Exercise and the Brain
The Science behind it all…..
• Exercise is the single most powerful tool you have to
optimize your brain function.
• Skeptical?
– You won’t be when you realize the evidence is
based upon thousands of sound research papers
published within the past decade.
• The book SPARK, written by Dr. John Ratey summarizes
this research.
Dr. Ratey
•
Dr. Ratey runs the Sparking Life non-profit organization, which aims to restructure
physical exercise practices at schools.
•
He is a clinical associate professor of psychiatry at Harvard Medical School, Research
Synthesizer, Speaker, and Author, as well a Clinical Psychiatrist maintaining a private
practice in Cambridge, Massachusetts.
•
He has lectured and published 60 peer reviewed articles on the topics of Aggression,
Autism, ADHD, and other issues in neuropsychiatry.
•
Sparking Life differs from a regular gym class; it is a novel approach of exercise that
moves away from the competitive sports approach to one that employs a wide range of
play involving strenuous physical activity, usually aerobic and cardiovascular, for every
student.
•
Ratey’s main premise is that the point of exercise is to build and condition the brain.
•
Building muscles and conditioning the heart and lungs are side effects.
•
The brain responds like muscles do, growing with use, withering with inactivity.
A Scientific Rationale
Biological effect of physical
activity on the brain:
Associated physiological
changes:
Increased cerebral capillary
growth
Improved attention
Increased blood flow
Improved information
processing, storage, and
retrieval
Increased oxygenation
Enhanced production of
neurotrophins
Enhanced coping and positive
affect
Neurogenesis
Reduced sensations of
craving & pain
Enhanced neurotransmitter
levels
Improved Mood Motivation
and Resilience
1. Exercise Increases
Neural Connections
Fitness, Hippocampus Size, and Memory
• Kids who were fit and who
had better memory, also
had larger hippocampii
•Fitness increases neurons,
connectivity- 28 fit 21 non
Not
Fit
Fit
Chaddock L, Erickson KI, Prakash RS, Kim JS, Voss MW, Vanpatter M, Pontifex MB, Raine LB, Konkel A, Hillman CH, Cohen NJ, Kramer AF. A
neuroimaging investigation of the association between aerobic fitness, hippocampal volume and memory performance in preadolescent children.
Brain Res. 2010 Aug 21. [Epub ahead of print]
Growth in the Brain (particularly the
Hippocampus)
Growing Your Brain Cells
• The neurons (brain cells) connect to one another through
“leaves” on treelike branches, and exercise causes those
branches to grow and bloom with new buds.
• Example, in one study a group of volunteers were put on a
three month exercise regiment followed by having their brains
“photographed”
• Capillary volume in the memory area increased by 30%.
• Similar studies reveals exercise elevates and balances
neurotransmitters, the chemicals that allow brain cells to
communicate with one another.
2. Exercise
elevates and and balances
neurotransmitters.
(neurotransmitters allow brain cells
to communicate with each other)
Growing Your Brain Cells
• Serotonin – influences mood,
impulsivity, anger and
aggressiveness
• Norepinephrine – mood, attention,
perception, motivation and
arousal
• Dopamine – known as the learning,
reward, attention and movement
neurotransmitter, it “calms” the
mind
• Exercise elevates the levels of all
of these neurotransmitters
Neurochemistry
• Ratey likes to tell people that “going for a run
is like taking a little bit of Prozac and a little
bit of Ritalin because, like the drugs, exercise
elevates and balances these neurotransmitters.”
3. Exercise
increases the growth
and development of brain cells
Miracle-Gro for the Brain
• BDNF is a protein found in brain cells that effect how they grow
and develop; it is the master molecule of the learning process.
• Where neurotransmitters allows for the communication between
brain cells, BDNF builds and maintains the cells circuitry.
• When sprinkled on brain cells in a petri dish, the cells
automatically sprouted new branches, producing the structural
growth required for learning.
• “Miracle-gro” for your brain
• Exercise elevates levels of BDNF
Miracle-Gro for the Brain
2007 study found people learn
vocabulary words 20% faster following
exercise than they did before exercise,
and the rate of learning correlated
directly with the levels of BDNF.
4. Exercise
increases the electrical activity
of the brain
The Prefrontal Cortex
Major role in Executive Function
• Exercise particularly affects our
Executive Function
–
–
–
–
–
–
Planning
Organizing
Initiate or delay a response
Consequence evaluation
Learning from mistakes
Focus and Memory
• Dysfunction in these areas lead
to disruption in organization and
behaviour control
How have
schools
responded
to the
research?
Naperville Central High School
• “In our department, we create the brain cells.
It is up to the other teachers to fill them”
Zientarski
• 30 percent of US sophomore population is
overweight, only 3 percent of Naperville
student fall into this category.
• Why is this?
The Naperville Philosophy
• Exercise in itself is not fun. It’s work. So if you can make them
understand it, show them the benefits-that’s a radical
transformation.
• Less than 3% of adults over 24 stay in shape through playing
team sports, thus the importance of teaching “fitness”.
• Students are assessed on effort rather than skill. You don’t
have to be a natural athlete to do well in gym.
• As a result students at Naperville score off the charts
nationally in personal physical fitness
Naperville’s Brain Cells
• TIMSS test administered every four year to
230,000 students in 38 countries including
59,000 from the US
• US students as a whole ranked 18th in science
and 19th in math.
• Naperville students ranked 1st in science and
6th in math
Interesting Facts….
• The Zero Hour Physical Education class at Naperville allows
students to participate in phys-ed class prior to the start of the
regular scheduled day.
• The curriculum is composed of only activities that will elevate
one’s heart rate for extended periods of time. (This is not just
dodge-ball)
• Students are required to stay between 80-90 percent of their
max heart rate
• At the end of the semester, there was a 17% improvement in
reading and comprehension, compared to 10% who slept in
and took regular PE
• The experiment continued. When the class was split, the group
that took their literacy class immediately following the early
morning fitness out performed the group that took literacy
during the last period of the day.
Public Magnet School Grades 4-8 Approximately 120 children
All on school breakfast and lunch programs.
Program: Added 40 minutes of exercise in the morning
Exercise was performed in gym in station format.
Activities included:
Basketball
Dance Dance Revolution
Double Dutch" jump roping Pogo stick jumping
1st Semester 2006 - 2007 Outcomes: Disciplinary Referrals
Year
2006
2007
Referrals:
661
353
Suspensions:
71
24
Teachers reported :
Students are more focused. Students are more focused during the
MAP
(Measure of Academic Progress) testing as well.
Teachers observed:
Students testing immediately after morning activities did better — meeting or exceeding
individual growth targets — than middle scholars taking the test late morning or in the afternoon.
Barrie Central Collegiate
Pass Rates- Min. of Ed.
10/11 11/12 12/13 13/14
Gr 9 Ac. Co. 95.1% 95.9% 96.5% 98.5%
Gr 9 Ap. Co. 85.1% 83.2% 89.2% 96.4%
Gr 9 Ap. Eng. 84.9% 86.0% 87.2% 90.6%
Gr 9 Ap. Mat. 81.6% 89.0% 92.4% 98.4%
Barrie Central Collegiate
Pass Rates-Min. of Ed.
09/10 10/11 11/12 12/13 13/14
Gr 10 Ac. Co 93.8% 94.8% 93.9% 96.3% 94.5%
Gr 10 Ap. Co 75.3% 84.5% 82.3% 81.5% 92.8%
Gr 10 Ap. Eng. 79.2% 82.1% 81.3% 87.7% 98.1%
Gr 10 Ap. Mat.74.1% 81.0% 81.4% 80.7% 89.2%
Barrie Central Collegiate
• At risk Physical Fitness Course (PAI3O)
– 24 Students
• Semester One:
– Absent average 25 classes
– Credit accumulation 2 of 4 credits
– 95 days of suspension
• Semester Two:
– Absent average 15 classes
– Credit accumulation 3 of 4 credits
– 3 days of suspension
Barrie Central Collegiate
Gr 9 EQAO Mathematics Results
• Applied Courses (% of students at L3 & L4) improved by
12% (28% to 40%) in 2012-13 and by a further 12% in 201314 (40% to 52%) Provincial Average was 47%
• Academic Courses (% of students at L3 & L4) improved by
12% (79% to 91%) in 2012-13 and by a further 3% in 201314 (91% to 94%) Provincial Average was 85%
“Clearly chunking the class with some exercise in the middle
of the class plays a major role in their motivation and ability to
focus in class” D. Burleigh ( math teacher)
Sparking Life Niagara
2011/2012
36 At Risk students at 2 high schools in the
Niagara Region did aerobic activity for 20
minutes at 65 to 85% of their maximum heart
rate on school days.
>Improved math skills (KTEA-II)
>Improved reading comprehension skills (OCA)
>Average number of credits per semester
increased
Sparking Life Niagara
2011/2012
• Improvements noted in…
> student learning, memory, mood and
behaviour
> stress tolerance leading to improved physical
health and resilience
> attention and motor control
> symptoms of anxiety and mood
Texas Cooper Study 2,600,000
Significant correlations were found between physical fitness and
various indicators of academic achievement. The study shows that:
Higher levels of fitness are associated with better academic performance. Higher
performance independent of any demographics: ethnicity, race, income, school.
Higher levels of fitness were associated with better school attendance.
Higher levels of fitness at a school were also associated with fewer disciplinary
incidents. The research looked at the number of incidents involving drugs, alcohol,
violence and truancy.
Sweden -The Proof
Love to measure and keep records
1.2 million boys born 1950-76; finished H.S. at 15 and
entered military at 18. 270,000 brothers, 1300 identical
twins.
Tested cardio (ergonometric) muscle (knee, elbow, hand)
and cognitive appraisal-both at ages 15 and 18.
Brothers, identical twins showed
the same association-those that
improved their physical fitness
improved their brain power. Its not
just about the genes.
Those that improved cardio fitness, improved IQ . The
same result did not occur with an increase in muscle
strength. Also, those individuals that improved their
cardio fitness, went on to be better educated, more
satisfied with life, and attained a higher socio-economic
standing.
"We believe the present results provide scientific support for educational policies to
maintain or increase physical education in school curricula as a means to stem the
growing trend toward a sedentary lifestyle, which is accompanied by an increased risk
for diseases and perhaps intellectual and academic underachievement," write
researchers Maria Aberg and colleagues of the University of Gothenburg in
Gothenburg, Sweden in the Proceedings of the National Academy of Sciences. 2009
Nov 30. [Epub ahead of print]
SAMPLE DESCRIPTION
2127 Students enrolled 2004-2005 school year
Study sample: 1841 students from the 4th, 6th, 7th, 8th grades.
PRIMARY OUTCOMES:
Scores on the Massachusetts Comprehensive Achievement Standard (MCAS Tests)
PRIMARY PREDICTOR:
Number of fitness tests passed
PRIMARY PREDICTOR: FITNESS TESTS
Fitness tests administered in Spring 2005 by trained PE teachers. Standards based on
Cooper Institute and Amateur Athletic Union (AAU)
5 Domains of Fitness
Endurance cardiovascular Test
Abdominal strength Test
Flexibility Test
Upper body strength Test
Agility Test
Results
An increase in the number of fitness tests passed, resulted in:
•MATH MCAS increasing by 38% (1.234 – 1.541) (p<.001)
•ENGLISH MCAS increasing by 24% (1.003 – 1.522) (p<.05)
Conclusion
Cross-sectional positive relationship between fitness and academic achievement
Promoting fitness may support academic achievement
More research is required to demonstrate causality
The Association between School-Based
Physical Activity, including Physical Education,
& Academic Performance
A CDC Report, April 2010
?
Does the Literature Concur?
43 articles included in
synthesis and
categorized based on
physical activity
406 total articles
context (PE, recess,
that have examined classroom activity, and
the association
extracurricular activity)
between schooland then by academic
based physical
performance outcome
(academic
CDC performed activity and
academic
achievement,
a
academic behavior,
comprehensive performance
and cognitive skills &
literature review
attitudes)
CDC found 251
associations between
physical activity and
academic
performance
• 50.5% positive
• 48% not significant
• 1.5% negative
In the News...
• http://www.cbc.ca/news/canada/story/2011/09/01/fsparking-life-niagara-region-schools.html
– What is happening at Eastdale and Lakeshore Catholic High School
• “Fun makes the exam easier” – article in the Toronto Star,
Thursday September 15, 2011
– High energy, blood-flow-boosting warm-up to
before EQAO Grade 3 and 6 tests.
• www.johnratey.com
Curriculum Connection
School boards, school administrators,
and principals can feel confident
that maintaining or increasing time
dedicated for physical activity during
the school day will not have a
negative impact on academic
performance, and it may positively
impact students’ academic
performance.
Physical
Activity
Physical
Education
Recess
Classroom
Activity
Extracurricular
Activities
Academic
Performance
Cognitive Skills
Attitudes
Academic
Behaviors
Academic
Achievement
Barrie Central Spark Group
• How can the information enable us to
help students enrolled at Barrie
Central become more successful in
the classroom?
• Immediately
• 1 year from now
• 5 years from now
Gather a Group of Like Minded People
“Never
doubt that a small group of
thoughtful, committed citizens can
change the world; indeed it’s the only
thing that ever has”
Margaret Mead
“If it‘s not fun don’t do it”
Russell Atkinson
“SPARK”
• Barrie Central’s school-wide SPARK program started in the
fall of 2011and continues to evolve today.
• All classroom teachers at Barrie Central are encouraged to
have their students participate in SPARK on a daily basis.
• Activities vary due to, weather conditions, student preferences,
curriculum commitments etc.
• Indoor – skipping, jumping jacks, push-ups, tug of war, obstacle
courses, agility ladders, dancing, etc.
• Outdoors- ultimate Frisbee, footballs, hacky sacks, walking,
jogging, dancing
“SPARK”
•
“SPARK”
• Students can participate in SPARK periods one through four.
• During the 75 minutes of a period it is up to the teacher’s
discretion as to when SPARK occurs.
• Spark usually takes 10-15
minutes depending on the
activity and time restraints
of the lesson.
“SPARK EQUIPMENT”
• Activity Bins in every other classrooms – total
costs approximately $3000.00 for the entire
school.
• Playbooks to accompany activity bins written
by staff at Barrie Central
• On-line dance resources produced with the
help of the “Fit to Dance” company
• PD sessions were scheduled to train staff early
in the year
Changed Assessment
Professional Discretion
Assessment for learning (Student Biometrics)
• Alertness
• Concentration
• Attention
• Motivation
• Mood
• Cognitive Function
Changed the Classroom
• Professional Discretion in the Classroom
 Classroom Based Physical Activities
 5-20 minute interventions
 Action Box Activities (BCC website)
Changed the Phys.Ed Curriculum
• The curriculum is composed of activities that
will elevate one’s heart rate for extended
periods of time.
• Students graded on their ability to keep their
heart rate between 65%-90% of maximum
heart rate.
Level The Playing Field
Changed the Courses Offered
• At risk Physical Fitness Course (PAI3O)
– 24 Students
• Semester One:
– Absent average 25 classes
– Credit accumulation 2 of 4 credits
– 77 days of suspension
• Semester Two:
– Absent average 15 classes
– Credit accumulation 3 of 4 credits
– 3 days of suspension
Changed the School
•
•
•
•
School Wide Physical Activities
Pedometer Challenge
Dance Challenge
No Cut Sports Team
 Cross County Running
 Swimming
 Badminton
 Ultimate Frisbee
Changed School Teams
• No Cut Sports Teams
Represent your School
Reward involvement
•
•
•
•
The number of practices attended
The number on a team
The number of Grade 9’s
The number of student coaches etc.
Changed Families and Friends
Students take their knowledge and
enthusiasm home and
engage their friends, siblings and
parents in healthy active living.
Changed the Community
• Promote Active Living
Sidewalk activities
•
•
Time/distance arrow to destination
Activity stops on the sidewalk (hopscotch)
Wheels Wednesday
 Feet Fridays
 Seniors and Teens events

“SPARK” Evaluation
A follow up PD session in October allowed for our staff to
evaluate the SPARK program’s progress.
Teachers shared their ideas regarding what was and was not
successful as well as to introduce staff to new ideas and
activities. The playbook was updated and grew!
Key Findings – STUDENTS LOVED SPARK!!
Although some initial hesitation the student’s of Barrie
Central quickly embraced SPARK and would come to not only
expect it, but request it when they felt they needed it!
SPARK TESTIMONIALS
As a teacher of senior level Biology, I have seen
this benefit in practice. A daily exercise and
movement break during a 75 minute period
that can often contain heavy curriculum
material is essential. After which, students are
more ready to get back to work and they may
get more work done. Students are seeing the
many benefits of it as well. They consistently
request to do Action4Life (SPARK) activities
when they are feeling their concentration slip.
It has also been my experience that once the
habit is formed, to have those 10 minute bouts
of activity, that students will actually look
forward to it, become more aware of its value,
which further justifies and reinforces the habit.
While this is not an all or nothing teaching
strategy, its value to the health of student’s
bodies and minds cannot be discounted and is
highly encouraged, in my opinion.