A few months ago my daughter had a routine checkup at the doctor, who asked how much screen time she gets in a day (which is more than typical recommendations but way less time than children spend sitting in school).

 

The doctor told her (but really she told me): “You should get more exercise.”

 

Carys isn’t a team sports kind of person.  She doesn’t love hiking, and she only really likes biking when friends are with us.

 

Something about the ‘get more exercise’ advice didn’t sit quite right with me, but I couldn’t put my finger on why.

 

Then I found Katy Bowman’s work and suddenly it all made sense.

 

Katy points out that movement and exercise are not the same thing.

 

Even if we aren’t getting enough exercise, what we need far more than exercise is movement.

 

In this episode, we discuss questions like:

 

 

Our children learn through movement.

 

Yes, they learn how to move.

 

They also learn what our society thinks about movement, which is likely to set them up for a lifetime of not-moving, unless we support them in doing things differently.

 

Finally, they come to understand their bodies better when they move.  They learn how their body signals ‘this feels great’ and ‘this doesn’t feel right.’  They learn to interact with physical things: Dr. Roger Kneebone (no joke!) at Imperial College London has observed that medical students have seemed less comfortable doing delicate tasks with their hands since smartphones became popular.

 

In other words, they learn to trust themselves.

 

We have a whole module on Full-Bodied Learning in the Learning Membership where we come to understand much more deeply what children learn with their bodies, and how to help them do it.

 

And that’s just one of the 12 topics you’ll cover in your first year, as you become an expert on topics like scaffolding your child’s learning, nurturing critical thinking, and supporting metacognitive learning.

 

If you’re thinking that you don’t have time to add one more thing to your plate, I can show you how to make it happen. Enrollment will open soon.

 

As usual, we have sliding scale pricing and a money back guarantee.  It’s totally risk free to try it out. Click the banner to learn more.

 

Katy’s books referenced for this episode (affiliate links)

 

Jump to Highlights

00:54 Introducing today’s topic and featured guest

03:07 Movement is like food for our bodies, keeping them healthy, while exercise is a special type of movement that's planned to help us get stronger.

12:14 Kids learn best when they can move around, not just sit still like in school.

16:42 Incorporate movement into your daily routine by making walks a family event or turning everyday tasks into opportunities for activity.

34:50 Children sit because it's expected. To change this, create spaces that promote movement and actively support their natural activity.

41:17 Instead of focusing on "don'ts," use signs that show where movement is allowed, creating spaces that encourage physical activity and support movement.

42:19 Extracurricular activities should complement a child's overall movement diet, ensuring a mix of structured and unstructured play.

47:06 Outdoor movement aligns with our evolutionary needs, offering natural light and varied physical activities that indoor environments can’t provide.

51:59 If walking isn't possible, adapt with alternatives like biking or using a wheelchair to ensure some form of outdoor, human-powered movement.

53:31 When feeling tired, consider gentle, enjoyable movements like walking, dancing, or outdoor chores. Choose activities that you find meaningful, not just for calorie burning.

57:59 Three practices to try to incorporate more movement into your daily life.

 

References

Caspersen, C.J., Powell, K.E., & Christenson, G.M. (1985). Physical activity, exercise, and physical fitness: Definitions and distinctions for health-related research. Public Health Reports 100(2), 126.

Hidding, L.M., Altenburg, T.M., Van Ekris, E., & Chinapaw, M.J. (2017). Why do children engage in sedentary behavior? Child- and parent-perceived determinants. International Journal of Environmental Research and Public Health 14(7), 671.

Hollander, K., Elsabe de Villiers, J., Sehner, S., Wegscheider, K., Braumann, K-M., Venter, R., & Zech, A. (2017). Growing up (habitually) barefoot influences the development of foot and arch morphology in children and adolescents. Scientific Reports 7, 8079.

Jayanthi, N.A., Post, E.G., Laury, T.C., & Fabricant, P.D. (2019). Health consequences of youth sport specialization. Journal of Athletic Training 54(10), 1040-1049.

Kafer, A. (2013). Feminist, queer, crip. Indianapolis: Indiana University Press.

Maitland, C., Stratton, G., Foster S., Braham, R., & Rosenberg, M. (2014). The dynamic family home: A qualitative exploration of physical environmental influences on children’s sedentary behavior and physical activity within the home space. International Journal of Behavioral Nutrition and Physical Activity 11, 1-12.

Scully, J.L. (2004). What is a disease? EMBO Reports 5(7), 650-653.