Our time in the gym impacts our experience in the classroom
Often mistakenly deemed as a subject area removed from more rigorous “academic” study, physical education is now known to be synonymous with scholastic achievement. The case for physical activity improving brain functioning and thus academic achievement has been growing, and emerging research is consistent - physical activity helps us learn.
John Ratey, a Harvard psychiatrist and author of the book, Spark: The Revolutionary New Science of Exercise and the Brain, contends that exercise is the single most powerful tool young people have in order to optimize brain functioning. According to Ratey, “...physical activity sparks biological changes that encourage brain cells to bind to one another. (It is becoming clear) that exercise provides an unparalleled stimulus, creating an environment in which the brain is ready, willing, and able to learn.”[1]
American physical education teacher Paul Zientarski, who has over forty years of professional experience, lauds physical education as improving the performance of struggling students at his Illinois high school. A proponent of daily physical activity for students, Zientarski helped influence policy which would eventually make Illinois the only state that mandates daily physical education classes from Kindergarten to Grade 12. He developed a program known as Learning Readiness Physical Education (LRPE). LRPE emphasizes placing students in physical education classes immediately prior to the classes in which they struggled most in. After the implementation of LRPE, students at Zientarski’s high school improved in their math and science classes to the extent that they were among the highest scorers worldwide on the Trends in International Mathematics and Science Study (TIMSS) standardized test.[2]
The Copenhagen Consensus is an international project that seeks to promote global welfare and well-being. As outlined in the British Journal of Sports Medicine, The Copenhagen Consensus of 2016 identifies physical activity as essential in cognitive functioning for students aged 6-18. Theme 2 of the consensus statement states that physical activity before and after academic activities promotes brain function, cognition and scholastic improvement in all ages studied. Moreover, the consensus notes that time taken away from academic lessons in favour of physical activity does not come at the cost of academic development - rather - it promotes it.[3]
Thus, given the overwhelming consensus anecdotally, in the profession and in academia, it can be concluded that physical activity is instrumental in not only maintaining academic performance, but indeed improving it. Twenty first century educators should therefore emphasize the importance of physical activity, whether they are physical education instructors or not.
[1] Ratey, John. "Miracle-Gro for brains." Exercise Revolution. N.p., n.d. Web. 19 June 2017.
[2]Zientarski, Paul. "Enhancing P.E. in Illinois." Illinois Public Health Institute (2013): n. pag. Web. 19 June 2017.
[3]Bangsbo, Jens. "The Copenhagen Consensus Conference 2016: children, youth, and physical activity in schools and during leisure time." British Journal of Sports Medicine 50.19 (2016): n. pag. Web. 19 June 2017.
This data shows the improvement at Zientarski’s high school after the implementation of LRPE as opposed to conventional physical education:
[1]Zientarski, Paul. "Enhancing P.E. in Illinois." Illinois Public Health Institute (2013): n. pag. Web. 19 June 2017.