An Introspective Look at Physical Education
In the last few decades there have been many articles relaying research that ties movement with brain development as well as brain function. One of the main reasons cited for this connection is that there is an increase in blood flow to the brain supplying more oxygen along with hormonal molecules which stimulate brain growth and increase energy for functional processes. Our movement classes at a Waldorf School reflect more of an Anthroposophical view which does coincide with scientific research using Spacial Dynamics principles. The classes are set up in three parts that address the thinking, feeling and willing forces, well known in the Waldorf movement.
In the first part of the class, when the student is fresh and has the energy to focus, we direct our attention to the thinking realm by doing conscious movement by practicing different Bothmer exercises. These movements were developed by Graff von Bothmer under the influence of Rudolf Steiner in the early 1900's. In doing these exercises the participant must bring to consciousness where their limbs are in relationship to the head and body. With practice a true balance is instilled which helps to reduce stress to the joints, hence, less wear and tear.
The second part of the class addresses the will forces and here the students practice a skill such as juggling, jumping rope, mat work, etc. In the case of juggling, for example, it takes patience and determination to learn such a skill. There are moments of frustration and one can almost give up when suddenly a breakthrough happens and juggling is happening! This stick to-it-ness strengthens the will.
The last section of the class, which is longest in portion, is playing games which mainly relates to the feeling realm and is where the social interaction between students comes into play. Emotions can be high at this time; “Are the teams fair, how about the refereeing, are the players honest” are just some of the questions that instigate disputes while playing games. Sometimes emotions run so high that everything has to come to a halt while we discuss the situation which often pressures the different sides to resolve quickly and compromise. Games such as Space Ball, team handball, Frisbee, forms of capture the flag, dodge-ball or prisoner's base all utilize the habitual movements formed in the thinking section of the class as well as the skills practiced in the willing part of the class.
During the Bothmer exercises, although the student is mainly addressing the thinking forces the feeling and willing forces are also engaged to a lesser degree in the process of improving the movement of the exercise. The same is true for the skill section where thinking and feeling plays more of a minor role and in the games section thinking and willing are in the background presenting a holistic approach to movement.
As far as academics are concerned, when a student is active the result is an increase in the ability to focus. Humans have what is known as the mid-line barrier, an imaginary line that runs down the center of the body in early childhood. This line, for the young child, is hard to cross with their arms and legs. As they grow older this crossing becomes easier and easier with the practice of different everyday crossing movements and is gradually cemented in to provide a sound foundation. This crossing is important because when the child begins to read the eyes have to cross the mid-line on every line on the page. Many children who have trouble reading have trouble crossing the mid-line. Taking a look at a skill such as juggling, each time the ball is tossed it crosses the mid-line and then has to be caught which strengthens the mid-line crossing foundation that has already been laid down. As the ball travels through the air the eyes track the path and somehow the brain tells the arm and hand where to move to be able to catch the ball, better known as eye-hand coordination, which integrates physics into the body by tossing a projectile into the air and instantly knowing where it will land when practiced over and over.
There is a joy in learning new movement skills and being able to apply them in playing games. Fred Rogers described it best, “Play is often talked about as if it were a relief from serious learning. But for children play is serious learning. Play is the work of children.” This is not only true for the young child but also for the older students because it provides the needed foundation for academic learning.
The classes are taught with sustainability in mind. There is only a handful of equipment used throughout the year which is used over and over again in different ways. The students can live into a paradigm that uses their imagination where different games and activities are presented with the same basic materials that make up the equipment. When the game is not quite working out we change the rules or boundaries to improve the play. Since the games are played outdoors the students are faced with different conditions which challenges them to adjust their movement skills constantly. Throughout my years of teaching I have observed that children that only run on flat level ground are more apt to twist an ankle or knee compared to ones that are used to running on varied terrain. When the ground rolls with dips and hills, and also has clumps of grass, or snow in the winter the student’s body-brain learns to react quickly under these different conditions and can easily adjust to running on flat terrain.
In the first part of the class, when the student is fresh and has the energy to focus, we direct our attention to the thinking realm by doing conscious movement by practicing different Bothmer exercises. These movements were developed by Graff von Bothmer under the influence of Rudolf Steiner in the early 1900's. In doing these exercises the participant must bring to consciousness where their limbs are in relationship to the head and body. With practice a true balance is instilled which helps to reduce stress to the joints, hence, less wear and tear.
The second part of the class addresses the will forces and here the students practice a skill such as juggling, jumping rope, mat work, etc. In the case of juggling, for example, it takes patience and determination to learn such a skill. There are moments of frustration and one can almost give up when suddenly a breakthrough happens and juggling is happening! This stick to-it-ness strengthens the will.
The last section of the class, which is longest in portion, is playing games which mainly relates to the feeling realm and is where the social interaction between students comes into play. Emotions can be high at this time; “Are the teams fair, how about the refereeing, are the players honest” are just some of the questions that instigate disputes while playing games. Sometimes emotions run so high that everything has to come to a halt while we discuss the situation which often pressures the different sides to resolve quickly and compromise. Games such as Space Ball, team handball, Frisbee, forms of capture the flag, dodge-ball or prisoner's base all utilize the habitual movements formed in the thinking section of the class as well as the skills practiced in the willing part of the class.
During the Bothmer exercises, although the student is mainly addressing the thinking forces the feeling and willing forces are also engaged to a lesser degree in the process of improving the movement of the exercise. The same is true for the skill section where thinking and feeling plays more of a minor role and in the games section thinking and willing are in the background presenting a holistic approach to movement.
As far as academics are concerned, when a student is active the result is an increase in the ability to focus. Humans have what is known as the mid-line barrier, an imaginary line that runs down the center of the body in early childhood. This line, for the young child, is hard to cross with their arms and legs. As they grow older this crossing becomes easier and easier with the practice of different everyday crossing movements and is gradually cemented in to provide a sound foundation. This crossing is important because when the child begins to read the eyes have to cross the mid-line on every line on the page. Many children who have trouble reading have trouble crossing the mid-line. Taking a look at a skill such as juggling, each time the ball is tossed it crosses the mid-line and then has to be caught which strengthens the mid-line crossing foundation that has already been laid down. As the ball travels through the air the eyes track the path and somehow the brain tells the arm and hand where to move to be able to catch the ball, better known as eye-hand coordination, which integrates physics into the body by tossing a projectile into the air and instantly knowing where it will land when practiced over and over.
There is a joy in learning new movement skills and being able to apply them in playing games. Fred Rogers described it best, “Play is often talked about as if it were a relief from serious learning. But for children play is serious learning. Play is the work of children.” This is not only true for the young child but also for the older students because it provides the needed foundation for academic learning.
The classes are taught with sustainability in mind. There is only a handful of equipment used throughout the year which is used over and over again in different ways. The students can live into a paradigm that uses their imagination where different games and activities are presented with the same basic materials that make up the equipment. When the game is not quite working out we change the rules or boundaries to improve the play. Since the games are played outdoors the students are faced with different conditions which challenges them to adjust their movement skills constantly. Throughout my years of teaching I have observed that children that only run on flat level ground are more apt to twist an ankle or knee compared to ones that are used to running on varied terrain. When the ground rolls with dips and hills, and also has clumps of grass, or snow in the winter the student’s body-brain learns to react quickly under these different conditions and can easily adjust to running on flat terrain.
Juggling balls can be made with old tennis balls by cutting a slit, filling with sand and wrapping with duct tape.
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Old climbing rope can be used as jump rope which also serves as boundaries, jails, castles, etc. in various games.
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Foxtails made from old tennis balls and old t-shirts can be thrown in games.
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Balls are essential in developing flexibility in the students skills when throwing and catching while running on uneven terrain.
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Simple sticks are used by the students to improve rhythm, reaction time and coordination.
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Hoops can be used standing up as goals or laid down to designate spaces in games.
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Flexibility in addressing changing situations is important to meeting the needs of this and future generations by leveling the playing field, so to speak as well as meeting environmental challenges. In other words, skills and games addresses the movement-brain connection, addresses the feeling, willing , thinking aspects of the human being and all the other benefits of physical activity while at the same time, since there are only a few materials needed, can provide a culture that the rich and poor can enjoy. The throughput is greatly reduced with a sense that we are all beginning to share the limited resources.