This study investigated the use of kinesthetic movement as a vehicle by which to teach grammar to high school students. Brain-based theorists believe that, since the anatomical parts of the brain that coordinate basic physical movement are also the physical components used to coordinate the movement of thought, movement is necessary for optimal learning to occur. While purposeful incorporation of movement in the classroom is a popular and increasingly important aspect of brain-based theory, little empirical evidence exists to support the experiences, conjectures, and evidence across multiple disciplines and neurological findings when applied to the high school student. The study involved 277 secondary students currently enrolled in College Prep English courses grades 9-11 and were assigned to classes by computerized random selection. The control group received traditional grammar practice, and the treatment group received kinesthetic exercises. The t-tests results were not significant; however, student affect was meaningful as determined by positive results from three out of the four emergent categories from teacher logs.
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