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Brain Development and Physical Activity Group Project Application to Teaching November 3, 2007 What the research says. . . Exercise keeps the energy of the student up which allows more oxygen-rich blood to the brain, resulting in the highest performance of the student. (Jenson, 2005)

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brain development and physical activity group project

Brain Development and Physical ActivityGroup Project

Application

to

Teaching

November 3, 2007

what the research says
What the research says. . .
  • Exercise keeps the energy of the student up which allows more oxygen-rich blood to the brain, resulting in the highest performance of the student. (Jenson, 2005)
  • Movement has been proven to be effective in improving cognitive thinking by strengthening learning, improving memory and retrieval and enhancing learner motivation and morale. Motor control comes from the cerebellum part of the brain which also contains half of the brain’s neurons. (Jenson, 2005)
  • Movement affects a child’s attention, balance, and coordination. These abilities are important to later learning. (Fredericks, Kokot, Krog 2006)
  • Activities with balance can be simple but they can also help build the learning systems of the students. (Stevens-Smith, 2006)
  • Physical movement increases blood flow to the brain and creates nerve cell networks which help with learning. (Worrell, Kovar, and Oldfather, 2003)
conclusion
Conclusion
  • Children learn to move, and move to learn. Provide them with a variety of activities and play opportunities from a very young age.
  • Encourage challenging and vigorous physical activity and exercise- several times each day!
  • Physical activity, when incorporated into almost every aspect of a child’s growth, development and education, provides an excellent opportunity for learning.
  • A healthy, active body provides a good home for a healthy, active brain.