For several years now, movement has been a central topic in educational discourse. In various education systems, such as the Finnish one, learning is increasingly viewed as a holistic process in which cognitive, social and physical dimensions interact (Castro-Alonso et al., 2024).  Interest in movement-based approaches has also been growing in the field of foreign language teaching. At the same time, many teachers are wondering what specific contribution movement can make to language learning. Is every form of movement automatically beneficial to the learning process, or can it sometimes distract from the actual learning objective?