[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598626-105":59,"doc-detail-598626-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","moving-literally-to-engage-students-putting-the-physically-active-in-active-learning","Moving (Literally) to Engage Students - Putting the (Physically) Active in Active Learning","","This paper explores classroom practices that engage the whole student by integrating thinking, feeling, and acting through movement. Drawing on a somatic perspective, it explains how active learning can be supported with movement, music, and group interaction. It outlines a rationale for physical engagement using attention-span research and participation findings, then presents concrete senior undergraduate examples showing how students build mental, physical, and emotional involvement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/moving-literally-to-engage-students-putting-the-physically-active-in-active-learning/598626/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/moving-literally-to-engage-students-putting-the-physically-active-in-active-learning/598626.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What approach does the paper use to support active learning?","Question",{"text":112,"@type":113},"The paper uses a somatic sensibility, treating learning as involving thinking, feeling, acting, and the energy around students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the author argue that movement helps learning?",{"text":117,"@type":113},"The author links movement to increased attention and refers to studies showing attention drops after 10 to 30 minutes in lectures, along with research on participation differences in discussions.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the main elements of the first example activity?",{"text":121,"@type":113},"Example one centers on five body dispositions—determination, openness, stability, flexibility, and centre—where students move through postures and walk or dance to selected music, then reflect and discuss development goals.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598626,1792087278,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","6  \nMoving (Literally) to Engage Students: Putting the (Physically) Active in Active Learning  \nWilliam B. Strean  \nUniversity of Alberta  \nThis paper explores a variety of practices and classroom activities that engage the whole student. Grounded in a somatic perspective (from “soma” meaning the body in its wholeness– the integration of thinking, feeling, and acting), the discussion shows how students can be brought fully into learning through movement, music, and interaction. Examples include: “The Leaders Body: Moving to the Next Level,” which incorporates postures, moving to selected music clips, and working in small groups to learn about five dispositions of the body (determination, openness, flexibility, stability, and centre); “Finding Flow,” which includes an experiential process in groups of five that brings alive the spectrum from boredom to optimal experience to anxiety; and “Building a Humour Body,” which is based on both Reich’s (1960) notions about armoring and the chakra system.  \nP icmtiudredlestoufdyentousr csltarasstinYgoutowohneadder-nwohdat inmitghh  \ngrab their attention and, perhaps, have them learn. Wouldn’t we all like to engage our students and enhance their learning through active processes? We often seek solutions by considering what we can do to be more entertaining or relevant. One student-centred solution is moving students (literally) by putting the (physically) active in active learning.  \nThe approach advocated in this paper is based on a somatic sensibility – from “soma” meaning the body in its wholeness. We will explore learning experiences that take into account thinking, feeling, acting, and the energy that surrounds us.  \nAssumptions and Rationale  \nTwo quotations that reflect the perspectives of somatics and physical engagement in learning are: “Book learning tends to stay in the book;” and “Learning is a myth until it is embodied”(Strozzi Heckler, 1993) . Another reason for including movement in our classes comes from what we know about attention span in lectures. Various reports (Bligh, 2000; McKeachie & Svinicki, 2006; Young, Robinson, & Alberts, 2009) show that when listening to a lecture, attention drops precipitously after 10 to 30 minutes. You may be saying to yourself that neither your students nor you have such a short attention span. Oh, look, a kitty!  \nYet some individuals can be distracted.  \nSome instructors seek to combat attention problems with straight lecture by using discussion. Yet, studies of student participation in such discussions found that in groups of five, the most engaged person contributes 43% but the least engaged member only contributes 7%; in groups of eight, the least engaged five members contribute a mere 3 to 9%(Gibbs, 1992) .  \nThree specific examples from senior undergraduate courses of how students become actively engaged in learning sessions mentally, physically, and emotionally can be found in the next sections. Each of these activities can be completed during one class session (50 minutes is workable; 80 minutes is desirable) . These precise examples, though used in a Faculty of Physical Education and Recreation, may be applicable to a variety of audiences – and readers are encouraged to apply the general principles to their own domains of practice.  \nExample One: “The Leader’s Body: Moving to the Next Level”  \nThe premise of this session is that there are five dispositions (determination, openness, stability, flexibility, and centre) that are useful for leaders. When the qualities are limited, it can be a liability. When the qualities exist in excess, it can also be a problem. Using somatic engagement with these dispositions, students can assess their current strengths and weaknesses and see opportunities to develop where they see fit. Departing from the notion that all is cerebral, the position taken is that all (deep) learning involves a structural transformation. The activities are based on the work of Julio Olalla who claims,“Music speaks dir","cbCailynjWTWL50m","https://ap.wps.com/l/cbCailynjWTWL50m","pdf",456808,"English","# Assumptions and Rationale\n## Attention span and participation evidence\n# Example One: The Leader’s Body: Moving to the Next Level\n## Five dispositions and musical movement activities\n# Example Two: Finding Flow\n## Challenges–skills relationship","[{\"question\":\"What approach does the paper use to support active learning?\",\"answer\":\"The paper uses a somatic sensibility, treating learning as involving thinking, feeling, acting, and the energy around students.\"},{\"question\":\"Why does the author argue that movement helps learning?\",\"answer\":\"The author links movement to increased attention and refers to studies showing attention drops after 10 to 30 minutes in lectures, along with research on participation differences in discussions.\"},{\"question\":\"What are the main elements of the first example activity?\",\"answer\":\"Example one centers on five body dispositions—determination, openness, stability, flexibility, and centre—where students move through postures and walk or dance to selected music, then reflect and discuss development goals.\"}]","Moving (Literally) to Engage Students - Putting the (Physically) Active in Active Learning | PDF",13]