Honors Program-Senior Presentation-Exercise and Cognition
- 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
- 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???
Editor's Notes
- #4: Many people know this, but many are unaware of the impact exercise has on cognitive function
- #5: People were not sedentary like many people are today, they had to move in search of food and in order to avoid predators- to survive
- #6: Taking a look at this diagram, orange=brain stem(breathing & HR), Green=amygdala and hippocampus (learning and memory), Blue=cortex (high level thinking)
- #8: Does anyone know what this is?=neuron… nerve cell responsible for sending chemical and electrical messages to one another and relaying it to brain. Many dendrites take in info, ONLY 1 axon sends out message (otherwise chaos)
- #9: These are various hormones and neurotransmitters- released in greater amounts during and after exercise, growth and dendritic expansion, glutamate excitatory, GABA inhibitory
- #11: Red is where most activity takes place
- #13: Rats were observed and completed a maze. Then split in 2 groups: one group got a wheel to run on. After 1 wk, they improved in maze.
- #14: There is more research done on longitudinal studies. I chose to examine acute, immediate effects of exercise.
- #16: After approval from Institutional Review Board, students from Dr. Buckley’s fitness and health promotion class signed the consent form agreeing to participate in my study.
- #19: Exerciser #1 felt that exercise and the ability to perform academically are highly linked.