Chapter 11:
Is a Revolution Coming?
Movement, Exercise, and Learning
Is a Revolution Coming?
Movement, Exercise, and Learning
Science of Exercise and Learning
While exercise itself doesn't make you smarter, it optimizes learning through its effects on the growth and maintenance of neurons and neural networks. Exercise has been shown to stimulate brain-derived neurotrophic factor (BDNF), which is a growth factor that promotes development of new neurons (Ratey, 2008). In addition, exercise strengthens the underlying support system for the neural networks (Cotman, Carl, Berchtold, & Christie, 2007).
Exercise also increases the production of three other neurotransmitters that affect learning: serotonin, dopamine, and norepinephrine. These molecules help our brains to be alert, pay attention, be motivated positively towards learning, and increase patient and self-control (Ratey, 2008). The boosted levels of these molecules after exercise may also decrease behavior problems in school (Ratey, 2008).
How much exercise is needed to achieve these benefits has not been clearly determined. However, we do know that learning is actually impeded during aerobic exercise (Ratey, 2008). Learning immediately after exercise has been shown to result in increased academic performance (Gurd, 2009).
While exercise itself doesn't make you smarter, it optimizes learning through its effects on the growth and maintenance of neurons and neural networks. Exercise has been shown to stimulate brain-derived neurotrophic factor (BDNF), which is a growth factor that promotes development of new neurons (Ratey, 2008). In addition, exercise strengthens the underlying support system for the neural networks (Cotman, Carl, Berchtold, & Christie, 2007).
Exercise also increases the production of three other neurotransmitters that affect learning: serotonin, dopamine, and norepinephrine. These molecules help our brains to be alert, pay attention, be motivated positively towards learning, and increase patient and self-control (Ratey, 2008). The boosted levels of these molecules after exercise may also decrease behavior problems in school (Ratey, 2008).
How much exercise is needed to achieve these benefits has not been clearly determined. However, we do know that learning is actually impeded during aerobic exercise (Ratey, 2008). Learning immediately after exercise has been shown to result in increased academic performance (Gurd, 2009).
SUGGESTIONS FOR IMPLEMENTATION
How to Integrate Movement into Your Class
-- Doyle (2011)
- Moving discussions: Have students walk around campus for their group discussions. Assign a time for them to return to the classroom and share.
- Walking critiques: Have groups post their results on whiteboards throughout the room. Then have students walk around and visit each board to provide critiques on the results.
- Guided tour: Take students on a walking tour of real-life illustrations of what they are studying.
- Allowing students to stand and stretch when needed during class. Give students permission to get up and move whenever they are feeling fatigued or having trouble paying attention.
- Taking more breaks during lecture. Have students takes a quick break to move around, especially when they have just learned a new concept. These breaks can be as short as 30 seconds to be effective.
-- Doyle (2011)
PERSONAL AND/OR PROFESSIONAL CONNECTIONS
I've had teachers that employ the frequent stretch breaks in class. I always felt self-conscious to have to get up and stretch or deep breathe in front of my peers. But once I noticed that they also seemed self-conscious, it didn't bother me as much. And I did notice that I could concentrate and pay attention better after the stretch break. I guess I should consider using this techniques with my students, even if feels a little "goofy".
RESOURCES
Cotman, C., Berchtold, C.W., & Christie, L.A. (2007). Corrigendum: Exercise builds brain health: Key roles of growth factor cascades and inflammation. Trends in Neurosciences, 30(10), 489.
Doyle, T. (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, Virginia: Stylus.
Gurd, V. (2009). Exercise improves learning. Trusted.MD Network. Retrieved June 10, 2011 from http://trusted.md/blog/vreni_gurd/2009/04/25/exercise_improves_learning#ixzz1OtFocSfL
Ratey, J. (2008). Spark: The revolutionary new science of exercise and the brain. New York: Little Brown.
Doyle, T. (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, Virginia: Stylus.
Gurd, V. (2009). Exercise improves learning. Trusted.MD Network. Retrieved June 10, 2011 from http://trusted.md/blog/vreni_gurd/2009/04/25/exercise_improves_learning#ixzz1OtFocSfL
Ratey, J. (2008). Spark: The revolutionary new science of exercise and the brain. New York: Little Brown.