Did movement affect student learning?

I have collected a lot data on how movement affects student engagement, but haven't collected data on what effects it has on student learning.  I gave both sections of my Spanish I class a quiz yesterday, however, I did an activity involving movement before the quiz with one of the classes, and did not with the other.  The average score of both classes was within one point of each other, so this particular case didn't have a significant difference on student performance.  I need other ideas of how I can collect data on how movement affects student learning.  Suggestions???

At the Fall Conference, I picked up some great websites I can use with my Spanish classes.  It is another great opportunity for me to incorporate movement in the classroom by changing locations and going to the computer lab.  I think the students will be very engaged in the activities as they enjoy technology very much and I think a change of scenery is necessary every once in a while. 

What the students thought of our lecture time.

Up to this point, I have collected most of my data on how engaged the students are during activities which involve movement.  So far, I have found a high percentage of students to actively participate in these types of activites.  Today, we started a new chapter, so there was about 15 minutes where I was in front of the class explaining some new concepts.  Students were supposed to be listening and maybe taking a few notes.  At the end of my lecture, I asked students to show me (by raising their hands) how many of them had "zoned out" and weren't really paying attention during the last five to ten minutes of my lesson.  I would say about 15 of the 33 students raised their hands.  It goes to show that it is tough for teenagers to sit and listen for extended periods of time.  I realize I have to get lots of information to students; the tough part is finding ways to present it that will keep the students' attention.  Lecturing seems to be something that may only work in 5 minute intervals. 

I have done some research on "brain breaks," so the next time I have to do some direct instruction for more than five or ten minutes, I am going to do a quick 2 minute "brain break" to see if it makes a difference.  Brain breaks are quick movement exercises that look to refocus one's energy and prepare the brain for more learning.  It will be interesting to see if I lose as many kids as I did today.

A simple way to incorporate movement into the classroom

In my Spanish 1 classes today, the students engaged in an activity that didn't need movement to complete, but I added that element it in hopes it would increase levels of participation.  Each set of tables was given two pictures that the students used to form sentences in Spanish.  About every two minutes, the students had to get up and move to a different set of tables with a new set of pictures.  I could have easily kept the students in their seats and just had them pass the pictures from table to table, but I thought movement would help.  I monitored the students during the activity and nearly 100% were engaged and participating.  Looking back, I wish I would have made one of the classes move from table to table and the other just pass the pictures.  It would have been interesting to see if there was a big difference in student engagement. 

I definitely see the benefits of using movement in the classroom.  On the other hand, you have to be willing to deal with a classroom atmosphere that is a little chaotic at times.  Also, some days students just aren't in the mood to move around, so there are movement activities that may hinder the participation of some, but overall, I am finding that the pros outweigh the cons.