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Running head: EXERCISE AND COGNITION

Leah Wilcock and Catie Davies


Exercise and Cognition in Children
Arizona State University
PPE 310
Dr. Lineberry

EXERCISE AND COGNITION

Introduction
Cognition is a general term that reflects a number of underlying mental processes
(Tomporowski, Davis, Miller, & Naglieri, 2008). These processes are conscious mental activities
that include thinking, understanding, learning and remembering (Merriam-Websters online
dictionary, n.d). In an elementary school context, these cognitive functions reflect student
academic performance.
Research shows that learning is not just a cognitive function (Conyers and Wilson, 2015).
Learning requires thinking, feeling, and physicality to develop knowledge and skills (Conyers
and Wilson, 2015). Since the ancient Greeks, there has been a strong belief that physical activity
is linked to improved cognition (Tomporowski, Davis, Miller, & Naglieri, 2008). Physical
activity is essentially brain food that powers up the cognitive functions that increase academic
success.
Even with the amount of research that supports the benefits of physical activity in the
classroom, schools have been decreasing opportunities for physical activity during the school
day. This decrease in physical activity, in the classroom, is a response to recent budget cuts and
an increased attention to standardized testing. (Howie, Schatz, & Pate, 2015). Many schools
overlook the importance of physical activity in the classroom because of the overwhelming
pressure to succeed. In reality, the exercise that is being cut out of curriculum is the key to
increasing students academic success.
Within the educational context, exercise in the classroom must become a schools top
priority. Physical activity should be implemented and emphasized at a school-wide level
throughout the country. Exercise should be integrated into K-12 classrooms by teachers, using
brain breaks and other activities, in response to the volume of supporting research. These brief

EXERCISE AND COGNITION

periods of physical activity will increase student focus, cognitive functions, and academic
achievement.
The plan of this project is to implement a brain break program called Be Active. This
program will integrate brain breaks into the classroom over a year, beginning with a trial
classroom and ending with all classrooms in the school. The goal of this program is for all
classrooms to integrate morning and afternoon brain breaks, in hopes of increasing students
cognitive functions by increasing physical activity.
Be Active websites
For more information, leahwilcock.weebly.com and daviesppe310.weebly.com.
Review of Current Literature
Smart Moves: Powering Up the Brain with Physical Activity, written by Marcus Conyers
and Donna Wilson, discusses the potential of physical activity in helping students accomplish the
raised level of academic expectations for the Common Core Standards. This article reviews
various studies performed to link the positive effects of physical activity and cognitive function
in children, such as one study finding that active transportation (biking or walking) to school
had an influence on academic performance. The authors also suggest strategies that teachers can
use to utilize physical activity while still complying with the Common Core Standards, which
includes finding creative ways to incorporate exercise in learning activities and informing the
students families on the impact of exercise on academics.
The article, Exercise and Childrens Intelligence, Cognition, and Academic Achievement,
authors Phillip T., Catherine D., Patricia M., and Jack N., examine the effects of exercise on
childrens intelligence, cognition, and academic achievement. These studies were conducted
with animals which linked physical activity to changes in cognitive function. It provides an

EXERCISE AND COGNITION

overview of how executive function supports the brain's ability to learn and retain information.
The article also discusses, in support, of using physical exercise in the classroom to enhance
student cognitive functions.
Acute Effects of Classroom Exercise Breaks on Executive Function and Math
Performance: A Dose-Response Study, authors Erin K. Howie, Jeffrey Schatz, and Russell R.
Pate was a study performed to determine the relationship of physical activity breaks on a
students ability to perform in sedentary classroom activity. This study compared three different
activity breaks lengths of 5, 10, and 20 minutes and tested 9 - 12 years olds in their performance
of math. The study results found that math scores were moderately improved when students
participated in 10 to 20-minute exercise breaks beforehand.
The article, Exercise is Brain Food: The effects of physical activity on cognitive function,
written by Michelle Ploughman, examines the relationship between physical exercise and
cognitive function. This relationship is examined in youth with disabilities. In the article, it
reviews previous studies that were conducted to determine if exercise increased cognitive
function. There are three hypotheses that explain how exercise may affect executive control,
which directly increases cognitive function. The author concluded that physical exercise benefits
childrens developing brain, especially in children with physical and cognitive impairment.
Be Smart, Exercise Your Heart: Exercise Effects on Brain and Cognition, by Charles
Hillman, Kirk Erickson and Arthur Kramer, is an article that investigates the effects of exercise
on cognition and brain function. This positive influence can be seen at the molecular, cellular,
and behavioral level. This impact is lifelong and has been linked to reducing the chances of an
individual developing an age associated neurodegenerative disorder, such as Alzheimer's Disease
or Dementia. Although this article discusses the wealth of knowledge related to the impact

EXERCISE AND COGNITION

exercise and brain function, it notes that there is little research into designing exercise to
optimize cognition.
Synthesis of Information
Overall, the articles concluded that there is a positive relationship between physical
activity and cognition. When students participate in physical activity during the school day, it has
been found to enhance the executive function. This executive function increases the brains
ability to learn and retain information. When students are able to retain information better, their
scores are likely to improve. As proven by research, using exercise in the classroom to support
student learning helps students achieve success.
In order to successfully implement physical activity into the classroom, teachers need to
be aware of the benefits that physical exercise has on a students cognition. Aside from the
benefits that will occur in their classroom, teachers should be aware that exercise has lifelong
positive impacts for their students, such as building healthy habits or decreasing the chance of
acquiring a neurodegenerative disease. When incorporating physical activity in the classroom,
teachers should be informed on creative ways to include exercise into their curriculum. The goal
is for teachers to feel comfortable and informed so that they can incorporate healthy movements
in their lessons.
Using what is learned with this research, the hope of the articles is that teachers will
realize the significance of using exercise in the classroom. It has been proven that the need for
physical activity in the classroom to improve students learning outweigh the time constraint put
on teachers. Overall, the conclusion is that physical activity plays an important role in increasing
childrens cognitive functions and encourages a healthy lifestyle.

EXERCISE AND COGNITION

Practical Implications
The Be Active program will encourage students and teachers to be more physically
active during and after the school day. This program is being implemented to enhance childrens
learning, as well as address the child obesity epidemic currently plaguing our nations children.
The Be Active program will focus on exercise as a means of increasing cognition in students
so that they perform better in their academics. The resistance of schools and district offices
seems to stem from the worry that students, who have more recess or brain breaks during the
day, will have less time to study content, specifically content that is seen in the standardized state
testing. This assumption is actually the opposite of what is true. Students that have more time to
exercise often focus better during lessons and perform better on tests (Conveyer & Wilson,
2015). This program will focus on teachers incorporating brain breaks in their classroom to
best support students academics.
Webster Elementary is the school that will be the focus of this program, Be Active.
Webster is an elementary school in the Mesa Unified District. As of the 2016 academic school
year, this school is Title I and has 90.4% of their students who receive free and reduced lunch.
Since Webster has 90.4% of the students receiving free and reduced lunch, the school needs to
follow the Local School Wellness Policy. The Local School Wellness Policy states that the
school needs to set goals for nutrition education, physical activity, and other school-based
activities to promote student wellness (Local School Wellness, 2015). Other than P.E., the school
currently does not require physical activity in the regular classroom. The school also does not
mandate that the teachers educate their students on health education and how important it is to be
physically active. This school, Webster Elementary, is where the Be Active program will be
implemented.

EXERCISE AND COGNITION

The first step in having a school be more active would be to convince the school
administration and colleagues that such a policy would be beneficial to the students. This would
be done using current research that supports exercise as a means of improving cognition. The
proposal of this program would be implementing mandatory exercise through the use of brain
breaks during the school day.
To begin this program, a grade would be selected to head the program. This grade would
be asked to integrate brain breaks into their classroom twice a day, once in the morning and once
in the afternoon. These teachers would keep track of the grades of the students in the subjects
that are directly after each of the brain breaks. After a quarter, these results would be compared
to the grades from those subjects in the previous quarter. If the results were positive, the results
would be presented to the whole school during a staff meeting.
All teachers would be asked to follow the Be Active program to ensure their students
are given the most opportunities to succeed. For those that are interested in this idea there would
be a guide given to each teacher that provides different brain breaks options. These ideas could
be manipulated to support the unique needs of each classroom. The priority of this guide would
be on getting students up and active, so teachers would be encouraged to get creative with their
students physical activity. When more success is seen in the school, a school policy would be
proposed. This proposal would be to have all teachers required to use brain breaks twice
during their day.
Using brain breaks in a classroom would also be a wonderful time to educate students
on why it is important to be active during the school day. In the guidebook given to teachers,
there would be small excerpts that teachers could read to their students that would educate them
on health and wellness. These excerpts would be small and interesting to the students. Extra

EXERCISE AND COGNITION

resources would be provided in the guidebook, such as websites that teachers could visit to
elaborate on the facts explained in the excerpts, or lesson plans that focus on healthy living.
In addition to promoting students health and wellness by increasing the amount of
physical activity in the school day, the Be Active program will involve families and the
community. The school will provide a monthly active calendar (see Appendix A) that will have
exercises that the students can do each weekday. This calendar would be a way to keep students
active in their home life. There will also be a weekly newsletter (see Appendix B) that will be
sent home with the students. This newsletter will contain tips on how to stay healthy, as well as
community events happening in the area that support a healthy lifestyle that the whole family can
participate in. The monthly active calendar and the weekly newsletter will help include parents in
the healthy changes that are happening at their children's school and provide resources so that
parents can advocate for healthy habits in their own homes.
To market the Be Active program at the school, shirts will be sold that have the Be
Active logo on them (see Appendix C). Teachers will wear these shirts at the beginning of the
sale to promote the program and show their support for physical activity in the classroom.
Posters will also be displayed around the school that have motivational sayings to interest and
inspire students to be active. Both of these marketing tactics will assist the Be Active program
in reaching its goal of increasing students physical activity and enhancing students learning.
Conclusion
Exercise and cognition are undoubtedly correlated; for that reason, it is important for
schools to perform regular physical activity inside all classrooms. When a student is physically
active, it boosts their cognitive function, making their brains ready for learning. Exercise can
help students perform at their academic best. The goal for this program, Be Active, is to

EXERCISE AND COGNITION

increase students activity, which will lead to more focus in the classroom. It will also encourage
teachers and students to be more physically active during the school day through the use of brain
breaks.
Looking forward, the hope of this program is to bring a positive change to classrooms in
America, a country that has been criticized for its intense pressure to perform well on
standardized testing. In one year, this program will be implemented in every classroom at one
school. In five years, this program will be used throughout a school district, in every elementary
school. If implemented correctly, in ten years this program could cause a nationwide effect on
the educational system by encouraging an improved definition of what makes up a healthy, wellrounded student. The key of this program is to use two seemingly unassociated topics, education
and exercise, and link them in a way that benefit one another. The impact of the Be Active
program will have a tremendous lifelong impact on the health and cognition of all students.

EXERCISE AND COGNITION


APPENDIX A

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EXERCISE AND COGNITION


APPENDIX B

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EXERCISE AND COGNITION


APPENDIX C

12

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References

Conyers, M., & Wilson, D. (2015). Smart moves: Powering up the brain with physical activity.
Phi Delta Kappan, 96(8), 38-42. doi:10.1177/0031721715583961
Hillman, C. H., Erickson, K. I., & Kramer, A. F. (2008). Be smart, exercise your heart: exercise
effects on brain and cognition. Nature Reviews Neuroscience, 9(1), 58-65.
doi:10.1038/nrn2298
Howie, E. K., Schatz, J., & Pate, R. R. (2015). Acute Effects of Classroom Exercise Breaks on
Executive Function and Math Performance: A DoseResponse Study. Research Quarterly
For Exercise & Sport, 86(3), 217-224. doi:10.1080/02701367.2015.1039892
Local School Wellness Policy Requirements. (2015, September 1). Retrieved March 18, 2016,
from http://www.fns.usda.gov/
Mesa Public Schools. (2015). Retrieved January, 28, 2016, from http://www.mpsaz.org/
(n.d.). Retreived February 28, 2016, from http://www.merriamwebster.com/dictionary/cognition
Ploughman, M. (2008). Exercise is brain food: The effects of physical activity on cognitive
function. Developmental Neurorehabilitation, 11(3), 236-240.
doi:10.1080/17518420801997007
Tomporowski, P. D., Davis, C. L., Miller, P. H., & Naglieri, J. A. (2008). Exercise and
Childrens Intelligence, Cognition, and Academic Achievement. Educational Psychology
Review, 20(2), 111-131. doi:10.1007/s10648-007-9057-0

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EXERCISE AND COGNITION

Rubric for Signature Assignment


Criteria with
Professional
Standards
Referenced
Outline

5
Exemplary
(97 100%)

Outline Turned
In(Already
submitted for
points)

Logical,
detailed outline
with at least 5
original peer
reviewed
references
written in APA
format is
submitted with
a technology
choice selected
to embed the
assignment.

4
Highly
Proficient
(93 96%)

3
Proficient
(83 92%)

2
Approaching
Proficient
(73 82%)

1
Unsatisfactory
(72%
and below)

Brief outline
with at least
5 original
peer
reviewed
references
written in
APA format
is
submitted.

Brief outline
with some
references but
not 5 original
peer reviewed
references
written in
APA format
are submitted.

Brief outline
No outline
with one or no was
references
submitted.
submitted.

Introduction
is fully
developed
with all
topics
introduced.

Introduction
is addressed
well,
somewhat
organized and
created a plan
for the paper

Introduction
is addressed
adequately.

Introduction is
omitted or
was
disorganized
and did not
create a plan
for the paper.

1. Literature

1. Literature

1. Literature

1. Literature

10 Points

5 x 2=10
points
Introduction

10 Points

Introduction to
the topic and
overview (In
your purpose
statement also
introduce all
subtopics)

Introduction is
fully
developed,
well organized,
introduces all
topics, created
a plan for the
paper and
invites the
reader to read
further.

InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8
Literature
Review
Adequacy of

5 x 2=10
points

15 Points
1. Literature

15

EXERCISE AND COGNITION


Knowledge
(includes 5 peer
reviewed
original research
articles
references)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8

review
highlights
major issues in
the area.
2. Through use
of a range of
references to
support key
issues.
3. Description
of important
studies
establishes
context for the
reader.
4. Includes
more than 5
informative
references.

Synthesis of
Information
Synthesis of
Information
(what did the
articles
collectively say
about the topic?
Which authors
had similar and
different
findings?)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8

review
addresses
major issues
in the area.
2. Thorough
use of a
range of
references
to support
key issues.
3. Includes
descriptions
of important
studies to
provide
context for
the reader.

review may
address major
issues, but
issues may
not be
supported
with expert
knowledge.
2. Good use
of references,
but additional
references
may have
strengthened
the paper.

review does
not address
the major
issues in the
area; the level
of support for
the issues is
not adequate.
2. Includes 3
references.

review does
not have the
depth of
knowledge
appropriate to
this upper
level course.
2. Includes
less than 2
references.

3. Includes 4
references.

4. Includes
5 or more
references.

5 x 3=15
points
15 Points
1. Studies
covering the
same topic
synthesize
related
research.
2. Described
similar or
differing and
detailed
themes
throughout the
articles
3. Demonstrate
thoroughly
how your
research and
the data

Studies
covering the
same topic
are
summarized
and
integrated
level work.

Information is
presented
study-bystudy rather
than
summarized
by topic.
2. Described
similar or
differing
themes
throughout
the articles
which were
not detailed
3. Somewhat
emonstrated
how your

The literature
review is a
mixed set of
ideas without
a particular
focus.

The literature
review does
not
demonstrate a
particular
focus and
lacks ideas
based on the
subject
chosen.
2. Described
similar or
differing
themes
throughout the
articles,
however they
were not
detailed

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EXERCISE AND COGNITION


collected
supports your
stance on why
your healthy
and active
school plan is
not only
important for
hope and
engagement at
your school
and in your
community,
but ties to
academic
success in your
classroom as
well.

research and
the data
collected
supports your
stance on why
your healthy
and active
school plan is
not only
important for
hope and
engagement at
your school
and in your
community,
but ties to
academic
success in
your
classroom as
well.

5 x 3=15
points

Practical
Implications and
Technology
infusion
Practical
Implications
(Discuss how
the findings can
or will later be
applied to your
teaching setting)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8

3. Did not
demonstrate
how your
research and
the data
collected
supports your
stance on why
your healthy
and active
school plan is
not only
important for
hope and
engagement at
your school
and in your
community,
but ties to
academic
success in
your
classroom as
well.

30 Points

1. Practical
implications of
your event
details
including your
teaching level
and in a
particular
setting are
discussed
thoroughly. A
minimum of 6
topics are
applied.
2. Contains
thorough
discussion on

1. Pratical
implications
are
discussed
but not
related to a
particular
teaching
setting or
topic or
certain
details are
missing.

1. Pratical
implications
are discussed
but not at a
particularly
level or in a
particular
setting and
many details
of your event
are missing.
2. Contained
at least 4-5
components
of a
comprehensiv
e school

1. Practical
implications
are not
thoroughly
discussed and
only a few
details of the
event are
present

1. Practical
implications
are not
discussed and
no details of
the event are
present.
2. Contained 3
or fewer
components
of a
comprehensiv
e school
program
3. Contains
little

17

EXERCISE AND COGNITION


how each of
the 6
program/comp
onents that are
in place are
organized,
conducted, and
overseen or a
detailed plan
about how
each
component can
be added.
3. All
programs/com
ponents
implemented
include
discussion on
modifications
for those with
disabilities.
4. Contained a
detailed
description of a
special event
that promotes a
healthy and
active school
environment
5. Contained
discussion on a
specific health
behavior
highlighted by
the special
event
6. Specific
target grade
level was
identified and
was

program;
however,
some of the
needed detail
is missing.
3. Contains
thorough
discussion on
how most of
the
program/com
ponent that
are in place
are organized,
conducted,
and overseen
or a detailed
plan about
how the
components
can be added.
4. Most
programs/com
ponents
implemented
include
discussion on
modifications
for those with
disabilities.
5. Contained a
somewhat
detailed
description of
a special
event that
promotes a
healthy and
active school
environment
6. Contained
some

discussion on
which
programs/com
ponents are
currently in
place
4. Contains
little
discussion on
how each
program/com
ponent is
organized,
conducted,
and overseen
and little
detail about
how the
components
can be added.
5. Few
programs/com
ponents
implemented
include
discussion on
modifications
for those with
disabilities.
6. Contained
little detail on
a special
event that
promotes a
healthy and
active school
environment
7. Contained
little
discussion on
a specific
health

18

EXERCISE AND COGNITION


appropriate for
students of that
age

discussion on
a specific
health
behavior
highlighted by
the event

7. Contained
discussion on
how to involve
the entire
school in the
event

behavior
highlighted by
the special
event
8. Specific
target grade
level was not
identified
and/or not
appropriate
for students of
that age

7. Specific
target grade
level was
somewhat
identified and
was
appropriate
for students of
that age

8. Embeding
Technology as
a platform to
enhance your
proposal was
used with an
approved
application
from your
instructor

9. Contained
little
discussion on
how to
involve the
entire school
in the event

8. Contained
some
discussion on
how to
involve the
entire school
in the event

5 x 6=30
points

9. Technology
infusion was
not used.

9. Technology
infusion was
used but it did
not enhance
the proposal
Conclusion
Conclusion
ITASC 1c,k; 5k;
9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8
Writing and
Referencing
Style
First Draft of all
sections
submitted with
changes made

10 Points
Major issues
support and
establish
conclusions.

The major
issues are
summarized
under
conclusions.

The
conclusions
are not
complete.

Provides
opinions, but
not a
summary of
findings.

No
conclusions
are included.

Missing
sections or
paper has

Incomplete
(missing half
of the

5 x 2=10
points

10 Points
Detailed draft
of all sections
of the paper

Detailed
Detailed draft
draft of ALL of MOST
sections
sections with

19

EXERCISE AND COGNITION


integrating
instructor
comments from
the outline

with
appropriate
content,
headers,
writing style, a
choice of
technology to
embed the
assignment and
references in
APA 6.0 style.

with some
errors in
content
covered,
headings,
writing style
and/or
refernces in
APA 6.0
style.

some errors in
content
covered,
headings,
writing style
and/or
refernces in
APA 6.0 style.

regular errors
across content
covered,
headings,
writing style
and/or
refernces in
APA 6.0 style.

requirements)
or completely
missing paper.

Integration of
instructor
comments from
first draft

All comments
from instructor
integrated into
final version.
All were
highlighted in
yellow

Some
comments
from
instructor
integrated into
final version.
Most were
highlighted in
yellow

Very few
comments
from
instructor
integrated into
final version.
Most were
highlighted in
yellow

No comments
from
instructor
integrated into
final version.
The changes
were not
highlighted

Writing and
referencing style

1. Cover page
included,
proper spelling
and grammar,
all references
in APA 6.0
style. Paper
was
appropriate
length (at least
5 pages)

Most
comments
from
instructor
integrated
into final
version. All
were
highlighted
in yellow
1. Cover
page
included,
few
grammatical
errors and
misspellings
, all
references
in APA 6.0
style.

1. Cover page
included,
some
grammatical
errors and
misspellings,
some errors in
referencing
style APA 6.0.

1. Cover page
not included,
many
grammatical
errors and
misspellings,
some errors in
referencing
style APA 6.0.

1. Cover page
not included,
major
grammatical
errors and
misspellings,
many errors in
referencing
style APA 6.0.

2. Paper was
too short for
the topic (1-2
pages)

2. Paper was
too short for
the topic (1-2
pages)

2. Paper was
too short for
2. The file
2. Paper was the topic (3-4
document
appropriate pages)
name
length (at
contains
least 5
3. The file
Lastname.first pages)
name
name.assignme
somewhat
nt#.course#
contains the
Lastname.first
3. This rubric
name.assignm
was added to
ent#.course#
the last page of

3. The file
document
name does not
contain the
Lastname.first
name.assignm
ent#.course#

20

EXERCISE AND COGNITION


the document
submitted
4. All
sentences are
clear and well
developed
5. Proposals
and events are
appropriate
length with
standard
margins, font,
and size of text

4. This rubric
was added but
not at the end
of the
document
submitted
5. Most
sentences are
clear and well
developed
6. Proposals
and events are
mostly
appropriate
length with
standard
margins, font,
and size of
text

4. This rubric
was not added
to the
document
submitted
5. Many
sentences are
not clear and
underdevelop
ed
6. Proposals
and events are
not of
appropriate
length with
larger than
standard
margins, font
and size of
text

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