The Headfield Project

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.

Digit Span

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.

Recommendations

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:

Children, starting school at age five, should go through the movement programme in case they have any developmental delays
The programme should be done at least three to four times a week, with specific exercises given to complete at home
The programme should be incorporated into a PE programme in school and some of the playground games in the programme should be played in the school playground
Newly trained teachers, particularly in primary schools should be trained to teach the programme
If there are more severe problems with retained reflexes after the programme has been completed, a specialist should be sought and a specific programme should be developed for the child
Nurseries and early years sure start settings should be made aware of the stages of normal development and appropriate movement programmes to start at the earliest possible opportunity

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 have seen a general improvement in attention and behaviour within my class. The perennially (in its horticultural sense of “year upon year”) troublesome group of boys now appears to be less subject to both formal and informal disciplinary action and appears to have more concentration and willingness to work. Sceptics would ascribe this to simple maturity but there have been no signs of this in previous years
Progress in our maths group has been good this year. While the standard of teaching is undoubtedly excellent, the results in respect of the programme appear to be inconclusive. Those participating in the programme improved by an average of 1.219 NC sub levels compared to 1.183 for those who did not (a difference of 3.04 per cent). However, by blind luck, all of those whom we would characterise as underachieving owing to behavioural problems, which we would ascribe to short attention span and peer group pressure, were on the programme, and it could be argued that they could have done substantially less well. Of these I would say that (without exception) their ability to reason and problem solve has improved markedly
Interestingly, those on the programme constitute 70 per cent of the maths group, whereas one would normally expect them to constitute 60 per cent in an even split between five classes. If it could be proved that these classes have a Set 5 membership which is at 60 per cent or above, then it would be fair to say that the control group is in fact more able and therefore the children on the programme performed above expectations. When one considers that Set 5 has the SEN children from 6WG5 and some members of my class, then this may well be the caseThere can be many arguments for and against the above and it would be wise to talk any facts and figures through before using any of them, but my overall feeling is that there is a pronounced change in attitude and ability to reason in many pupils. The ultimate test will be more objective measurements such as digit span.

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.