The study investigated the effect of a movement programme and nutritional supplement on learning.
Therapies using movement programmes have been used in many contexts. In particular, research was carried out in Australia demonstrating the benefits of using movement programmes. Despite this, the take-up of movement programmes has not been very significant and dissemination of knowledge in this area remains limited. In the U.K. for instance, very little research has been carried out in schools on the impact that innovation based on movement can have on improving children’s learning.
There was therefore an opportunity for conducting research in the U.K. on the impact that therapies such as movement programmes can have on children and their learning needs. The Ansua School Developmental Programme was used in combination with a nutritional supplement called SeKeBal, which had already been found to stimulate brain integration by acting directly on reducing neuro-toxicity. Micro-nutrients in previous UK research had been used in a private context but not in a school setting.
The main objective of the research, carried out in a school in West Yorkshire, was to assess whether the Ansua Developmental School Programme and SeKeBal could enhance children’s learning. The research compared the academic progress of three classes of year 6 children (11 years old) between November 2001 and June 2002. There was a movement group class, movement/SeKeBal group class and a comparison class ( no intervention) The study compared: forward digit span – a measure of short-term memory; backward digit span – a measure of visual short-term memory; the Neale Analysis test for reading accuracy, reading rate and reading comprehension; and Year 5 and Year 6 SATs.
The programme was conducted twice weekly for a period of 30 minutes. The class was divided into five groups of six. The first three minutes of each session were spent as a warm-up, with activities designed to extend speed of movement, loosen and mobilise joints and generally strengthen the body and improve co-ordination. The children worked in five groups for each session, for three minutes at each activity. SeKeBal, a nutrient in a micro elemental form, was administered on children’s hands, five days a week.
The results showed that the movement group and movement and SeKeBal group made the largest gains and since the movement and SeKeBal group had only had marginal gains over the movement group we can assume that the greatest impact on the digit span came from the movement programme. The control group did not perform as well in this measurement as the other two groups.
In the light of the key findings in this report, and based on other credible studies that have demonstrated similar phenomena, it is recommended that:
Feedback from the class teacher: Movement/SeKeBal Programme
Following the movement programme, the biggest difference I noticed was in improved co-ordination. The improvement in some areas, such as skipping, was remarkable. Boys especially, who were completely unable to skip in September, are now accomplished skippers, both on their own and in twos or threes.
An improvement in general hand/eye co-ordination has also been noticed. The ability to pass/catch a ball and catch while jumping from a box has improved.
For most of the children in the class, an improvement in concentration in the class has occurred, especially in the areas of sustained reading and longer pieces of written work.
Overall, a worthwhile exercise, with positive benefits for all the children taking part.
There appeared to be striking empirical evidence of initial difficulty with the demands of the programme in those children (particularly boys) who I would characterise as underachieving owing to behavioural problems which I (and most colleagues) agree are related to short attention span and peer group pressure. Members of the group outlined above certainly appear to have improved their motor skills beyond normal expectations.
The following is problematic because of the closeness to the pupils of the teacher and the extended time over which the programme was conducted:
I think that the programme is worthy of a larger study and I would like to see such a study include quantitative measurements with an element of non-verbal reasoning included so that the bilateral (problem solving) benefits could be objectively assessed.
The movement programme is fun and helps me to concentrate. I wasn’t good at times table but because of the crawling we kept on practising times tables and now I know my tables more than I used to. With the help of the movement programme now I can jump higher than before. When we started doing the programme, I realised how neat and beautiful my handwriting is.
When I started to do my movement programme it helped me to concentrate and to feel less tired in the afternoons. I started to concentrate in science whereas I used to think science was boring. I became so good at science that I can do all my work and learn in my spare time when other children are still doing their work.
The movement programme helped my cricket. I was a little nervous, but not any more. Now in cricket I have confidence in myself.
I didn’t like English but I am starting to enjoy it now. Maths is fun like always and this has improved my times tables. It has made my times tables quick so if the teacher asks what’s 5 x 8 I can say 40 straight away.– M.K
The movement programme helped me because when I did my SATs I was calm and it made me remember what I have learned throughout the year. The programme also helped me to speed up with my work. My parents have noticed that I have been behaving more sensibly and my scores from the mock SATs were very pleasing. Teachers have also been persuading us to drink more water and that has helped me a lot. This programme helped me to concentrate and my writing has improved a lot.– R.M
When I started to do my movement, something happened in my head. When I asked my teacher, Mrs Zairi, she said my brains were joining together. My parents think I have changed because before I did the movement I did not remember anything, but now I remember things.– A.K.
The Palmar Reflex and the Plantar reflex should integrate at about the same time, between 4 – 6 months. The Palmar and Plantar reflexes are part of a group of reflexes that develop in the uterus and whose common characteristic is to grasp.
The Palmar and Plantar reflexes should be integrated between 5 – 6 months, retention may present as any of the following symptoms;
Palmar
Plantar
Both the Palmar and Plantar reflexes are thought to be a continuation of an earlier stage of human evolution, when it was necessary for the baby to cling to its mother for safety. If retained beyond the first few months, these reflexes can impede independent finger and toe movement, affecting fine motor skills such as writing.
The TLR involves the vestibular system and the sense of balance and position in space and the vestibular interaction with other senses. The reflex should be fully integrated by the end of the first year of life.
The Tonic Labyrinthine Reflex may present itself in the following:
If the Tonic Labyrinthine reflex is not integrated it will constantly disturb the sense of balance and the integration with other sensory systems. This has an effect on reading skills and can cause car sickness.
The STNR is helps the baby with the action of crawling and to start tracking, as well as establishing contralateral movement.
The Symmetrical Tonic Neck Reflex should be integrated between 12 – 13 months, and may present as any of the following symptoms;
Many children have one or two reflexes that have not been integrated and may be functioning well. It is only when there is a cluster of reflexes that have not been integrated that problems begin to present themselves in the form of feeding issues, emotional issues , learning issues and behavioural issues.
BD164AR Bradford
West Yorkshire England
