Physical Activity and Cognition: Inseparable in the Classroom

Abstract

Traditional education has tended to compartmentalize abstract thought, emotion, and physical activity. However, neuroscientific evidence suggests that these are completely interlinked in the learning process. The traditional lecture-style lesson relegates students to a passive and sedentary role, precluding physical movement. In addition, the current trend of schools reducing recess hours, dropping physical education classes, or subjects that involve the whole body-theater, music, outdoor activity-further limits the scope for physical movement within the learning milieu. Neuroscientific evidence suggests that sedentarism impacts negatively on brain health, and not only physical well-being.Humans are designed to be on the move, to interact with their environment through movement: physical activity is a key contributing factor to healthy brain function. This mini review presents and analyzes evidence from diverse studies and meta-analyses showing the strong link between movement and cognition in primary and secondary school students. There is a growing body of neuroscientific evidence of the benefits that movement and physical activity have for cognition. In the research examined, the authors identify diverse types and degrees of physical activity and their impact on the brain. The neurological impact of movement on the brain can be understood at three levels: increased vascularization-oxygen and glucose to the brain-augmenting brain activity; the release of neurotransmitters and Brain Derived Neurotrophic Factor (BDNF) which favor neurogenesis, memory, attention and motivation; and the development of complex movement-related neural circuits and their interconnection with the executive brain functions. This article proposes a set of concrete applications for educators to bring movement into their classrooms and/or learning contexts, thus favoring cognition. Based on this evidence and given the current educational reality which generally approaches learning as an abstract activity divorced from our corporality, the authors argue for the need to incorporate physical activity and movement into the learning context.

Could Physical Fitness Be Considered as a Protective Social Factor Associated with Bridging the Cognitive Gap Related to School Vulnerability in Adolescents? The Cogni-Action Project

“…This is because children’s lower cognitive profile from a low SES seems to be affected by the lack of experiences (i.e., enriched environment) rather than permanent deficits in executive function development mechanisms [ 52 ]. Thereby, schools can apply diverse activities and experiences increasing physical fitness and cognitive skills, even simultaneously [ 53 , 54 ], which would reduce the detrimental impact of social inequalities and disadvantages on children and adolescents.…”

Examining the Acute Effects of Classroom-Based Physical Activity Breaks on Executive Functioning in 11- to 14-Year-Old Children: Single and Additive Moderation Effects of Physical Fitness

“…As previously mentioned in the introduction, research examining the effects of cognitively engaging physical activity and the integration of academic learning material alongside physical activity has been gaining significant interest. Various physiological and cognitive mechanisms as well as theoretical viewpoints have been proposed for the added benefit of this type of physical activity on executive functioning, cognition, and learning ( 19 , 28 , 29 , 35 , 36 ). However, with regards to classroom settings, Mavilidi et al ( 19 ) recently proposed an innovative conceptual model and instructional method emphasizing the importance of considering which aspects of physical activity may be the most relevant (or similar) to the learning material.…”

“…whereby they are asked to write down the answer to the problem and then perform that many repetitions of a certain physical activity (e.g., 25 jumping jacks). These academic physical activity breaks are not only practical as they can preserve teaching time while also reaping the acute benefits of physical activity, but the efficacy for these breaks is also supported through a combination of neuroscientific, developmental, and embodied cognition perspectives [for reviews see ( 19 , 28 , 29 )]. In short, these reviews and others ( 30 ) have proposed various intriguing reasons for why certain types of physical activity that require a high degree of cognitive engagement may be more beneficial than traditional forms of physical activity due to the unique connection between brain regions governing cognition (e.g., prefrontal cortex) and movement (e.g., cerebellum).…”

Psychology, Physical Activity, and Post-pandemic Health: An Embodied Perspective

“…Every day more evidence of the positive impact of PA in cognitive development is found (Mandolesi et al, 2018 ; Aguirre-Loaiza et al, 2019a ; Doherty and Forés Miravalles, 2019 ; Erickson et al, 2019 ), which not only helps to the consolidation of knowledge on this area but also offers promising perspectives for multifactorial studies involving young students. Nevertheless, theoretical underpinnings have emphasized the mind–body dichotomy.…”