Examples from the Evidence Base:

Movement-Based Approaches that are Family-Centered

• Movement is critical to learning and thinking for any human being: There is a growing body of evidence which shows movement and regular exercise improves classroom behavior, academic performance, social skills, and creative thinking (some examples: Dwyer, et al., 2001; British Journal of Sports Medicine, Oct 2019; Weight, et al., spring 2018; Oppezzo & Schwartz 2014).

• Children who have learning delays or disorders benefit from movement-based therapy: These children often have coexisting balance, postural, and/or sensorimotor challenges. Purposeful movement strategies increase the child’s whole system organization, which in turn supports the brain’s readiness for learning (e.g. improved attention and increased cognitive resources). Over time, movement strategies also help to reduce the amount of energy needed to maintain balance or stability. The child then has the cognitive resources needed to do enjoyable learning tasks such as: having a conversation, playing soccer, drawing a picture, or reading a book!

• Movement is motivating and regulating: it creates an internal motivation for the child to learn (as opposed to learning to "please" an adult). Movement has been linked to improved mood and desire to participate (e.g. Gourgouvelis, J., et.al 2017).

• FAMILY COACHING is critical for successful learning outcomes: a large body of evidence shows family “empowerment” (Dempsey & Dunst, 2004) must be a priority in intervention; coaching caregivers generalizes therapy outcomes to daily routines and changes the life of the child AND the child’s family (Rush & Shelden, 2011; McWilliam, 2010; Rossetti, 2001).