Can Simple Movements Prior to Instruction Increase Learning in Early Morning Secondary School Classes?

Abstract

The present study examined the effects of performing simple, early morning movements on students’ memory. For week 1 of the study, students were shown a series of 20 images at the beginning of their first period class on Monday. They were asked to recall as many images as possible at three stages - immediately after viewing the images, at the end of first period, and at the beginning of first period on Friday. For week 2, students were randomly split into two groups on Monday. Group A performed the simple movements while Group B completed a sleep habit survey. The students were shown another set of 20 images and their recall was tested at the same three stages as in week 1. For week 3, the procedure was the same except Group A completed the survey and Group B performed the simple movements. The students’ individual recall scores were averaged to make the groups’ mean scores for each stage of recall testing during week 1 and week 2. Group A’s mean scores during week 2 were compared to Group B's mean scores during week 2. A t-test determined that the simple movements did not have a significant effect on the students’ memory. However, when Group A’s mean scores during week 1 were compared to Group A's mean scores during week 2, t-tests revealed that there were significant decreases in the mean scores for the end of period recall test and the delayed recall test. The same results were found when Group B’s mean scores during week 1 were compared to Group B’s mean scores during week 2.