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9 Movement<br />
82<br />
and<br />
Learn<strong>in</strong>g<br />
In times of dim<strong>in</strong>ish<strong>in</strong>g f<strong>in</strong>ancial resources,<br />
educators must make hard choices. Do dance,<br />
<strong>the</strong>ater, and physical education belong <strong>in</strong> <strong>the</strong><br />
budget? Are <strong>the</strong>y frills or fundamentals? What<br />
exactly does bra<strong>in</strong> research tell us about <strong>the</strong> relationship<br />
between <strong>the</strong> body and m<strong>in</strong>d?<br />
For years it seemed that <strong>the</strong> educational and<br />
scientific communities believed that th<strong>in</strong>k<strong>in</strong>g was<br />
th<strong>in</strong>k<strong>in</strong>g and movement was movement, and never<br />
<strong>the</strong> twa<strong>in</strong> would meet. Maverick scientists envisioned<br />
l<strong>in</strong>ks between th<strong>in</strong>k<strong>in</strong>g and movement for<br />
decades—but with little public support. Today we<br />
know better. This chapter reveals <strong>the</strong> strong l<strong>in</strong>ks<br />
between physical education, <strong>the</strong> arts, and learn<strong>in</strong>g.<br />
M<strong>in</strong>d and Body<br />
If we want to address drug education, second languages,<br />
diversity education, multiple <strong>in</strong>telligences,<br />
improv<strong>in</strong>g read<strong>in</strong>g scores, reduc<strong>in</strong>g dropouts,<br />
encourag<strong>in</strong>g girls <strong>in</strong> math and science, <strong>the</strong>matic<br />
<strong>in</strong>struction, and AIDS education, that’s great. But<br />
what will we elim<strong>in</strong>ate to make time for those<br />
th<strong>in</strong>gs? Anyth<strong>in</strong>g deemed a frill is likely to go first.<br />
For some short-sighted officials, that means physi-<br />
KEY CONCEPTS<br />
◗ The m<strong>in</strong>d-body l<strong>in</strong>k<br />
◗ What does research say<br />
about <strong>the</strong> l<strong>in</strong>ks between<br />
movement and cognition?<br />
◗ Physical states; how does<br />
our body actually learn?<br />
◗ The specific roles for<br />
movement, <strong>the</strong> arts,<br />
and physical education<br />
◗ Why movement makes<br />
sense
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