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Research
Movement, Fitness, Dance and Learning
For our full research paper on Generation FIT and ExerLearning, e-mail
info@generation-fit.com
With 44 states mandating more physical activity for every student and with standardized test score and academic success being measured daily, how can a busy teacher even dream of making room for MORE?
We can help: with Exerlearning, with FootGaming and with student empowered/student-led Generation FIT.
ExerLearning®
In times of diminishing financial resources, educators must make hard choices.
Do dance, fitness skills, balance
and physical education belong in the school budget?
Are they frills or fundamentals?
When classroom
teachers are over-scheduled and busier than ever, is there time for movement, exercise and
dance in the learning environment?
Here is a comprehensive BLOG on
Exerlearning
What exactly does brain research tell us about the
relationship between the body and mind?
For years, it seemed the educational and scientific communities believed that
“thinking was thinking and movement was movement,” and never the twain would meet.
Maverick scientists envisioned links between thinking and movement for decades -- but with little
public support. Today, we know better. Educator, Judy
Shasek has scoured the research done in more than 200 studies. Add that to quantitative research in Maine (Dr. Ann
Maloney) and PA (D. Ellsworth).There is no denying the strong links between physical activity , balance, eye-tracking and cognitive learning.
(More quantitative studies will be released in
Summer 2009)
We want our children to get and stay active!
Can we add activity while enhancing academic
success?
YES!
For those who place greater importance on the functions of the mind than on the
functions of the body, there’s important news here, too: More movement makes smarter
kids. Recent brain research has demonstrated a connection between the cerebellum, the
part of the brain previously associated with motor control only, and such cognitive
functions as memory, spatial orientation, attention, language, and decision making,
among others. And that’s not even all that the research shows!
Take a look at this exciting study of
ZERO Hour PE and research by Dr. James Ratey.
and more from the
PE4Life website.
Movement, Fitness, Dance and Learning - Part II
Across the nation, physical education programs are on the decline.
- From 1991 to 1999, the percentage of
students who attended daily physical education classes
declined from 42% to 29%
- The majority of high school students take physical education for only one year between 9th and 12th grades.
Increased physical activity leads to higher academic achievement. Recent studies show:
- Providing more opportunity for
increased physical activity (by reducing class time) leads
to increased test scores. A reduction of 240 minutes per
week in class time for academics to enable increased
physical activity led to consistently higher mathematics
scores.
- Intense physical activity programs
have positive effects on academic achievement, including
increased concentration; improved mathematics, reading, and
writing test scores; and reduced disruptive behavior.
Academic achievement improves even when the physical
education reduces the time for academics.
- Aerobic conditioning may help to improve memory. Exercise may strengthen particular areas of the brain, and oxygen intake during exercise may enhance greater connections between neurons.
What happens when we exercise?
When humans exercise, the body-brain goes into a homeostatic state, balancing brain chemicals, hormones,
electricity, and system functions. When the body-brain is out of balance because of poor nutrition and lack
of physical activity, the student is not in a good learning state. Movement, physical activity, and exercise
change the learning state into one appropriate for retention and retrieval of memory, the effects lasting as
much as 30-60 minutes depending on the student. Studies show that just 10 minutes of rhythmic aerobic activity
prior to a cognitive task improves academic success.
Physical activity provides enriched environments
Physical activity in a positive social setting creates an environment conducive for learning.
Being active grows new brain cells
Aerobic activity releases endorphins, the class of neurotransmitters that relax us into a state of
cortical alertness. Exercise also tends to raise levels of glucose, serotonin, epinephrine, and dopamine,
chemicals that are known to balance behavior.
Aerobic fitness aids cognition
Researchers found that subjects who were the most aerobically fit had the fastest cognitive responses,
measured by reaction time, the speed that subjects processed information, memory span, and problem solving.
Exercise triggers BDNF
Exercise triggers the release of BDNF a brain-derived neurotropic factor that enables one neuron to
communicate with another. (Kinoshita 1997) Students who sit for longer than twenty minutes experience a
decrease in the flow of BDNF. Recess and physical education is one way students can trigger sharper learning skills.
Cross lateral movement organizes brain functions
Crossing the midline integrates brain hemispheres to enable the brain to organize itself. When students perform
cross lateral activities, like dance, sport and most play, blood flow is increased in all parts of the brain
making it more alert and energized for stronger, more cohesive learning.
Eye tracking exercises and peripheral vision development helps reading
One of the reasons students have trouble with reading is because of the lack of eye fitness. When students watch
screens their eyes lock in constant distant vision and the muscles that control eye movement atrophy. In video
games that provide screens with ever changing patterns and whole-body response to those screens, as in interactive dance video games, eye tracking and expectation skills, peripheral vision are all improved.
Balance improves reading capacity
The vestibular and cerebellum systems (inner ear and motor activity) are the first systems to mature. These two
systems work closely with the RAS system (reticular activation system) that is located at the top of the brain
stem and is critical to our attentional system. These systems interact to keep our balance, turn thinking into
action, and coordinate moves. Games and activities that stimulate inner ear motion like interactive dance video games are
useful in laying the foundation for learning.
Exercise reduces stress
Exercise engages the emotions. Emotion drives attention which drives learning (Sylwester). Movement can foster
self-discipline, improve self-esteem, increase creativity, and enhance emotional expression through social games
like interactive dance video games.
Physical activity and proper diet improves behavior
An inactive child may grow up unable to experience pleasure in a normal way and an intense state of behavior
such as violence may develop. (Kotulak, 1996). That's the bad news. The good news is that when this child
becomes physically active, the pleasure and pain centers develop equally.
Movement can help reinforce academic skills for all students.
Eighty five percent of school age children are natural kinesthetic learners (Hannaford). Sensory motor
learning is innate in humans. Teachers who incorporate kinesthetic teaching strategies reach a greater
percentage of the learners.
Reduce Absenteeism through Dance Games
Most kids enjoy dance, arts, and games. It's not just good for the brain, it feels good, too. Kids who
enjoy playground games do so for a good reason: Sensory-motor experiences feed directly into their
brains' pleasure centers. This is not of trivial importance; enjoying school keeps students coming
back year after year.
Movement and Learning
Teachers are called on to address drug education, second languages, diversity education, multiple intelligences,
improving reading scores, reducing dropouts, encouraging girls in math and science, thematic instruction,
AIDS education, and more. What will we eliminate to make time for all those things? For some shortsighted
officials, that means physical education. Recent brain research tells us that's a mistake.
Sources: [1] Bogden, J.F. Fit, healthy, and ready to learn: a school health policy guide.
At a Glance 2002; [20] NASPE, Executive Summary, Shape of the Nation 2001; [21] Shephard,
R.J., Volle, M., Lavalee, M., LaBarre, R., Jequier, J.C., Rajic, M. Required physical
activity and academic grades: a controlled longitudinal study. In: Limarinen and Valimaki,
editors. Children and Sport. Berlin: Springer Verlag; 1984. 58-63; [22] Shephard, R.J.
Curricular physical activity and academic performance. Pediatric Exercise Science 1997;9:113-126;
[23] Symons,C.W., Cinelli, B., James, T.C., Groff, P. Bridging student health risks and academic
achievement through comprehensive school health programs. Journal of School Health 1997;67(6):220-227 ;
[24] Jensen 1998
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