In our classrooms, we often observe a familiar scene: children sitting, sometimes restless in their chairs, their gaze sometimes lost, struggling to maintain their concentration. The implicit instruction, passed down from generation to generation, is simple: to learn well, one must remain still and silent. But what if this belief was not only wrong but counterproductive? What if movement, far from being the enemy of learning, was actually one of its most powerful fuels?
At Dynseo, we have placed this conviction at the heart of our educational approach. We believe that a child's mind cannot fully flourish if their body is constrained to inactivity. It is from this philosophy that our educational game application, COCO THINKS and COCO MOVES, was born. Through this article, we wish to share with you, teachers, parents, and education professionals, the profound and scientifically validated reasons why getting primary school students moving is not just a simple recess break, but a true strategy for improving learning. We invite you to explore with us how movement can transform the dynamics of a classroom and unlock the potential of every child.
The idea that the body and mind are two separate entities is a legacy of the past. Today, neuroscience offers us a completely different picture, one of constant and vital interconnection. Understanding these mechanisms allows us to grasp why a moving child is a child who learns better.
Oxygen and nutrients: the fuel of cognition
Imagine the brain as an incredibly complex and efficient engine. To function optimally, this engine needs high-quality fuel. Physical activity acts like a pump that accelerates blood circulation. In doing so, it increases the supply of oxygen and glucose, the two main nutrients for the brain. A better-irrigated brain is a more alert, responsive brain, better able to process new information. A short session of physical activity can thus "wake up" neurons and prepare the ground for a math or French lesson.
BDNF: the natural fertilizer for neurons
When we move, our body produces a fascinating protein called BDNF (Brain-Derived Neurotrophic Factor), which scientists often refer to as "brain fertilizer." This protein plays a crucial role in the survival of existing neurons and, importantly, in the growth of new neurons and new synapses (the connections between neurons). A high level of BDNF facilitates brain plasticity, which is the brain's ability to reorganize and create new circuits. Learning to read, calculate, or memorize a poem is precisely about creating and strengthening these circuits. Movement literally prepares the brain to learn and retain information in the long term.
The brain's control tower: regulating attention and emotions
The frontal lobe, and more specifically the prefrontal cortex, is often described as the "control tower" of our brain. It is responsible for executive functions: planning, decision-making, problem-solving, and, of course, regulating attention and impulses. This area is particularly sensitive to the benefits of physical activity. Moving helps regulate neurotransmitters like dopamine and norepinephrine, which are essential for concentration. For a child who struggles to sit still, an "active break" is not a distraction; it is a regulatory tool that allows them to "reset" their attention system and return to their task with a clearer and more available mind.
Transforming the classroom: from a listening space to an active learning ground
If the benefits of movement are clear, the practical question arises: how to integrate it into an already busy schedule and often limited space? It is precisely to address this challenge that we have designed our tools. We believe that it is not about adding hours of sports, but about transforming the very way learning is delivered.
COCO THINKS and COCO MOVES: our integrated solution
Our application COCO THINKS and COCO MOVES was born from this observation: we need to merge cognitive effort and physical effort. The principle is simple yet powerful. Using a projector or a large screen, the classroom floor transforms into an interactive game interface. Exercises are no longer solved by clicking a mouse or writing on paper, but by moving.
- For mathematics: A student must solve the calculation "3 x 4". Several result bubbles appear on the floor (for example, 7, 12, 9). To validate their answer, they must jump on the bubble "12".
- For French: Syllables are projected. The child must assemble them to form a word by moving from one to the other in the correct order.
- For geography: A map of France is displayed. The teacher asks to locate a city or region, and the students must position themselves in the correct area.
With this approach, learning becomes an embodied experience. Information is no longer just seen or heard; it is experienced by the whole body. This kinesthetic anchor creates much stronger and lasting memories.
The benefits of active and playful pedagogy
Integrating movement through tools like ours is not limited to improving academic results. It transforms the classroom atmosphere and develops essential transversal skills.
Firstly, student motivation is multiplied. The playful and dynamic format of COCO MOVES transforms sometimes tedious exercises into stimulating challenges. The desire to learn is rekindled by the joy of play.
Secondly, it fosters cooperation. Many games can be played in small groups, encouraging children to communicate, develop strategies together, and help each other.
Finally, it allows for constructive management of the group's energy. Instead of repressing the need to move, the teacher channels it towards a pedagogical goal. The excess energy becomes a driving force for learning.
Movement: a key to supporting students with special educational needs
For some children, particularly those with learning disabilities (commonly referred to as "DYS" disorders), the need to move is not an option; it is a fundamental necessity to access knowledge. A pedagogy that integrates the body is a more inclusive pedagogy.
Understanding the need to move in DYS students
A child with ADHD (Attention Deficit Hyperactivity Disorder) has an urgent need to move to maintain their brain alertness and concentration. Forcing them into total stillness is counterproductive and exhausting for them, as a large part of their cognitive energy is then devoted to fighting against their own body.
For a dyspraxic child, who has difficulties planning and coordinating their movements, associating movement with a cognitive task can paradoxically help. By practicing coordinating their body to answer a question, they work on both their motor and cognitive skills in a playful and de-dramatized context.
For a dyslexic child, the multisensory approach is recognized as one of the most effective. Seeing a letter, hearing its sound, and performing an associated gesture (for example, jumping on the letter) creates multiple neural connections that reinforce memorization and the automation of reading.
A caring and adapted approach
The activities of COCO MOVES allow for a natural differentiation in pedagogy. The teacher can adapt the difficulty of cognitive exercises and the level of motor demands according to each student's needs. The goal is not athletic performance, but participation and engagement. In this context, mistakes are de-dramatized. Making a mistake is not a failure; it is a step in the game that invites trying again. This positive approach reinforces self-esteem, a crucial factor for the success of struggling students.
Training teachers: our commitment to quality support
We are convinced that a tool, no matter how effective, can only deliver its full potential if used by trained and informed professionals. That is why we have developed a specific training for primary school teachers: "Identifying and Supporting DYS Disorders in Primary School". This training aims to provide teachers with theoretical understanding keys and practical strategies to better identify and assist these students. We explain in detail why approaches like COCO MOVES are so relevant for them. Our goal is to equip you not only with technological solutions but also with the pedagogical know-how that allows for the creation of a truly inclusive classroom environment, where every child, regardless of their particularities, has the opportunity to thrive.
Putting movement into practice: simple ideas for maximum impact
Integrating movement does not require completely revolutionizing your way of doing things. It can be done in small touches, progressively. The important thing is to change perspective and see movement as an opportunity.
Active breaks: breaths for the brain
Rather than waiting for restlessness to rise and become disruptive, you can establish short active breaks of 3 to 5 minutes every 45 minutes or so. These breaks do not need to be complex. Here are some ideas:
- Simon says: A classic that works on listening to instructions and motor skills.
- Animal yoga: Ask the children to imitate simple postures (the cat, downward dog, the tree).
- Stop and go dance: Play music and ask the children to dance. When the music stops, they must freeze in their position.
These moments allow for the release of tension, re-oxygenating the brain and starting a new phase of work with renewed attention.
Integrating movement into the heart of lessons
Beyond breaks, movement can become an integral part of the lesson itself.
- In grammar: Assign a gesture to each type of word (raise arms for a noun, stomp feet for a verb, spin for an adjective). Read a sentence and ask students to perform the gesture corresponding to each word.
- In history: Create a timeline on the floor with tape. Students physically move from one date to another to locate events.
- In poetry: Have students mime the actions or emotions described in the poem to facilitate memorization and understanding.
These simple techniques anchor abstract concepts in a physical and sensory reality, making them more accessible and easier to remember for many children.
Our vision: for a school that recognizes the child as a whole
Ultimately, advocating for more movement in school is not just about seeking a new "trick" in pedagogy. It is calling for a deeper paradigm shift. It is recognizing that the child who enters the classroom is not just a brain to be filled, but a complete being, with a body, emotions, and an inseparable mind.
The teacher as conductor
In this vision, the teacher becomes less a transmitter of top-down knowledge and more a "conductor" of well-being and learning. Their role is to create a rich and stimulating environment, offer a variety of approaches (visual, auditory, kinesthetic), and observe their students to respond to their needs. It is about trusting the child and their natural need for movement, guiding them so that this energy serves their own growth.
Co-constructing the school of tomorrow
At Dynseo, we do not claim to have all the answers, but we are passionate about finding solutions that respect the nature of the child and facilitate the admirable work of teachers. With our tools like COCO THINKS and COCO MOVES and our training such as that on DYS disorders, we wish to be your partners in building this school of tomorrow. A school where bodies are no longer obstacles to learning, but its most faithful allies. A school where moving to learn becomes as natural as breathing to live. We invite you to join us in this movement.
The article "COCO MOVES: why moving improves learning in primary school" highlights the importance of physical activity in stimulating learning capacities in young children. A related article that may interest readers is Top 10 Popular Games to Boost Your Brain. This article explores how certain games can also contribute to improving cognitive functions, which complements the idea that physical movement can have a positive impact on learning. By combining physical activities with cognitive games, we can create a rich and stimulating learning environment for children.
