1. Haley Young
Dr. Jennifer Buckley
Aurora University
15 April 2014

2.  Background biological info.
 Recent studies
 My study
 Quantitative and qualitative data
 Possible improvements and variables

3.  Exercise…
 Improves sleep patterns
 Lowers blood pressure
 Strengthens heart and lungs
 Prevents diseases

4.  demonstrates that exercise improves
cognitive functioning!
 Aerobic exercise is most beneficial.
 Our ancestors had to move in search of food
and for survival.
 Evolutionary standpoint: This is how the brain
became more advanced.

5. Evolutionary Standpoint of How Brain
Developed
Cortex
Medulla
Oblongota
Cerebellum
Hippocampus
and
Amygdala

6. Amygdala
Hippocampus
Cortex

7. Dendrite
What is This???
A Neuron
Dendrites
Axon

8.  Hormones and Neurotransmitters:
 ***Brain-Derived Neurotrophic Factor (BDNF)
 Insulin-Like Growth Factor (IGF-1)
 Vascular Endothelial Growth Factor (VEGF)
 Serotonin
 Dopamine
 Gammaaminobutyric Acid (GABA)
 ***Glutamate

9.  Various hormones and neurotransmitters:
 Increase dendritic expansion
 Increase axons in cortical region of brain
 Increased blood flow allows for growth of new
neurons and capillaries= increased brain
volume= improved cognition

10. Brain Activity After Walking

11.  Study #1:
59 people (age 60-79) randomly assigned to
aerobic or anaerobic exercise groups
Duration: 1 hour, 3 times a week
Results: Aerobic group had increased brain
volume in cortical regions and frontal lobe

12.  Study #2:
After 1 week, rats that ran had better spatial
memory, an increase in BDNF, and better
remembered their was through a maze.

13.  259 3rd-5th graders participated in
Fitnessgram: The Progressive Aerobic
Cardiovascular Run (PACER), sit ups, sit and
reach, jumping jacks…
 Results: Students more fit who had lower BMI
due to performing aerobic activity had higher
academic achievement, esp. math & reading.

14.  Those who perform acute aerobic exercise
before they take their final exam will
demonstrate greater growth from their mid-
term to final exam.
 Independent variables: exercisers and non-
exercisers
 Dependent variable: grades/growth

15.  4 exercisers and 4 non-exercisers*
 Demographics sheet
 Exercise for 45 mins. 60-80% of target HR
 Have 30 mins. to take final
 Compare midterm and final %

16. Grading Scale
A+ 96-100
A 93-95
A- 90-92
B+ 86-89
B 83-85
B- 80-82
C+ 76-79
C 73-75
C- 70-72
D+ 66-69
D 63-65
D- 60-62
F <59
Group Type Age Gender hrs/wk ex. hrs/wk wgt. BMI Targ. HR Athlete Growth Mid. Growth Fin.
Exe. tread. 21 m 3 7to 10 27.33 119-159 no A- A
exe. tread. 22 m 5to 7 5to 7 26 119-198 no C C-
exe. bike 22 f 6to 10 6 23.96 118-158 yes,CC B+ B-
exe. bike 22 f 5 2 26.2 119-158 no A- B+
non sed. 21 f 4.5 2.5 23.5 119.4-159.2 yes, soc A- B
non sed, 21 m 3 3 25.5 119-159 yes,lacr. B- B
non sed. 23 f 2to 3 0 17.5 118.2-157.6 no C- D+

17.  Q1: In what ways do you feel there is a link
between your own exercise habits and the ability to
complete tasks, such as writing papers or various
homework activities?
 Q2: Do you feel that aerobic exercise impacts your
grades at all and benefits you mentally and not just
physically?

18.  A1: “highly linked, do much better when I
exercise the day I do homework activities”
 A2: “I think it benefits me mentally, but
doesn’t heavily effect my grades.”

19.  A1: “I feel very focused when I exercise
regularly. I also am more sure of myself and
feel like tackling more tasks.”
 A2: “Yes.”

20.  A1: “I think there is a strong link. If I workout
I feel more productive.”
 A2: “Yes, I think there is a strong impact on
grades.”

21.  A1: “I think I perform better academically
after exercising.”
 A2: “Yes, I am more focused if I exercise
regularly.”

22.  A1: “I feel more focused, like I get more
done.”
 A2: “Yes!”

23.  A1: “I feel better and more coherent following
exercise.”
 A2: “Yes.”

24.  A1: “Exercise does create focus that I
wouldn’t have without it.”
 A2: “No, it’s something I’ve always done.”

25.  1 student from each group demonstrated
growth:
 Exerciser #1: A- to A
 Non-Exerciser #2: B- to B
 Everyone felt that there was a link between
their exercising habits and ability to perform
academically.
 Everyone besides one exerciser felt that
exercise benefits them mentally.

26.  Sample size
 Amount of time may have had effect
 Gender specific
 Choose one type of workout equipment
 Workout history
 GPA- what kind of student are they?

27.  *Spark by John Ratey
 Brain Rules by John Medina

28. • Castelli, D.M., Hillman, C.H., Buck, S.M., Erwin, H.E. (2007). Physical fitness and academic achievement in third-and fifth-grade students.
Jouirnal of Sport and Exercise Psychology. 29,239-252.
• Chodzko-Zaijko, W., Kramer, A., Poon, L.W. 2009. Enhancing Cognitive Functioning and Brain Plasticity. Volume 3. Champaign:
Human Kinetics.
• Cressy, J. (2011). The roles of physical activity and health in enhancing student engagement: implications for leadership in post-
secondary education. College Quarterly, 14(4).
• Fox, C. K., Barr-Anderson, D., Neumark-Sztainer, D., & Wall, M. (2010). Physical activity and sports team participation: associations
with academic outcomes in middle school and high school students. Journal Of School Health, 80(1), 31-37.
• Gligoroska, J.P. and Manchevska, S. (2012). The effect of physical activity on cognition- physiological mechanisms. Mat Soc Med. 24(3):
198-202.
• Hillman, C., Castelli, D.M., Buck, S.M. Aerobic fitness and neurocognitive function in healthy preadolescent children. (2005).
Official Journal of The American College of Sports Medicine.
• Katch, V.L., McArdle, W.D., Katch F.I. (2001). Essentials of Exercise Physiology. Fourth Edition. Baltimore: Lippincott Williams
& Wilkins.
• Knaepen, K., Goekint, M., Heyman, E.M., Meeusen, R. (2010). Neuroplasticity- Exercise-induced response of peripheral brain-derived
neurotrophic factor. Sports Med. 40(9), 765-801.
• Lo Bue-Estes, C., Willer, B., Burton, H., Leddy, J.J., Wilding, E.G., Horvath, P.J. (2008). Short- term exercise to exhaustion and
its effects on cognitive function in young women. Perceptual and Motor Skills. 107(3), 933-945.
• *Medina, J. (2008). Brain Rules. Seattle: Pear Press.
• Ploughman, M. (2008). Exercise is brain food: The effects of physical activity on cognitive function.Developmental
Neurorehabilitation. 11(3), 236-240.
• *Ratey, J.J. (2008). Spark. New York: Little, Brown and Company.
• Tomporowski, P. D., Davis, C. L., Miller, P. H., & Naglieri, J. A. (2008). Exercise and children’s intelligence, cognition, and academic
achievement. Educational Psychology Review, 20(2), 111-131.

29. Questions???