How teachers can make movement a part of learning

How teachers can make movement a part of learning

By: Imogen Buxton-Pickles • Read time: 3 min • Published: September 2026

Quick Answer

Teachers can make lessons more active by using short movement breaks and activities that help pupils respond, remember, communicate or refocus. Active learning does not mean turning every lesson into a fitness session. Movement should support the learning objective, remain manageable in the available space and give every pupil an opportunity to participate.

In this article

Active learning doesn't mean turning every lesson into a fitness session. It means using movement where it genuinely helps pupils engage, remember, respond or refocus.

Using simple equipment can also be a fantastic way to bring learning to life. I’ve found the new Active Maths Play Pack from Davies Sports particularly useful; it’s intuitive and easy to use, and it has inspired me to write a series of lessons around it. These will be available soon on the imoves platform as part of our Active 30 and Active Schools subscriptions.

A simple place to start is with short activity breaks. Two to five minutes of movement between tasks can help pupils reset, especially after a long stretch of concentration. These can happen right behind chairs and don't need equipment or a big space. The imoves Active Blasts are a great example.

What active learning techniques can teachers use?

The next step is connecting movement to learning itself. For example, the imoves active learning library uses these approaches:

  • pupils stand for one answer and crouch for another (choose between)
  • actions represent vocabulary, punctuation or steps in a process (word action games)
  • questions are placed around the room as a learning circuit (circuits)
  • pupils collect information from different locations (data collection)
  • a short movement sequence opens or closes a lesson (top and tail)
  • partners walk and talk before returning to record their ideas (discovery)

One of the easiest techniques to start with is a simple "choose between" activity. Ask a question and give pupils two movements to show their answer. Every child responds at the same time, and you get an instant read on their understanding.

How can movement support the learning objective?

Movement should support the learning objective, not compete with it. Ten random star jumps will just create chaos and break the momentum of the session. Start with one technique, use it regularly, and give staff and pupils time to get comfortable with a different way of working.

The Top and tail method is especially effective because it's so simple. For example, an active quiz/game or an active blast to open the session, then a celebration of learning to close it. No extra prep required.

I've worked with schools that have gone further with ideas like No Chairs Tuesday, where children learn through movement all day. The pupils were unsure at first but loved it by the end. I love this kind of thinking. It might not work everywhere, but it's a great spark for ideas that do fit your school and your children.

Frequently Asked Questions

What is active learning?
Active learning uses movement where it helps pupils engage, remember, respond or refocus. It does not mean turning every lesson into a fitness session. Activities should have a clear connection to the learning objective and be manageable within the available classroom space.
How long should a classroom movement break last?
A classroom movement break can last between two and five minutes. It may be particularly useful between tasks or following a sustained period of concentration. Activities can usually take place behind pupils’ chairs and do not necessarily require specialist equipment or a large space.
What is a “choose between” active learning activity?
In a “choose between” activity, the teacher asks a question and gives pupils two different movements to represent possible answers. Pupils might stand for one answer and crouch for another. This allows every pupil to respond simultaneously and gives the teacher an immediate indication of understanding.
Can active learning be used across different subjects?
Active learning techniques can be adapted for subjects across the curriculum. Actions might represent vocabulary, punctuation or steps in a process, while questions can be positioned around the classroom as a learning circuit. Partners can also walk and talk before returning to record their ideas.
How can teachers prevent active learning from becoming disruptive?
Movement should support the learning objective rather than interrupt it. Teachers can begin with one simple technique, establish clear expectations and use the activity regularly. Giving pupils time to become familiar with the approach can help active learning become a normal and purposeful part of lessons.

Author

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Imogen Buxton-Pickles

Primary PE & Specialist | Founder of imoves

Imogen Buxton-Pickles, primary PE specialist and founder of imoves, an all-in-one PE and active learning platform that empowers teachers to deliver PE confidently.