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Spotlight on Strategies:Move it and prove it

Ask children to choose an action to perform depending on whether they agree or disagree with a statement, then justify their opinion.

Big idea

Adding physical activity to a lesson can bring a burst of energy into the classroom, and it’s a great way to keep pupils engaged. It can also help them to develop their concentration and stay focused. The ‘Move it and prove it’ strategy is a fun way to incorporate a range of physical movements into a lesson while developing critical thinking and decision-making skills.

Overview of strategy



a video clip or text article, a thought-provoking statement, two activity card actions

  1. Choose two activities from the Active Kids Do Better website and designate one of them ‘agree’ and the other ‘disagree’. For example, you might perform a cowboy squat to indicate that you agree with a statement, and reach for the stars to indicate that you disagree.
  2. Give pupils a chance to practice choosing the correct action with some easy statements such as ‘it is important to get enough exercise’.
  3. Choose a video clip or article that is related to your topic of study.
  4. Display the thought-provoking statement and play the video clip to the pupils, or give them time to read the article.
  5. Ask pupils to consider whether they agree or disagree with the statement and to perform the appropriate action. You could display the activity cards on the board while they do this to help them remember the actions.
  6. Choose several pupils to justify their opinion, citing evidence from the video or text to support their viewpoint. While listening to comments from others, pupils can swap actions if they change their mind.
  7. After the activity, pupils could write a paragraph explaining their point of view and giving the reasons behind it, citing evidence from the video or text to support their opinion.
Sum it up

This strategy gives pupils a chance to practice forming and justifying opinions, citing evidence and listening to the point of view of others.

More ideas

Ask pupils to vary the intensity of their movements to show the extent to which they agree or disagree with the statement. If they strongly agree, they could move faster or stretch further. If they are less sure, they could perform smaller or slower movements.

Label one end of the classroom ‘agree’ and one ‘disagree’ and ask pupils to imagine a line running down the middle of the room. Choose an activity that involves changing location, such as hopscotch, and ask them to perform the action to move to the place along the line that matches the extent to which they agree or disagree. You could also display a range of activity cards on the board and let them choose which one to use to get there.

If your class are familiar with a range of activity card actions, you could allow a pupil to choose which actions will represent ‘agree’ or ‘disagree’. Alternatively, divide the class into groups and ask a leader in each to decide which actions they will use. The groups could watch each other and predict which action means agree and which means disagree, before listening to their peers justify their opinions to check whether they were right.

Try repeating the activity with a number of statements, varying the choice of activities each time to increase the range of movements used in the lesson.

Use a similar strategy for classification activities, e.g. read a list of animals and ask pupils to perform one action if the animal is a mammal and a different action if it’s a reptile, or read out a list of materials and perform an action if they have a particular property – for example if they are magnetic or conductors of electricity.

special thanks to Caroline Hardman for submitting this strategy.

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