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Which pupil doesn´t know the feeling in the middle of a lesson: “My eyes are closing right now!” And the teacher analogous: “Oh my god, nobody listens to me!”
The topic can, however, be quite interesting and the children willing to follow the lesson. But especially in the 5th or 6th lesson of the day, the parasympathetic system, which is responsible for resting, wins the fight in the vegetative nervous system.
In situations like that, little minutes of loosening that are introduced by the teacher in the beginning can help. A short interruption of the lesson for gymnastics can sometimes bring about a great effect. Now and then, even three minutes are completely enough.
Gymnastics activates the opponent of the parasympathetic system, namely the sympathetic system as a nerve that causes excitement, and therefore the cardiovascular system as well.If the minutes of loosening, built in the lesson mostly unplaned, are used at the right time, tiredness will be prevented successfully. Fresh air through open windows supports the success.



The forms of loosening the lesson are extremely varied, as shown in the following structure.









































The following little choice of examples should point out that the children do not need to have experiences with motion to do our gymnastics. They can be learned quickly and almost all of them can be used even on narrow spaces. Who works with loosening minutes for a long time, does not have to instructe every gymnastic. The pupils can be led more and more to an independent use of such gymnastics. Admonitions for attention, also disturbing the lesson, would be confined to a minimum.






Müller, Chr. (2010). Bewegte Grundschule . St. Augustin: Academia, S. 87-137.
Müller, Chr. & Petzold, R. (2014). Bewegte Schule . St. Augustin: Academia, S. 90-123.