Anxiety, the Brain and Exercise
by George Mike Marketing managerAnxiety, the Brain and Exercise
By Aaron Dungca Needham Teacher
Student
cognitive benefits from academic breaks, by researcher, Jarrett, O.S. (2002),
found that in order to function efficiently, the brain needs a period of downtime to recycle chemicals crucial for long term memory formation. This downtime for memory development involves a 90-110 minute cyclical turnover
(Jarrett, O. S. 2002). Recess for some children might be the only time they can
engage in social interactions in which they choose who to associate with, under
nonstructured settings. These types of arenas promote double-ended societal
upbringing. On the positive spectrum, the structure of recess allowed children
to design and implement their own rules and objectives for their games; aiding
students in building essential character traits such as confidence, leadership,
communication, and self-advocacy. On the other hand, Jarrett (2002) suggested that freedom of recess does have a negative
connotation, which would be the extremist actions of a bully, aggressive
emotions, or social isolation. As a result, through various studies, it has
been proven that the best intervention and usage for recess required staff
members to allow children to choose their games and provide them with a safe,
monitored space to participate in those chosen activities. This can limit the
actions of aggression and promote positive interactions by the very nature of
children’s tendency to follow adult instructions (Verstraete, S. J. 2006). In
conclusion with the various studies, it is clear that more research is needed to examine the
correlation of recess and student academic improvements related to assessments.
However, researches did confirm through their studies that students improved in
other areas pertaining to the academia and character building such as demonstrating appropriate classroom
behavior, establishing positive social interactions among fellow peers, and
promote cognitive development in regards to problem-solving and becoming
innovative thinkers.
Building lifelong
character traits that can be applied to real-life situations are one of the very
benefits derived from participation in various forms of physical activity that
are present not only in Physical Education classes, and recess, but in after
school programs as well (Taras, H. 2005). The importance of physical fitness indirect causes of physical activity is a well-known idea. The connection
of extracurricular programs such as athletics promote a competitive level of
physical fitness and complemented the growth and
development of children. Studies have found that children who
participated in sports are less likely to drop out of school, compared to
nonparticipants (CDC 2010). This amount of dedication and commitment teaches
students responsibility and accountability as
participation in athletics requires student-athletes to apply themselves
every day and to attend school more regularly. Test grades, standardized
assessments and conduct were also reported to be higher in students
that attended school sports along with higher
aspirations towards college education (Trudeau, F., & Shephard, R.
J. 2008).
In
addition, sports after school aided students in self-worth and boosted their
confidence and self-esteem levels resulting in students taking pride in their
efforts. In some venues, this feeling of self-accomplishment was experienced
due to high spectator attendance, using publicity as validation and recognition
for their actions (Trudeau, F., & Shephard, R. J. 2008). This undertaking
of such feats potentially lead to the concept “locus of control” reported by
Fejgin (2001). This concept of performance under pressure and accepted blame
for actions allowed growth as positive self-confidence (Fejgin, N. 2001). The
acceptance of actions in students who participated in school sports was the
concept of delayed gratification. Students who participated in long hours of
athletic practices, authoritative coaching styles, and rigid rules were
conditioned to comply with such circumstances
that directly taught discipline. These valuable skills were connected to students, who participated in
athletics, obtaining higher test scores. Researches stated the
reasoning behind
the increased scores directly related to athletics was due to the mandatory
compliance with expectations towards academic regulations; ability to perform
under pressure; various teaching styles; and educational pacing (Fejgin, N.
2001).
School
sports are normally viewed as leisure activities, but in actuality, athletics
mimic the work environment or business world because of performance-driven assessments.
School to school competitions drove athletes to perform at their highest
capabilities. The outcome at the end of the event resulted in one team losing
to the other. This concept applied to academic work has been suggested by other
researchers in order to increase the achievement orientation during the academic
performance (Fejgin, N. 2001). Performance during competition has been commonly
combated with differentiated instruction in classroom practices. Students
grouped randomly with disregarded abilities such as; physical, emotional, and
financial qualities are claimed to be ineffective. The accepted strategy with
grouped students was through their ability levels, learning styles, areas of
interest, and ways in how they demonstrate their knowledge as identified by
Levy (2008).
However,
students come in many different shapes, sizes, and capabilities. Some students
suffer from anxiety and ADD/ADHD. These students are people that had been theorized to benefit greatly from
physical activity through physical education, recess, and after school sports. The physical activity presented physiological stress to the brain, with recovery,
promoted brain flexibility, growth, and quicker responses (Sattelmair, J.,
& Ratey,
J. J. 2009).
Individuals who were diagnosed with ADD/ADHD when subjected through aerobic the exercise experienced physiological effects along with a healthy frontal lobe
development, alleviating ADHD symptoms (impulsiveness), and maturation in
behavioral inhibition (Sattelmair, J. 2009). There were cases that reduced
rates of depression or anxiety from
individuals that used exercise training as a supplemental method when taking
medication
(Ströhle, A. 2009). Aerobic or strength training was found to decrease
depressive symptoms, anxiety, and panic disorders significantly. Senior citizens
and adolescents alike who suffer from acute anxiety responded better towards
exercise therapy than chronic anxiety participants. Studies showed that the habitual practice of exercise appeared to equate the advantages gained during
meditation or relaxation (Paluska, S. A., & Schwenk, T. L. 2000). The
increased blood circulation to the brain influenced the hypothalamic-pituitary-adrenal axis that promoted motivation and mood. Health
benefits an individual could experience were improved sleep, stress relief,
weight reduction/maintenance, improved cardiovascular health (Sharma, A.,
Madaan, V., & Petty,
F. D. 2006).
Students who were obese to overweight according to their BMI (Body Mass Index)
, gained significant advancements in their executive functions when treated with
low (20 min per day) to high (40 min per day) dosed exercises five days a week
for fifteen weeks. Results stated that in students with the interventions had
considerable higher scores than the control group (Davis, C. L., Tomporowski,
P. D., Boyle, C. A., Waller, J. L., Miller, P. H., Naglieri, J. A., &
Gregoski, M. 2007).
Physical
activity obtained from either physical education, recess, and sports after
school had significant influences in school-aged children. Studies supported
findings in signs of increased school attendance, higher test scores, enhanced
cognitive skills, and appropriate behavioral tendencies. Teaching
physical education, recess, or extracurricular activities is teaching students
how to “live” in and analyze their world by becoming active participants in
their education both physically and mentally. In order to do this, students
must become observant of their surroundings, critical consumers of information,
and successful communicators of their
thoughts and opinions to others. Many activities in physical education, recess, and extracurricular activities
require a form of cooperative learning as it is a process to develop self-identity as well as communal identity.
Through
self-exploration students begin to create a personal style of leadership. Having students actively participate in their
learning experience not only helps to instill healthy choices and the value of
physical activity, but it stimulates the mind and allows room for exploration
and growth. The National Football League with its
high profile stage also advertised and funded coaches, teachers and
organizations hold events for youths to meet the required 60 minutes moderate to
vigorous physical activity time. It is a powerful gesture to witness
professional athletes giving back to the community who supports them and
associate the importance of movement with excitement and health. As a whole
these opportunities of physical participation helps students evolve into
confident, innovative, resourceful, thinking
individuals who respect and value everyone’s
differences
REFERENCES
Centers for Disease Control and
Prevention, and Centers for Disease Control and Prevention. "The
association between school-based physical activity, including physical
education, and academic performance." Atlanta,
GA: US Department of Health and Human
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Tomporowski, P. D., Boyle, C. A., Waller, J. L., Miller, P. H., Naglieri, J.
A., & Gregoski, M. (2007). Effects of aerobic exercise on overweight
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(2002). The recess in Elementary School: What Does the Research Say? ERIC Digest.
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motivation and perceived learning environment in secondary school physical education. Kinesiology, 35(1), 86-93.
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all students through differentiated instruction: Helping every child reach and
exceed standards. The Clearing House: A
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L., Murray, R., & Garner, A. S. (2010).
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V., & Petty, F. D. (2006). Exercise for mental health.Primary care companion to the Journal of clinical psychiatry, 8(2), 106.
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student performance at school.Journal of
school health, 75(6), 214-218.
Trudeau, F., &
Shephard, R. J. (2008). Physical education, school physical activity, school
sports and academic performance. International
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Activity, 5(1), 1.
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J., Cardon, G. M., De Clercq, D. L., & De Bourdeaudhuij, I. M. (2006).
Increasing children's physical activity levels during recess periods in
elementary schools: the effects of providing game equipment. The European Journal of Public Health, 16(4), 415-419.
Occupations Aaron
Dungca Needham Teacher had included being a football and basketball coach,
boating director, wellness teacher, physical education adjunct instructor,
marketing associate, and a technology associate. Aaron
Dungca has also coached for organizations that featured NFL
players, such as Julian Edelman. He sponsored a two-day youth football
fundamentals camp that brought in 20-30 coaches from the state of Massachusetts
and lead young people to learn new skills and meet Julian Edelman at the end of
the camp experience.
Please visit
websites and social media of Aaron
Dungca Needham Teacher:
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