.,
(2019). Participation of children with disabilities in school: A realist systematic review
of psychosocial and environmental factors. PLoS ONE 14(1): e0210511. https://doi.
org/10.1371/journal.pone.0210511

• National Education Psychology Service (2020) NEPS advice and resources during COVID-19
https://www.education.ie/en/The-Department/Announcements/new-relaxation-
techniques.pdf

• Shanker, S. (2013). Calm, Alert and Learning. Classroom strategies for self regulation. Pearson
Canada Inc.: Toronto.

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to the alert program® for self-regulation. Albuquerque, NM: Therapy Works, Inc.

28 Movement Breaks in the Classroom: A Resource for Post-Primary Schools

Appendix A
Progressive Muscle Relaxation
Progressive muscle relaxation is an exercise which can provide students with a gentle movement
break whilst sitting in their chair. It is a relaxation exercise where students tense and release
muscles and can be done whilst students wear a face mask. Progressive muscle relaxation also
reduces stress and anxiety in your body by slowly tensing and relaxing each muscle. Teachers can
read aloud the sample script and demonstrate the movements to support students to participate.
Davis, Eshelman, & McKay (2008).

Focus on your breathing: Begin by becoming aware of your breathing. Take a deep breath in and
hold and then slowly exhale. Close your eyes if you are comfortable doing so. Take another deep
breath in, hold it and slowly breathe out, letting go of the tension. Continue to do this slow breathing
for another three breaths.

Bring awareness to your feet and toes, breathing in deeply and slowly releasing. Curl your
toes down and tense the muscles in the soles of your feet and release the muscles in your
feet as you exhale (repeat x2). Now bring your awareness to the back of your lower legs,
tighten these muscles and hold and let the muscles go limp as you exhale. Feel your muscles
relax. Now tense the front of the thighs, hold for a moment and release (repeat x2). Now,
gradually tighten muscles in your lower back, hold this for a few seconds and release and
repeat. Feel the tension leaving your muscles, relaxing more and more. Gradually tighten
all the muscles in your legs from your feet to your lower back and hold, gently release and
notice your body feeling more relaxed (repeat x 2).

Now bring your awareness to your stomach and tighten these muscles. Release your breath
and let go on an exhale, repeat. Now focus on your back, draw in a nice deep breath and
then tighten these muscles and release your breath and letting go of any tension. Bring
awareness to your shoulder muscles and your neck. Slowly draw in a nice deep breath
and bring your shoulders up to your ears and squeeze these muscles firmly and slowly
release and repeat. Let go of all the tension in your arms and hands, tighten the muscles in
your arms and hands and slowly release. Notice how relaxing it is to release that tension.
Now, tighten the muscles in your face, squeeze your eyes closed, breathing in and out and
then relax all your facial muscles, feel your face softening (repeat). Bring awareness to the
muscles in your jaw, open your mouth as wide as you can and exhale and allow your mouth
to gently close (repeat). Now, let your mouth relax and let the breath float out, listen to the
sound of your breathing and notice how your body feels now. Noticing if your body feels
relaxed and calm. Gently come back to the classroom.
Stephens, (2010).

Movement Breaks in the Classroom: A Resource for Post-Primary Schools 29

Appendix B
Sample Movement Dice for Alerting Movements

Lu
ng
es
Sq m

Ch clin
kn gh

Cy
ua p

s
Ju

ai g
Hi
ee

r
t

Ho Sk
ps ip
/A
m ng ir
Ar hi
nc
Pu

30 Movement Breaks in the Classroom: A Resource for Post-Primary Schools

Create Your Own Movement Dice Template

Movement Breaks in the Classroom: A Resource for Post-Primary Schools 31