GoNoodle Movement Breaks in the Classroom

Abstract

With the rigorous demands of the new Common Core State Standards being implemented all over the country, both the teachers and the students are feeling the pressure. Students are sitting for long periods of instruction without much time to get up and moving. Using a qualitative study, this paper analyzed the effects of GoNoodle movement breaks in a fourth-grade classroom on both student behavior and their academic achievement. Twenty-two fourth-grade students were observed after sitting through a ninety-minute instruction period over a six-week span. Every other day the students participated in a movement break using the tool GoNoodle. Four students' were randomly selected to be more closely observed and their behaviors and grades were recorded and analyzed.