Virginia AHPERD_SpringSummer2026

References Ahokas, J. R., Saarikallio, S., Welch, G., Goswami, U., & Parvi ainen, T. (2025). The training of rhythm skills and executive function: A systematic review. Music & Science , 8 . https:// doi.org/10.1177/20592043241305922 Couturier, L., Chepko, S., & Holt/Hale, S. (2013). Grade-level outcomes for K–12 physical education. SHAPE America. https://www.shapeamerica.org/Common/Uploaded%20 files/document_manager/standards/pe/Grade-Level Outcomes-for-K-12-Physical-Education.pdf El-Sherif, J. L. (2016). Learning, teaching, and assessing dance in physical education. Strategies, 29 (5) , 31–36. https://doi.or g/10.1080/08924562.2016.1205540 Flaugnacco, E., Lopez, L., Terribili, C., Montico, M., Zoia, S., & Schön, D. (2015). Music training increases phonological awareness and reading skills in developmental dyslexia: A randomized control trial. PLoS One , 10 (10), 1–17. https:// doi.org/10.1371/journal.pone.0138715 Frischen, U., Degé, F., & Schwarzer, G. (2022). The relation between rhythm processing and cognitive abilities during child development: The Role of prediction. Frontiers in Psy chology , 13 . https://doi.org/10.3389/fpsyg.2022.920513 Kirschner, S., & Tomasello, M. (2009). Joint drumming: Social context facilitates synchronization in preschool children. Journal of Experimental Child Psychology, 102 (3), 299–314. https://doi.org/10.1016/j.jecp.2008.07.005 Kenney, D., & Khokha, Z. (2023). Power‑Up rhythm and tim ing in physical education activities. Gopher Sport Blog. https://blog.gophersport.com/power-up-rhythm-and-tim ing-in-physical-education-activities/ Lense, M. D., Ladányi, E., Rabinowitch, T. C., Trainor, L. J., & Gordon, R. L. (2021). Rhythm and timing as vulnerabili ties in neurodevelopmental disorders. Philosophical Trans actions of the Royal Society B: Biological Sciences, 376 (1835), Article 20200327. https://doi.org/10.1098/rstb.2020.0327 Miendlarzewska, E. A., & Trost, W. J. (2014). How musical training affects cognitive development: Rhythm, reward, and other modulating variables. Frontiers in Neuroscience , 7 , 279. https://doi.org/10.3389/fnins.2013.00279 Moritz, C., Yampolsky, S., Papadelis, G., Thomson, J., & Wolf, M. (2013). Links between early rhythm skills, musical train ing, and phonological awareness. Reading and Writing , 26 (5), 739–769. https://doi.org/10.1007/s11145-012-9389-0 Parsad, B., & Spiegelman, M. (2012). Arts education in pub lic elementary and secondary schools: 1999–2000 and 2009–10 (NCES 2012–014). National Center for Education Statistics, U.S. Department of Education. https://nces.ed.gov/ pubs2012/2012014rev.pdf Virginia Department of Education. (2022). Standards of learning & curriculum framework. https://www.doe.vir ginia.gov/teaching-learning-assessment/k-12-standards instruction/standards-of-learning-curriculum-framework doe.virginia.gov Yin, X., Zhu, R., Shi, X., Cai, G., Jing, C., Pan, Q., & Yang, T. (2023). The effect of rhythm training on the motor coordi nation abilities of 8–12-year-old freestyle swimmers. PeerJ , 11 . https://doi.org/10.7717/peerj.15667

proves that rhythm abilities can serve as an early predictor of literacy development. What Does Rhythm Training in PE Look Like? Rhythm training can fit into any part of a lesson, not just during dance units. According to Kenney and Khokha (2023), there are three great ways to bring rhythm and timing into physical education, focusing on learning 4/4 time, practicing static and dynamic balance, and applying rhythm in sports. Simple activities like clapping or step ping in 4/4 time, or executing balance challenges on the beat, can be added as instant activities or rotation stations. For a more intensive focus, activities like cardio drum ming, running rhythm relays, playing beat-keeping games, or even conducting tag games played to a metronome of fer a fun and energetic way to practice timing (Kenney & Khokha, 2023). Once students are familiar with these core concepts, rhythm training can be integrated directly into any skill-based unit. For example, in a pickleball lesson, have students bounce the ball on their paddle three times and hit it across the net on the fourth beat. This not only helps them control the ball and adjust the power of their hits but also reinforces their sense of 4/4 timing. This same idea can be applied in nearly any sport. Students can drib ble a basketball in a specific beat pattern or kick a soccer ball in a three-count sequence, with each count linked to a specific cue. Teachers can even practice the rhythms for standardized fitness tests to help students maintain pacing and succeed. With a little creativity, rhythm can become a natural, skill-enhancing part of every lesson, ensuring that students develop their sense of timing and coordination across the entire physical education curriculum. Summary When rhythm training is incorporated into a physical education curriculum, students will experience far more than a fun and engaging class. This training will help devel op their motor skills, executive functions, and predictive processing, making rhythm a powerful and multifaceted tool. When rhythm is brought into lessons through dance, balance exercises, or sport drills, physical educators can strengthen not only the psychomotor abilities of the stu dents, but their cognitive, social, and emotional skills as well. Beat-based activities improve coordination, timing, and movement efficiency, all while building the students’ confidence, cooperation, and engagement. The intention al use of rhythm in physical education elevates lessons from a standard, routine “gym” class into purposeful, skill building experiences that support the development of the whole child. This creates smarter, more coordinated, and socially connected movers ready for success in and out of the classroom for a lifetime!

28 • Virginia AHPERD • SPRING/SUMMER 2026