Early Years: Movement, Executive Function and Classroom Readiness

Overview

This article expands on the case study framework developed by Annarie Boor. It explains the programme components, the theoretical mechanisms that underpin them, and the specific evidence that supports each design choice. The goal is practical: give teachers and leaders the rationale, templates and measures needed to implement routine, reviewable movement sessions that support attention, self‑regulation and early learning behaviours.

Programme description and session templates

Core session architecture (10–20 minutes)

The session is a predictable four‑part sequence designed for classroom delivery and easy replication:

1. Regulation warm‑up (1–3 min) — breath, body awareness and slow cross‑lateral patterns to downshift arousal.
2. Cognitively engaging movement games (6–12 min) — stop/go inhibition games, mirror and rhythm copying (working memory), rule‑switching and patterned movement stories (sequencing + language).
3. Creativity / expressive movement (3–6 min) — movement improvisation to prompts and partner/ensemble problem‑solving to build collaboration and flexible thinking.
4. Return‑to‑learn transition (1–2 min) — consistent cue/ritual and a quick "ready body" check to preserve gains and reduce settling time.

Session templates (10 / 15 / 20 minute versions)

Use the following templates as drop‑in plans. Each template lists timing, materials (minimal), teacher prompts and simple scoring where relevant.

10‑minute template (compact)

• 1 min — Regulation warm‑up: slow breath + shoulder rolls.
• 6 min — Inhibition game: "Red/Green with rule change" (score stop accuracy; 3 rounds).
• 2 min — Creative prompt: "Move like a shape" (solo improvisation).
• 1 min — Return‑to‑learn: ready hands/eyes cue.

15‑minute template (standard)

• 2 min — Regulation warm‑up: breath + cross‑lateral march.
• 8 min — Cognitively engaging sequence: mirror copying (2 rounds), rule‑switching game (2 rounds).
• 3 min — Movement story: sequence of 4 actions with language prompts.
• 2 min — Return‑to‑learn: cool‑down + teacher echo of vocabulary.

20‑minute template (extended)

• 3 min — Regulation warm‑up with proprioceptive input (e.g., gentle pushes, animal walks).
• 12 min — Multi‑game block: inhibition game, memory sequence copying, rule‑switching challenge.
• 4 min — Partner problem‑solving: collaborative movement task.
• 1 min — Return‑to‑learn ritual and quick readiness check.

Mechanisms and evidence mapped to design choices

Arousal and regulation

Short bouts of movement modulate physiological arousal, reducing restlessness and improving alertness. This underpins the regulation warm‑up and the use of proprioceptive input. Systematic reviews of classroom movement breaks report reliable improvements in on‑task behaviour when sessions are routine and timed to transitions. (See Daly‑Smith et al.; BMJ Open Sport & Exercise Medicine.)

Embodied executive‑function rehearsal

Games that require stopping, switching rules and remembering sequences rehearse inhibition, working memory and cognitive flexibility in an embodied format. Meta‑analytic evidence indicates that cognitively engaging physical activity produces stronger EF effects than purely aerobic activity; this justifies the rule‑switching and memory components in the session templates (Pontifex et al.; Frontiers meta‑analysis).

Embodied cognition and language

Pairing movement with story prompts and explicit vocabulary supports conceptual development and expressive language. Teachers echoing the same language in classroom tasks increases transfer and meaning‑making — a low‑cost strategy to amplify cognitive gains.

Motor competence and participation

Repeated practice of fundamental movement skills builds confidence and participation. When motor competence is an explicit target, include progression checklists and graded tasks to document improvement (see motor checklist in the measurement appendix).

Measurement, evaluation and auditability

Core outcome domains

• Attention / on‑task behaviour — momentary time sampling (every 30s for a 10‑minute window pre/post session).
• Executive function proxies — rule‑switch game accuracy, sequence copying length, stop accuracy.
• Early learning behaviours — teacher rating scales for listening, turn‑taking and persistence.
• Motor outcomes — fundamental movement skills checklist (balance, coordination, bilateral integration).

Suggested data collection protocol

Baseline → intervention tracking over 6–8 weeks is practical and informative. Use weekly sampling (e.g., 2 sessions/week) and aggregate scores to show trends. For stronger inference, consider a stepped roll‑out across classes.

Sample observation rubrics (copy/paste)

Momentary time sampling (10-minute window)
Observer: ______  Session date: ______
Interval (every 30s): 20 observations total
Record Y/N for on-task at each interval. Calculate % on-task pre and post.

Rule-switch game scoring
Round 1: correct stops / total
Round 2 (rule change): correct stops / total
Sequence copying
Max sequence length attempted: __
Longest correct sequence: __
      

Implementation guidance and trade‑offs

Teacher training and fidelity

Implementation fidelity matters. Provide a short CPD session (30–60 minutes) to introduce the templates, scoring rubrics and the return‑to‑learn ritual. Use a simple fidelity checklist: session started on time, rule changes implemented, teacher echoed vocabulary, return‑to‑learn cue used.

Timing and curriculum integration

Embed sessions at predictable points (start of day, after lunch, before focused tasks). Treat movement as curriculum time for readiness rather than an optional extra.

Equity and accessibility

Adapt intensity and movement options for children with motor delays or sensory needs. Use choice boards and seated alternatives where required; document adaptations.