Physical Fitness and the Brain Vicki Nilles Educational Consultant [email protected]

Physical Fitness and the Physical Fitness and the BrainBrain

Vicki NillesVicki Nilles

Educational ConsultantEducational Consultant

[email protected]@mesanetworks.net

Silent epidemic…not so silent!Silent epidemic…not so silent!

The Silent Epidemic – Perspectives of The Silent Epidemic – Perspectives of High School Drop OutsHigh School Drop Outs

A report by Civic Enterprises in A report by Civic Enterprises in association with Peter D. Hart Research association with Peter D. Hart Research Associates for the Bill & Melinda Gates Associates for the Bill & Melinda Gates FoundationFoundation

March 2006March 2006

Subjects of reportSubjects of report

Four focus groups of 467 ethnically diverse 16 to Four focus groups of 467 ethnically diverse 16 to 24 year olds who did not complete high school24 year olds who did not complete high school

Subjects were from 25 different locations Subjects were from 25 different locations including large cities, suburbs, and small towns – including large cities, suburbs, and small towns – all with high drop out ratesall with high drop out rates

National Graduation RateNational Graduation Rate Between 68-71%Between 68-71% One third of all American students fail to One third of all American students fail to

graduategraduate In 2003, 3.5 million youth ages 16-25 did In 2003, 3.5 million youth ages 16-25 did

not have a high school diploma and were not have a high school diploma and were not enrolled in schoolnot enrolled in school

Experts expect rates to increase Experts expect rates to increase substantially through 2020 unless substantially through 2020 unless significant improvements are madesignificant improvements are made

Drops outsDrops outs Are more like to:Are more like to:

be unemployedbe unemployed live in povertylive in poverty receive public assistancereceive public assistance be in prisonbe in prison be on death rowbe on death row be unhealthybe unhealthy be divorced be divorced be single parents with children who drop out be single parents with children who drop out

of high school themselvesof high school themselves

Top Five Reasons Students Drop Top Five Reasons Students Drop OutOut

Classes not interesting – 47%Classes not interesting – 47% Missed too many days and could not catch Missed too many days and could not catch

up – 43%up – 43% Spent time with people who were not Spent time with people who were not

interested in school – 42%interested in school – 42% Had too much freedom and not enough Had too much freedom and not enough

rules in life – 38%rules in life – 38% Was failing in school – 35%Was failing in school – 35%

What Might Help Students Stay in What Might Help Students Stay in School?School?

Improve teaching and curricula to make school Improve teaching and curricula to make school more relevant and engaging and enhance more relevant and engaging and enhance connection between school and workconnection between school and work

81% said that there should be more opportunities for 81% said that there should be more opportunities for real world learning and more experiential learning. real world learning and more experiential learning. Students said they needed to see more of a Students said they needed to see more of a connection between school and getting a good jobconnection between school and getting a good job

Improve instruction, and access to supports for Improve instruction, and access to supports for struggling studentsstruggling students

81% wanted better teachers and smaller classes 81% wanted better teachers and smaller classes with more individualized instruction and 55% felt with more individualized instruction and 55% felt that more needed to be done to help students who that more needed to be done to help students who had problems learninghad problems learning

Build a school climate that fosters academicsBuild a school climate that fosters academics

62% felt more classroom discipline was necessary 62% felt more classroom discipline was necessary and 57% felt their schools did not do enough to help and 57% felt their schools did not do enough to help students feel safe from violence. students feel safe from violence.

Ensure that students have a strong Ensure that students have a strong relationship with at least one adult in the relationship with at least one adult in the schoolschool

65% said there was a staff member or teacher 65% said there was a staff member or teacher who cared about their success, only 56% said who cared about their success, only 56% said they could go to a staff person or teacher with they could go to a staff person or teacher with school problems and 41% said they could talk school problems and 41% said they could talk to someone about personal problemsto someone about personal problems

Improve communication between parents Improve communication between parents and schools:and schools:

71% said they felt that one of the keys to 71% said they felt that one of the keys to keeping kids in school is to have better keeping kids in school is to have better communication with parents and the school communication with parents and the school and increasing parental involvement in their and increasing parental involvement in their child’s education. 47% of parents reported child’s education. 47% of parents reported being notified by the school if their child was being notified by the school if their child was absent or had dropped out.absent or had dropped out.

Ending the Silent EpidemicEnding the Silent Epidemic The 10 Point Plan – supported by various The 10 Point Plan – supported by various

organizations representing educators and organizations representing educators and community stakeholderscommunity stakeholders

1.1. Support accurate graduation and dropout dataSupport accurate graduation and dropout data2.2. Establish early warning systems to support Establish early warning systems to support

struggling studentsstruggling students3.3. Provide adult advocates and student supportsProvide adult advocates and student supports4.4. Support parent engagement and individualized Support parent engagement and individualized

graduation plansgraduation plans5.5. Establish rigorous college and work prep Establish rigorous college and work prep

curriculum for high school graduationcurriculum for high school graduation

6. Provide supportive options for struggling 6. Provide supportive options for struggling students to meet rigorous expectationsstudents to meet rigorous expectations

7. Raise compulsory school age requirements 7. Raise compulsory school age requirements under State lawsunder State laws

8. Expand college level learning opportunities in 8. Expand college level learning opportunities in high schoolhigh school

9. Focus the research and disseminate best 9. Focus the research and disseminate best practicespractices

10. Make increasing high school graduation and 10. Make increasing high school graduation and college and workforce readiness a national college and workforce readiness a national prioritypriority

Team Initiative # 1…yes I said Team Initiative # 1…yes I said team!!!team!!!

Let’s get started!Let’s get started!

Team initiative #1Team initiative #1 You have already picked an item from the You have already picked an item from the

basket basket Please find your teammates by finding those Please find your teammates by finding those

with items matching yourswith items matching yours Find the area designated for your teamFind the area designated for your team Use the chart paper to respond to the Use the chart paper to respond to the

following directions:following directions:

Identify the object which represents your team Identify the object which represents your team and list all of the characteristics of this itemand list all of the characteristics of this item

Brainstorm all of the practical functions of this Brainstorm all of the practical functions of this itemitem

Create a team mission statement that will Create a team mission statement that will encourage your team to work well together encourage your team to work well together using any or all of the words and characteristics using any or all of the words and characteristics shared aboveshared above

SampleSample CharacteristicsCharacteristics

AdaptiveAdaptive Stainless steelStainless steel Durable plasticDurable plastic Cool lookingCool looking TimelessTimeless SteadfastSteadfast DependableDependable AffordableAffordable AccessibleAccessible International International InterdependenceInterdependence CompactCompact VersatileVersatile Iconic Iconic Swiss coat of armsSwiss coat of arms

Useful attributesUseful attributes Multiple usesMultiple uses SharpeningSharpening Bottle/can openerBottle/can opener TweezersTweezers ScrewdriverScrewdriver PliersPliers KeychainKeychain DiggingDigging FilingFiling CuttingCutting

Team Mission StatementTeam Mission Statement

As a group of As a group of versatileversatile, , interdependentinterdependent, , yet individual members, we will come yet individual members, we will come together and offer together and offer dependabledependable and and steadfaststeadfast attempts in achieving our goals, attempts in achieving our goals, whatever they may be, to the best of our whatever they may be, to the best of our ability. We will ability. We will adapt adapt to the circumstances to the circumstances at hand and offer full at hand and offer full accessibilityaccessibility to each to each teammate in experiencing success.teammate in experiencing success.

Building CommunityBuilding Community

and Physical Fitnessand Physical Fitness

What does building community What does building community mean in your classroom?mean in your classroom?

Share ideas Share ideas

What impact does building community What impact does building community with kids have on academic with kids have on academic

achievement?achievement?

Study by O’Connor & McCartney (2007)Study by O’Connor & McCartney (2007) Addressed impact of teacher-student Addressed impact of teacher-student

relationships considered to be of high quality relationships considered to be of high quality and the positive effect on student academic and the positive effect on student academic achievementachievement

O’Connor & McCartney continued:O’Connor & McCartney continued:

Looked at students in pre-school, 1Looked at students in pre-school, 1stst and 3 and 3rdrd gradesgrades

The Student Teacher Relationship Scale was The Student Teacher Relationship Scale was administered in order to determine the administered in order to determine the teachers’ feelings and beliefs about the teachers’ feelings and beliefs about the students’ actions toward them (the teachers)students’ actions toward them (the teachers)

FindingsFindings

There is value, both social and academic, in There is value, both social and academic, in establishing high quality relationships with all establishing high quality relationships with all studentsstudents

Relationship quality appeared to diminish as the Relationship quality appeared to diminish as the student approached adolescence possibly student approached adolescence possibly indicating the disadvantages of the indicating the disadvantages of the organizational structure of middle and high organizational structure of middle and high schools and the increased difficulty in remaining schools and the increased difficulty in remaining connected with students at these levelsconnected with students at these levels

What is your definition of a high What is your definition of a high quality relationship with students?quality relationship with students?

High quality relationship according High quality relationship according to Nilles…(whatever that’s worth)to Nilles…(whatever that’s worth)

Really talk to kidsReally talk to kids Ask deep, thought provoking questionsAsk deep, thought provoking questions Value and seek student opinionValue and seek student opinion Create opportunities where students are expertsCreate opportunities where students are experts Include students in curriculum plansInclude students in curriculum plans Speak the students’ language – find out what Speak the students’ language – find out what

they love!!!!they love!!!! Use student interests to design curriculumUse student interests to design curriculum

Coffey 1999 recommends:Coffey 1999 recommends:

Sharing power with studentsSharing power with students Encourage tolerance for ambiguityEncourage tolerance for ambiguity Foster empathyFoster empathy Facilitate cooperationFacilitate cooperation Build an understanding of cultural valuesBuild an understanding of cultural values

Building community and physical Building community and physical fitness…are they related?fitness…are they related?

Strength in numbers – Elizabeth GouldStrength in numbers – Elizabeth Gould Princeton neuroscientist specializing in Princeton neuroscientist specializing in

neurogenesis and exerciseneurogenesis and exercise

Her findings show that social interaction starts Her findings show that social interaction starts your neurons firing like nothing else!your neurons firing like nothing else!

Combining this sort of mental activity with Combining this sort of mental activity with exercise maximizes the growth potential of exercise maximizes the growth potential of the brain!the brain!

ResultsResultsTwo rats are better than one!Two rats are better than one!

Social interaction has a powerful impact on Social interaction has a powerful impact on neurogenesisneurogenesis

In one experiment, after 12 days of running, In one experiment, after 12 days of running, rodents housed in social groups showed rodents housed in social groups showed significant increase in neurogenesis over others significant increase in neurogenesis over others that exercised just as much but were kept in that exercised just as much but were kept in

isolationisolation

(Nature Neuroscience, 2006)(Nature Neuroscience, 2006)

Isolated runners had same low level of cell Isolated runners had same low level of cell proliferation as group-housed control that didn’t proliferation as group-housed control that didn’t exerciseexercise

While all runners had heightened levels of cortisol, While all runners had heightened levels of cortisol, isolated group had high levels at other times of day isolated group had high levels at other times of day thus impairing neurogenesis - the stress of both thus impairing neurogenesis - the stress of both running and being alonerunning and being alone

Socially supported runners were protected Socially supported runners were protected somewhat from the production of cortisol and somewhat from the production of cortisol and neurogenesis was not impacted neurogenesis was not impacted

Further findings:Further findings:

Isolation activates stress hormones Isolation activates stress hormones in rats and humansin rats and humans

Loneliness is a threat to survivalLoneliness is a threat to survival

Not coincidentally, the less physically Not coincidentally, the less physically active we are, the less socially active active we are, the less socially active we arewe are

People who are physically fit tend to be People who are physically fit tend to be more self-confident and willing to get out more self-confident and willing to get out and interact with othersand interact with others

The vigor and motivation provided by The vigor and motivation provided by exercise helps us establish and maintain exercise helps us establish and maintain social connectionssocial connections

• Ratey, 2007 p. 70Ratey, 2007 p. 70

Important ImplicationsImportant Implications It is important to start slow if you haven’t been It is important to start slow if you haven’t been

exercising in a long time and have a lot of stress exercising in a long time and have a lot of stress in your lifein your life

Social support has a powerful effect on the brain Social support has a powerful effect on the brain and can both prevent the negative impacts of and can both prevent the negative impacts of stress and clear the way for neurogenesisstress and clear the way for neurogenesis

If you keep at your routine your system will If you keep at your routine your system will adjust to take advantage of the activityadjust to take advantage of the activity

Baby, we were born to run!Baby, we were born to run!

Our modern environment is incongruous with our Our modern environment is incongruous with our genes (we are too sedentary!!!!)genes (we are too sedentary!!!!)

Foraging for food is no longer a part of our Foraging for food is no longer a part of our everyday activityeveryday activity

Working out with a partner or group or playing Working out with a partner or group or playing on a team fulfills the requirements for both on a team fulfills the requirements for both aerobic exercise and social interactionaerobic exercise and social interaction

Exercise is Positively Related to Exercise is Positively Related to Adolescents’ Relationships and Adolescents’ Relationships and

AcademicsAcademics

2001 study of 89 high school seniors 2001 study of 89 high school seniors found that students with a high level of found that students with a high level of exercise experienced:exercise experienced: better relationships with parents…can you say better relationships with parents…can you say

hallelujah!hallelujah! less depression’less depression’ more time involved in sportsmore time involved in sports used drugs less frequentlyused drugs less frequently higher grade point averageshigher grade point averages

Field, Diego & Sanders, 2001Field, Diego & Sanders, 2001

Team Initiative # 2Team Initiative # 2

Name that Teammate!Name that Teammate!


Inside OutInside Out

Attention Deficit Attention Deficit Hyperactivity DisorderHyperactivity Disorder


Common Myths of ADHDCommon Myths of ADHD

It is a matter of lazinessIt is a matter of laziness Product of bad child rearingProduct of bad child rearing Result of stupidity or strong-willed Result of stupidity or strong-willed

personalitiespersonalities It is simple hooliganismIt is simple hooliganism

• Ratey, 2007Ratey, 2007

I. What is ADHD/ADD…Really?I. What is ADHD/ADD…Really?

A neurological behavior disorder A neurological behavior disorder characterized by chronic and characterized by chronic and developmentally inappropriate degrees of developmentally inappropriate degrees of inattention, impulsivity, and in some cases, inattention, impulsivity, and in some cases, hyperactivityhyperactivity

It is currently the most studied disorder in It is currently the most studied disorder in medicinemedicine

II. How many people are affected II. How many people are affected by ADHD?by ADHD?

Approximately 4 Approximately 4 million Americans million Americans take stimulant drugs take stimulant drugs for ADHDfor ADHD

Nearly 10% of 10 Nearly 10% of 10 year old boys are year old boys are currently taking currently taking stimulant medications stimulant medications for ADHDfor ADHD

III. What are the physiological III. What are the physiological characteristics?characteristics?

Areas of the brain affected by ADHD/ADDAreas of the brain affected by ADHD/ADD Frontal cortex-Frontal cortex-

associated with ability to pay attention to associated with ability to pay attention to tasks, focus concentration, make good tasks, focus concentration, make good decisions, plan ahead, learn and remember decisions, plan ahead, learn and remember what has been learned, and behave what has been learned, and behave appropriately for a given situationappropriately for a given situation

Prefrontal cortexPrefrontal cortex

Inhibitory mechanisms of the cortexInhibitory mechanisms of the cortex

Keeps us from being hyperactiveKeeps us from being hyperactive Prevents us from saying things out of turnPrevents us from saying things out of turn Prevents us from getting mad at inappropriate Prevents us from getting mad at inappropriate

timestimes

Limbic SystemLimbic System acts as the base of our emotions and if over-acts as the base of our emotions and if over-

activated, wide mood swings and temper activated, wide mood swings and temper outbursts may be the resultoutbursts may be the result

A person with ADHD may have a tendency to A person with ADHD may have a tendency to be:be:• Overly arousedOverly aroused• Quick to startleQuick to startle• Overly sensitive to touchOverly sensitive to touch• Impulsive in touching others and things around Impulsive in touching others and things around

themthem

A normal limbic system allows A normal limbic system allows for normal:for normal:

levels of energylevels of energy emotional changesemotional changes sleep patternssleep patterns levels of coping with stresslevels of coping with stress

A person with ADHD/ADD:A person with ADHD/ADD:

May experience problems in one, two or May experience problems in one, two or all of these areasall of these areas

Limbic SystemLimbic System

A serious lack of production of feel good A serious lack of production of feel good neurotransmitters (especially dopamine) in neurotransmitters (especially dopamine) in the prefrontal cortex is the result of the prefrontal cortex is the result of ADHD/ADDADHD/ADD

A deficiency of norepinephrine in the A deficiency of norepinephrine in the ascending RASascending RAS


Blind SquareBlind Square

IV. What are the possible IV. What are the possible causes of ADHD/ADD?causes of ADHD/ADD?

Stems from biological irregularityStems from biological irregularity

Alan Zemetkin (National Institute of Mental Alan Zemetkin (National Institute of Mental Health, 1999) used PET scans to measure Health, 1999) used PET scans to measure brain activity and found that the brains of brain activity and found that the brains of adults with ADHD showed 10% less brain adults with ADHD showed 10% less brain activity with largest deficit presenting in the activity with largest deficit presenting in the prefrontal cortexprefrontal cortex

Genetic link – In 2000, a study of identical Genetic link – In 2000, a study of identical twins showed that when one identical twin twins showed that when one identical twin was affected by ADHD, there was a 91% was affected by ADHD, there was a 91% chance that the other twin would also have chance that the other twin would also have ADHD ADHD

Is it Genetic?Is it Genetic?

Is there an environmental factor?Is there an environmental factor?

Sousa, 2000Sousa, 2000 Ratey, 2007Ratey, 2007

V. What are the behaviors linked to V. What are the behaviors linked to ADHD/ADD?ADHD/ADD?

1)Executive functioning difficulties:1)Executive functioning difficulties:

Difficulty with memory and recallDifficulty with memory and recall Inattention and distractibility is always a part of Inattention and distractibility is always a part of

disorderdisorder Sometimes hyperactivitySometimes hyperactivity Inconsistency with levels of activation, arousal and Inconsistency with levels of activation, arousal and

effort effort Impulsivity- saying or doing things before thinkingImpulsivity- saying or doing things before thinking

2) Forgetfulness and disorganization:2) Forgetfulness and disorganization:

Lack of control of emotions- low frustration Lack of control of emotions- low frustration tolerance, emotional blow upstolerance, emotional blow ups

Difficulty in complex problem solving-taking the Difficulty in complex problem solving-taking the whole apart and analyzing itwhole apart and analyzing it

Inability to complete school workInability to complete school work Forgetting to do or turn in homeworkForgetting to do or turn in homework Forgetting to stay after school Forgetting to stay after school Completing homework and forgetting where it isCompleting homework and forgetting where it is Forgetting due datesForgetting due dates

3) Variability in school work:3) Variability in school work:

Some days students can do work completely Some days students can do work completely while they are unable to work at all on other while they are unable to work at all on other daysdays

Student’s ability to focus on school work Student’s ability to focus on school work varies from day to day, especially if no varies from day to day, especially if no medication is being administeredmedication is being administered

4) Punishment and rewards simply do not work:4) Punishment and rewards simply do not work:

Students with ADHD/ADD do not seem to Students with ADHD/ADD do not seem to learn from their mistakes learn from their mistakes

It appears that they know what to do but It appears that they know what to do but don’t always do what they knowdon’t always do what they know

5) An impaired sense of time:5) An impaired sense of time:

Students with ADHD/ADD tend to be tardyStudents with ADHD/ADD tend to be tardy

Do not allow adequate time for projects and Do not allow adequate time for projects and homeworkhomework

Have difficulty planning ahead, especially for Have difficulty planning ahead, especially for projects projects

6) Sleep disturbances:6) Sleep disturbances:

Approximately 50% of all students with Approximately 50% of all students with ADHD/ADD experience sleep difficulties thus ADHD/ADD experience sleep difficulties thus resulting in sleep deprivation side effects resulting in sleep deprivation side effects during the dayduring the day

This also affects levels of alertness in a This also affects levels of alertness in a classroom settingclassroom setting

7) Transitions and changes in routine:7) Transitions and changes in routine:

Changing classes, having a substitute teacher, riding Changing classes, having a substitute teacher, riding the bus to and from school are prime times for the bus to and from school are prime times for misbehavior as transitions are very difficult for misbehavior as transitions are very difficult for ADHD/ADD studentsADHD/ADD students


Team JugglingTeam Juggling

The most effective strategy for children The most effective strategy for children with ADHD/ADD according to Dr. John with ADHD/ADD according to Dr. John Ratey is to keep them moving!!Ratey is to keep them moving!!

VI. Why physical fitness is so VI. Why physical fitness is so important to kids with ADHDimportant to kids with ADHD

““Exercise is like Miracle-Gro for Exercise is like Miracle-Gro for the brain” J. Ratey M.D.the brain” J. Ratey M.D.

Cerebellar stimulation: 10 minutes, twice a Cerebellar stimulation: 10 minutes, twice a day of exercises such as juggling, day of exercises such as juggling, balancing on a wobble board, and balancing on a wobble board, and standing on one leg with eyes closed standing on one leg with eyes closed (Hallowell, 2005)(Hallowell, 2005)

Results: stimulates a region at the back of Results: stimulates a region at the back of the brain called the cerebellumthe brain called the cerebellum

The cerebellumThe cerebellum

Movement and learningMovement and learning

Many researchers believe that sensory-Many researchers believe that sensory-motor integration is fundamental to school motor integration is fundamental to school readinessreadiness

Peter Strick, PhD (1995) traced a pathway Peter Strick, PhD (1995) traced a pathway from the cerebellum to parts of the brain from the cerebellum to parts of the brain involved in memory attention and spatial involved in memory attention and spatial perception.perception.

Exercise providing novel Exercise providing novel stimuli appears to be key for stimuli appears to be key for those with ADHD those with ADHD

Rockclimbing, martial arts, golf, Rockclimbing, martial arts, golf, dance, gymnastics, figure dance, gymnastics, figure skating, skateboarding, white skating, skateboarding, white water rafting are all excellent for water rafting are all excellent for this!this!

A key – these activities require A key – these activities require complex movements in the midst complex movements in the midst of heavy exertionof heavy exertion

• Ratey, 2007Ratey, 2007

Continued:Continued: The combination of challenging the brain The combination of challenging the brain

and body has greater impact than aerobic and body has greater impact than aerobic exercise aloneexercise alone

A study at Hofstra University found that A study at Hofstra University found that boys between the ages of 8-11 with ADHD boys between the ages of 8-11 with ADHD who did martial arts twice weekly who did martial arts twice weekly experienced improved behavior and experienced improved behavior and performance on a number of measures performance on a number of measures compared to aerobic group compared to aerobic group

The part of the brain that processes The part of the brain that processes movement is the same part of the movement is the same part of the

brain that processes learning!brain that processes learning!

Cerebellar stimulation Cerebellar stimulation induced by jugglinginduced by juggling::

Shows a transient and structural change in brain Shows a transient and structural change in brain areas associated with processing and storage of areas associated with processing and storage of complex visual stimulicomplex visual stimuli

Shows changes in learning induced cortical Shows changes in learning induced cortical plasticity as reflected at a structural levelplasticity as reflected at a structural level

Actual increase in grey matterActual increase in grey matter

The study:The study:

2 inexperienced groups of 21 female and 3 male 2 inexperienced groups of 21 female and 3 male with mean age of 22with mean age of 22

Matched groups were established with one Matched groups were established with one being jugglers and the other non-jugglersbeing jugglers and the other non-jugglers

Jugglers were given 3 months to learn basic 3-Jugglers were given 3 months to learn basic 3-ball cascade juggling routineball cascade juggling routine

Continued:Continued:

A series of three brain scans were taken: A series of three brain scans were taken: the 1the 1stst before any juggling; the 2 before any juggling; the 2ndnd taken taken when all could juggle for at least 60 when all could juggle for at least 60 seconds; and a 3seconds; and a 3rdrd taken 3 months later. taken 3 months later. None of the jugglers practiced or None of the jugglers practiced or attempted to extend skillsattempted to extend skills

Results:Results: Group comparison at beginning showed no Group comparison at beginning showed no

significant regional differences in grey matter significant regional differences in grey matter between jugglers and non-jugglersbetween jugglers and non-jugglers

In the longitudinal analysis, the jugglers In the longitudinal analysis, the jugglers demonstrated a significant bilateral expansion in demonstrated a significant bilateral expansion in grey matter in the mid-temporal area and in the left grey matter in the mid-temporal area and in the left posterior posterior

JUGGLING CHANGES THE JUGGLING CHANGES THE BRAINBRAIN

Transient changes in brain structure induced while learning to juggle. a–c, These maps showing changes in grey matter for the jugglers group compared with non-juggler controls. D shows grey matter changes scan 1, 2 is after six weeks of training, 3 shows regression after six months of no juggling

They divided a homogeneous group of 24 volunteers , jugglers and non-jugglers. Both groups were inexperienced in juggling at the time of their first brain scan. Subjects in the juggler group were given 3 months to learn a classic three-ball cascade juggling routine. A second brain scan was performed when they had become skilled performers (that is, when they could sustain juggling for at least 60 seconds). A third scan was carried out 3 months later; during the intervening period, none of the jugglers practiced or attempted to extend their skills — for example, by learning a four-ball or a reverse cascade. In fact, most subjects were no longer fluent in three-ball cascade juggling by the time of the third scan.

Draganski, B. et al. NATURE|VOL 427 | 22 JANUARY 2004 |

ACTUAL GROWTH OF NERVE WITH PRACTICE

Plasticity of the brain, a fact.

Structural Changes associated with LTP in hippocampus. The cells are filled with fluorescent dye. In B) one hour after stimulus see the sprouting of new dendritic spines to connect to neighboring nerve cells—this is a structural change that is part of the cellular basis of learning.

A Neuroscientist’s X-rated Movie

Implications:Implications:

Learning induced cortical plasticity Learning induced cortical plasticity increases ability to retain vision-motion increases ability to retain vision-motion informationinformation

Increases ability to concentrate and focus Increases ability to concentrate and focus due to cerebellum connections to the due to cerebellum connections to the prefrontal lobesprefrontal lobes

““Everyone feels better after Everyone feels better after exercise and there’s a reason for it” exercise and there’s a reason for it”

J.RateyJ.Ratey

Increases amount of mood altering brain Increases amount of mood altering brain chemicals, otherwise known as chemicals, otherwise known as neurotransmitters, released in the brain, neurotransmitters, released in the brain, especially dopamine and norepinephrine especially dopamine and norepinephrine

Physical activity increases number of brain cells Physical activity increases number of brain cells in the hippocampus thus improving learningin the hippocampus thus improving learning

Doing new and challenging exercises Doing new and challenging exercises works the prefrontal cortexworks the prefrontal cortex

Prefrontal cortex is involved in Prefrontal cortex is involved in concentration, foresight, and the ability to concentration, foresight, and the ability to organizeorganize

Causing new blood vessels to grow in Causing new blood vessels to grow in areas of the brain supports ability to think areas of the brain supports ability to think and problem solveand problem solve

More dopamine, please!More dopamine, please! With increased levels of dopamine and With increased levels of dopamine and

norepinephrine, cognitive function is improvednorepinephrine, cognitive function is improved

Cognitive function improved in studies for one to Cognitive function improved in studies for one to three hours following exercise (Goodman, 2006)three hours following exercise (Goodman, 2006)

Ability to focus and remember facts were Ability to focus and remember facts were increased immediately following exerciseincreased immediately following exercise

If kids could exercise 3-5 times per day If kids could exercise 3-5 times per day they might not need medication at all they might not need medication at all (Ratey, 2006)(Ratey, 2006)

Team sports help kids with ADHD by Team sports help kids with ADHD by allowing them to follow a regular schedule allowing them to follow a regular schedule through structured exercises which help through structured exercises which help build concentration and organizational build concentration and organizational skillsskills

How frequently do we need to How frequently do we need to move students in our classrooms?move students in our classrooms?

How long can the average adult brain How long can the average adult brain attend to task??attend to task??

Legal Considerations of ADDLegal Considerations of ADD

There is a population of persons with There is a population of persons with disabilities who are not eligible for special disabilities who are not eligible for special education services under IDEA but who education services under IDEA but who are still in need of protection against are still in need of protection against discrimination because of a disability discrimination because of a disability defined under Section 504 of the defined under Section 504 of the Vocational Rehabilitation Act (PL 93-112) Vocational Rehabilitation Act (PL 93-112) passed in 1973.passed in 1973. (Daugherty 2001)(Daugherty 2001)

Section 504Section 504

What conditions qualify under section What conditions qualify under section 504?504? Any person with a disability considered to be Any person with a disability considered to be

physical or mental which substantially limits physical or mental which substantially limits one or more major life activitiesone or more major life activities

Children with asthma, diabetes, or attention Children with asthma, diabetes, or attention

deficit disorder may not qualify under IDEA deficit disorder may not qualify under IDEA but do under 504but do under 504

504 Subpart D504 Subpart D

Protects preschool, elementary, and Protects preschool, elementary, and secondary public school children by secondary public school children by requiring public schools to provide an requiring public schools to provide an appropriate education to each qualified appropriate education to each qualified child regardless of the nature or severity of child regardless of the nature or severity of the student’s disabilitythe student’s disability

Similar to requirements under IDEASimilar to requirements under IDEA

Nondiscriminatory evaluation and Nondiscriminatory evaluation and placement proceduresplacement procedures

Periodic reevaluation of students with Periodic reevaluation of students with disabilitiesdisabilities

Educational services equal in quality to Educational services equal in quality to those provided for students without those provided for students without disabilitiesdisabilities

ContinuedContinued

To the maximum extent possible, the To the maximum extent possible, the education of students with disabilities education of students with disabilities along with students without disabilitiesalong with students without disabilities

Due process procedures that ensure Due process procedures that ensure parent participation in evaluation and parent participation in evaluation and placement decisions that provide for an placement decisions that provide for an impartial hearing with parent impartial hearing with parent representation by counselrepresentation by counsel

A Sample IEPA Sample IEP

Abbreviated assignmentsAbbreviated assignments Provide student with outline prior to class lectureProvide student with outline prior to class lecture

Extended timeExtended time Oral testingOral testing Modify complexity of assignmentModify complexity of assignment Read aloud test itemsRead aloud test items Modify test formatModify test format Modify grading scaleModify grading scale Use of calculatorUse of calculator

Stop, Drop and Juggle!Stop, Drop and Juggle!

HomeworkHomework


The Overarching The Overarching Question…Question…

Does Homework Improve Does Homework Improve Academic Achievement?Academic Achievement?

American Public School Systems American Public School Systems Love Homework!Love Homework!

Over two thirds of all 9 year olds and three Over two thirds of all 9 year olds and three quarters of all 13 and 17 year olds quarters of all 13 and 17 year olds reported doing homework every nightreported doing homework every night

16% of 9 year olds reported doing more 16% of 9 year olds reported doing more than one hour of homework everydaythan one hour of homework everyday

Even our babies must do Even our babies must do homework!homework!

Students ages 6 to 8 report doing 52 minutes of Students ages 6 to 8 report doing 52 minutes of homework weekly in 1981 while reports show homework weekly in 1981 while reports show that amount has jumped to 128 minutes weekly that amount has jumped to 128 minutes weekly by 1997.by 1997. (Hofferth & Sandberg, 2000)(Hofferth & Sandberg, 2000)

A Brief History of Homework in A Brief History of Homework in the USthe US

Prior to 20Prior to 20thth Century it was believed that homework Century it was believed that homework was an important means for disciplining children’s was an important means for disciplining children’s minds (Reese, 1995)minds (Reese, 1995)

Ideas of homework benefits waxed and waned over Ideas of homework benefits waxed and waned over the 20the 20thth Century – California Civil Code of 1901- Century – California Civil Code of 1901- strongly proclaimed that no pupil under the age of 15 strongly proclaimed that no pupil under the age of 15 in any grammar or primary school would be required to in any grammar or primary school would be required to do any home studydo any home study

By 40’s reaction against homework had set in as home By 40’s reaction against homework had set in as home study was viewed as an intrusion on other at home study was viewed as an intrusion on other at home activitiesactivities (Patri, 1925; San Diego City District Research, 1936)(Patri, 1925; San Diego City District Research, 1936)

History of homework continued:History of homework continued:

Sputnik sparked renewed interest and desire Sputnik sparked renewed interest and desire to give students homework due to fear of lack to give students homework due to fear of lack of rigor in American Public Schools (Gill & of rigor in American Public Schools (Gill & Schossman, 2000)Schossman, 2000)

Homework was seen as source of Homework was seen as source of accelerating learning processaccelerating learning process

By 60’s, the pattern reversed yet again By 60’s, the pattern reversed yet again (Jones & Colvin, 1964).(Jones & Colvin, 1964).

By 80’s it again reverses and the focus By 80’s it again reverses and the focus had shifted toward more positive had shifted toward more positive assessment of homework (Nat’l assessment of homework (Nat’l Commission on Excellence in Commission on Excellence in Education, 1983).Education, 1983).

Concern regarding declining Concern regarding declining standardized test scores and US ability standardized test scores and US ability to compete in global marketplaceto compete in global marketplace

Past Synthesis of Homework Past Synthesis of Homework ResearchResearch

Cooper 1989 – 120 Empirical studies Cooper 1989 – 120 Empirical studies (Cooper & Robinson, 2006,RER)(Cooper & Robinson, 2006,RER)

Does Homework Improve Academic Does Homework Improve Academic Achievement? A Synthesis of Research, Achievement? A Synthesis of Research, 1987-20031987-2003

So, does homework improve So, does homework improve academic achievement???academic achievement???

Hard to say…really…the research has Hard to say…really…the research has been sporadic and far from idealbeen sporadic and far from ideal

Four different types of research designs, Four different types of research designs, all riddled with design flawsall riddled with design flaws

ResultsResults There was evidence of some positive correlation There was evidence of some positive correlation

between homework and academic achievement between homework and academic achievement for grades 7-12 (more on that in a moment)for grades 7-12 (more on that in a moment)

None were found for grades K-6None were found for grades K-6

Positive correlation was associated with Positive correlation was associated with immediate academic achievement as in short-immediate academic achievement as in short-term, in-class evaluation, correlation was not term, in-class evaluation, correlation was not evident for long term academic achievement evident for long term academic achievement such as can be measured on a standardized testsuch as can be measured on a standardized test

Some positive correlation…Some positive correlation…approach with caution!approach with caution!

Some positive correlation was found for grades Some positive correlation was found for grades 10-12 when approximately 1.5 hours of 10-12 when approximately 1.5 hours of homework was done nightlyhomework was done nightly

Caution: the only groups that showed this Caution: the only groups that showed this correlation were Caucasian and Asian studentscorrelation were Caucasian and Asian students

Even with these students, results found that too Even with these students, results found that too much homework diminished its effectiveness much homework diminished its effectiveness and became counterproductive and became counterproductive

Remember!!Remember!!

Homework and academic achievement are Homework and academic achievement are positively correlated only on an immediate positively correlated only on an immediate outcomeoutcome

None was found on longer term measures None was found on longer term measures of achievement such as class grades and of achievement such as class grades and standardized testsstandardized tests

What About Junior High Schoolers?What About Junior High Schoolers?

Some positive correlation was found Some positive correlation was found ONLY ON IMMEDIATE MEASURES OF ONLY ON IMMEDIATE MEASURES OF ACHIEVEMENT when students did less ACHIEVEMENT when students did less than one hour of homework per nightthan one hour of homework per night

Any more than that became Any more than that became counterproductivecounterproductive

And Again…What About And Again…What About Elementary???Elementary???

Etta Kralovec & John Buell Etta Kralovec & John Buell 20012001

Kids and homeworkKids and homework Unreasonable amounts of homework invokes Unreasonable amounts of homework invokes

insurmountable stress in our childreninsurmountable stress in our children

1997 report indicated that the number one cause of 1997 report indicated that the number one cause of suicide among youth in Hong Kong was directly suicide among youth in Hong Kong was directly related to excessive expectation with homework related to excessive expectation with homework (Harare Herald)(Harare Herald)

Great difficulty and stress is felt by students who are Great difficulty and stress is felt by students who are also involved in after school activities such as sports also involved in after school activities such as sports and clubs which may require as many as 3-4 hours and clubs which may require as many as 3-4 hours nightly in addition to the countless number of hours nightly in addition to the countless number of hours spent on homework spent on homework

So when do we sit down and have So when do we sit down and have those family dinners that are those family dinners that are

empirically proven to help keep our empirically proven to help keep our kids out of trouble???kids out of trouble???

Homework and a Level Playing Homework and a Level Playing FieldField

LouAnne Johnson (1992)LouAnne Johnson (1992) My Posse Don’t Do HomeworkMy Posse Don’t Do Homework

Jeannie Oaks (1985)Jeannie Oaks (1985) Keeping Track: How Schools Structure InequalityKeeping Track: How Schools Structure Inequality

Michael Apple (1982) Michael Apple (1982) Cultural and Economic Reproduction in Education: Cultural and Economic Reproduction in Education:

Essays on Class, Ideology, and the StateEssays on Class, Ideology, and the State

Don’t Forget Alfie Kohn Don’t Forget Alfie Kohn and Sarah Bennettand Sarah Bennett

Serious concern:Serious concern:

We assign countless hours of homework We assign countless hours of homework to our children and the only research that to our children and the only research that exists on the positive effects, are highly exists on the positive effects, are highly questionable or non-existentquestionable or non-existent

Why are we choosing to die on this hill?Why are we choosing to die on this hill?

What if becoming physically fit was the What if becoming physically fit was the basis for all of the homework we basis for all of the homework we

assign???assign???

We have become an overweight and We have become an overweight and physically unfit society which has a major physically unfit society which has a major impact on our ability to learnimpact on our ability to learn

What if…What if… We required that students participate in a We required that students participate in a

physically challenging extracurricular activity physically challenging extracurricular activity such as:such as: Team sportsTeam sports Martial artsMartial arts DanceDance Rock climbingRock climbing YogaYoga Equestrian activitiesEquestrian activities BicyclingBicycling Skiing or snowboardingSkiing or snowboarding SkateboardingSkateboarding Ice skating or rollerbladingIce skating or rollerblading

A Final ThoughtA Final Thought

Classes not interesting – 47%Classes not interesting – 47% Missed too many days and could not catch Missed too many days and could not catch

up – 43%up – 43% Spent time with people who were not Spent time with people who were not

interested in school – 42%interested in school – 42% Had too much freedom and not enough Had too much freedom and not enough

rules in life – 38%rules in life – 38% Was failing in school – 35%Was failing in school – 35%

What can we do to become part of What can we do to become part of the solution rather than part of the the solution rather than part of the

problem?problem?


CircuitsCircuits

Documents

Physical Fitness and the Brain Vicki Nilles Educational Consultant [email protected]