“How much longer do we have to sit?” is a question that many teachers have probably heard at some point. As students, we have all experienced those moments when we have been sitting for a long period of time and notice that our attention starts to disappear. We might still be looking at the teacher, but our minds are somewhere else. As a future teacher, this has made me think about how much we expect students to sit, listen, and concentrate throughout the school day. If we want students to be engaged in their learning, should we really expect them to remain seated for most of the day?
I believe movement should be a normal part of the classroom rather than something that only happens during physical education, recess, or lunch. Movement does not always have to mean running around the classroom or taking a long break from learning. It can be as simple as standing up, stretching, walking to another part of the room, participating in a short activity, or using movement as part of the lesson itself. Research suggests that classroom-based physical activity can increase students' on-task behaviour and reduce off-task behaviour (Watson et al., 2017). This is important because movement can be used not as a distraction from learning, but as a tool to support it.
There is also evidence that short movement breaks can have positive effects on students' attention and classroom behaviour. A systematic review of school-aged children found that classroom-based physical activity interventions generally showed beneficial effects on attention and on-task behaviour. However, the researchers also noted differences in the type, length, and intensity of the activities used (Ruhland & Lange, 2021). More recent research has continued to suggest that active breaks can improve classroom behaviour, although the evidence for academic achievement and some cognitive outcomes is less consistent (Reyes-Amigo et al., 2025).
This distinction matters for teachers. I would not want to use movement simply because I assume that every movement break will automatically make students smarter or improve their grades. Instead, I see movement as one strategy that can help create the conditions for learning. For example, instead of having students complete an entire lesson sitting at their desks, I could create stations around the classroom where students move between different tasks. In a science class, students could rotate through stations to analyze different examples or complete a short investigation. In a social sciences class, students could move around the room to respond to different questions or perspectives posted on the walls.
At the same time, movement needs to be intentional. A movement break should have clear expectations, a purpose, and a smooth transition back to learning so that it does not become a distraction. Research has found positive effects of classroom movement breaks on physical activity and classroom behaviour, although the results for academic achievement and cognition are more mixed (Gori et al., 2019). This reminds me that movement is not a magic solution, but rather one tool teachers can use to support learning. As a future teacher, I want to create a structured classroom where students are not expected to sit completely still all day. Students should have opportunities to interact, collaborate, ask questions, and move when it supports their learning.
Ultimately, I believe that learning does not always have to happen from a desk. Students can learn while standing, walking, collaborating, creating, and interacting with their environment. Movement can support attention, classroom behaviour, and engagement while making learning more active and enjoyable. I want my classroom to recognize that students have different needs throughout the day and that appropriate movement can help them feel more engaged and ready to learn. I do not think every lesson needs a movement activity, but I see movement as an important strategy for creating an environment where students are active participants in their learning. Sometimes, the best way to help students focus is not to tell them to sit still for another ten minutes, but to give them a reason to get up and move.
Articles and Resources for Learning More
Classroom Movement Breaks and Physically Active Learning
Lynch, J., O'Donoghue, G., & Peiris, C. (2022). This systematic review examines how movement breaks and physically active learning can be incorporated into educational settings. https://doi.org/10.3390/ijerph19137775
Active Breaks and Student Attention
Infantes-Paniagua et al. (2021). This systematic review and meta-analysis examines the relationship between active school breaks and students' attention. https://doi.org/10.3390/brainsci11060675
References:
Gori, D., et al. (2019). Evaluation of school-based interventions of active breaks in primary schools: A systematic review and meta-analysis. Journal of Sports Medicine and Physical Fitness.
Reyes-Amigo, T., et al. (2025). Effectiveness of school-based active breaks on classroom behavior, executive functions and physical fitness in children and adolescents: A systematic review. Frontiers in Public Health, 13.
Ruhland, S., & Lange, K. W. (2021). Effect of classroom-based physical activity interventions on attention and on-task behavior in schoolchildren: A systematic review. Sports Medicine and Health Science, 3(3), 125–133.
Watson, A., Timperio, A., Brown, H., Best, K., & Hesketh, K. D. (2017). Effect of classroom-based physical activity interventions on academic and physical activity outcomes: A systematic review and meta-analysis. International Journal of Behavioural Nutrition and Physical Activity.
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