I've never actually used it in my classes, but I did once attend a brief session about it as part of a larger profession development seminar. We played the role of students tasked with learning some obscure academic vocabulary. As a student, I found it highly annoying, but perhaps that's just my personal style of learning. It may also have been the fact that it was the last session in the seminar and I was just anxious to get started on the 5 hour drive home.
We did things like walk up and touch the corresponding picture posted on the wall, repeat and define the word while untying a knotted rope (before passing the rope to the next person in a relay), and other activities that kept us literally on our feet for the entire hour-long session.
I suppose the fact that I never adapted it into my teaching speaks to my impression about it.
I think it's a technique that probably works better with energetic young learners than adult learners. My students were adult learners who came to classes after a full day of work, often physical labor. I don't think they would have appreciated spending another hour walking around the room, clapping hands, and similar physical activity. Also, it's potentially embarrassing for anyone who's shy or self-conscious.- again, children tend to be less reserved about such things.
Supposedly it's based on the principals of how we learn a language as a child, so again, I think it's better geared towards younger learners. It's been well established that we learn differently as adults than we do as children.
