Running head: EXERCISE AND COGNITIVE DEVELOPMENT

The Effect of Exercise on Cognitive

Development in Children and Adolescents
Chloe A. Ventura and Ashley Hart
Arizona State University

EXERCISE AND COGNITIVE DEVELOPMENT

Introduction
Laurence Steinberg has called Adolescence the Age of Opportunity because students
are at a very influential stage in life. Young children are also at a very influential stage in life as
they are new to school and vulnerable to learning and molding into whom they will become.
Both children and adolescents look at everything around them as they are trying to navigate the
world and find their place in it. This is an optimal time to establish and model the importance of
regular physical fitness and healthy living. Research has proven that physical fitness not only
improves cognitive function but impacts social and emotional wellbeing as well. Physical fitness
has been shown to increase student productivity and focus within a classroom setting. The
purpose of this paper is to increase awareness of how exercise impacts all students in our school
and addresses what we can do to partner with that and move towards an improved standard of
living. We will analyze research and bring to light the reality of how important physical fitness is
in the lives of children and adolescence. We have designed a healthy living plan that includes
several practical implications that will impact our school community. We have two e-portfolio
websites to enhance the presentation of this material. The links are as follows:
http://ppe310eportfolio.weebly.com/ and http://ashleymariehart.weebly.com/
Literature Review
In the article, Comparison Between a Comprehensive Wellness-based Afterschool
Program and a Traditional YMCA After-school Program on Measures of Physical
Fitness, Health-related, and Executive Cognitive Function Variables in Minority Elementary
School Children, the main focus is on the comparison between a comprehensive wellness-based
afterschool program and a traditional YMCA after-school program on measures of physical

EXERCISE AND COGNITIVE DEVELOPMENT

fitness, health-related, and executive cognitive function variables in minority elementary school
children. There has been previous research done that has shown that physical activity can
decrease chances of chronic diseases as well as increase cognitive functioning and academic
performance. This study was done to examine the reliability of that research.
This study was done using a quasi-experimental nonequivalent control group design. The
control group was a traditional YMCA after school program. The experimental group engaged in
a program called THINK, where children were given a variety of physical activities and games to
participate in. The study lasted 10 weeks. The THINK program created goals every week for
fitness and the curriculum knowledge. The University of Miami research team took all tests and
research. All of the tests were conducted on site. There were quite a few different test
administered ranging from physical measures, health related measures, and executive cognitive
measures. The variety of tests covered all the basis of physical activity and its effect on
cognitive function.
The study found that there was significantly higher success in the physical activities
given in the THINK program versus the traditional YMCA program. Some of these tests
included the wall sit, sit and reach, and curl ups. There was also an increase in average reaction
time with the THINK group when it came to executive cognitive function variables. Overall, in
all of the studies and tests given between the two groups, the THINK program did much better
and excelled versus the traditional YMCA group.
The Importance of Physical Activity and Aerobic Fitness for Cognitive Control and
Memory in Children proves and shows the idea that physical activity and aerobic fitness in
children can benefit their brain function, cognition and school achievement. The article also

EXERCISE AND COGNITIVE DEVELOPMENT

looks to prove that children that are more physically fit have larger brain volume and memory
aiding them to be more successful in school.
Some of the methods used to track physical activity were pedometers, heart rate
monitors, and accelerometers. Pedometry is used to assess a variety of populations and is often
used when assessing children and adolescents. Other methods used to assess children and
adolescents were doubly labeled water and indirect calorimetry. These tests assess the energy
expenditure associated with physical activity engagement.
Results showed that although physical activity and increased aerobic fitness does increase
brain function and memory, many children and adolescents dont meet guidelines and
requirements of physical activity to benefit from it. As a result, many requirements and school
programs have been put into affect to try and increase participation and physical health of young
children and adolescents. This article offers the idea of designing interventions that focus on selfefficacy and social support in order to support and promote more active lifestyles in the youth.
The Importance of Physical Activity and Aerobic Fitness for Cognitive Control and
Memory in Children brings to light the issue of cardiorespiratory fitness and how it can be
dramatically impacted if children arent kept physically fit. This article provides research and
trials that have been run in order to see the correlation between these two factors and what
schools can do to help increase and intensify physical education in order to increase
cardiorespiratory fitness. In doing so, this could increase overall cardiovascular health in children
and adolescents throughout their life.
Many randomized trials have been run to study the effect of physical exercise programs
on cardiorespiratory fitness and other physical fitness components. In school-aged children, these
trials have shown to prove that physical exercise increases the health of cardiorespiratory fitness.

EXERCISE AND COGNITIVE DEVELOPMENT

The same results have been found in younger children, although not as many trials have been run
on them.
This research found a relationship between physical fitness and cardiorespiratory fitness
as well as muscular fitness. Studies and research have shown in this article that physical fitness
increases cardiorespiratory fitness and improves muscular fitness. Muscular fitness should begin
in prepubescent years and continue throughout the following years in order to reach maximum
potential for increasing the childs muscular health. Although there wasnt a strong correlation
between physical fitness and mental health in young children, the research offers the idea that
[improvements in cardiorespiratory fitness can have short and long-term effects on certain
mental disorders.
The study, Physical Fitness in Childhood and Adolescence: a Powerful Marker of Health
examines the effects of physical fitness and aerobic exercise on cognitive functioning and
coherence of the electroencephalogram in adolescents. This study was done on adolescents
between the ages of 13 and 14. The study was done on thirty adolescent participants who were
classified as fit or unfit.
This study was conducted on two separate groups of fifteen adolescents each. One group
was comprised of ten boys and five girls classified as fit. The second group was comprised of
nine boys and six girls classified as unfit. Participants were first expected to go through a
maximal incremental cycling test on a stationary bike. They were then assigned to two recording
sessions in which they were watching a movie during exercise as well as during their resting
period (20 minutes each). Participants then completed an Eriksen flanker task with EEG
recordings.

EXERCISE AND COGNITIVE DEVELOPMENT

Participants were also expected to go through a series of fitness testing which was also
evaluated and recorded. Researchers also recorded the participants age, body weight, height,
BMI, duration of exercise, max watt performance of exercise and their Watt/BMI ratio. Finally,
participants were also expected to go through a cognitive assessment. This assessment is known
as a Go/NoGo task with an Eriksen flanker paradigm. All of these tests were then used to
compile results and conclusions.
As a result of this study, those participants that were fit showed more positive progress
and ability during the tests given. This study showed an interaction between an acute bout of
exercise and long-term physical fitness in adolescence. Even though the fit participants did
better than unfit participants in the tasks given, the unfit participants still gained benefit from
the exercise that they participated in. This study proved the importance of exercise in
adolescence. It also showed suggestions of this type of exercise promoting and improving
attention and cognitive performance in school.
Synthesis of Information
The articles examined showed the definitive correlation between cognition and physical
activity. The results of each article and the studies that were conducted, proved the impact that
exercised has on cognitive development of children and adolescents. One of the articles
compared two different after school programs and concluded A comprehensive program such as
THINK which targets improvements in physical fitness, the acquisition of cognitive and motor
learning skills, positive lifestyle behaviors, and wellness education has the potential to improve
physical fitness, health related variables, and cognitive function in youth thus, positively
influencing their current and future well-being. (Mantilla, 2014) As students engage in physical
activity, there are many aspects of life that are influenced. Cognition is the focus of these articles

EXERCISE AND COGNITIVE DEVELOPMENT

however, the importance of physical fitness effects cognitive development and ultimately aims to
improve the holistic health of students. The themes of each study focused on the positive benefits
of exercise in development of cognitive functions at differing stages of life. In the years of
puberty and hormonal changes, physical fitness partnered with self-efficacy has the potential to
boost self-confidence in students. All articles expressed increase in cognitive function and
development among the study participants. This supports our stance that cognitive function is
effected by a students physical activity. As students are physically active, their cognitive
function increases by improving attention, potential long-term and short-term effects on mental
illnesses, as well as increased brain function and memory. This research contributes to the
success of our future workplace by providing reasonable cause for the necessity of a physical
exercise program and health literacy within the school or educational setting.
Practical Implications
There are endless amounts of ways to implement our healthy living plan into the
classroom setting. The fundamentals of our plan begin in the classroom educating the children on
our cause and why it is so important. It is extremely easy for teachers to incorporate exercise and
wellness into their classrooms. One way our plan can do this is through enrichment periods. Each
class will have an enrichment period once a week for 45 minutes. During this period, our
program will provide teachers with resources and materials to talk to children and educate them
about health and wellness. Teachers can incorporate videos, worksheets, hands on activities and
even fun physical games to get the children active and moving.
Our program will also provide teachers with a list of ways they can incorporate health
and wellness into their classrooms on a daily basis. Examples include, mobile stations, morning
exercises while counting up to 100 (for the younger grades), nature walks for science, healthy

EXERCISE AND COGNITIVE DEVELOPMENT

snack choices etc. Our goal is to provide teachers with enough knowledge and resources to be
able to incorporate some sort of fitness or wellness into their classroom daily.

Event Plan
The elementary and middle school will be hosting a health and wellness festival to help
raise awareness on the importance of staying active and healthy. The festival will be organized
and set up by our wonderful health and wellness committee, made up of our parent and
community volunteers. The festival will support the health and wellness curriculum being taught
in the school and will enhance students understanding of health and wellness as well as allow
them to participate and learn new ways of staying active and healthy. The festival will include
relay races, raffle prizes, healthy snacks, games, and more!
Community Support
The community is a huge part of our event plan. The biggest goal of our health and
wellness festival is to raise awareness and encourage other schools to adopt our plan and health
and wellness curriculum into their schools. This wouldnt be possible without the support of our
community. We have community volunteers on our committee, and we are welcoming all
community members into our event. We will host a booth at the festival where community
members can sign up to participate and support the cause for the following year. We are hoping
to grow our committee and overall community participation every year.
Inclusion
Inclusion is a very important aspect that must be included in our festival. There will be
healthy snacks provided that accommodate different eating habits (vegetarian, religious,
allergies, etc). For any informational booths as well as our guest speaker, there will be

EXERCISE AND COGNITIVE DEVELOPMENT

interpreters available for those who may need it. For the fitness aspect of the festival, there will
be modified exercises and games for those who need it as well. We will have games available for
all ages and abilities. Some of these may include modified obstacle courses, walking and running
tracks, exercises for those who may not have lower body support, and many more. If there is ever
something or someone that is not able to participate in our event due to their modification needs,
we will make every effort to correct these errors for the following year. We will also be very
flexible and do our best to have extra materials on hand to try and correct the issue right then and
there if at all possible. It is very important that every member of our community is included and
able to participate.
Marketing
Marketing is an important aspect of our event. One of our biggest goals is to increase
community participation and to encourage as many people to participate as possible. In order to
do so, we will be using a variety of different posters and flyers to increase awareness (See
Appendixes A, B, and C). The flyers will be distributed by students throughout their
neighborhoods and to their friends and family within the community. There will also be flyers
distributed to all local businesses and organizations. One of the posters we will be using will
serve the purpose of motivating students to leave a happy healthy life (See Appendix A).
Another form of marketing we will use is a flyer that will be handed out to parents and
the community to raise awareness of our event (See Appendix B). Finally, we will also be
creating an informative poster on healthy food choices that will be easily accessible to the
children and community (See Appendix C).
Funding

EXERCISE AND COGNITIVE DEVELOPMENT

10

Parent and community support is very big in schools, especially with the younger
children. Parents are always willing to help out and their help is always supported. In order to
fund prizes and materials for our health festival, we will ask parents for donations. There will be
a two week time frame before the festival that parents and teachers will be able to donate items
for the festival. For every donation received students will receive an in school reward like a
homework pass or a pass to eat lunch one day with their teacher. These rewards will motivate
students to encourage their parents to participate in the donation. Between the elementary and the
middle school, our organization will be able to collect more than enough donations to support
our festival. Another source of funding will come from community business and organizations.
This company will create and send out donation letters explaining our cause and asking for
donations. This will help us to raise more money and involve our community in the process.
Administration Proposals
In order to run our health festival, we will need to get it approved through administration.
We will first propose the idea of a health and wellness enrichment period daily for the children.
The purpose of this is to give children a foundation and basic understanding of health and
wellness and why it is important so that they can further benefit from the health and wellness
festival. We will ask admin to allow us to create a schedule where teachers in charge of specials
(PE, music, art, etc) can teach these enrichment periods during their off periods. Each class will
have a designated time to attend these periods and it will be at the same time every day. We must
then inform the principle of our plan to carry out our health and wellness festival which will
build off of the ideas and concepts taught in the enrichment periods. We will also inform the
principle of our plan to collect donations for the festival and reward students in return for their
help.

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11

Conclusion
Exercise and physical activity both have many benefits for children and adolescents.
Although increasing brain function is one of the most interesting and beneficial results, exercise
and physical activity also create a path for a healthy lifestyle, reduce illness, raise self-esteem,
help manage stress, increase productivity and increase the over all impact on students in school
and within their education. These types of exercises and physical activity can be improved
greatly in the school setting. Schools provide the opportunity for students to engage in nutritional
programs, gain awareness on the issue and understand the importance of being included. By
implementing exercise into childrens daily activity during school hours, the school is providing
students with a great advantage with long lasting benefits. This paper has summed up the many
ways students can get involved in physical activity and exercise, and in return it has been proven
time and time again that this type of activity will increase cognitive development in children and
adolescents, as well as push them into the right direction of living a happy and healthy life. It is
the hope of our program to make these possibilities a reality for every student involved. The first
year of this program will serve the purpose of getting comfortable and working through the best
way to implement our practices. By the second and third year of this program, students will be
joining from all around the world. The programs message on the importance of children staying
physically active and healthy will be known worldwide and they will be excited and motivated to
implement the practices from the program into not only their school, but their home and future
workplace as well. In five years as the program blossoms, students from around the world will
start advocating and passing their knowledge on to others through workshops, presentations, etc.
This program is a small work in progress that will grow drastically and help the communities and
employees around the world to live happier and healthier lives.

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12

Appendix A: Fitness Motivational Poster

This fitness motivation poster will be used in common areas of the school grounds in
order to provide students with a clear understanding of what it means to live a healthy life.

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13

Appendix B: Flyer for our Healthy Living Festival

This is a flyer that will be handed out to all students within our school as well as handed
out to parents and family members of the staff. These flyers will be used to spread the word
about the community healthy living festival and get more people involved.

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14

Appendix C: Healthy Eating Information

This poster will be put up in the school gymnasium as well as health classes to
educate students on healthy eating habits in combination with exercising habits.

EXERCISE AND COGNITIVE DEVELOPMENT

15

References
Chaddock-Heyman, L., Hillman, C. H., Cohen, N. J., & Kramer, A. F. (2014). The
importance of physical activity and aerobic fitness for cognitive control and
memory in children. Monographs Of The Society For Research In Child
Development, 79(4), 25-50. doi:10.1111/mono.12129
Hogan, M., Kiefer, M., Kubesch, S. (2013). The interactive effects of physical fitness and
acute aerobic exercise on electrophysiological coherence and cognitive
performance in adolescents. 229: 85. doi:10.1007/s00221-013-3595-0
Mantilla, C. (2014). Comparison between a comprehensive wellness-based afterschool
program and a traditional YMCA after-school program on measures of physical
fitness, health-related, and executive cognitive function variables in minority elementary
school children. Retrieved from http://login.ezproxy1.lib.asu.edu/login?
url=http://search.proquest.com/docview/1658770896?accountid=4485
Ortega, F., Ruiz, J., Castillo, M., Sjostrom, M. (2008). Physical fitness in childhood and
adolescence: a powerful marker of health. Retrieved from
http://www.nature.com.ezproxy1.lib.asu.edu/ijo/journal/v32/n1/pdf/0803774a.pdf
Steinberg, Laurence. (2014). The Age of Opportunity: Lessons from the new science of
adolescence.

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16

Rubric for Signature Assignment

Criteria
with
Professio
nal
Standards
Reference
d

5
Exemplary
(97 100%)

4
Highl
y
Profi
cient
(93
96%)

3
Proficient
(83 92%)

2
Appr
oachi
ng
Profi
cient
(73
82%)

1
Unsatisfactory
(72%
and below)

9-10 Points

7-8
Points

5-6 Points

3-4
Points

1-2 Points

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.

Brief
outlin
e
with
at
least
5
origin
al
peer
revie
wed
refere
nces
writte
n in
APA
forma
t is
subm
itted.

Brief outline with

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

Brief
outlin
e
with
one
or no
refere
nces
subm
itted.

No outline was
submitted.

Introducti
on

9-10 Points

7-8
Points

5-6 Points

3-4
Points

1-2 Points

Intro
ducti
on is
addre
ssed
adequ
ately.

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

Outline

Introducti
on 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.

Intro
ducti
on is
fully
devel
oped
with
all
topics
introd
uced.

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

EXERCISE AND COGNITIVE DEVELOPMENT

17

InTASC
1c,k; 5k;
9f; 10h
NAEYC
6b
NETS-T
3a,d; 4a,c
CEC
EC2S1;
CC7K1;
EC7K1;C
C9K4;CC
9S8
Literature
Review
Adequacy
of
Knowledg
e
(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;C
C9K4;CC
9S8

13-15 Points

10-12
Points

6-9 Points

5-7
Points

1. Literature
review highlights
major issues in the
area.
2. Through use of
a range of
references to
support key issues.

1.
Litera
ture
revie
w
addre
sses
major
issues
in the
area.
2.
Thor
ough
use of
a
range
of
refere
nces
to
suppo
rt key
issues
.

1. Literature
review may
address major
issues, but issues
may not be
supported with
expert knowledge.

1.
Litera
ture
revie
w
does
not
addre
ss the
major
issues
in the
area;
the
level
of
suppo
rt for
the
issues
is not
adequ
ate.

3. Description of
important studies
establishes context
for the reader.
4. Includes more
than 5 informative
references.

3.
Inclu
des
descri
ption
s of

2. Good use of
references, but
additional
references may
have strengthened
the paper.
3. Includes 4
references.

2.
Inclu
des 3
refere
nces.

1-4 Points

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

EXERCISE AND COGNITIVE DEVELOPMENT

18

impor
tant
studie
s to
provi
de
conte
xt for
the
reade
r.
4.
Inclu
des 5
or
more
refere
nces.
Synthesis
of
Informatio
n
Synthesis
of
Informatio
n (what
did the
articles
collectivel
y 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;

13-15 Points

10-12
Points

1. Studies covering
the same topic
synthesize related
research.

Studi
es
cover
ing
the
same
topic
are
sum
mariz
ed
and
integr
ated
level
work.

2. Described
similar or differing
and detailed
themes throughout
the articles
3. Demonstrate
thoroughly 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,

6-9 Points

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

5-7
Points

1-4 Points

The
literat
ure
revie
w is a
mixe
d set
of
ideas
witho
ut a
partic
ular
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
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

EXERCISE AND COGNITIVE DEVELOPMENT

CC7K1;
EC7K1;C
C9K4;CC
9S8
Practical
Implicatio
ns and
Technolog
y infusion
Practical
Implicatio
ns
(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;C
C9K4;CC
9S8

but ties to
academic success
in your classroom
as well.

your community,
but ties to
academic success
in your classroom
as well.

27-30 Points

23-26
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.

1.
Practi
cal
impli
catio
ns are
discu
ssed
but
not
relate
d to a
partic
ular
teachi
ng
settin
g or
topic
or
certai
n
detail
s are
missi
ng.

2. Contains
thorough
discussion on how
each of the 6
program/compone
nts that are in
place are
organized,
conducted, and
overseen or a
detailed plan about
how each
component can be
added.
3. All
programs/compone
nts implemented
include discussion
on modifications
for those with
disabilities.
4. Contained
discussion on a

19

19-22 Points

1. Practical
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
comprehensive
school program;
however, some of
the needed detail is
missing.
3. Most
programs/compone
nts implemented
include discussion
on modifications
for those with
disabilities.
4. Technology
infusion was used
but it did not
enhance the
proposal

your school and in

your community, but
ties to academic
success in your
classroom as well.
15-18
Points

1.
Practi
cal
impli
catio
ns are
not
thoro
ughly
discu
ssed
and
only
a few
detail
s of
the
event
are
prese
nt

1-14 Points

1. Practical
implications are not
discussed and no
details of the event
are present.
2. Contained 3 or
fewer components of
a comprehensive
school program
3. Contains little
discussion on which
programs/component
s are currently in
place
4. Few
programs/component
s implemented
include discussion
on modifications for
those with
disabilities.
5. Technology
infusion was not
used.

EXERCISE AND COGNITIVE DEVELOPMENT

20

specific health
behavior
highlighted by the
special event
5. Embedding
Technology as a
platform to
enhance your
proposal
Conclusio
n
Conclusio
n
ITASC
1c,k; 5k;
9f; 10h
NAEYC
6b
NETS-T
3a,d; 4a,c
CEC
EC2S1;
CC7K1;
EC7K1;C
C9K4;CC
9S8
Writing
and
Referencin
g Style
First Draft
of all
sections
submitted
with
changes
made
integrating
instructor
comments
from the
outline

9-10 Points

Major issues
support and
establish
conclusions.

7-8
Points

The
major
issues
are
sum
mariz
ed
under
concl
usion
s.

5-6 Points

The conclusions
are not complete.

3-4
Points

Provi
des
opini
ons,
but
not a
sum
mary
of
findin
gs.

1-2 Points

No conclusions are
included.

9-10 Points

7-8
Points

5-6 Points

3-4
Points

1-2 Points

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

Detai
led
draft
of
ALL
sectio
ns
with
some
errors
in
conte
nt
cover
ed,
headi
ngs,

Detailed draft of
MOST sections
with some errors
in content covered,
headings, writing
style and/or
references in APA
6.0 style.

Missi
ng
sectio
ns or
paper
has
regul
ar
errors
acros
s
conte
nt
cover
ed,
headi
ngs,

Incomplete (missing
half of the
requirements) or
completely missing
paper.

EXERCISE AND COGNITIVE DEVELOPMENT

Integration
of
instructor
comments
from first
draft
(SubSection of
Writing
and
Referencin
g)

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

Writing
and
referencin
g style
(SubSection of
Writing
and
Referencin
g)

1. Cover page
included, proper
spelling and
grammar, all
references in APA
6.0 style. Paper
was appropriate
length (at least 5
pages)
2. The file
document name
contains
Lastname.firstnam
e.assignment#.cour

writin
g
style
and/o
r
refere
nces
in
APA
6.0
style.
Most
com
ments
from
instru
ctor
integr
ated
into
final
versi
on.
All
were
highli
ghted
in
yello
w
1.
Cove
r
page
inclu
ded,
few
gram
matic
al
errors
and
missp
elling
s, all

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

1. Cover page
included, some
grammatical errors
and misspellings,
some errors in
referencing style
APA 6.0.
2. Paper was too
short for the topic
(3-4 pages)
3. The file name
somewhat contains
the

21
writin
g
style
and/o
r
refere
nces
in
APA
6.0
style.
Very
few
com
ments
from
instru
ctor
integr
ated
into
final
versi
on.
Most
were
highli
ghted
in
yello
w
1.
Cove
r
page
not
inclu
ded,
many
gram
matic
al
errors
and
missp
elling

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

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 (12 pages)
3. The file document
name does not
contain the

EXERCISE AND COGNITIVE DEVELOPMENT

se#
3. This rubric was
added to the last
page of 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

refere
nces
in
APA
6.0
style.
2.
Paper
was
appro
priate
lengt
h (at
least
5
pages
)

Lastname.firstnam
e.assignment#.cour
se#
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

22
s,
some
errors
in
refere
ncing
style
APA
6.0.

Lastname.firstname.
assignment#.course#
4. This rubric was
not added to the
document submitted

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

6. Proposals and
events are not of
appropriate length
with larger than
standard margins,
font and size of text

5. Many sentences
are not clear and
underdeveloped