Holly sits slumped at the desk, holding up her head with her hand. To an onlooker, she appears bored and disengaged. But, in fact, all of Holly’s energy is invested in keeping her arms stable enough to hold her pencil and use it effectively, which makes completing classroom activities difficult.

Studies conducted by occupational therapists have discovered that there is a direct link between poor core strength and other areas of development, such as academic ability, fine-motor skills, handwriting and self-confidence. For instance, a study published in the Journal of School Health in 2011 found strong links between physical fitness and academic achievement (bit.ly/core_strength).

The problem

At Dinglewell Infant School, we established that the majority of children who could not complete a core-strength test were also having difficulties with handwriting. Colleagues in other local schools had noticed a similar pattern and were observing children slumped across the floor during carpet time, W sitting (with their knees bent, bottom resting on the floor and feet stretched out behind them, forming the shape of a “W” ), and wrapping their legs around their chairs. Research suggests these are all indicators of a weak core - and that this is an increasing problem in schools.

So, what has changed in early childhood to make this a more prevalent issue? Research suggests that a combination of factors inhibit the development of the core muscles.

Some babies are spending long periods of time in car seats before they are six months old. Convenient travel systems mean that they can be moved quickly from car seat to pram frame, and yet, during the early stages of development, prams that require a child to lie down aid the development of key muscles and reflexes. Babies are also being put into seated positions with the support of equipment before they can sit up by themselves (bit.ly/ContainerSyndrome).

“Tummy time” is crucial for babies to develop primitive reflexes, and neck and core strength, yet some babies are missing this, too, and skipping the crawling stage as a result. This means they don’t get the proprioceptive experience that teaches them to weight-bear and helps them to develop the lateral movement required for reading and writing later on (bit.ly/lackoftummytime).

Furthermore, children are not accessing outdoor play experiences as frequently as they did in years gone by, (a 2016 poll by the National Trust found that children today are spending only half as much time playing outdoors as their parents’ generation did, bit.ly/NToutdoorssurvey), which means they are missing out on vital opportunities to run, climb and negotiate large equipment.

Meanwhile, parental anxiety - in its most extreme form leading to the phenomenon of “helicopter parenting” - can often prevent children from taking risks in their active play.

Schools face the job of helping these children to catch up. After identifying the problem, the next step for us was to explore ways of addressing and minimising the effects during the school day. We introduced core-strengthening into PE, and all classes now participate in regular yoga and Pilates-inspired sessions. We also purchased climbing equipment to give children greater opportunities to develop this skill.

Raising the barre

All pupils engage in either standing core-strength or ballet barre-inspired workouts for five minutes before the school day begins: 270 infant children remove their shoes and complete simple ballet moves, concentrating on core strength as well as incorporating moves that involve crossing the midline of the body. We ask pupils to remain silent in these sessions, allowing staff to ensure they have the correct form and posture. The children return to class focused and ready for the day ahead.

Initially, the stereotype of ballet being “for girls” made some boys reluctant, but we enlisted the help of a male former pupil who is now a ballet dancer to make a video for the children to follow. We also explained the purpose of the activity, and how it could support performance in other sports.

Another whole-school focus for us has been on developing good posture, especially when the children are seated. Teachers ensure they are the correct distance from the table, with their feet at 90 degrees and flat on the floor.

Children are also given abundant opportunities to take physical risks. This is encouraged through adventurous outdoor activities, led by the school’s SEND (special educational needs and disability) coordinator, who has a passion for outdoor learning and physical development. In particular, the climbing wall has been beneficial for developing not only core and arm strength but also self-determination and confidence.

This year, we are introducing “chair yoga” as a “brain break” for pupils during lesson time. The children will follow simple yoga-inspired moves that use nothing but the chair that they are sitting on.

The impact

So, what results have we seen so far? At the beginning of the project, as a baseline, we measured how many children could perform a simple core-strength activity: 66 of them found it difficult. Three months into the project, 43 of these children could now complete the same activity.

In addition, there has also been a marked improvement in the posture of all children. During morning barre sessions, I have observed vastly improved balance. The pupils are able to complete the activities without tiring, and with fewer pants and groans (initially, many children were holding their breath, because they found the movements unfamiliar and challenging).

Hopefully, these benefits will soon begin to translate into improvements in handwriting and academic performance, too.

In education, we are expecting more and more from our children academically, and this is not going to be achievable without first getting the basic physiological factors that underpin everything right. Childhood has changed, along with modern lifestyles more generally, but it is not too late to make a difference - we have seen significant positive effects in a short amount of time.

We have already successfully shared the key messages with other local schools and are now keen to intervene sooner and share our research with parents, nurseries and preschools. Have a look around your classroom for the indicators of a weak core; you may be surprised by how many children need these interventions.

Laura Fields is early years foundation stage coordinator at Dinglewell Infant School in Gloucester