Transcript Physical Education and Academic Achievement

Zero Hour Physical Education
How Physical Activity Affects the
Brain
 Exercise increases the number of capillaries around the neurons
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in the brain, thereby increasing oxygen supply to the brain. This
improves the speed of recall
Exercise increases the production of dopamine, which is a moodenhancing neurotransmitter
Exercise reduces stress. Stress hinders long-term memory
formation
Exercise stimulates the production of endorphins which increase
alertness
Exercise increases the growth of the nerve cells in the
hippocampus (center of learning and memory)
Exercise increases the production of a neurotransmitter called
BDNF. BDNF helps develop the nerves that help us learn and it is
known as “miracle-gro” for the brain
Research into Physical Activity and
Academic Achievement
 Increased time in physical education was found to have a positive
relationship with academic achievement in 11 out of 14 studies. There
was no negative relationship associated with the remaining 3 studies.
 Eight out of nine studies found positive associations between
classroom-based physical activity and attitudes, academic behavior,
and academic achievement. None of the studies found negative
associations.
 Other studies have noted that students who participate in daily
physical education “exhibit better attendance, a more positive attitude
towards school, and superior academic performance”
 Higher levels of physical fitness are positively associated with better
attendance and fewer negative school incidents.
Cardio Fit to Learn/ Zero Hour PE
 Based on research into physical activity and academic
achievement, Spark by Dr. John Ratey, and Naperville’s
Learning Readiness PE program
 Naperville, IL: Students who are struggling with
reading or mathematics take learning readiness PE i.e.
a physical education class immediately before their
reading or math class
Average increase in Algebra scores of non-LRPE and LRPE
students over the semester in Naperville, IL
Cardio Fit to Learn/ Zero Hour PE
 More than 76 students initially signed up for the first
class which ran during S2 of 2009-10.
 26 students took Cardio Fit Zero Hour
 The class had a strong emphasis on exercising in the
target heart rate zone while experiencing a wide range
of activities – adolescence is a key time for the
formation of lifelong exercise habits
 Awarded two grants (DCE Foundation and
WAHPERD) during the school year to purchase heart
rate monitors for the class
Zero Hour PE
 Students completed a physical fitness test at the start
and end of the semester
 22 out of the 26 students improved their level of VO2
max over the course of the semester
 The other 4 students were either ill or injured and
unable to participate in the final test
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Comparison between student VO2 max
levels in January and June 2010
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VO2 Max
VO2 Max 1
VO2 Max 2
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Student Number
Student comments on Zero Hour
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“I feel more attentive during first hour”
“Everyday after this class I feel more energetic. I am less tired”
“My energy levels have improved”
“I am happier at school now”
“ I feel much more awake now and I still do ” “I am much more
motivated”
“I feel more positive in myself”
“I am more outgoing”
“I have been in a happier mood”
“I am more happy and more productive”
“I am more motivated to try”
“I think this class helped my communication skills a lot”
Physical Activity Guidelines for Adolescents
 1 hour of or more physical activity every day
 Most of the 1 hour or more a day should be either
moderate or vigorous intensity aerobic physical
activity
 Adolescents should engage in vigorous intensity
aerobic physical activity on at least 3 days a week and
bone strengthening activity on 3 days per week
Future Vision
 Daily Physical Education for all students K-12
 Student schedules built to ensure that Physical Education
occurs prior to their most challenging class
 Classroom breaks for physical activity built into to the day.
These should complement the current learning activity.
 Collaboration between physical education teachers and
classroom teachers to strengthen the learning experience
e.g. literacy/ mathematics as part of PE
 Improved nutrition education and nutritional choices
available in schools – poor nutrition is associated with
lower academic achievement
Resources
 Learning readiness PE: http://www.learningreadinesspe.com/
 CDC/ NASPE report:
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http://www.cdc.gov/healthyyouth/health_and_academics/pdf/pape_paper.pdf (full document)
http://www.cdc.gov/HealthyYouth/health_and_academics/pdf/pape_e
xecutive_summary.pdf (executive summary)
Spark – John Ratey, MD:
http://www.johnratey.com/newsite/index.html
http://gardnercenter.stanford.edu/docs/YDA_Snapshot_Fitness.lm.pdf
http://www.cdc.gov/HealthyYouth/health_and_academics/pdf/physic
al_inactivity_unhealthy_weight.pdf
http://www.aahperd.org/naspe/publications/teachingTools/upload/PA
-During-School-Day-8-9-10.pdf