Effect of Sensory Stimulation in Physical Activity on Memory, Reading, and Classroom Behavior in Elementary Students

During a 6-week period, students in Grades 1-5 participated in 15 sensory activities that focused on processing and integration motor skills. The intervention group participated in 20 minutes of the Minds in Motion maze (10 minutes in the morning and afternoon) while the control group continued with normal school activities. Pre and post difference scores of the dependent variables (Auditory Memory Test, Developmental Reading Assessment, and Office Referrals) were calculated. Manova results showed that the intervention group scored higher than the control on the auditory memory test. Groups did not differ on reading level or classroom behavior. However, post interviews with participating teachers indicated that the maze was a positive addition to the school day, especially with classroom management.