Physical activity can help to close the Covid gap

Coronavirus has changed the course of childhood over the past nine months. There have been hidden benefits such as more time to spend outside in the months of spring and summer, proximity to parents and a chance to learn through engagement and interaction for some, but many families have been unable to access these and the very things that have helped some, have caused deprivation and disadvantage for others.

The recent report from Ofsted warned of pupils falling behind - of younger children losing the ability to use a knife and fork, of returning to nappies, and a group, 'who have slipped back in their learning to varying degrees since schools were closed to most and children and movement restricted'. It highlighted writing, stamina for writing at length, posture and writing style as being areas of concern. Primary leaders have identified that some of their pupils had lost some of their knowledge and skills in reading and showed regression in use of language and numeracy.

These findings suggest that space, regular movement, routine, practise and consistency across home and school environments are fundamental factors in supporting learning.

A growing body of research has pointed to the key role played by physical activity as being fundamental to learning. Some of this research reported in the autumn edition of  the psychology journal Self and Society[1] indicated that children growing up under conditions of social deprivation had a higher incidence of immaturity in the motor skills that are needed to support reading, writing and coordination.

Crucially, use of two movement programmes introduced into these schools (Better Movers and Thinkers[2] and The INPP School Intervention Programme[3]), resulted in significant improvements in physical  skills and a closure of the poverty gap in terms of supporting motor skills[4]. A third independent study, which introduced a different daily movement programme into schools during the early years (Movement for Learning[5]) had a positive impact on children’s physical development[6].

Previous research in this area has, in part, been based on unpublished reports from individual schools, where findings have been written up after using a simple screening test to assess children’s motor skills and then introducing daily movement programmes, but such empirical evidence collected by schools has tended to be dismissed.

However, reports and observations from these schools should not be ignored as they point to simple and potentially effective ways in which some of the gaps created in children’s education and basic skills resulting from the Covid crisis, could be narrowed alongside regular teaching.

Different programmes are available for different age groups within primary settings. The INPP School Intervention Programme is designed to be used with children from seven years of age and upwards. In addition to published findings[7], reports from schools where this programme has been used described children being able to write for longer periods, making gains in reading, ability to sit still, posture and general playground behaviour[8].

This programme has also been adapted for use with younger children (four to seven years), making it more of a play, story and song-based programme. Movement, Your Child’s First Language[9]), has been piloted in a number of schools in South Yorkshire with one school reporting that, 'Children made progress and their skills developed greatly in the areas of gross and fine motor control; parents noted improvements in skills at home and were pleased with the daily support their child received;  teachers also saw an impact on listening skills, social skills, language skills (the vocabulary introduced by the songs and stories)' [10].

Children started to introduce phrases and descriptive words into their written such as, 'a chink of light', 'drooping limply' etc. which had not formerly been a part of their vocabulary and which teachers attributed to the language in the stories and songs that were used to encourage movement activities.

This simple series of songs, stories and accompanying activities can also be used in pre-school settings and in the home.  Other movement programmes designed for use with younger children can be used in pre-school and reception settings. This is not to suggest that such programmes can provide a quick fix miracle solution to deficits that have resulted from school closures, or make up for  the gaps which are the legacy of social distancing and isolation, but they may be one way in which some of those gaps could be narrowed. 

Motor skills support many aspects of formal education, including ability to sit still, freedom from distractibility, the hand-eye coordination needed for writing, the eye movements needed to support reading and the non-verbal skills that comprise up to 90 per cent of effective communication, having an impact not only on educational achievement but also social skills for life. 

Education is not only about the teaching of literacy and numeracy skills. Children also need the physical skills with which to process, embed and articulate information. These findings suggest that the introduction of daily developmental movement programmes into schools and early years settings can support these higher aspects of learning.

References

[1] Goddard Blythe, S. (2020). The body learns too: how the brain -body relationship helps to lay down highways of the mind. Self and Society: International Journal for Humanistic Psychology, 48 (2).  October 2020.

[2] Better Movers and Thinkers (BMT) https://education.gov.scot/improvement/learning-resources/better-movers-and-thinkers/

[3] Goddard Blythe SA, 2012. Assessing neuromotor readiness for learning.  The INPP screening test and school intervention programme.  Chichester. Wiley-Blackwell.

[4] Scottish Attainment Challenge 2018.  Personal Communication.

[5] Movement for Learning, 2017. https://www.movementforlearningproject.co.uk/

[6] Preedy P, Duncombe R & GorelyT, 2020.  Physical development in the early years:  the impact of a daily movement programme on young children’s physical development.  Education 3-13.  International Journal of Primary, Elementary and Early Years Education. 23.Nov.2020. doi.org/10,1080/03004279.2020.1849345.

[7] Goddard Blythe SA, 2005.  Releasing educational potential through movement.  A summary of individual studies carried out using the INPP Test Battery and Developmental Exercise Programme for use in Schools with Children with Special Needs. Child Care in Practice.11/4:415-432.

[8] Report from St Margaret Mary School, Carlisle. 2006. In:  Inspiring Partnerships.  Case Studies from Schools. St Aidans School Sport Partnership. Youth Sport Trust. www.youthsporttrust.org.

[9] Goddard Blythe SA, 2018.  Movement. Your Child’s First Language.   Stroud. Hawthorn Press.

[10] Report from Meersbrook Bank Primary School, Sheffield. 2019. Personal Communication.

Declaration of interest:

Sally Goddard Blythe is the author of The INPP School Intervention Programme and Movement. Your Child’s First Language and as such derives royalties based on sales of these publications.