The effects of exercise on one’s health are well documented and encouraged by health organizations. However, effects of exercise and types of exercise on cognition, reading and standardized testing are less known. Many research studies have examined exercise and its influence on the brain, but often conflicting data has resulted. Brisswalter, Collardeau and Rene, have tried to identify reliable influential factors in their research on acute exercise and cognitive performance. Factors such as increased arousal, metabolic factors, attention strategies and humoral functions have been identified as factors within research. However, the authors further examined dynamics of exercise intensity, duration, complexity and fitness level and their effect on experimental outcomes. Identifying and controlling the exercise type and the cognitive tasks studied is imperative when developing meaningful research. The diversity in either exercise type or cognitive test type can perhaps explain many of the conflicting results in otherwise similarly designed experiments.
Exercise intensity was examined and found that simple perceptual tasks decrease at all ranges of intensity, yet complex tasks improve with intensity of exercise. Defining complexity of the cognitive tasks and level of exercise intensity is inconsistent across studies. Research studies support exercise lasting 20 minutes will achieve 40 to 60% of VO2max is consistent with higher cognitive performance. The proposed research using jump rope skills will reach the required intensity level in a much shorter time.
Another factor is the initial baseline physical fitness of the subject. The researchers suggest that this factor alone may result in problematic results in many exper...
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...the predicted correlation between rope jumping, the internal rhythm of reading and the ability to comprehend that reading.
BIBLIOGRAPHY
Brisswalter, J., Collardeau, M., & Rene, A. (2002). Effects of acute physical exercise characteristics on cognitive performance. Sports Medicine, 32(9), 555-566.
Mead, T., Roark, S., Larive, L., Percle, K., & Auenson, R. (2013). The facilitative effect of acute rhythmic exercise on reading comprehension of junior high students. Physical Educator, 70(1), 52-71.
Tiernay, A., & Kraus, N. (2013, September 18). The ability to move to a beat is linked to the consistency of the neural responses to sound. The Journal of Neural Science, 33(38), 14981-14988.
Tremarche, P., Robinson, E., & Graham, L. (2007). Physical education and its effect on elementary testing results. Physical Educator, 64(2), 58-64.
Another weakness in the experimental design was that the reliability of the experiment was very low. As each test subject was only tested against each amount of prior exercise once, the impact of random errors is likely very large, which can be seen by the spread of the data on the graph. Although, this was attempted to be rectified by averaging the results of all four test subjects, it does not improve reliability too much. Conclusion: The results of this investigation indicated that a relationship between the amount of prior exercise and muscle fatigue does exist, however the results are also not conclusive enough to speculate on what the relationship is. This means that the hypothesis “If the amount of time spent performing vigorous exercise prior to the set of repetitions increases, then the physical performance (number of repetitions) will decrease” cannot be supported or rejected due to the inconclusive data.
Pearson UK (n.d.) stated “Evidence suggests that children who read for enjoyment every day not only perform better in reading tests than those who don’t, but also develop a broader vocabulary, increased general knowledge and a better understanding of other cultures. In fact, reading for pleasure is more likely to determine whether a child does well at school than their social or economic background.” This review and comparison consists of two lessons. One lesson presented by Megan Tupper is a comprehension and rhyming lesson that helps children understand the body characteristics and the understanding of what their body characteristics do in the story Eyes, Nose, Fingers, and Toes (Hindley & Granstrm, 1999). Another lesson presented by Nina Deroziere where she used her talent to bridge the gap between music and language arts by reading the story Stand Tall Molly Lou Melon (Lovell & Catrow, 2001).
In the book, Spark: The Revolutionary New Science of Exercise and The Brain by Dr. John J. Ratey, MD (2008), Ratey discuses how exercise can help treat many mood disorders and how it can help strengthen our brains. This book is divided into ten chapters all with five to ten subsections in them. The chapters include: Welcome to the revolution: A Case Study on Exercise and the brain, Learning, Stress, Anxiety, Depression, Attention Deficit, Addiction, Hormonal Changers, Aging, and the Regimen.
"Physical Education." NASBE Center for Safe and Healthy Schools. National Association of State Boards of Education, n.d. Web. 17 Apr. 2014.
... physical education (J. Sproule, Ed.). Retrieved February 25, 2014, from Sage Journal website: http://epe.sagepub.com/content/11/3/257.short#cited-by
When setting a physical fitness program to complement our physical state of health, scrutiny should also be given to the definitive outcome this can, and in most cases will have a mental fitness level as well.
Wiese-Bjornstal, D. M., Smith, A. M., & LaMott, E. E. (1995). A model of psychological response to athletic injury and rehabilitation. Athletic training: Sport health care perspectives, 17-30.
Physical activity enhances children’s quantitative development within middle childhood, supporting growth toward healthy strong people, physically and psychology. Middle childhood is documented as being between the ages of six to ten years old. A lack of physical activity affects children across all areas of development; it is not restricted within the domain of physical development. Discussed within are the expectations of motor development within middle childhood, the benefits of physical activity and the consequences of prolonged inactivity. Along with how a student’s physical development facilitates or restricts development in other areas and how the learning environment can accommodate and support the physical needs of students.
Kirby, Jason. "Brain Fitness and Video Game Benefits." Maclean's 21 May 2012: 25. Student Research Center. Web. 2 Mar. 2014.
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Physical education must be mandatory for students all over the world. It provides many conveniences for children later in life. Sports in school encourage kids to play more outside of school and from there, their health increases. Unquestionably, physical education improves kids’
Public Library of Science (2013, March 13). “Video game 'exercise' for an hour a day may enhance certain cognitive skills.”
“Physical education plays a critical role in educating the whole student. Research supports the importance of movement in educating both mind and body. Physical education contributes directly to development of physical competence and fitness. It also helps students to make informed choices and understand the value of leading a physically active lifestyle. The benefits of physical education can affect both academic learning and physical activity patterns of students. The healthy, physically active student is more likely to be academically motivated, alert, and successful. … Throughout the school years, quality physical education can promote social, cooperative and problem solving competencies. Quality physical education programs in our
Wise (2014), discusses that within the twenty first century in which the efficient completion of tasks is essential, speed reading is extremely advantageous. Not only does speed reading allow for the quicker acquisition of knowledge, it has shown to influence the brains functionality. Thus, one displays enhanced memory abilities, a higher level of attention and focus as well as a heightened problem solving ability (Wise, 2014). Despite the advantages of an increased reading speed, there is a large and significant disadvantage (Bell, 2001). The danger of developing a rapid reading rate, is that one’s level of comprehension is severely compromised. Therefore, a speed reader would not acquire an adequate amount of information when reading swiftly. It is possible that this disadvantage will have a detrimental effect on the precise completion of various academic and recreational tasks (Bell,