Physical Development

Describe how the teacher implements a consideration of the students' physical development and/or Bronfenbrenner's Bioecological Model into instruction, assessment, and/or procedures. What more could/should the teacher do in this regard? Provide specific examples and be sure to include a reference in your response. 
In the classroom I've been observing, the teacher is pretty good about keeping the kids moving for at least part of the day. I've never seen her have the class sit down and not move for the whole period. Even if the movement is only to stand up and get a worksheet, then sit down, then stand up and turn it in, it is something! But, usually she does more than that. In the class I observed just yesterday, she had different stations set up around the room and the students had to go around to each one and answer questions based on the different specimens that were at each station. I've never seen her do an activity that is anymore physical than that though (but in fairness, she does have very limited space, and only the kids on the ends are really free to move). During assessments, movement really only occurs when students go to hand in their quiz. Procedures are where most of the seemingly trivial movement comes in. Students have to stand up and find their bell ringers, then when they are finished, they have to stand up and put their bell ringers back in the basket. It's not very significant movement, but it's enough to change the pace just enough that I think it helps to get everyone to stay on track a little bit better. I would love to play some of the more physical activities that were presented in the MSE article, but a lot of them would need to modification to work with the curriculum. I really liked the "alphabet soup" one though, that could be modified a whole bunch of different ways, and it would be really fun!
I found this article (http://www.educationworld.com/a_lesson/lesson/field_day_games.shtml) that has a few really general games to play in a classroom, like 4 Corners, that would be fun to adapt into the curriculum. For example, in 4 Corners, instead of labeling the corners as "1,2,3,4", I could label them as "Mammal, Reptile, Bird, Fish" or something like that. Then, I could have the person that is "it" give a description that would eliminate one of the 4 categories. So, they could say "has hair" and that would kick out everyone standing in the mammal corner. That way, it would still be a fun, physical activity, but it wouldn't be totally unrelated to the content. We could adapt into pretty much any unit.