Movement that helps to concentrate new

Implementation

Why movement helps
A strong need to move is often seen solely as a disruption to learning. More recent research presents a different picture. Excessive gross motor activity is understood not only as an impairment but also as a possible compensatory mechanism that supports cognitive processing in children with ADHD. In these children, higher rates of spontaneous movement predicted better phonological working memory performance. In practice, this means that preventing movement altogether may be counterproductive. It can be more helpful to channel it into forms that do not disrupt the lesson.

Materials and activities
Movement while seated: An exercise ball or wobble cushion allows small, continuous movements. In one study, children who were restless stayed seated longer and wrote more legible words when using an exercise ball. Most teachers and children preferred the ball. In another study involving eight children with attention difficulties, the average proportion of time they remained seated rose from 45% to 94%, while time spent on task rose from 10% to 80%.

A wobble cushion is a more discreet and less expensive option. The evidence for it is less extensive, but points in a similar direction. Therapy or fitness bands stretched between the front legs of a desk or chair give children a quiet way to move their feet. They can push against the band or bounce their legs without standing up. The bands are inexpensive, quick to install and barely audible. However, the research findings are mixed: one study of children in Years 3 and 4 found that pupils who were usually less engaged were more likely to stay on task with a band, while other studies found no measurable effect. A band may be worth trying, particularly for children who feel a strong need to move their legs, but it is no guarantee. An active stool also allows gentle tilting and rocking while seated.

Standing and using a movement corner: A standing desk or small movement corner allows children to work standing up for a while or briefly change position. It gives their need to move a designated place. A mini trampoline can be used for short bursts of vigorous movement between work periods. An under-desk pedal exerciser allows children to pedal while seated. Early findings are positive, though the evidence is not yet extensive. A balance board supports balance and body control. A weighted blanket or soft toy can offer a calming alternative. Some children find deep pressure pleasant; others do not. It should therefore be used according to the child’s preferences, voluntarily and with attention to safety.

Everyday use
Plan movement before restlessness builds up: Do not wait until a child is already very restless before offering a chance to move. A short movement break can be particularly useful before a longer period requiring concentration. Movement then becomes part of the rhythm of the lesson, rather than a response to disruptive behaviour.

Choose a suitable aid and observe its effects: Avoid offering as many aids as possible at once. Start by considering what kind of movement the child needs: moving their legs, changing position frequently, making small movements while working, or taking short, active breaks. Begin with one suitable option and decide in advance how you will tell whether it helps. For example, observe whether the child stays on task for longer, gets up unexpectedly less often, returns to work with better concentration, and uses the aid independently and appropriately. Also consider whether it disturbs other children or becomes a distraction itself.

After an agreed period, review the experience with the child. Rather than asking only whether they like the aid, ask questions such as: “Did it help you work better?”, “Did your body need to move?” or “Did it sometimes distract you?” This helps the child gradually recognise their own needs and choose suitable strategies.

Agree on clear rules for use: Aids work better when their purpose is clear from the start. A simple rule might be that the child may use an aid as long as it helps them work and does not disturb others’ learning. Briefly practise using new materials together, showing both how they should be used and what they are not for. This helps prevent a movement aid from quickly becoming a toy.

Introduce a movement card and clear agreements: A movement card or discreet signal can allow a child to carry out an agreed movement task independently. They might briefly stand up, walk an agreed route, fetch something or complete another short task involving movement, without having to ask permission in front of the class each time.

Agree on the details with the child in advance: When can they use the card? Which activities can they choose? Where may they go? How long does the break last? How will they know when to return to their workstation?
The arrangements should be simple, specific and easy to follow in everyday classroom life. For example, the child could place the card visibly on their desk, complete a particular movement task and then return to work independently. Depending on the child, you can also agree on how often they may use the card during a lesson or morning.

The aim is not to use movement as a reward for completed work. Movement is planned as a legitimate support for learning. At the same time, agreed limits provide structure and prevent the break itself from becoming a distraction for the child or the class. As the child develops greater self-regulation, the arrangements can be adjusted or relaxed together.

The card should not be used only once the child is already very restless. Ideally, the child gradually learns to notice when a short movement break would help them return to work. Over time, the card can also become a tool for self-regulation.

Support the transition back to work: After vigorous movement, some children find it difficult to move straight into a demanding task. A short, consistent routine can help: finish moving, prepare the materials, return to the workstation and begin with a clearly defined first step. A visual timer can help structure short movement breaks. The more predictable the transition, the less guidance the teacher needs to provide.

Introduce the options to the whole class: Ideally, introduce the materials and routines to everyone, briefly explaining what they are for and how to use them. “For everyone” does not mean that every child needs the same support or uses it at the same time. Instead, pupils learn that different people need different things to work well. This prevents one child from being singled out as the only person allowed to sit on a ball, use a band or visit the movement corner.

Practical tip for getting started
Start with just one material or strategy and agree on a clear rule, rather than introducing an exercise ball, fitness band, movement card and fidget at the same time. Try the option for around two weeks and choose one or two specific things to observe. Then decide together with the child whether it helps, needs adjusting or should be replaced with another strategy.

A simple sequence is: identify the need, choose a strategy, explain how to use it, try it out, observe, review together and adjust.

Materials for use at the workstation

• Therapy or fitness resistance bands for the desk.
• Foot roller for quiet movement under the desk.
• Exercise ball for sitting
• Standing desk: budget option / more expensive option
• Under-desk pedal exerciser or a desk bike (without a desk)
• Children’s stool for active sitting.
• Flexible stools
• Kneeling chairs
• Balance cushions
• Hearing protection
• Small tactile fidget toys

Materials for the movement corner

• Gymnastics hoops
• Stackable balance stones
• Balance board
• Mini trampoline
• Balance arch
• Skipping rope
• Gymnastics mats and yoga mats (more than 10 mm thick)

Materials for the reading corner

• Weighted soft toy

Other

• Movement activity cards for breaks
• Movement activity dice from «Schule bewegt»
• Agreed movement-based tasks
• Assigned classroom jobs

References

After: Selin Güler, primary school teacher and translationmanager at BeLEARN

Sources:

• Sarver, D. E., Rapport, M. D., Kofler, M. J., Raiker, J. S., & Friedman, L. M. (2015). Hyperactivity in Attention-Deficit/Hyperactivity Disorder (ADHD): Impairing Deficit or Compensatory Behavior? Journal of Abnormal Child Psychology, 43(7), 1219–1232.
• Schilling, D. L., Washington, K., Billingsley, F. F., & Deitz, J. (2003). Classroom seating for
• children with attention deficit hyperactivity disorder: Therapy balls versus chairs. American Journal of Occupational Therapy, 57(5), 534–541.
• Fedewa, A. L., & Erwin, H. E. (2011). Stability balls and students with attention and hyperactivity concerns: Implications for on-task and in-seat behavior. American Journal of Occupational Therapy, 65(4), 393–399.
• Bisson, J., Pilcher, J., & Sanborn, S. (2017). Wiggle While You Work: The Effect of Bouncy Band Use on Classroom Outcomes. Clemson University.
• Daly-Smith, A. J., Zwolinsky, S., McKenna, J., Tomporowski, P. D., Defeyter, M. A., & Manley, A. (2018). Systematic review of acute physically active learning and classroom movement breaks on children’s physical activity, cognition, academic performance and classroom behaviour. BMJ Open Sport & Exercise Medicine, 4(1), e000341.
• SZH und CSPS (2024). Aufmerksamkeitsdefizitstörung mit oder ohne Hyperaktivität im Schulalltag. Bern. Lizenz CC BY-NC-SA 4.0. https://www.szh.ch