Physical activity as part of teaching – beneficial or a waste of time?

On average, higher education students spend around 11 hours per day sitting. Prolonged sitting and sedentary behaviour are independent health risks, even if recommended levels of physical activity are achieved. Breaking up periods of sitting is important not only for health but also for learning. Supporting physical activity during the study day can help improve key cognitive skills for learning, such as attention, memory, and executive function.

At the University of Oulu and Oulu University of Applied Sciences, Liikkuva opiskelu (Students on the Move) initiative aims to increase physical activity during the study day and promote student wellbeing and study ability. In a survey we carried out earlier this year, students were invited to reflect on their own physical activity during the study day and on practices related to physical activity in their institution. Our separate survey for teaching staff explored whether teaching methods on lessons and lectures provide opportunities for movement, break exercise, or other forms of physical activation, as well as teaching staff’s views on promoting physical activity on campus.

During the autumn we are publishing a series of articles presenting the survey findings and sharing tips and materials to support increasing physical activity. Earlier articles in the series have discussed active breaks and the role of facilities in supporting activity. Next, we take a closer look at physical activity as part of teaching.

Methods that increase movement activate cognitively and physically

Teaching methods that include physical activity reduce sedentary behaviour without cutting into the time available for learning. These methods activate students both cognitively and physically, with the primary aim of supporting learning.

• 80% of students responding to the survey felt that their studies do not utilise active teaching methods that reduce sitting and sedentary time and use movement to support learning.

• 58% of students would like to see more active elements in lessons and lectures, using movement to support learning. 31% of Oamk students and 22% of university students were unsure whether they would like to study in a more active and movement-based way.

In open-ended responses, students expressed wishes for movement to be included in teaching in subtle ways – for example, by having students change places in the lecture hall or move into different small groups. For online lectures, students hoped to receive advance information on whether the whole lecture, or part of it, could be listened to while walking.

Physical activation viewed positively – but more knowledge is needed

According to responses from the teaching staff survey, teaching methods involving physical activity are used relatively little. However, they are generally viewed positively, and physical activation is seen as supporting learning.

• 63% of respondents never integrate movement into their teaching methods and practices.

• 40% felt their own competence in integrating movement into teaching was insufficient, while 25% were unsure.

• 68% considered it beneficial for learning when teaching methods in lessons allowed opportunities for movement, active breaks or other physical activation.

• 71% found it useful to have training on teaching methods that include movement and ways of breaking up lessons, and 55% expressed interest in developing their skills in this area.

In open responses, teaching staff asked for tips and concrete examples suited to higher education teaching and their own discipline on how to integrate physical activity into lessons. They also noted that more planning time would be needed to make teaching more active. On the other hand, some respondents felt that looking after physical activity is not the task of teaching staff, calling for “all this fuss” to be done away with. The benefits of adding movement for enhancing learning are not yet fully understood. Even small amounts of movement can raise alertness and aid concentration, and this does not necessarily require a separate active break. Examples provided by respondents show that many good practices are already in use, such as task stations, pair discussions while standing, and concept walks in corridors.

​​​​​​​Supporting student wellbeing and learning is a task for the whole higher education community. Physically active teaching is one way of contributing to this goal. You can start by watching a short (20 min) online lecture for our higher education community, where Professor of Education Minna Huotilainen explains the effects of movement on learning. The lecture is in Finnish, but you can add English subtitles by pressing the settings button in the lower right corner of the video. We have also gathered practical tips, examples and other materials to support more active teaching on the UniMove website.

​​​​​Liikkuva opiskelu (Students on the Move) is a national programme aiming to increase movement and study ability in upper secondary and higher education. The programme is strategically led by the Ministry of Education and Culture and the Finnish National Agency for Education. If you would like more information about the Liikkuva opiskelu practices at the University of Oulu and Oulu University of Applied Sciences, please contact sports designer Mari Patanen mari.patanen@oulu.fi.