Why “movement breaks” are not enough for students with ADHD

According to research published in the Biomedical Journal, systematic exercise routines during and after school are the best non-pharmaceutical intervention for students with ADHD. While “walking around the classroom” and other “movement breaks” are well-intentioned, their effects are nominal and transient for students facing complex cognitive and executive functioning challenges.

Scientists recommend that schools and families implement consistent cognitive exercise programs. Cognitive exercises are physical movements that require skill and thinking. They merge movement and meaning because students must exercise their bodies and minds simultaneously to accomplish a specific task.  When students move with meaning, their brains release neurochemicals that optimize learning. Meaningful movements help kids with ADHD to develop stronger self-regulation and executive functioning abilities.  

 Students facing a dizzying array of complex cognitive, social, and emotional challenges need a planned cognitive exercise program interwoven with academic classes during the school day. Gym class matters, but a consistent cognitive aerobic exercise program that students can do before and during classes is more effective. Integrating meaning-bearing aerobic exercises during the school day is optimal because they flood the body with all the brain-empowering chemicals that pharmaceuticals seek to stimulate.  

At TAG (The Academic Gym), we train teachers to implement our exciting VITAAL-K™ full-body brain training™ program to help neurodiverse learners prevent or overcome reading deficits.

VITAAL-K delivers the science of reading through rhythmic athletic routines fused with analytical spelling and reading skills. Students analyze as they exercise. We show teachers how five minutes of high-intensity cognitive exercise can help kids stay steady and become learning ready.

Visit our website to see our movement-based literacy approach in action.

References:

1.       Chan, Yuan-Shuo et al. “Effects of physical exercise on children with attention deficit hyperactivity disorder.” Biomedical journal vol. 45,2 (2022): 265-270. doi:10.1016/j.bj.2021.11.011

2.       Kamp, C.F., Sperlich, B. and Holmberg, H.-C. (2014), Exercise reduces the symptoms of attention-deficit/hyperactivity disorder and improves social behaviour, motor skills, strength and neuropsychological parameters. Acta Paediatr, 103: 709-714. https://doi.org/10.1111/apa.12628