The Biological Influence of Exercise on

CognitionHaley Young

Dr. Jennifer BuckleyAurora University

15 April 2014

Background biological info.

Recent studies

My study

Quantitative and qualitative data

Possible improvements and variables

Overview

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

What is Already Known:

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.

Recent Research:

Evolutionary Standpoint of How Brain Developed

Cortex

Medulla Oblongota

Cerebellum

Hippocampus and Amygdala

AmygdalaHippocampusCortex

Memory Areas In the Brain

Dendrite

What is This???A Neuron

DendritesAxon

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

How Does Exercise Effect the Brain?

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

Summary of Biological Components

Brain Activity After Walking

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

Ploughman (2008)

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

Ploughman (2008)

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.

Castelli et al. (2007)

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

Hypothesis:

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 %

Methodology

Quantitative Data

Grading ScaleA+ 96-100A 93-95A- 90-92B+ 86-89B 83-85B- 80-82C+ 76-79C 73-75C- 70-72D+ 66-69D 63-65D- 60-62F <59

Group Type Age Gender hrs/wk ex. hrs/wk wgt. BMI Targ. HR Athlete Growth Mid. Growth Fin.Exe. tread. 21 m 3 7 to 10 27.33 119-159 no A- Aexe. tread. 22 m 5 to 7 5 to 7 26 119-198 no C C-exe. bike 22 f 6 to 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- Bnon sed, 21 m 3 3 25.5 119-159 yes,lacr. B- Bnon sed. 23 f 2 to 3 0 17.5 118.2-157.6 no C- D+

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?

Qualitative Data

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.”

Exerciser #1

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

A2: “Yes.”

Exerciser #2

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.”

Exerciser #3

A1: “I think I perform better academically after exercising.”

A2: “Yes, I am more focused if I exercise regularly.”

Exerciser #4

A1: “I feel more focused, like I get more done.”

A2: “Yes!”

Non-Exerciser #1

A1: “I feel better and more coherent following exercise.”

A2: “Yes.”

Non-Exerciser #2

A1: “Exercise does create focus that I wouldn’t have without it.”

A2: “No, it’s something I’ve always done.”

Non-Exerciser #3

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.

Discussion

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?

Improvements

*Spark by John Ratey

Brain Rules by John Medina

Key Literature

• 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.

References

Questions???