Minnesota Learning Resource Center

1. What about reflexes – is there a particular order for doing them and how picky do I need to be on the children’s body positions as they do them?

Although the ATNR is the most chronic reflex (present in 40-85% of preK-2nd graders in tests given by Athena Oden, the Pediatric Physical Therapist who advises us in Reflexes), the exercise for it, Rocking Horse, it is often the most difficult for children to do correctly. We therefore recommend that the first two reflexes to teach are Superman and Popcorn (for the TLR), as they are the easiest for kids to learn and do correctly, and the simplest for teachers to monitor for quality positioning.

We recommend doing at least two reflex exercises every day all year. If time is available, doing all four is great! Since Giraffe Stretch and Rocking Horse both use the “table top” position, they are easily done together after each is learned. And don’t forget the Wall Lean, which works on the ATNR like Rocking Horse, and is easy to do whole group in the classroom or hallway.

Just like learning anything, it takes time and practice to improve on the reflex activities, even though the early practice may not be done correctly. Teaching body positioning correctly and monitoring for continued progress is what’s important. As their proficiency increases, so will the quality of their position and movements. Do not let poor positioning or movements go unattended, yet give kids time to improve with practice and your assistance.

Here are some ideas to help you improve and maintain proper positions as children do their reflex exercises:

Before teaching a reflex, review proper positioning in your Curriculum Guide to make sure you have the basics down.
Model and reinforce proper body positioning often, especially as they learn a new reflex.
Manually assist a child with body positioning - very important.
Because manually assisting is so helpful, the initial teaching of Giraffe Stretch and Rocking Horse can be more successful if taught in small groups (or with extra adult helpers available for body positioning help). After most can show good positioning, it is easy then to practice with the whole class.
Post enlarged pictures of the reflex positions from your Curriculum Guide where children can easily see them.
For Giraffe Stretch and Rocking Horse, use available options to help kids get in their “table top” position. Having kids in two lines facing each other or in a circle or horseshoe makes monitoring heads, feet, and backs much easier. Some teachers have kids place their hands on a line to help get all in an easily visible row(s) or circle. Some use carpet squares or pieces of construction paper as a guide to show kids where to place hands and knees.
Use a model student to demonstrate when reviewing a reflex.
Have half the class be observers watching the other half and point out and discuss what was good and what needs improvement. Then switch groups.
Use a “S.M.A.R.T. student” to help you monitor.
Reread Chapter 2 in Athena Oden’s book, “Ready Bodies, Learning Minds,” p. 13 – 29 for a refresher, if you have it.

Remember, by addressing reflexes, you have a key that can unlock many children’s hidden treasures as they navigate the school and the real world.

2. Are the physio balls a part of S.M.A.R.T.? (sometimes called stability balls, therapy balls, or exercise balls)

No, the physio balls are not a part of S.M.A.R.T. but they can be used as a S.M.A.R.T. strategy. Asking kids to balance and giving them the sensory information is an important aspect of the S.M.A.R.T. program. Physio balls can provide an opportunity to positively impact important readiness skills, however, their use could be equated to our need for the sun. Some is needed and beneficial to our wellbeing but more is not better for you. Using a ball in place of a classroom chair works great in limited situations to focus attention, provide an outlet for the wiggles, to provide sensory feedback, and develop posture or core strength.

Elementary and particularly early elementary or primary age children are intermittent exercisers. Physiologically they are set up to exercise intensely in short bursts. Asking a child to sit on an exercise ball and activate their skeletal muscle system for an extended period of time may be counter-intuitive. A great way to use the exercise or physio ball is in shorter bursts during more focused activity. Replacing the chairs at a kidney table during reading, writing, math, or spelling groups is one great way to utilize the ball in a S.M.A.R.T. way. Remember that not all students perform better on a ball so traditional classroom chairs should be available for those students who prefer them.

Some schools have used the balls as a reward. If a child behaves well they can choose to use the ball in place of a chair. This too may serve to be counter-intuitive. There is a high likelihood that the child struggling to behave in the classroom is the same child who would benefit from sitting on an exercise ball or other type of seat cushion.

3. We have four people trained and are a Designated Learning Site. Who should get trained next?

That all depends on what positions the original four people hold. The MLRC strongly believes that any adult trying to implement the program with a classroom of children needs to have attended a S.M.A.R.T. workshop so they have the background knowledge, know WHY each activity is done, know what to expect as results from each activity, and HOW to do all activities and keep them fun and challenging.

That being said, some of the key staff to consider as you plan for future training:

If a school can only afford to get one or two more people trained, we recommend concentrating on the PK-2 grade teachers first and the P.E. teacher (if using S.M.A.R.T. in kindergarten or first grade P.E. is desired). Each school’s need is different, so if you’d like to discuss your schools’ situation to help decide who to train next, please call or e-mail mlrc@actg.org or 612-706-5549.