AEROBIC EXERCISE INCREASES YOUR INTELLIGENCE, MY RESEARCH
by Declan Flynn Lynch
Literature Review
Abstract
An experiment based on the work of Castelli et al (2007) was performed to examine the relationship between children’s fitness and academic achievement. Recent research suggests physical activity can enhance academic performance by increasing the flow of blood to the brain, increasing mental alertness (Bailey, 2006). The Aim of the research is examine the relationship between Academic performance and Aerobic fitness in a group of 5th grade students in an English Primary School. The participants Reading and Math's school statistical results will be compared to their aerobic endurance results with the use of SPSS by the researcher. Correlation analysis will be tested on the 3 dependent variables: Math’s, English and aerobic fitness using SPSS to examine the relationship between aerobic fitness and academic performance.
Introduction
Great men as far back as John Adams United States president and successor to George Washington believed that “Exercise invigorates and enlivens all the faculties of body and of mind …It spreads a gladness and satisfaction over our minds and Qualifies us for every sort of business, and every sort of pleasure” (Kramer et al 2006) and John F. Kennedy believed that “intelligence and skill can only function at the peak of their capacity when the body is healthy and strong” (Masurier & Corbin, 2006).
The following Thesis aims to show the aims and the need for more research in the area of the effect of academic performance’s correlation with aerobic exercise. The papers aims to highlight the benefits of aerobic exercise on academic performance by showing how aerobic exercise enhances self esteem, concentration, mood, mental alertness, cognitive functioning, learning and academic success. It also aims to show the physiological reasons for this, for example Hall (2007) states the reason for this is because exercise triggers the production and flow of BDNF (a brain-derived neurotrophic factor) which is a chemical that help neurons communicate with one another. Conversely the paper also shows the possibility that aerobic exercise decreases brain function (Karla et al, 1997). The txt provides and overview of the theories and concepts that will support the project and describes methods used in previous research in the subject area.
With world wide concern about the future of physical education on the rise there is a increasing consensus in the twenty first century that there is a need modify the content of the physical education curriculum (Jess et al 2003). It is well recognized that a healthy body leads to a healthy mind and earlier research shows that physical activity, a healthy weight and nutritious diet supports intellectual development in children (Sigfusdottir et al, 2007; Bailey, 2006). Over the past 82 years a number of academics have verified that structured physical activity in schools has a positive effect on concentration, learning and academic success (Dollman et al 2006; Field et al, 2001). However although physical activity has its place some parents believe it should not impede with the real schooling which many believe to be academic performance and examination results. Paradoxically recent research suggests physical activity can enhance academic performance by increasing the flow of blood to the brain, increasing mental alertness, enhancing mood, and improving self esteem (Bailey, 2006). Although parents object to improved time for physical activity because they believe it would be detrimental to other subjects recent research suggest that if Schools can add more time for physical activity, it wont hinder academic achievement, however if schools decrease physical education time to add time to the perceived more important subjects then it can be detrimental to the children’s health and will not increase their grades (Trudeua & Shepard, 2008).
Further research has found that aerobic fitness is linked to positive improvements in neuroelectric and behavioural performance of children during a stimulus discrimination task (Castelli et al 2007).In the state of California 2007 Aerobic fitness was found to have a positive effect on academic performance in 3rd and 5th grade students nationally (Castelli et al 2007). Correspondingly Dwyer et al (2001) found a positive correlation between fitness and academic performance in an Australian national study on 7961 students aged 7-15using a questionnaire/fitness test to analyze fitness/physical activity and a 5 point scale to test academic performance. The students were given the questionnaire by trained data collectors, the questionnaire consisted questions of intensity, frequency, time involved in exercise in the previous 7 days in groups of four to ensure they understood it . The academic performance was measured on a 5 point scale from poor to excellent by school staff and the fitness tests (1.6 kilometre run, sit-ups, and push-ups challenges, 50-meter sprint, and standing long jump) were recorded by a trained testing team. It was concluded that there was a consistent correlation between the fitness tests, physical activity questionnaire and the academic ratings. Similarly but different from the above studies Linder (1999) established a significant but low correlation between physical activity and academic performance in a major study in Hong Kong suggesting that fitness has a positive effect on cognitive functioning.
The above information has intrigued the researcher who has been interested in the topic for a number of years due to his work in the fitness industry, witnessing at first hand the positive effects that aerobic fitness has on cognitive and behavioral improvements. Therefore it was concluded that in order to feed one’s curiosity a study needed to be completed by the researcher in this field.
The underlying question to be answered is the significance aerobic fitness has on intellectual operations, and that the implications the results will have on the general population. Should the results be deemed to have a positive effect on intellectual functioning then this will add to the growing suggestion that aerobic exercise helps children perform better at school, giving valuable information to children, Parents, teacher’s and head teacher’s on the relationship of aerobic fitness with intellectual performance.
Aims
(i) To examine the relationship between Aerobic Fitness and Academic performance.
hypotheses/ Research questions
In order to fulfill the aims it was hypothesized that there is a significant relationship between cognitive functioning and aerobic fitness.
Literature Review
Exercise that enhances aerobic fitness levels over long periods of time are likely to have a positive effect on cognitive abilities (Taras, 2005) which suggests academic achievement can be enhanced by aerobic fitness. “Writing or talking about an idea often provides enough muscles movement to stimulate ideas but some people think best when they are running, walking or swimming” (Blakemore, 2003). Consistent bouts of exercise may enhance self esteem; alleviate stress, anxiety and depression helping children in learning (Vail, 2006).
A.D.H.D children showed a dramatic improvement in behaviour after a six week exercise training programme, the key to this allegedly is to bring the heart rate up to 135-175 beats per minute for 20 minutes a day 5 days a week which will help the release of endorphins and have a calming effect on the child (Vail, 2006).
Congruently Coe et al (2006) believe that vigorous exercise is key as their research found that higher grades were associated with vigorous physical activity in children but that moderate exercise did not affect test results. The exercise Brain gym by Pual and Gail Dennison are meant to be done slowly, Carla Hannaford author of “smart moves, why learning is not all in your head” says it’s important to cross lateral movements to stimulate the left and right side of the brain.
Conversely similar research shows conflicting evidence that aerobic exercise actually decreases brain function. Karla et al (1997) suggests that there is a period of decreased brain activation after exercise. Incidentally the decreased brain activation phase was short possibly due to fatigue, although participants felt more energetic after exercise the findings plainly imply that cognitive functioning was decreased momentarily at least after aerobic exercise. Similarly Daley (2000) conducted a study on 232 children aged 13-16, examining their physical activity levels against their previous academic performance results in English, Maths and Science. The physical activity levels were assessed through questionnaires and academic performance through their latest test results for English, Maths and Science. Although no significant relationship was found, there was a weak negative relationship found between the time spent in sport and exercise and English and Science scores. However a longer study over a ten week period of regular aerobic exercise conducted on thirty two participants reveals many beneficial effects of regular aerobic exercise on cognitive functioning (Young, 1979).
Congruently a study of 124 formerly sedentary adults after a period of six months of aerobic exercise showed significant improvements in neurocognitive functioning in contrast to a similar group who did muscular endurance training for the same period of time (Kramer et al 1999). Furthermore Ozden (2008) suggests that even a single bout of aerobic exercise radically improves cognitive functions. Hillman et al (2009) conducted a study on 20 preadolescent children with a 20 min treadmill walking test at 60% of their estimated max heart rate. They then tested the children’s cognitive functioning before and after the walking test finding an improved response rate and better performance on the academic achievement test for reading and comprehension, suggesting individual 20 min bouts of aerobic exercise improves the cognitive control of attention in preadolescent children while also supporting the use of moderate acute exercise that contributes to increased attention and academic performance. However On the contrary Grissom (2005) suggests that it is also likely that one’s mental capacity affects their physical ability, hence intelligence affects one’s ability to a acquire fitness and retain it. It’s palpable to the author that there must be a physiological reason for a decrease or increase in mental capacity.
According to Hall (2007) the rationale for this is because exercise triggers the production and flow of BDNF (a brain-derived neurotrophic factor) which is a chemical that helps neurons communicate with one another, it’s a member of the neurontophins family which promotes development and maintenance function and survival (Marini, et al 2004). Physical activity may also increase the expression of some neurotrophins (Klintsova et al, 2004) BDNF and Serotonin (5-hydroxytryptamine, 5-HT) control synaptic plasticity, neurogenesis and neuronal survival in the brain. They co-regulate each other, the serotonin stimulates the expression of BDNF which in turn enhances the growth and survival of the serotonin neurons (Mattson, et al 2004). If an increased amount of BDNF is circulating in the brain then a greater quantity of neurons are able to exchange and retain information, helping individuals to remember, understand, comprehend and retrieve more information at a quicker rate (Hall, 2007). .
However according to Brisswalter (2002) a raise in metabolic load linked to long durations of exercise induces an increase in arousal levels and improves cognitive functioning. Moreover research suggests during long-lasting exercise a boost in cerebral blood flower in brain neurotransmitter levels like catecholamine’s and endorphins can lead to an enhancement in cognitive performance.
Conversely stress is known to kill brain cells, stress leads to a production in a chemical called cortisol. With the existence of cortisol in the brain it is less capable of planning, judging and problem solving etc. Prolonged high levels of stress lead to the demise of brain cells and a reduction in the number of brain cells being produced. Exercise can control the level of cortisol being created, reducing the amount of brain cells that are disrupted and destroyed and by doing so we allow for increased brain function (Hall, 2007).
The association this has with academic learning and literacy is that the brain needs physical activity to concentrate and learn in a classroom environment. Physical activity produces more brain cells in the hippocampus which is the part of the brain used for learning and memory (Summerford, 2001). Further research has found that aerobic fitness is linked to positive improvements in neuroelectric and behavioural performance of children during a stimulus discrimination task (Castelli et al 2007). The findings showed that superior fit children exhibited better allocation of attentional resources to working memory.
In California U.S.A Castelli et al (2007) conducted research on physical fitness and academic achievement in third and fifth grade students in a single school district in a medium sized urban school. They selected four schools for participation particularly because of the performance of the school, poverty index, ethnicity and race in an attempt to create balanced socioeconomic and academically performing sample. Parental consent was obtained for all participants. The participants completed a progressive aerobic, cardiovascular endurance run to assess their fitness levels. Strength, B.M.I and flexibility were also tested. Academic achievement testing was conducted with an ISAT test that is administered annually to third and eight grade students in Illinois public schools .Both fitness and academic results were compared and it was found that aerobic fitness and B.M.I were associated with achievement in reading and maths but strength and flexibility were unrelated to general academic achievement (Castelli et al 2007). Descriptive statistics were calculated for each variable and dependent T tests were used to determine study samples in the high performing low poverty schools and low performing high poverty schools. Correlation analysis was initially conducted on the 3 dependent variables (Maths achievement, reading achievement, total academic achievement and total fitness scores). The rest of the variables sex, age and poverty index were included to identify covariates for inclusion in the regression analysis. The only variables that were selected for the subsequent variable analysis were the one’s that correlated with academic achievement or fitness. Marks indicated that 3 variables, aerobic endurance run, push ups, curl ups and total fitness were positively correlated with all 3 achievement tests (Castelli, 2007).
Lane et al (2004) argue that high self esteem and past success help with academic performance which also leads to the point that exercise and physical activity may lead to higher self esteem (Ekeland et al, 2005; Tremblay et al, 2000) and as Lane 2004 suggests improved academic performance.
Thus, for example,
where two students currently have similar academic achievement, the student having
higher self-esteem will be more likely to achieve higher marks in future assessments
(Marsh et al., 2002).
The research was conducted in conjunction with the research in California by Castelli (2007) for accuracy and minimal disruption to the primary school. (M c). The pupils from 5th grade (aged 10-11) will complete a progressive aerobic cardiovascular endurance run to assess their fitness levels in a physical education class which will be accessed against their current literacy and Math’s tests done weekly by their teacher. (details to be put in)
This will cause minimal disruption to the school as the researcher will only be checking the correlation between the physical education class fitness test and their current academic results. For Confidentiality the school will simply ammonize the data results of all pupils with the use of coding (Gregory, 2003). All children will be health screened prior to commencement of the fitness test with a health questionnaire (Howley and Franks, 1997). Due to the students doing the tests as part of their P.E and normal academic classes an Ascent form will be signed by the Principle and the children and Parents written consent is not needed in this instance. Correlation analysis will be conducted on the 3 dependent variables Maths achievement, reading achievement, and aerobic fitness to establish a positive or negative correlation.
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