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with high bodily engagement). All actions outlined here contribute to learning, but
the last example is the one that exploits the potential of movement to assist learning
to the fullest.
Considering the two initial processes presented here—raising arousal and
concentration and adding kinesthetic information to the learning processes—it can
be understood that the integration of movement in academic learning processes is
not done at the expense of academic achievement but might contribute to it.

Ways to Implement Mindful Movement in Everyday School Learning
We will briefly address the two main difficulties faced by teachers interested
in incorporating movement into academic learning: (a) organizing and managing a
moving class, and (b) identifying ideas for integrating movement into learning.

Organization and Management for Allowing Movement
Teachers who have managed to incorporate movement face fewer discipline
issues than teachers who force prolonged sitting for the children (Shoval et al.,
2014). If the children in one’s class are still sitting and getting up only after asking
permission, the transition to physical activity is a significant change and should
be done in stages. Start with short-term activities and gradually increase them,
introducing new rules of behavior that allow an individual to move without harming
self, others, and property. In other words, allow contact between peers only with
the consent of all moving parties and maintain the existing furniture and objects
around them. In classrooms organized into small learning groups, especially if they
are cooperative and based on taking responsibility and helping others, it is easier to
allow movement.

Finding Ideas for Incorporating Movement into Learning
It is best to turn to existing programs that combine movement with learning
and experiment with them according to the instructions of their writers. Two such
programs have been mentioned above—Texas I-CAN! (Bartholomew & Jowers,
2011) and Take 10 (Kibbe et al., 2011)—but many programs can be found. Some
authors of curricula and textbooks offer
active learning but are not aware of the role
of the movement; therefore, the movement is ...[T]he strongest opportunity for
incidental and not sufficient. It is possible to
take the movement that is included or discussed learning occurs when a high level
and make it more intense in terms of effort and
use of the kinesthetic information as per the of bodily activity is integrated
taxonomy suggested by Skulmowski and Rey
(2018) . For example, if a program in literature into the learning task.
teaches the rhythm of a poem and offers to drum
the rhythm with the pencil on the table, one can
suggest drumming the rhythm in the legs and even switching to free dance according
to the rhythm. A program in physics that teaches vectors and allows children to
draw them according to strength and direction can be altered to allow students to
go out into the yard and demonstrate vectors with the help of a combination of
running and jumping to measure the distance. One can ask children to demonstrate
a learning topic, such as the multiplication table, relativity, content of stories—all
through motion.

Schools Fostering a More Equitable World 21