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233). Patterson Has Suggested That Those Working In Education Should Consider ...

233).
Patterson has suggested that those working in education should consider using movement programmes with their students because they:
Involve more sensory input, which is likely to hold students' attention for a longer period of time;
Resemble more closely what students would be doing outside school in the context of enjoyable activities. Employing these in school should engage students and maintain their interest levels;
Engage with other cerebral abilities such as music and visual-spatial skills, thus enhancing an integrated approach to sensory perceptions, a process which enables student to make meaningful links with new and past learning. This is a central idea in the constructivist approach to learning which proposes that learning can only occur when children are able to use their existing knowledge to scaffold new learning;
Are more likely to lead to long term recall, since the learning is embedded to a deeper level;
Stimulate the right hemisphere of the brain thereby enabling students to perceive concepts in their totality rather than in isolation.
(Patterson, 1997).
Jensen has suggested that because of the knowledge we now have about the role of exercise in the learning process, teachers should have what he calls energisers during the day. He proposes that there are four opportunities for these:
Start off the class with some slow stretching and breathing to increase circulation and oxygen flow to the brain;
During the class, at intervals of twenty minutes or less, students should be given opportunities to get up and move around, to have a stretch break;
Make sure that planned activities have a built in component of activity, for example, requiring students to do a jigsaw puzzle;
Give pupils permission to get up and to move around, stretch or go on an errand.
(Jensen, 1995, p.147).
Centres working with autistic children in The United Kingdom and the United States who have been using movement programmes have reported increases in the ability of children with autism and attention deficit hyperactivity disorder (ADHD) to focus on and complete tasks. These children have also shown greater abilities to share ideas and engage with others.
Dyslexia:
There is still some confusion within education surrounding dyslexia and the type of teaching interventions most appropriate for children with this condition (Reid, 2005).
While it is recognised that there is a considerable genetic component associated with dyslexia (Gayan and Olsen, 1999) research has been presented to suggest that the environment can play a considerable role in reducing subsequent reading difficulties (Reynolds et al., 2003).

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