Physical Exercise in School: Fitness for Both Body and Mind (page 2)
In past writings I have reported that in my visits to a number of schools I have been disheartened to learn of the decrease in time allotted for physical education and exercise. Far too often in this age of high stakes testing, physical activity has been sacrificed for academic study. And far too often children have been denied recess if they have not completed all of their academic requirements.
I am not minimizing the importance of schools focusing on academic achievement. Obviously, the teaching of academic subjects is a prime function of education. Those familiar with my work know that I have written and lectured extensively about creating school environments that nurture motivation and learning. However, when physical education and physical activities are relegated to the equivalent of second class citizenship and when children are deprived of recess, these practices must be questioned by asking, "Do such actions enhance school performance or are they counterproductive, leading to a situation in which students are less likely to learn?" A related question is whether physical activity impacts not only on the academic success of students but on their social-emotional development and behavior as well.
Answers to these questions may be found in a thought-provoking new book Spark: The Revolutionary New Science of Exercise and the Brain by well-known psychiatrist and author Dr. John Ratey in collaboration with Eric Hagerman. Reading just the first two chapters of this well-researched and well-written book provides ample evidence of the far-reaching power of regular exercise in improving the learning and emotional and physical well-being of students. Ratey's book deserves to be read by anyone entrusted with designing and implementing effective school programs. I would like to highlight some of the major points articulated in his book.
Ratey begins by describing the innovative approach in the Naperville, Illinois School District 203. Some members of the freshman class take part in Zero Hour PE, running each morning prior to classes. The purpose of Zero Hour is to assess whether working out before school "gives these kids a boost in reading ability and in the rest of their subjects."
Ratey notes that the hypothesis that exercise enhances school performance "is supported by emerging research showing that physical activity sparks biological changes that encourage brain cells to bind to one another. For the brain to learn, these connections must be made; they reflect the brain's fundamental ability to adapt to challenges. The more neuroscientists discover about this process, the clearer it becomes that exercise provides an unparalleled stimulus, creating an environment in which the brain is ready, willing, and able to learn. Aerobic activity has a dramatic effect on adaptation, regulating systems that might be out of balance and optimizing those that are not-it's an indispensable tool for anyone who wants to reach his or her full potential."
In fact, Ratey reviews studies undertaken at Naperville that indicate that learning is enhanced when preceded by exercise. In addition to improving their mood, students involved in the Zero Hour program demonstrated a 17 percent improvement in reading and comprehension compared with a 10.7 percent improvement for students who decided to sleep later and take a standard physical education course. Ratey emphasizes that while the high test scores at Naperville 203 may be attributed to factors other than physical education such as students growing up in a high socioeconomic, advantaged community, the same results were evident in less affluent towns that adopted regular aerobic exercises.
The Naperville program is 17 years old, initiated by Phil Lawler, a physical education teacher, after he read a newspaper article in 1990 citing the declining health of children in the United States. Lawler reviewed the PE program at Madison Junior High in Naperville and felt that too much time in team sports was spent just waiting-waiting for a turn at bat or for a soccer ball to come in one's direction. He decided to introduce cardiovascular fitness activities, including having students run a mile once a week. Lawler discovered that the grading scale discouraged the slowest runners. To offset this negative feeling, he and his colleagues allowed students to earn extra credit by working out on a bike. Further refinement led to what Lawler called the "New PE" in which students would be graded on effort rather than skill.
Permission to reprint granted by Dr. Robert Brooks. All rights reserved.
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