Effect of Aerobic Exercise on Cognition, Academic Achievement in Children

The global trend of rising childhood obesity has become increasingly prominent; 21.4% of youth aged 5 to 17 years in Organization for Economic Co-operation and Development (OECD) countries were considered overweight or obese on the basis of 2011 data. This proportion represents a significant increase from previous generations. For example, in Canada the percentage of youth aged 5 to 17 years considered overweight or obese from 2009 through 2011 was 31.5%, more than double the 15% of youth aged 0 to 17 years in 1978 and 1979. 

Along with poor diet and an obesogenic environment, inadequate physical activity is considered a key factor. On average, only 20% of children in OECD countries participate in moderate to vigorous physical activity daily. One study of The Canadian Health Measures Survey, which used accelerometers to objectively monitor physical activity, found that only 7% of children (a nationally representative sample aged 6–19 y) engaged in 60 minutes of moderate to vigorous physical activity daily at least 6 days per week, based on Canadian Physical Activity Guidelines.

The benefits of physical activity on health outcomes have been documented. However, the cognitive and psychosocial effects of aerobic physical activity (APA) on children are not well understood. Rasberry et al conducted a systematic review on the relationship between school-based physical activity and academic performance . Their review, although comprehensive, included many cross-sectional studies and studies that did not specify the type (aerobic vs non-aerobic) or dose (duration, frequency) of physical activity, making it challenging to infer optimal conditions for physical activity to enhance academic performance.

Singh et al also conducted a systematic review, which focused on the longitudinal relationship between physical activity and academic performance using only prospective data. Although the positive association between physical activity and performance at school in longitudinal studies is supportive of a causal effect, many studies did not qualify the type or dose of physical activity. This omission is relevant, given the evidence that aerobic-based physical activity generates structural changes in the brain, such as neurogenesis, angiogenesis, increased hippocampal volume, and connectivity.

PSYCHOLOGICAL IMPROVEMENTS

Children who have experienced aerobic improvements have realized various degrees of self-esteem enhancement. Hyperactive, learning disabled, and behaviorally handicapped children have been found to internally control behaviors that were previously externally controlled following participation in running programs. Running has even been found to be equivalent to low dosages of stimulants in treating hyperkinetic behavior among children. Relatedly, psychotropic medications have been reduced in emotionally handicapped children who run regularly. 

A downward trend has been reported in the depressive mood scores of hyperactive children following a 10-week running program. Children with developmental problems also have increased completion of written tasks and reduced their degree of talking out in class as a result of participating in running programs. In addition, improvements in academic learning and creative thinking have been associated with running exercise. 

PHYSICAL IMPROVEMENTS

Children should be taught aerobic exercises at school that are prevention and protection oriented. Participating in school running programs can influence the major systems of their bodies, reduce the risk of coronary heart disease, improve tolerance for stress, and promote wellness. Moreover, children who become physically fit are more likely to exert control over health risks and avoid behavior that is counterproductive to good health. 

In addition, children considered for adjunctive running programs in the schools should obtain a physical examination prior to participation. This should assist in ruling-out any medical contraindications such as childhood rheumatic fever and asthma. Children prone to physical injury, foot abnormalities, and/or joint difficulties should be thoroughly assessed before consideration for a running program.

IMPLICATIONS FOR SCHOOL COUNSELORS

Knowledgeable school counselors, collaborating with physical education teachers, should utilize psychophysiological interventions whenever appropriate. Aerobic running programs need to be thoughtfully designed in collaboration with physical education teachers. This will ensure that running programs are individualized to meet the needs of the child's presenting issues. 

The flexibility of the program is an important consideration due to children having varying initial levels of fitness. Once the physical education component is considered, school counselors and physical education teachers can plan running activities for children with particular problems. For example, a child with behavioral and/or emotional problems may be assigned to supervised running the first 20 minutes of the school day followed by a brief contact with the school counselor. 

Similarly, a self-contained classroom with hyperkinetic children could engage in a group running activity and subsequent group discussion focused on running accomplishments. Thus, a self-esteem enhancement as well as a calming effect could occur.

Hinkle and Tuckman's (1987) article on managing children's running programs is helpful for school counselors. These authors' systematic running programs within the schools have improved fitness levels in elementary and middle school students. They offer a simple method to measure aerobic capacity and discuss the management of structured running programs for school children. In addition, group running formats, medical issues, and behavior reinforcement are presented.

SUMMARY

Physical activity engaged in as a child can encourage fitness throughout the lifespan. Moreover, psychological dynamics associated with seeking and maintaining health, especially in the schools, are of utmost importance. The health of children can be more effectively maintained when school counselors and physical education teachers collaborate to truly serve the whole child. Such collaboration can be an effective and efficient setting in which school counselors and physical education teachers can provide a preventive measure that reduces health risk factors in children.

Educational programs within the schools should make accessible to all children the opportunity to exercise at a level that is conducive to life-long health. Many adults have not learned as children the value and benefits of exercise, especially those of an aerobic nature. School counselors and physical education teachers can have an impact on curriculum reforms by collaboratively investing in multi-intervention programs that encompass the psychophysiological spectrum of children within the schools.

CONCLUSION

In conclusion, running is inexpensive, can be performed indoors or outdoors, is natural to all children, minimal in costs, cuts across cultural differences, and can be continued throughout the lifespan. Together, school counselors and physical educators can play an active role in the development of lifelong fitness for children by encouraging, supporting, developing, and implementing creative aerobic running programs in the schools.

RESOURCE DOCUMENTS

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Duncan, B., Boyce, W. T., Itami, R., & Puffenbarger, N. (1983). A controlled trial of a physical fitness program for fifth grade students. Journal of School Health, 53, 467-471.

Hinkle, J. S. (1988). Psychological benefits of aerobic running: Implications for mental health counselors. Journal of Mental Health Counseling, 10, 253-261.

Hinkle, J. S., & Tuckman, B. W. (1987). Children's fitness: Managing a running program. Journal of Physical Education, Recreation, and Dance, 58, 58-61.

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