Distinctive Competence
Learn from the Body
Program Objectives
Why Teach Children at a Young Age?
______________________________
Meeting U.S.A. Educational Benchmarks
Assessments Used
Methodology in Core Lessons
Implementation of Lessons
_________________________________________________________________________
Distinctive Competence
The Intelligence of Motion
Movement is more than just changing physical locations; it embodies the essence of life itself. This intelligence in movement is foundational for cognitive development. Wellness Through Movement (WTM) harnesses this kind of “intelligence” to promote wellbeing.
The WTM approach delves deep into cognitive functioning by keenly observing movement patterns. It transforms learning into a rich, experiential journey where the sensations derived from motion—direct attention toward a profound understanding of our perceptions. Here, action evolves beyond mere physical exercise; it becomes a dynamic network of neuro-feedback patterns communicating intricately with the whole person. Engagement in doing, thinking, speaking, and listening all embodies unique patterns of neuro-feedback. In this framework, the Sensory Body acts as a powerful wide-angle lens that refines our brain’s awareness of a physician within. This “physician” has the capabilities to nurture our sense of self by learning through these intricate mind-body sensations. When movement fuses with cognition, it paves the way for cognitive development that is rooted in our unique movement tendencies.
For more information: Movement
Learn From the Body
Reasoning stems from thinking, while knowing originates from experience. We teach from the body to the brain because the “brain” is not just in the head.
Program’s Objectives
- Clarify Embodied Awareness to Support Cognitive Functioning
- Determine Spatial Awareness Inside and Outside of the Body
- Learn from Embodied Cognition
For children, these objectives are simpler than would you think.
Surprisingly, you may find that when children lie on the floor, and are asked, “What is touching the floor?” They say, “Nothing.” Awareness inside the body is the first objective to the WTM methods. Teach them the sense of embodiment and they understand more about what they are thinking and feeling.
The Sensory Body (SB) understands individuals better than their thoughts do. By learning about their best friend in their bodies, they discover how they need to learn.
Why teach children at a young age?
Though anyone can learn from the body/mind organization, however, the critical age to teach this is between five and eight years old. The process of movement in development is the major thoroughfare of the sensory-motor systems and behavior. This awareness helps all children, not just children with behavioral challenges. This “movement” is not about motor skills. It is the physicalness of the mind processing information through the body. Motion is bundles of sensations engaged in the wholeness of the senses, the mind, and the world. (See LINK Science and Feldenkrais® Practitioner)
Meeting USA Benchmarks
General Learner Outcomes Benchmarks
- Expand self awareness for the safety of self and others
- Educate sensory awareness tied to cognition and IQ
- Practice turning attention inward and self-inflicted low self-esteem perspectives
- Enhance awareness of the mind’s internal dialogue and where attention focuses with listening skills and communication
- Learn to use the sensations of physical guidance for problem solving
- Calm tension to decrease violent tendencies
- Develop social character from awareness of self and self in relation to others
Part I & II Programs Meets Physical Education & Social Emotional Benchmarks
There are two parts to the WTM program, Part I and Part II. Part I lessons are easy, and anyone can teach them. Part II is more challenging to teach because it is movement that improves cognitive behavior. You may need a movement specialist such as a Feldenkrais® Practitioner, or read Distinctive Competence (above). Read short descriptions below.
Part I
Part I of WTM is designed for the general public and is simple to implement. The first step to Part I is the program, Get Sensational Attention (GSA). Part I also includes all the lessons in the book, A New Sensory Self Awareness. The Get Sensational Attention program has two tracks, a Short Track and a Long Track. The objective of both tracks is to shift attention to feeling the body-mind working together. The focus solely on outer circumstances is shifted to awareness of the children’s inner experience to the outer circumstances. This type of dual awareness creates a healthier relationship in making choices, listening, and, most important sharing.
The GSA short track takes seconds to implement; however, the long track is what will get sustainable results. The long track has a User Guide of writing exercises to help participants feel the SB. When a child senses the SB, research shows it helps them find healthier ways to address challenges. These benefits, over time, create a healthy lifestyle. In addition, the lessons are as simple or complex as you want. And lessons in the book can adapt to any physical movement program, teaching style, or lesson plan. (Contact us for free advise)
Get Sensational Attention (GSA). The video program is designed for elementary schools; however, it can be adapted to older populations. The program helps children understand how their bodies can support and guide them, especially during challenging times. We want the children to help us help them, so we teach them how they think. In the program, lessons are quick and straightforward and can be adapted to writing lessons, playground time, or home dynamics. Get Sensational Attention (GSA) Program
Part II
Part II of WTM is more complex and appeals to researchers and specialists in neural disorders. The lessons are best taught by movement specialists interested in cognition, specifically Feldenkrais® Practitioners. If professionals in yoga, research, counseling, or child development are interested in teaching the WTM Part II lessons, read Distinctive Competence (above). The methodology uses movement to clarify rote patterns of action, and not correct the “wrong” movements. You are teaching a new sense, the Sensory Body (SB). The body must sense of motion to feel the participant’s unique behavioral patterns of motion. It is the SB sense that will improve the function of the action that affects the brain.
With Part II lessons teach how to sense the Sensory Body (SB). The SB can pick up behavioral patterns in movements that are integrated between the body and the brain. The SB is one’s own perception of their biological functions of development with cognition. Missing stages in developmental movements can affect the insight and function of the SB. The closest I have found in neuroscience to the SB is what neurophysiologist Charles Sherrington called the “sixth sense.”
Just as developmental actions form building blocks to cognitive functions, lessons use the fundamentals of physics to understand the nature of motion, the human body, and cognitive development. Gravity, balance, organization, functional integration, and efficiency of action biologically adapt to the immediate environment. To ensure ease and get sustainable results from the lessons, understanding biological sensations to a structure in action is crucial. In addition, analyzing the engineering of the bones. Length and direction of attention are also paramount. The WTM instructor compares movements possible in the skeleton versus behavioral patterns creating tension, lack of coordination, or awkwardness. As a result, WTM instructions constantly adjust according to the participants’ interpretations and physical organization.
Physical Education & Social-Emotional Learning Benchmarks
Attention School Administrators • WTM Meet Benchmarks
- Intra and Inter Spatial Awareness (personal and emotional space)
- Social and emotional benefits to physical activities
- Increased pulmonary capacity and calm nervous system
- Basic locomotive skills alone, with a partner, and in small groups e.g. hopping, skipping, jumping, running.
- Basic non-locomotive skills e.g. twisting, pushing, pulling
- Basic movement concepts and control e.g. changes in direction, space, time, effort and relationship in traveling
- Physical activities e.g. locomotive or chasing and fleeing activities
_______________________________
Wellness & Health Benefits
- Build awareness of the body and how to use the body to calm the brain
- Acquire personal tools to decrease hyperactivity and anxiety
- Fuel curiosity and attention
- Stir innovation and creativity
- Acquire respect and appreciation for uniqueness and differences of self and others
- Expand self-awareness & improve posture
- Align attitude with physical sensation
- Decrease passion to fit in to “out there” pressures and urges for substance abuse
- Identify healthy behaviors and impact on personal health
- Acquire tools to express needs, conditions and wants in healthy ways
_______________________________________
Assessments
• Does the child demonstrate more patience, calmness, and cooperation?
• Does the child resort to the body techniques to calm the mind?
• Does the child feel more balanced emotionally and physically?
• Is the child more innovative in problem solving?
• Have the child’s attention and participation improved?
• Have the child’s test scores and academic performance improved?
__________________________________
Most importantly it’s fun!
Examples of Methodology Through Core Lessons
“No Place Like Home” lesson (Part 1 series)
With the sense inside the body (“Home”) a dual attention naturally unfolds a new sense, the Sensory Body. Attention is redirected to breath and the sensation of sound moving down inside the body. When attention is directed to turn inward, perception shifts and emotional reactions calm. When one’s attention is connected to their physical sensation, a feeling of centeredness settles into the mind. Children especially find peace within the storm of conflict and understand how to express their feelings.
Personal Bubbles Freeze Dance lesson (Part 1 series)
Big beat music is used to create a storm of fun and excitement through a maze. When the children bump into each other, the music “freezes,” and attention is taught to switch from “out there” to also inside. To find “Home,” attention is directed to the physical vibration of the humming sound saying, “hooooommmmme.” The vibration of the sound in the body gives a tangible directive for attention. In Home, more attention is now inside the body and the external environment. Children return to the game of freeze dance; however, now they play it from “Home.” From Home no one seems to bump, and children are surprised. “What changed?” Awareness.
Panda Bear Bowling I lesson (Part II series) is a movement to rewire the mind’s ability to use the body’s sense of balance and coordination and stabilize alignment from there. As a result, the sense of balance and stability improves self-confidence and the ability to follow directions. Details of how these functions are related are described in the book.
_______________________________________
Self-Awareness
12 Lessons Teaching from the Body to the Brain
To Buy On Amazon Click Here