Lesson Methodology

WTM Meets U.S.A. Educational Benchmarks
Assessments
Methodology with Core Lessons

Implementation of Lessons

Distinctive Competence

The Intelligence of Motion

Movement has an intelligence foundational for cognitive development. Wellness Through Movement (WTM) uses this “intelligence” to change behavior.

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.

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 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 embodied cognition, the Sensory Body (SB) and you just introduced their best friend to how they learn.

Why teach children at a young age?

Though anyone can learn from the body/mind organization, 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 Educational Benchmarks

General Learners Outcomes Benchmark

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, and to improve cognitive behavior you may need a movement specialist such as a Feldenkrais® Practitioner.
Read descriptions below.

Part I of WTM is designed for the general public and is simple to implement. It includes both the animated video program, Get Sensational Attention, and 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 for both tracks is to shift attention from solely the outer circumstance to listening from a place within the body in order to respond. The short track takes seconds to implement; however, the long track gets sustainable results. The long track has a User Guide to help participants experience the lesson. It serves to sense the body and brain together, and is used to improve ways of addressing challenges. These benefits, over time, then create a healthy lifestyle. In addition, the lessons are so simple that you can adapt them to any physical movement program, teaching style, or lesson plan.

In addition to the lessons in the book, a free animation video program is also available, designed for use in schools. The program is called “Get Sensational Attention,” which helps children understand how their bodies can support them throughout the day. Lessons are quick and straightforward and can be applied throughout the day. Here is the link to the GET SENSATIONAL ATTENTION (GSA) PROGRAM

Part II of WTM is for movement specialists (yoga, research, counseling, or child development professionals). The methodology uses movement to clarify movement, not correct right or wrong moves. The sense of motion becomes a teacher to the participant’s uniqueness and behavioral patterns of motion.

With Part II movement, the sense of proprioception and patterns of motion are integrated throughout the body through reeducation. (Proprioception is one’s own perception based on biological and cognitive stages of development; it’s an insight, or a “sixth sense,” according to Charles Sherrington, neurophysiologist.) Just as developmental actions interconnect to form building blocks for cognitive functioning, these lessons utilize the science of physics and the biological-like nature of motion, organically adapting to one’s environment. To ensure ease and sustainable results, understanding the biological sensations of actions is key to analyzing and adjusting the lesson to the participant.

Physical Education & Social-Emotional Learning 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 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 in direction, space, time,
Physical activities e.g. locomotor 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 Used

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!

Methodology Through Core Lessons

With “Home,”or dual attention, the virtue of respect naturally unfolds in a child. 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) uses big beat music to create a “storm” of fun and excitement. When the children bump into each other, the music “freezes,” and attention switches from “out there” to 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 than outside in the external environment. Children return to the game playing freeze dance, however, now they play freeze dance from “Home.” From Home no one seems to bump, and children are surprised. “What changed?” Awareness.