Page 75 - Sember, Vedrana, and Shawnda A. Morrison. 2018. The Mind-Body Connection. Koper: University of Primorska Press.
P. 75
Body-Mind Connection
Many experts note that additional hours of physical education have
a positive impact on the academic success (Shephard, 1997) since
learning of complex movements stimulates the frontal cortex in the
brain, which is also active in learning and problem solving (Jensen,
2005). The results of studies suggest a positive relationship between
physical and academic achievement (Singh, Uitjtdewilligen, Twisk,
Van Mechelen, & Chinapaw, 2012). More physically active children
are also more efficient at learning, compared to less active chil-
dren (Kirkendall, 1985). However, researchers are aware that the in-
creased volume of physical education in school alone cannot com-
pensate the lack of physical activity in daily life.
Educational experts intuitively believe that individuals who are
physically active perform better in school. Some studies have found
positive relationships between physical activity and academic per-
formance (Dwyer et al., 1983; Hollar et al., 2010; Donnelly, McK-
iel, & Hwang, 2009; Shephard, 1997), whereas other studies found
no difference, or even negative outcomes between physical activ-
ity and academic performance (Ahamed et al., 2006; Sallis et al.,
1997). Many experts from the field of physical activity and physic-
al education have found positive effects on health, musculoskelet-
al development, behavior and increased motivation to learn. In ad-
dition to adverse conditions correlated with physical inactivity (i.e.
high blood pressure, anxiety, depression, risk of certain type of can-
cer, coronary heart disease . . .); there are also positive outcomes of
physical movement in the school environment. Advocates of quality
73
Many experts note that additional hours of physical education have
a positive impact on the academic success (Shephard, 1997) since
learning of complex movements stimulates the frontal cortex in the
brain, which is also active in learning and problem solving (Jensen,
2005). The results of studies suggest a positive relationship between
physical and academic achievement (Singh, Uitjtdewilligen, Twisk,
Van Mechelen, & Chinapaw, 2012). More physically active children
are also more efficient at learning, compared to less active chil-
dren (Kirkendall, 1985). However, researchers are aware that the in-
creased volume of physical education in school alone cannot com-
pensate the lack of physical activity in daily life.
Educational experts intuitively believe that individuals who are
physically active perform better in school. Some studies have found
positive relationships between physical activity and academic per-
formance (Dwyer et al., 1983; Hollar et al., 2010; Donnelly, McK-
iel, & Hwang, 2009; Shephard, 1997), whereas other studies found
no difference, or even negative outcomes between physical activ-
ity and academic performance (Ahamed et al., 2006; Sallis et al.,
1997). Many experts from the field of physical activity and physic-
al education have found positive effects on health, musculoskelet-
al development, behavior and increased motivation to learn. In ad-
dition to adverse conditions correlated with physical inactivity (i.e.
high blood pressure, anxiety, depression, risk of certain type of can-
cer, coronary heart disease . . .); there are also positive outcomes of
physical movement in the school environment. Advocates of quality
73
