Category / branch (in the tree of contemplative practices): Movement

Click to download a transcript of the video (PDF)

I’m a kinesthetic learner myself and have always learned best through experiential learning and movement. The idea of incorporating gentle movement into the classroom emerged from observing the physical toll that prolonged sitting and screen-based learning can take on students. I’ve experienced firsthand how intentional movement can enhance focus and support emotional well-being.

Although I integrate various forms of group work and student participation during class, I’ve found that taking a moment to care for the body—the vehicle of our learning—has been beneficial for most students. These short movement sequences are designed not only to release physical tension, but also to invite a sense of lightness, embodiment, and connection within the learning environment.

Cultural & historical origins

This practice draws on principles from yoga, expressive arts, and somatic movement education, which have roots in ancient Indian as well as modern Western somatic therapies. The approach here is secular and adaptable to your level of comfort with movement practice.

What to be aware of

Use invitational language (“if it feels comfortable, I am inviting you…”) rather than directive cues.

• Allow for accessibility adaptations—standing is not required.
• Remind students that all movement is optional and they can remain seated or simply observe (all screens must be turned off though)
• Movement may stir emotions; normalize this and provide space for re-grounding afterwards, such as a big exhale or use laughter.

Ways to use this in the classroom

This movement sequence can be used midway through a long class or following heavy or emotionally intense material. It invites energy, eases physical discomfort, and helps reset attention. It can also foster a more relaxed and engaged group dynamic.

• Duration: 3–5 minutes
• Class size: Any
• Materials: None
• Set-up: Open space if possible; students can also stay seated

Instructions

1. Invite students to stand (or remain seated if preferred)
2. Begin with a deep breath in, lifting arms overhead; exhale slowly.
3. Remind students that the more pleasant the movement feels, the more effective it is. As a result, the movement may look different for each person.
4. Guide students through simple joint movements:
   • Ankle rolls, knee movement back and forth
   • Hip circles or sways
   • Shoulder rolls forward and back
   • Gentle head turns from side to side, looking to the right, looking to the left very slowly
   • Stretching arms overhead, side bends, or torso twist

1. Encourage light shaking or “shaking out” arms and legs to release energy.
2. Optionally, invite students to smile or make a face—it can be playful.
3. Close with a few deep breaths and a return to stillness.

In this video, Anne demonstrates how she would guide her class through the movement meditation.

Click to download a transcript of the video (PDF)

Alternatives

• Students can perform the movement seated, adjusting range and pace
• Offer chair-based stretches for students
• Provide the option to step outside the class for a few minutes

Additional resources

• Invite students to share a movement practice they would feel comfortable leading with the class, and review it with them beforehand.
• With so much diversity in the classroom some students may be happy to share a movement practice from their tradition.

Evidence of benefits for students & educators

Based on student reflections I’ve had the privilege of receiving over the past few years, movement has:

• Helped release muscular tension, particularly in the neck, shoulders, and spine
• Created a sense of energy, connection, and emotional lightness
• Increased readiness to engage with the next segment of the course

Brown, K. W., Berry, D., Eichel, K., Beloborodova, P., Rahrig, H., & Britton, W. B. (2022). Comparing impacts of meditation training in focused attention, open monitoring, and mindfulness-based cognitive therapy on emotion reactivity and regulation: Neural and subjective evidence from a dismantling study. Psychophysiology, 59(7). https://doi.org/10.1111/psyp.14024

Davidson, R. J., & McEwen, B. S. (2012). Social influences on neuroplasticity: Stress and interventions to promote well-being. Nature Neuroscience, 15(5), 689–695. https://doi.org/10.1038/nn.3093

Goyal, M., Singh, S., Sibinga, E. M. S., Gould, N. F., Rowland-Seymour, A., Sharma, R., Berger, Z., Sleicher, D., Maron, D. D., Shihab, H. M., Ranasinghe, P. D., Linn, S., Saha, S., Bass, E. B., & Haythornthwaite, J. A. (2014). Meditation programs for psychological stress and well-being: A systematic review and meta-analysis. JAMA Internal Medicine, 174(3), 357–368. https://doi.org/10.1001/jamainternmed.2013.13018