Distinctive Competence of WTM
Unlike any other movement program that uses movement for exercise, Wellness Through Movement (WTM) uses movement to understand the behavior. Before we learned to reason, we moved to think.
The WTM approach evaluates cognitive functioning by observing movement patterns. Techniques teach through experience. The nature of how the body teachers the brain is through movement. The sensation of motion, whether the activity is is a vibration, sensation, or action, guides attention into a new understanding of one’s perception. Action becomes not just an exercise but a neuro-feedback system. In other words, a wide-angle lens develops between doing, thinking, saying, and listening. What happens then is learning and healing.
Learn From the Body
Reasoning comes from thinking; knowing comes from experience. Being alive in a body and feeling movement is what gives experiences.
- Clarify Embodied Awareness
- Determine Spatial Awareness Inside the Body
- Experience Embodied Cognition
Surprisingly, when children lie on the floor and are asked,
“What is touching the floor?” They say, “Nothing.”
Parts I & II
There are two parts to the WTM programs. Part I is designed for the general public and simple to implement. Part I, Get Sensational Attention, has two tracks, the short and long versions. Objectives shift attention to listen within the physical presence of being to address the outer circumstances. In the long version, a User Guide makes improvements in behavior a sustainable lifestyle. Strategies in Part I are easy to implement with any physical movement programs, teaching style, or lesson plan.
Part II of WTM is for movement, yoga, research, counseling, or child development professionals. The methodology is not to clarify right or wrong moves but to sense the uniqueness of the individual behavioral patterns. Together with movement and the sense of proprioception patterns reeducate. The lessons organically grow, just as developmental actions are interconnected, to ensure ease and sustainable results from a biological standpoint.
GENERAL LEARNER OUTCOMES IN PROGRAM:
• 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 minds interal dialogue and where attention focuses with listening skills and communication
• Tools of how to the sensations of physical guidance on problem solving
• Calm tension to decrease violent tendencies
• Develop social character from awareness of self, and self to others
STANDARDS COVERED IN PROGRAM:
▪ Intra and Inter Spatial Awareness (personal and emotional space)
▪ Understand social and emotional benefits to physical activities
▪ Increased pulmonary capacity and calm nervous system
▪ Basic locomotor skills alone, with a partner and in small groups e.g. hopping, skipping, jumping, running.
▪ Basic non-locomotor skills e.g. twisting, pushing, pulling
▪ Basic movement concepts and control e.g. changes direction, space, time, effort and relationship in traveling
▪ Physical activities e.g. locomotor or chasing and fleeing activities
WELLNESS & HEALTH IN PROGRAM:
o Explore ways of learning through movement: including math, English, and test taking
o Build awareness of the body and how to use the body to calm the brain
o Acquire personal tools to decreased hyperactivity and anxiety
o Fuels curiosity and attention
o Stir innovation and creativity
o Acquire respect and appreciation for uniqueness and differences of self and others
o Expand Self-awareness & improve posture
o Align attitude with physical sensation
o Decrease passion to fit in to “out there” pressures and internal urges for substance abuse
o Identify healthy behaviors and impact on personal health
o Tools to express needs, conditions and wants in healthy ways
MOST IMPORTANTLY FUN!
• 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?
See the book, A New Sensory Self-Awareness
- “No Place Like Home” lesson (Part 1 series) The virtue of respect from dual attention (internal and external) opens in the heart of the child. Attention redirects to breath, sensation, and sound inside the body. With attention inward attention, emotional reactions calm, and perception shifts. The sense of centering oneself through physical sensation helps children find peace within the storm of conflict and express their feelings.
- Personal Bubbles Freeze Dance lesson (Part 1 series) creates a “storm” of excitement with big beat music. When the children bump into each other, the music freezes and attention from “out there” turned inside. The “Home breath” lesson follows attention to the physical vibration of humming “hooooommmmme.” The vibration of the sound gives a tangible directive into the body. The watch of movement vibration in sound and breath to physical centers of the body calms both mind/body. More attention is now inside than to the external environment. Children return to the game playing freeze dance now from “Home.” No one bumps. The music plays on, and children are asked, “What changed?”
3. “Panda Bear Bowling I” lesson (Part II series) is a neurofeedback movement lesson functionally integrating the mind’s ability to follow directions, the body’s sense of balance and coordination, and the stable alignment of the pelvis for courage and self-confidence.