{"id":1614,"date":"2024-12-05T14:44:20","date_gmt":"2024-12-05T14:44:20","guid":{"rendered":"https:\/\/affiliate.wcu.edu\/teacherleaders\/?p=1614"},"modified":"2024-12-05T14:56:31","modified_gmt":"2024-12-05T14:56:31","slug":"improving-executive-function-and-self-regulation-through-movement","status":"publish","type":"post","link":"https:\/\/affiliate.wcu.edu\/teacherleaders\/blog\/2024\/12\/05\/improving-executive-function-and-self-regulation-through-movement\/","title":{"rendered":"Improving Executive Function and Self-Regulation Through Movement"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row column_structure=&#8221;1_2,1_2&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;1_2&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<div class=\"et_pb_module et_pb_text et_pb_text_1  et_pb_text_align_left et_pb_bg_layout_light\">\n<div class=\"et_pb_text_inner\">\n<p>Example 1:<\/p>\n<p>The Better Movers and Thinkers intervention found after 16-weeks of movement games children showed a 16-point improvement in executive function.<\/p>\n<\/div>\n<\/div>\n<div class=\"et_pb_module et_pb_text et_pb_text_2  et_pb_text_align_left et_pb_bg_layout_light\">\n<div class=\"et_pb_text_inner\">\n<p>Example 2:\u00a0<\/p>\n<p><strong>Red light purple light circle time movement games. <\/strong><\/p>\n<ul>\n<li>The intervention was added to a three-week summer school readiness program for children entering kindergarten. Teachers led the students through executive function and self-regulation games and saw improvement in both after three weeks.<\/li>\n<li>This eight-week intervention included two 20- to 30-minute sessions. Research assistants led children through movement and music-based games that increased in complexity. Children saw improvement in executive function and self-regulation with the largest gains found for English language learners.<\/li>\n<li>Circle time games improved executive function and self-regulation for children with low levels of both prior to the intervention.<\/li>\n<\/ul>\n<p>No benefits on executive function and self-regulation were found in a sample of pre-kindergarten children from Nairobi, Kenya following the 8-week Red-Light Purple-Light intervention.<\/p>\n<\/div>\n<\/div>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=&#8221;1_2&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<div class=\"et_pb_module et_pb_text et_pb_text_3  et_pb_text_align_left et_pb_bg_layout_light\">\n<div class=\"et_pb_text_inner\">\n<p>Executive function and self-regulation are the brains\u2019 ability to inhibit inappropriate and impulsive behaviors (inhibitory control), hold and work with information (working memory), and shift between tasks throughout the day (cognitive flexibility). Early childhood is a sensitive period in the development of executive function and self-regulation, and the early childhood classroom is an excellent setting to promote the development of both through movement and play.\u00a0\u00a0<\/p>\n<\/div>\n<\/div>\n<div class=\"et_pb_module et_pb_text et_pb_text_4  et_pb_text_align_left et_pb_bg_layout_light\">\n<div class=\"et_pb_text_inner\">\n<p>Executive function and self-regulation help children sustain attention in the classroom, inhibit attending to distracting information, hold and manipulate information in memory, and shift between indoor and outdoor activities (McClelland et al, 2007; Miyake et al., 2000). A child\u2019s brain is hardwired with the capacity to develop strong executive function and self-regulation, and early experiences can aid the development of both (Diamond &amp; Lee, 2011). Movement based games that encourage children to think and remember rules offer positive opportunities for children to be physically active as they engage brain systems involved in executive function and self-regulation (Dalziell et al., 2019).<\/p>\n<p>Dalziell, A., Booth, J. N., Boyle, J., &amp; Mutrie, N. (2019). Better Movers and Thinkers: An evaluation of how a novel approach to teaching physical education can impact children\u2019s physical activity, coordination and cognition. <em>British Educational Research Journal, 45<\/em>(3), 576-591.<\/p>\n<p>\u00a0Diamond, A., &amp; Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. <em>Science, 333<\/em>(6045), 959-964.<\/p>\n<p>\u00a0McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., &amp; Morrison, F. J. (2007). Links between behavioral regulation and preschoolers\u2019 literacy, vocabulary, and math skills. <em>Developmental psychology, 43<\/em>(4), 947.<\/p>\n<p>\u00a0Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., &amp; Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex \u201cfrontal lobe\u201d tasks: A latent variable analysis. <em>Cognitive psychology, 41<\/em>(1), 49-100.<\/p>\n<\/div>\n<\/div>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=&#8221;1_2,1_2&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;1_2&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<p>Movement based interventions that require children to stop, think, and act can help improve a child\u2019s executive function and self-regulation. Below is a description of an intervention movement game that can be played with children between the ages of 3 and 6.<\/p>\n<p><strong>Phase 1: Make the same shape <\/strong><\/p>\n<ol>\n<li>Teacher comes up with three different shapes that a child can make with their body. For example, making one\u2019s body into a ball, making one\u2019s body look like a T, make a X with your body.<\/li>\n<li>As music is playing the teacher moves about the room or outdoor space and demonstrates the shapes to the children.<\/li>\n<li>Children move about the space using different methods of traveling such as hopping, skipping, and slow jogging. As the children move, they must keep track of their personal space and listen for a signal from the teacher.<\/li>\n<li>When the teacher signals, children are instructed to look and then copy the shape the teacher is making.<\/li>\n<\/ol>\n<p><strong>Phase 2: Make a different shape<\/strong><\/p>\n<ol>\n<li>As music is playing the teacher moves about the room or outdoor space and demonstrates the shapes to the children.<\/li>\n<li>Children move about the space using different methods of traveling such as hopping, skipping, and slow jogging.<\/li>\n<li>When the teacher signals children are instructed to look and make a different shape from the one the teacher is making.<\/li>\n<\/ol>\n<p><strong>Phase 3: Moving fast to slow music, moving slow to fast music, and make the same shape<\/strong><\/p>\n<ol>\n<li>As slow music is playing the teacher moves about the room or outdoor space and demonstrates the shapes to the children.<\/li>\n<li>As <strong><em>slow<\/em><\/strong> music is playing children move about the space at a <strong><em>fast pace<\/em><\/strong>using different methods of traveling such as hopping, skipping, and jogging. As the children move, they must keep track of their personal space and listen for a signal from the teacher.<\/li>\n<li>As <strong><em>fast music<\/em><\/strong> is playing children move about the space at a <strong><em>slow pace<\/em><\/strong>using different methods of travelling such as hopping, skipping, and jogging. As the children move, they must keep track of their personal space and listen for a signal from the teacher.<\/li>\n<li>During both the fast and slow music, when the teacher signals children are instructed to look and then copy the shape the teacher is making.<\/li>\n<\/ol>\n<p><strong>Phase 4: Moving fast to slow music, moving slow to fast music, and make a different shape<\/strong><\/p>\n<ol>\n<li>As slow music is playing the teacher moves about the room or outdoor space and demonstrates the shapes to the children.<\/li>\n<li>As <strong><em>slow<\/em><\/strong> music is playing children move about the space at a <strong><em>fast pace<\/em><\/strong>using different methods of traveling such as hopping, skipping, and jogging. As the children move, they must keep track of their personal space and listen for a signal from the teacher.<\/li>\n<li>As <strong><em>fast music<\/em><\/strong> is playing children move about the space at a <strong><em>slow pace<\/em><\/strong>using different methods of traveling such as hopping, skipping, and jogging. As the children move, they must keep track of their personal space and listen for a signal from the teacher.<\/li>\n<li>During both the fast and slow music, when the teacher signals children are instructed to look and make a different shape from the one the teacher is making.<\/li>\n<\/ol>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=&#8221;1_2&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_image src=&#8221;https:\/\/affiliate.wcu.edu\/teacherleaders\/wp-content\/uploads\/sites\/48\/2021\/05\/Screen-Shot-2021-05-24-at-3.23.44-PM.png&#8221; title_text=&#8221;Screen Shot 2021-05-24 at 3.23.44 PM&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_image][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=&#8221;1_2,1_2&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;1_2&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<p><span>Encouraging movement based activities that require a child to stop, think, and remember a set of rules can help improve and promote executive function and self-regulation.<\/span><\/p>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=&#8221;1_2&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; header_4_text_align=&#8221;left&#8221; header_4_text_color=&#8221;#592C88&#8243; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h4><strong>Potential Roadblocks:<\/strong><\/h4>\n<p>Limited time and space.<\/p>\n<p>Possibility of children bumping into each other.<\/p>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=&#8221;1_2,1_2&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;1_2&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<p>Linked Resources:<\/p>\n<p><a href=\"https:\/\/education.gov.scot\/improvement\/learning-resources\/better-movers-and-thinkers-progression-videos\/\">https:\/\/education.gov.scot\/improvement\/learning-resources\/better-movers-and-thinkers-progression-videos\/<\/a><\/p>\n<p><a href=\"https:\/\/synergies.oregonstate.edu\/2017\/intervention-offered-in-kindergarten-readiness-program-boosts-childrens-self-regulation-skills\/\">https:\/\/synergies.oregonstate.edu\/2017\/intervention-offered-in-kindergarten-readiness-program-boosts-childrens-self-regulation-skills\/<\/a><\/p>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=&#8221;1_2&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h4>Research Studies on the Topic:<\/h4>\n<p><a href=\"https:\/\/bera-journals.onlinelibrary.wiley.com\/doi\/abs\/10.1002\/berj.3514\">Dalziell, A., Booth, J. N., Boyle, J., &amp; Mutrie, N. (2019). Better Movers and <\/a><\/p>\n<p><span><a href=\"https:\/\/bera-journals.onlinelibrary.wiley.com\/doi\/abs\/10.1002\/berj.3514\">\u00a0\u00a0\u00a0\u00a0 Thinkers: An evaluation of how a novel approach to teaching physical <\/a><\/span><\/p>\n<p><span><a href=\"https:\/\/bera-journals.onlinelibrary.wiley.com\/doi\/abs\/10.1002\/berj.3514\">\u00a0\u00a0\u00a0\u00a0 education can impact children\u2019s physical activity, coordination and <\/a><\/span><\/p>\n<p><span><a href=\"https:\/\/bera-journals.onlinelibrary.wiley.com\/doi\/abs\/10.1002\/berj.3514\">\u00a0\u00a0\u00a0\u00a0 cognition. <em>British Educational Research Journal<\/em>, <em>45<\/em>(3), 576-591.<\/a><\/span><\/p>\n<p><a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2019.02365\/full\">McClelland, M. M., Tominey, S. L., Schmitt, S. A., Hatfield, B. E., Purpura, D. <\/a><\/p>\n<p><span><a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2019.02365\/full\">\u00a0\u00a0\u00a0\u00a0 J., Gonzales, C. R., &amp; Tracy, A. N. (2019). Red Light, Purple Light! Results <\/a><\/span><\/p>\n<p><span><a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2019.02365\/full\">\u00a0\u00a0\u00a0\u00a0 of an intervention to promote school readiness for children from low-income <\/a><\/span><\/p>\n<p><span><a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2019.02365\/full\">\u00a0\u00a0\u00a0\u00a0 backgrounds. <em>Frontiers in psychology<\/em>, <em>10<\/em>, 2365.<\/a><\/span><\/p>\n<p><a href=\"https:\/\/www.sciencedirect.com\/science\/article\/abs\/pii\/S0885200614000829\">Schmitt, S. A., McClelland, M. M., Tominey, S. L., &amp; Acock, A. C. (2015). <\/a><\/p>\n<p><span><a href=\"https:\/\/www.sciencedirect.com\/science\/article\/abs\/pii\/S0885200614000829\">\u00a0\u00a0\u00a0\u00a0 Strengthening school readiness for Head Start children: Evaluation of a self<\/a><\/span><\/p>\n<p><span><a href=\"https:\/\/www.sciencedirect.com\/science\/article\/abs\/pii\/S0885200614000829\">\u00a0\u00a0\u00a0 \u00a0\u00a0regulation intervention. <em>Early Childhood Research Quarterly<\/em>, <em>30<\/em>, 20-31<\/a><\/span><\/p>\n<p><a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/10409289.2011.574258\">Tominey, S. L., &amp; McClelland, M. M. (2011). Red light, purple light: Findings <\/a><\/p>\n<p><span><a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/10409289.2011.574258\">\u00a0\u00a0\u00a0\u00a0 from a randomized trial using circle time games to improve behavioral self-<\/a><\/span><\/p>\n<p><span><a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/10409289.2011.574258\">\u00a0\u00a0\u00a0\u00a0 regulation in preschool. <em>Early Education &amp; Development<\/em>, <em>22<\/em>(3), 489-519.<\/a><\/span><\/p>\n<p><a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2021.633049\/full\">Willoughby, M. T., Piper, B., King, K. M., Nduku, T., Henny, C., &amp; <\/a><\/p>\n<p><span><a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2021.633049\/full\">\u00a0\u00a0\u00a0\u00a0 Zimmermann, S. (2021). Testing the Efficacy of the Red-Light Purple-Light <\/a><\/span><\/p>\n<p><span><a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2021.633049\/full\">\u00a0\u00a0\u00a0\u00a0 Games in Preprimary Classrooms in Kenya. <em>Frontiers in psychology, 12<\/em>, <\/a><\/span><\/p>\n<p><span><a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2021.633049\/full\">\u00a0\u00a0\u00a0\u00a0 668.<\/a><\/span><\/p>\n<p><span><\/span><\/p>\n<p><span><\/span><\/p>\n<h4>Level of Evidence:<\/h4>\n<p>Both interventions offer promising evidence for promoting executive function and self-regulation. Evidence for the Better Movers and Thinkers intervention is limited to one published study and warrants more validation. Three of the four published studies for the Red-Light Purple-Light intervention found promising evidence for promoting executive function and self-regulation but effects are not consistent across all studies.<\/p>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Executive function and self-regulation are the brains\u2019 ability to inhibit inappropriate and impulsive behaviors (inhibitory control), hold and work with information (working memory), and shift between tasks throughout the day (cognitive flexibility). Early childhood is a sensitive period in the development of executive function and self-regulation, and the early childhood classroom is an excellent setting to promote the development of both through movement and play.  <\/p>\n","protected":false},"author":9,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[31],"tags":[],"class_list":["post-1614","post","type-post","status-publish","format-standard","hentry","category-briefs"],"_links":{"self":[{"href":"https:\/\/affiliate.wcu.edu\/teacherleaders\/wp-json\/wp\/v2\/posts\/1614","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/affiliate.wcu.edu\/teacherleaders\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/affiliate.wcu.edu\/teacherleaders\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/affiliate.wcu.edu\/teacherleaders\/wp-json\/wp\/v2\/users\/9"}],"replies":[{"embeddable":true,"href":"https:\/\/affiliate.wcu.edu\/teacherleaders\/wp-json\/wp\/v2\/comments?post=1614"}],"version-history":[{"count":6,"href":"https:\/\/affiliate.wcu.edu\/teacherleaders\/wp-json\/wp\/v2\/posts\/1614\/revisions"}],"predecessor-version":[{"id":1627,"href":"https:\/\/affiliate.wcu.edu\/teacherleaders\/wp-json\/wp\/v2\/posts\/1614\/revisions\/1627"}],"wp:attachment":[{"href":"https:\/\/affiliate.wcu.edu\/teacherleaders\/wp-json\/wp\/v2\/media?parent=1614"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/affiliate.wcu.edu\/teacherleaders\/wp-json\/wp\/v2\/categories?post=1614"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/affiliate.wcu.edu\/teacherleaders\/wp-json\/wp\/v2\/tags?post=1614"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}