How you–and your students–can use movement to increase work quality, focus, and creativity

There’s a powerful connection between movement and cognitive performance.

Standing up and moving around can both foster diffuse thinking—the kind of relaxed mental state that encourages breakthroughs and innovative ideas.  In this article + podcast episode, I’ll share Cal Newport’s research on training the brain for deep work through  “productive meditation”, a practice that involves focusing on a specific problem while engaged in physical movement.

I’ll then share four practical ways to incorporate productive movement into your instruction, not as a break from learning but as a critical component of it:

1. Standing meetings and discussions to increase engagement and collaboration.
2. Dictation while walking, allowing students to process and express ideas on the move.
3. Audio learning while students walk, so they can absorb information away from their desks.
4. Walking brainstorming sessions to help students generate new ideas.

I’ll also share how to extend these strategies to outdoor environments for an even greater cognitive boost, even if you don’t have a large, quiet school campus.

Finally, I’ll talk about handling off-task behavior and off-topic conversations you observe during productive moment activities, and offer a mental reframing you can use to determine when you should (and shouldn’t) use these movement activities.

Discover how simple shifts in how we think about movement can unlock deeper thinking and more focused learning for both you and your students!

Listen to episode 314 below,
or subscribe in your podcast app

Sponsored by Opportunity Gap

Productive meditation as the foundation for deep work

Cal Newport, author of the book Deep Work, talks about the difference between ‘deep work’ and ‘shallow work.’

Deep work refers to the ability to focus intensely on a task that requires cognitive effort, leading to high-quality output and meaningful progress. It’s the type of focus where distractions fade, and you’re fully absorbed in what you’re doing.

On the flip side, shallow work consists of tasks that don’t require much thought—like answering emails or attending to minor tasks. These activities can fragment our attention and make it harder to enter a flow state. Understanding this distinction can help both teachers and students protect time for deeper, more meaningful work while minimizing distractions from shallow work.

One of Newport’s suggestions for training the brain to do deep work is what he calls, “productive meditation.” This is a practice that involves focusing on a specific problem while engaged in physical movement.

Using movement to tap into the power of diffuse thinking

The productive meditation technique leverages Barbara Oakley’s research. She’s an educator and author known for her work in learning science and coined the term “diffuse thinking.” This is the brain’s capacity to work in the background when we’re not concentrating.

The opposite of this is the kind of focused thinking that we usually consider the path toward problem-solving: concentrating intensely on a task, using your full attention, and applying logic and problem-solving skills to tackle it. It’s a great approach for working through familiar problems or learning something in detail.

Both modes are essential—focused thinking helps you dive deep into a subject, while diffuse thinking opens the door to innovative solutions and creative breakthroughs.

But in schools, we tend to structure learning about focused thinking only. It’s by far the most common approach. If you’re trying to figure something out or solve a hard problem, you sit down and concentrate on it, right?

But diffuse thinking is powerful, too, especially for really complex problems, working through big projects, and of course, creativity. In other words: deep work. You can learn more about the power of diffuse thinking in episode 296 of Truth for Teachers:

Thinking creatively about tough problems: the power of diffuse thinking (for you and your students)

Movement creates a natural shift into diffuse thinking

I’m going to go deeper into one method of tapping into the power of diffuse thinking here in this episode, which is movement.

You see, diffuse thinking isn’t something you have to force. It occurs naturally when your mind is relaxed or wandering, like taking a shower or bath, or just daydreaming.

You might also naturally shift into diffuse thinking mode when walking, jogging, riding a bike, or experiencing other movements. The movement of our bodies helps our brains relax, which results in more innovative ideas. It also increases our ability to focus during deep work sessions in which we’re trying to use focused thinking.

Interestingly, there is some research showing that movement in vehicles produces the same effect. I definitely experience this when driving on an open, familiar highway and my brain isn’t concentrating super hard on the road: diffuse thinking happens naturally. Trains are infamously popular places for writers, artists, and deep thinkers to create: there’s something about seeing the passing landscape that opens the mind up and helps us make new connections.

You might experience the same on an airplane, looking out the window at the clouds and distant buildings and land below. You’re thinking, but you’re not trying to think…and in those moments, you might have a breakthrough on an issue that’s been simmering on the back burner of your mind.

Using productive movement in the classroom to enhance learning

So, how can we incorporate this into the classroom?

Often we think of movement as a break from learning, and it certainly can be. That’s the research-based reason for recess, for example, and for brain breaks between lessons.

But even though physical movement works as an optimal break from problem-solving or concentrating, it can also be part of your work process and your students’ learning process.

Here are four ways to incorporate movement into learning:

1. Standing meetings and discussions

Many innovative companies–such as Google and Apple–regularly conduct meetings standing up instead of sitting down. This is an idea you could use when doing group work in class or suggest that students use when studying with friends after school.

Why is this helpful? Well, when you’re standing up, you’re less likely to waste time, because you’re not as relaxed. Conversations tend to be more focused and to the point. Discussions don’t go on for an hour when everyone’s been standing up the whole time.

You’re also increasing blood flow in your body and oxygen to your brain when you stand up, so it can help you think more clearly and keep you alert. Folks who find themselves dosing off during meetings might find a standing meeting prevents that.

This could be helpful in your grade level or subject area team meetings, or as one activity in longer staff meetings or professional development, so I’ll toss that suggestion out there. However, personally, I’ve found that most educators are on their feet all day and actually welcome the chance to sit unless it’s for multiple hours in PD.

Sometimes a better alternative is giving the option of sitting, standing, or doing a walking meeting in which you discuss the topic at hand while taking a 10-15 minute walk. Educators who have been feeling trapped indoors all day might find that their thinking and energy levels improve when they’re outside getting fresh air and talking conversationally with a colleague while walking around the school’s perimeter.

So even if this idea isn’t appealing to you personally, consider how it might work for your students who generally have higher energy levels than the adults in the room and yet are far more sedentary for the majority of the day.

In your classroom, standing meetings or check-ins could work as a quick way to boost energy and engagement. For example, at the start of a lesson, you could gather students for a brief standing discussion about the day’s goals or a problem they need to solve together. If you do morning meetings or circle time, you could do all or part of them standing up.

You could also use standing check-ins during transitions, like before moving to independent work or group projects. For example, before starting a group project, you might gather everyone for a standing discussion, where students share their goals or ask questions.

This brief moment of movement not only helps them refocus but also breaks the monotony of sitting for long periods. It recharges their brains, reduces restlessness, and encourages more active participation. Plus, by making it a routine part of the day, students will know they have these regular opportunities to move, which can make the classroom flow more smoothly and improve overall engagement.

Another option is to end class with a standing ‘question of the day,’ or a standing exit ticket type of wrap up, in which students gather in a circle to share their thoughts on a topic or respond to a prompt. This builds a sense of community and gives everyone a chance to speak while keeping the energy high.

You could also allow students to choose when to stand during individual and group work. In my own classroom, I always liked to normalize standing up, laying down, and moving to areas of the room that felt comfortable when students were trying to read, write, discuss, or create. Everyone doesn’t need to make the same choice: if some kids want to stand while doing their work, you could have an area in the back of the room for them to move to so it’s less of a distraction for the folks who are sitting. 

2. Dictation while walking

It’s often easier and faster to speak your thoughts out loud than to write them. When you’re having trouble phrasing things in an email, or have a lengthy document you need to write, try dictating it into your phone.

You can use the voice memo function and play it back later, taking notes on or transcribing what you said. Or, use the speech-to-text function (such as the microphone icon in a notes app) so you can speak into your phone and have it immediately types out on the screen for you.

This is also a great approach for students, particularly those who dislike writing or find that they speak better than they write. You can tell your students,

“If you’re struggling to write an essay or research paper, try dictating it into your phone. You can do this while going for a walk or even on a treadmill, exercise bike, or other workout equipment. The idea is to get your body moving and look around at your environment while you’re thinking. Sometimes this can help you do better focused thinning than sitting down staring at a screen. 

“Once you’re done, you can take the speech-to-text transcript and clean it up, meaning fix your typos, make sure the ideas flow well into one another, and so on. You can actually complete many of your school assignments this way.”

This concept is part of my Finding Flow Solutions: Focused Attention unit for secondary students. There are 10 ready-to-use lessons about how to take productive breaks from concentration, how to create healthy phone habits and manage distraction, how to use movement to do better-focused work, build concentration stamina, tolerate and push through boredom and procrastination, and even introduces students to Cal Newport’s research on Deep Work vs. Shallow Work.

Each lesson takes just 15-20 minutes to implement and has slides you show to the class that explain everything for you and guides you through the activities together, including a student journal page that helps kids reflect on the topic.

So you can use my Finding Flow Solutions unit on Focused Attention to introduce the idea of dictation while walking to your students, or just share it with them in your own way. Wait a couple of days, and then have a quick class meeting to invite students to share how it worked. You can help them distinguish between how it feels to move from focused thinking into diffuse thinking and use movement as a different way to keep working on a problem when they’re tired of sitting and concentrating on it.

3. Listening to information while moving

Many people say they don’t like audiobooks or podcasts because their mind wanders too much. Has this been true for you? It’s possible that you’ve been expecting yourself to do focused thinking while you listen to information, when in fact, diffuse thinking might be happening.

Try listening to information using headphones while going for a walk, run, or bike ride, or while using cardio equipment at the gym. Allow yourself to get into “diffuse thinking” move in which it’s okay for your mind to wander. You can always rewind if you miss something important.

Share this idea with students, either through my Finding Flow unit on Focused Attention, or just by talking with them about it. Guide students to understand this can be a great way to consume books, learn about current events, perform research for school projects, and more.

In addition to trying this strategy on their own, you can also create listening assignments. Curating audio resources—such as a playlist of podcast episodes for kids/teens, recorded lectures, or audiobooks.

For example, you can record an audio of an upcoming lesson, and assign students to take a walk and listen to it while walking laps on the track or around a defined zone of the school property during class. Afterward, students can conduct standing meetings in small groups outside to discuss a specific prompt you want them to consider.

4. Walking collaboration and brainstorming 

You can also structure your class time to include opportunities for students to listen while moving:

1. Walking Check-Ins: At the start of the week, after a holiday break, or before starting a major project, could you take students for a brief walk around the school grounds while discussing goals, expectations, or any concerns they might have? This informal setting can help students feel more comfortable sharing their thoughts.
2. Literature Circles: These can be transformed into walking discussions. Students can take a stroll around the school while discussing themes, characters, or plot points from a book they’re reading.
3. Peer Feedback Sessions: Students can pair up and go for a walk while discussing a topic or planning a collaborative project.
4. Debate Walks: Assign students different viewpoints on a topic and have them walk in pairs or small groups as they discuss their positions, which can encourage them to articulate their thoughts more clearly and dynamically.
5. Mindfulness Walks: Take students on a quiet walk, asking them to notice the sights, sounds, and smells around them. After the walk, students can reflect on their observations through journaling or group discussion, connecting the experience back to their lessons.
6. Goal-Setting Walks: At the beginning of a new term or project, teachers can take students for a walk to set personal or academic goals. Discussing aspirations while walking can help students visualize their goals and feel more motivated to achieve them.

Finding flow in the classroom: how to teach productivity strategies to students

BONUS TIP: Try these ideas outside.

To boost the benefits of listening to information while moving–and for that matter, all of the ideas I’ve shared here today, try to get outside whenever possible.

There’s tons of research showing that movement outdoors is even more beneficial for both physical and mental health. Exposure to natural sunlight helps your body produce vitamin D, which is essential for bone health and immune function. Additionally, natural light exposure regulates circadian rhythms, leading to better sleep patterns and quality.

Beyond physical health, nature plays a significant role in mental well-being. Time spent outdoors reduces stress and promotes relaxation while boosting mood through the release of endorphins, often called ‘feel-good’ hormones. Nature has also been linked to improved focus and cognitive function, enhancing mental clarity and reducing fatigue.”

I personally notice that being in nature sparks creativity. In more tranquil settings, I can get lost in my own thoughts and I find that new ideas and perspectives come to me a lot more easily and frequently than when I’m inside. In busy, noisy outdoor settings, the extra stimulation can spark creativity in a different way. It’s energizing rather than calming, and that impacts the type of thinking I do in each setting.

So if you’re liking that idea but there isn’t a quiet open field or other place on your school grounds for students to think, walk, and talk, don’t discount the idea! A dynamic environment can be especially beneficial for students, as it encourages them to interact more with their surroundings and with each other. It’s a totally different atmosphere than the classroom, which makes it easier for them to tap into a different level of focus and inspiration.

How you can teach outdoors (even in the winter!)

What if kids are off-topic or off-task?

If you don’t think this would be a good use of class time because students would get off topic, use this activity as a break or transition between lessons. In other words, it can take the place of planned downtime, structured brain breaks, or other activities you have kids do when their minds are full and they need a couple of minutes to decompress. Tell them,

“In our next activity, we’re going to learn about ___. We’re going to take a 5-minute Walk and Talk now to prepare for that. You’ll pair up with your usual walking partner, and discuss ___. When we get back to the classroom, I’ll ask you to share ___.”

Keep in mind that off-topic conversations or off-task behavior are to be expected, and you don’t have to choose to view that as a problem. If the task or conversation is so essential that you can’t afford kids to be off-topic, maybe try that activity in a more conventional way in the classroom. But for a lower-stakes activity, this can really boost kids’ energy levels and ability to focus and concentrate afterward.

I encourage you to approach this like every other productivity and mindset hack: as a lifelong experiment. See what works for you and your students. The more tools you have in your toolboxes, the better you can ensure your needs are met.

Some days, standing up might feel energizing, and some days you or your students might prefer to sit. Walking and talking might be the perfect format for some discussions that need to be held, while sitting quietly and listening intently to each other might be better for other personalities, or other moments. There’s no single right way to approach movement as a tool for creativity and deep thinking.

Learning doesn’t just happen when we’re sitting down and concentrating. Creative ideas and problem solving often happen when we’re not trying to force them, and often when we’re not even consciously thinking about the topic. Experiment with this approach in your own life and work, and with your students.

Use the Finding Flow Solutions curriculum to teach kids about managing their attention

If you teach at the high school level, I have a 10-lesson unit of instruction on the topic of teaching kids to focus their attention. It includes a lesson on harnessing the power of diffuse thinking and unfocused attention. The lesson takes 15-20 minutes to implement and has slides you show to the class that explain everything for you and guides you through the activities together, including a student journal page that helps kids reflect on the topic.

The unit is called Finding Flow Solutions: Focused Attention, and it teaches students that it’s okay to struggle with focusing, how to take productive breaks from concentration, how to create healthy phone habits and manage distraction, how to use movement to do better focused work, build concentration stamina, tolerate and push through boredom and procrastination, and even introduces students to Cal Newport’s research on Deep Work vs. Shallow Work.

There’s a middle school version, as well, which doesn’t teach diffuse thinking explicitly but does scaffold students’ learning around that concept and focusing their attention.

Learn more at FindingFlowSolutions.com, We offer school licensing and accept purchase orders if you want to get funding from your district, and have a downloadable PDF brochure you can share with your administrators.

A practical guide to building students’ attention stamina and ability to focus