| Description |
The study facilitated additional opportunities for students to meet their heightened need for socialization and self-regulation during their academic work cycles. Reflective of my humanist educational views, my motivation for this study was to help students recognize unmet needs, provide them with the structure and tools to meet them; and help clear the way towards improved academic performance. My limited involvement in determining the specifics of the movement activities (MA), gave students the freedom to customize the MA to suit their unique needs. I expected the needs would be mostly motor related; and while this was true for many students, I did not foresee how influential their need for socialization would be. The students used the movement activities as an extension of recess, reaping its benefits for social connection, recreation, and gross motor movement. Students also used the MA to meet their cognitive need for regulating their emotions, focus, and energy. By far, the most encouraging result of the study was my shift in perspective and understanding of the students' behaviors, and needs. The study forced my attention to what was under the surface, both in the mind of the students and in their quiet moments. I learned the depth of students' levels of awareness of themselves and their surroundings. They were far more considerate of their time and responsibilities than I gave them credit. |
