This document summarizes a white paper from the ASC-HELM Committee at Adams State University about infusing physical activity into classrooms and meetings to boost learning and productivity. The committee proposes incorporating 3-8 minute "Brain Booster" physical activity breaks into meetings and classes. Research shows physical activity improves cognitive functioning, concentration, memory, and academic achievement. The committee believes these short activity breaks would increase student engagement and achievement as well as employee health and productivity without being an extensive exercise program. They aim to promote a culture of wellness at ASU through these fun, easy-to-implement physical activity breaks.
Technology for Physical Activity & LearningAndy Petroski
Lack of physical activity impacts students’ health and studies show that it impacts academic performance. Video games and technology are often blamed. Join this session to see how technology and Active Learning (physical movement in learning) can be combined to increase student engagement in learning, classroom behavior and academic performance.
PowerPoint Presentation for EMR105 subject at Charles Sturt University Australia. PowerPoint discusses major health issues in Australian youth, how to achieve better health outcomes and strategies that schools can adopt to promote healthy living and exercising.
Cognitive Benefits of Exercise for Children and TeensMark Dreher PhD
The brain evolves during our childhood years as it continues to develop and is affected by lifestyle habits such as physical activity, cognitive activity, nutrition and sleep.
Although there is growing scientific evidence that exercise is associated with improved cognitive function, academic performance, and overall health in children, the limited amount of time generally dedicated to physical activity during the school day continues to decline in many schools.
The activity requirements for healthy brain and cognitive function are really relatively modest. For children, moderate aerobic activity of about 60 minutes a day can make a big difference, especially in children that are currently low-performers. There is work to be done in the United States and other countries to meet these activity goals as only about 30% of high school students achieve them.
This presentation provides a current summary of the human research on aerobic exercise and cognitive function in children and teens.
Mark Dreher PhD
Technology for Physical Activity & LearningAndy Petroski
Lack of physical activity impacts students’ health and studies show that it impacts academic performance. Video games and technology are often blamed. Join this session to see how technology and Active Learning (physical movement in learning) can be combined to increase student engagement in learning, classroom behavior and academic performance.
PowerPoint Presentation for EMR105 subject at Charles Sturt University Australia. PowerPoint discusses major health issues in Australian youth, how to achieve better health outcomes and strategies that schools can adopt to promote healthy living and exercising.
Cognitive Benefits of Exercise for Children and TeensMark Dreher PhD
The brain evolves during our childhood years as it continues to develop and is affected by lifestyle habits such as physical activity, cognitive activity, nutrition and sleep.
Although there is growing scientific evidence that exercise is associated with improved cognitive function, academic performance, and overall health in children, the limited amount of time generally dedicated to physical activity during the school day continues to decline in many schools.
The activity requirements for healthy brain and cognitive function are really relatively modest. For children, moderate aerobic activity of about 60 minutes a day can make a big difference, especially in children that are currently low-performers. There is work to be done in the United States and other countries to meet these activity goals as only about 30% of high school students achieve them.
This presentation provides a current summary of the human research on aerobic exercise and cognitive function in children and teens.
Mark Dreher PhD
The Relationship Between Physical Activity and Cognition in Children: A Meta-...videosplay360
The purpose of this study was to quantitatively combine and examine the re- sults of studies pertaining to physical activity and cognition in children. Stud- ies meeting the inclusion criteria were coded based on design and descriptive characteristics, subject characteristics, activity characteristics, and cognitive assessment method.
Physically Active Play and Cognition An Academic Matter?videosplay360
The authors discuss the growing evidence that strenuous physical activity is not only healthy for students but improves their academic performance. Based on such re- search, they argue that schools in the United States need to stop eliminating physical- education programs under the current political pressures to emphasize academics and instead to reform traditional physical education. Modern physical education should move away from its competitive-sports approach to one that employs a wide range of play involving strenuous physical activity for every student.
Evidence Based Practice and Policy ReportsA Structured Pee.docxturveycharlyn
Evidence Based Practice and Policy Reports
A Structured Peer-Mentoring Method for
Physical Activity Behavior Change Among
Adolescents
Laureen H. Smith, PhD, RN1, and Rick L. Petosa, PhD2
Abstract
Despite national guidelines for regular physical activity, most adolescents are not physically active. Schools serve an estimated
60 million youth and provide an educational environment to meet the current physical activity guidelines. The obesity epidemic
and chronic disease comorbidities associated with physical inactivity are not likely to be reversed without a strong contri-
bution from local schools. This article describes how a structured peer-mentoring method provides a feasible, flexible, and
tailored means to meet the current guidelines for best practice in a school setting. Structured peer mentoring using trained
high school mentors to support behavior change in younger peers is an innovative method to meeting the School Health
Guidelines to Promote Healthy Eating and Physical Activity. Through structured peer mentoring, adolescents are provided con-
sistent social support in a caring and personalized manner. This support builds skills and competencies enhancing self-efficacy
to sustain a lifetime of physical activity behavior.
Keywords
exercise, mentoring, obesity, best practices/practice guidelines, health education, school nursing
Despite national guidelines for regular physical activity,
most adolescents are not physically active (Centers for Dis-
ease Control and Prevention [CDC], 2011). Current guide-
lines and scientific evidence for best practices to prevent
obesity and obesity comorbidities such as heart disease, can-
cers, and diabetes recommend at least 60 min of moderate to
vigorous daily physical activity (CDC, 2011; Institute of
Medicine, 2012). A review of 50 studies focused on youth
concluded that regular physical activity improves academic
achievement, academic behavior, and cognitive skills
including concentration and memory (CDC, 2010). Despite
these health and academic benefits, recent data suggest that
only 27% of high school students reported 60 min of daily
physical activity every day during the past week, while 14%
reported no physical activity in the past week, and less than
half (48%) of high school students attend any physical edu-
cation classes in the average week (CDC, 2010, 2013).
These data indicate that most adolescents are not meeting
the recommended daily physical activity guidelines. With
one in three school-aged youth currently overweight or
obese (Ogden, Carroll, Kit, & Flegal, 2014), obesity preven-
tion through improving physical activity is a top priority
(American Academy of Pediatrics, 2006; U.S. Department
of Health and Human Services [USDHHS], 2008).
Schools serve an estimated 60 million youth and provide
a critical setting to build the foundation of skills needed to
help youth meet the current physical activity guidelines
(U.S. Department of Education, National Cen.
The Effects of a 2-Year PhysicalEducation Program (SPARK)o.docxtodd701
The Effects of a 2-Year Physical
Education Program (SPARK)
on Physical Activity and Fitness
in Elementary School Students
James F Sallis, PhD, Thomas L McKenzie, PhD, John E. Alcaraz, PhD,
Bohdan Kolody, PhD, Nell Faucette, PhD, and Melbourne E Hovell, PhD, MPH
Introduction
Regular physical activity during
childhood and adolescence is associated
with improvements in numerous physi-
ological and psychological variables.",2
School physical education is the primary
societal institution with the responsibility
for promoting physical activity in youth,
and 97% of elementary school students
take physical education.3 However, there
is evidence that physical education is not
adequately filling this role.4 Observations
revealed that physical education special-
ists provided students with only 3 minutes
of moderate to vigorous physical activity
per physical education class; that is less
than 10% of class time.5'6 This is far
below the national objective that children
should be active at least 50% of physical
education class time.7 Well-designed
physical education programs have pro-
duced significant health benefits,8-'3 so
further development and evaluation of
health-related physical education pro-
grams are needed.
For public health benefit, physical
education should promote generalization
of physical activity outside of school,
because physical activity recommenda-
tions cannot be met through physical
education alone.4 Physical education8"3
and classroom programs'0"4 may increase
physical activity throughout the day, but
specific programs to promote generaliza-
tion must be developed and rigorously
evaluated.
This paper reports the primary out-
comes of 2 years of a health-related
elementary physical education program
on children's physical activity during
physical education and physical activity
out of school. Increased physical activity
is expected to lead to improvements in
health-related physical fitness. 'The
program is titled Sports, Play, and Active
Recreation for Kids (SPARK).
Methods
Experimental Design
Seven elementary schools were as-
signed to one of three conditions. In the
specialist-led condition, certified physical
education specialists implemented the
programs. In the teacher-led condition,
classroom teachers were trained to imple-
ment the intervention because they are
responsible for teaching physical educa-
tion in most elementary schools.4 The
third condition was control, or usual
physical education, as implemented by
untrained classroom teachers.
Two consecutive cohorts of students
entered the study as fourth graders, and
students participated in their respective
experimental conditions in the fourth and
fifth grades. Self-report and fitness mea-
sures were collected near the beginning
and end of each school year.
Selection ofSchools
The study was conducted in Poway,
Calif, a suburb of San Diego. Principals of
12 of the 16 elementary schools in the
district were willing to participate in the
James F. Sallis is with t.
The impact of physical activity on academic performance among medical and hea...Dr. Mohammed Abou Elmagd
Physical activity is a crucial component of school curricula as it is suggested to increase the students’ academic performance. This may be applied in the university age group, especially when considering medical and health sciences colleges where higher stress levels are recorded. Aim: To assess the relationship between physical activity and academic performance among medical and health sciences students. Methods: an online questionnaire-based cross sectional study involved 198 students from RAK Medical and Health Sciences University was conducted to identify the level of physical activity and academic performance. Results were tabulated and analyzed using SPSS. Results: there was significant positive correlation between physical activity and academic performance (r = 0.208). However, the correlation was higher for BDS College with no significant difference with regard to nationality, age and gender.
Importance of Physical Activities in Relation to Academic MalikPinckney86
Importance of Physical Activities in Relation to Academic Achievement
Southeastern Oklahoma State University
1
Importance of Physical Activities in Relation to Academic Achievement
Introduction
Schools have served many purposes throughout history. They serve to teach children to
become successful adults. Over time the idea of what it takes to make a student a successful adult has
changed. Schools have been forced to measure students with tests instead of the whole child. Students
are evaluated year after year on their academic achievement through standardized tests. Teachers are
now judged on how well their pupils do on tests whether it be on a nationally standardized test or
benchmark testing in the classroom. Since testing will not go away, teachers must find ways that
improve the way students retain information. Physical activity supports developmental, emotional, and
cognitive growth.
Physical activity helps students develop fine and gross motor skills. Typical recess activities such
as monkey bars, pumping legs on a swing, throwing balls all help develop motor skills that are needed in
the classroom. Hand eye coordination that is developed from these physical activities helps students
track when reading, take notes, and holding a pencil. When recess is cut, these activities either suffer or
the teacher must find time in their already hectic schedule to work these activities into the curriculum
(Franxman & Gilbert, 2018).
Many playground activities lead to social and emotional development. Students are put into
situations that are not guided by a teacher and are tested to make their own decisions. Peer
relationships are developed through physical activity (Murray & Ramstetter, 2018). This “free” time
helps develop a student’s ability to communicate, negotiate, and problem solve, all of which are needed
to contribute to society (Murray & Ramstetter, 2018).
School days are long. Students are expected to sit for long periods of time focusing on specific
content. When students are given breaks to move, different motions fire up neurons in their brains.
Students are more attentive to their lessons after a chance to engage in physical activity (Murray &
2
Ramstetter, 2018). The physical activity helps keep the brain active by giving one area a chance to rest
and recharge, while another area of the brain develops other skills.
Physical activity is important to the development of the whole child. Schools have drifted away
from making physical activity or play a priority in favor of structured academic time. This paper will look
at the role physical activity plays in academic achievement. It will show if physical activity is improving
test scores, curbing behavioral issues, and encouraging student learning by using physical activity in
unstructured activity, using set programs, and as motivation for cognitive improvement.
Literature Review
This ...
How to Define Physical Education Classes in The New Era.pdfkcute2403
Fuel your fitness journey with expert nutrition advice and dynamic workout routines. As a certified fitness professional, I provide tailored guidance to maximize your results. Explore the latest fitness tools and discover a holistic approach to wellness. Let's transform your health, one workout and nutritious choice at a time.
STUDY PROTOCOL Open AccessA family based tailored counsell.docxpicklesvalery
STUDY PROTOCOL Open Access
A family based tailored counselling to increase
non-exercise physical activity in adults with a
sedentary job and physical activity in their young
children: design and methods of a year-long
randomized controlled trial
Taija Finni1*, Arja Sääkslahti2, Arto Laukkanen1, Arto Pesola1 and Sarianna Sipilä3
Abstract
Background: Epidemiological evidence suggests that decrease in sedentary behaviour is beneficial for health. This
family based randomized controlled trial examines whether face-to-face delivered counselling is effective in
reducing sedentary time and improving health in adults and increasing moderate-to-vigorous activities in children.
Methods: The families are randomized after balancing socioeconomic and environmental factors in the Jyväskylä
region, Finland. Inclusion criteria are: healthy men and women with children 3-8 years old, and having an
occupation where they self-reportedly sit more than 50% of their work time and children in all-day day-care in
kindergarten or in the first grade in primary school. Exclusion criteria are: body mass index > 35 kg/m2, self-
reported chronic, long-term diseases, families with pregnant mother at baseline and children with disorders
delaying motor development.
From both adults and children accelerometer data is collected five times a year in one week periods. In addition,
fasting blood samples for whole blood count and serum metabonomics, and diurnal heart rate variability for 3
days are assessed at baseline, 3, 6, 9, and 12 months follow-up from adults. Quadriceps and hamstring muscle
activities providing detailed information on muscle inactivity will be used to realize the maximum potential effect
of the intervention. Fundamental motor skills from children and body composition from adults will be measured at
baseline, and at 6 and 12 months follow-up. Questionnaires of family-influence-model, health and physical activity,
and dietary records are assessed. After the baseline measurements the intervention group will receive tailored
counselling targeted to decrease sitting time by focusing on commute and work time. The counselling regarding
leisure time is especially targeted to encourage toward family physical activities such as visiting playgrounds and
non-built environments, where children can get diversified stimulation for play and practice fundamental of motor
skills. The counselling will be reinforced during the first 6 months followed by a 6-month maintenance period.
Discussion: If shown to be effective, this unique family based intervention to improve lifestyle behaviours in both
adults and children can provide translational model for community use. This study can also provide knowledge
whether the lifestyle changes are transformed into relevant biomarkers and self-reported health.
Trial registration number: ISRCTN: ISRCTN28668090
* Correspondence: [email protected]
1Neuromuscular Research Center, Department of Biology of Physical Activity,
University of ...
1. ASC-HELM Committee 1 Infusing Physical Activity at ASU
July 18, 012
A White Paper summarizing the research base for:
Infusing Physical Activity in Classrooms & Meetings
At Adams State University
As a Means for Boosting Learning & Productivity
July 18, 2012
By the ASC-HELM Working Committee:
Adams State University
Dr. Ed Crowther, Chair, History, Government, & Philosophy
Dr. Beez Schell, Chair, Human Performance & Physical Education
Prof. Kurt Carey, Teacher Education
Dr. Linda Christian, Teacher Education
Dr. Kristy Myers, Teacher Education
Prof. Peggy Johnson, Human Performance & Physical Education
Prof. Jeremy Yeats, Human Performance & Physical Education
Ms. Liz Martinez, Extended Studies
Mr. Walter Roybal, Extended Studies
In partnership with The Rocky Mountain Prevention Research Center (RMPRC)—
Healthy Eaters, Lifelong Movers (HELM) Project
Dr. Elaine Belansky, Associate Director RMPRC and HELM Principal Investigator
Dr. Nick Cutforth, RMPRC Faculty & HELM Principal Investigator
Dr. Gary Lichtenstein, HELM Project Director
Mr. Ben Kern, HELM Physical Education Academy & ASU Adjunct Faculty Member
Objective.
Our partnership has obtained institutional endorsement for infusing movement into the
institutional culture, beginning with the Brain Boosters described below, and for ongoing
strategic support for our continued collaboration with key Adams State stakeholders to
incorporate health and wellness tactics in their operations. We are asking you to commit to 1)
incorporating a brain booster type activity at the next meeting/activity you supervise and 2) for
your ongoing efforts to work with us and other stakeholders to achieve meaningful infusion of
movement and other mental/physical/intellectual stimulation into your area of responsibility,
long term.
Context and Background.
The Healthy Eaters, Lifelong Movers (HELM) Project is a three-year, $1.86 million grant,
awarded by the Colorado Health Foundation to the Rocky Mountain Prevention Research
Center at the University of Colorado Denver. HELM’s mission is to improve physical activity and
healthy eating in K-12 schools throughout the San Luis Valley. In spite of a growing epidemic of
2. ASC-HELM Committee 2 Infusing Physical Activity at ASU
July 18, 012
overweight and obese children across the U.S., and in spite of research showing consistent
positive links between physical activity and school achievement among k-12 students (CDC,
2010), Physical Education continues to be cut (Eaton et al., 2012). HELM partners with SPARK, a
nationally recognized program for promoting physical activity and Physical Education, to equip
all Physical Education teachers in the Valley with the knowledge and skills to deliver high quality
Physical Education, so students get the most out of the Physical Education time that they do
have. In addition, many schools are extending the HELM agenda into content area classrooms
to infuse physical activity for all elementary students, and to link that activity to course content.
These efforts promise better student engagement and learning.
Adams State University faculty in Teacher Education (TED) and Human Performance and
Physical Education (HPPE) have partnered with HELM to adopt principles of high quality
physical activity for all new teacher candidates—Physical Education, Early Childhood,
Elementary, and K-12 content areas. Beginning 2012-2013, HELM rubrics and instruments will
become incorporated in both TED and HPPE curricula. This summer (2012), one ASU faculty in
the TED department, and one ASU faculty member in the HPPE department will attend two-day
SPARK summer institutes in San Diego, California. In July (2012), ASU and HELM will jointly
present a paper on infusing physical activity at all levels (pk-16) at the Colorado Association of
School Executives (CASE) Annual Conference in Breckenridge.
ASU-HELM meetings have taken place at least once monthly since February. Early on,
committee members’ enthusiasm for and commitment to the healthy eating and physical
activity agenda prompted a practice-what-you-preach philosophy. We began integrating
physical activity into each meeting as a means of vitalizing energy and increasing productivity.
These activities, which we call Brain Boosters, are used in SPARK as well as other nationally
recognized programs to get the blood pumping, which stimulates the brain. They involve
simple yet fun exercises and may incorporate content relevant to a meeting or academic class.
In the ASU-HELM meetings, the results have been compelling. Although the activities only last
3-8 minutes, participants always notice an increase in alertness and cognitive functioning. The
activities are enjoyable and promote a good feeling among the group. Members have imported
Brain Boosters into other meetings, with similar effects. Some introduced them into their
academic classes, again, with positive physical and social effects. The committee proposes
integrating Brain Boosters throughout ASU classes and administrative meetings.
In consideration of a national epidemic of overweight and obese children and adults, infusing
the HELM agenda into multiple facets of campus life seems a timely and natural extension of
ASU values of personal growth and societal engagement. Integrating brief intervals of physical
activity into ASU administrative meetings and classroom instruction will not solve problems that
affect students, faculty, and workforce employees in the San Luis Valley and nationally.
However, it would heighten awareness and brand ASU as an institution that is in step with, and
perhaps even ahead of national trends, doing something unique to improve the health of its
students and employees. Brain Boosters could become a very visible reflection of a “culture of
wellness” at ASU, the manifestation of a value that permeates multiple levels of the
organization.
3. ASC-HELM Committee 3 Infusing Physical Activity at ASU
July 18, 012
To be clear, Brain Boosters are not intended to be a weight loss program or even to improve
cardiovascular health. These activities do, in fact, elevate heart rate, which is a correlate of
weight gain prevention. But the energizing activities we are considering last only a few minutes
at a time, and therefore are not aerobic, and are not likely by themselves to lead to weight loss,
increased endurance, or improved physical strength. If students or faculty experienced these
exercises in several classes and or meetings during a week, could there be lasting benefit?
Perhaps. These exercises, which are simple to implement, fun, and enhance instruction and/or
meeting content, can easily provide encouragement to undertake a more comprehensive
physical conditioning program. Having said that, we emphasize that is not the primary
intention behind this initiative.
Primarily, we are seeking to infuse physical activity into administrative and academic
contexts in order to promote cognitive functioning and active learning, which research,
summarized below, consistently shows is a correlate of academic achievement and employee
performance. What makes the HELM initiative unique is that it integrates employee and
student health into the core mission of the university, including classroom instruction, and also
embraces curriculum, instruction, and related academic policies and practices. The activities
envisioned project an image—accurately—of ASU as an engaged, vibrant, health-conscious
community.
Institutional Benefits and Evidence.
The ASU-HELM committee believes that Brain Boosters strongly support three values central
to the mission and healthy functioning of the university:
1) Student achievement and employee productivity
2) Student engagement
3) Employee health
Studies reviewed in the following pages, gleaned from a range of science and social science
disciplines, provide a research and policy basis for the positive effects of physical activity on
each of the three values cited above.
1. The positive relationship between physical activity, student achievement, and
productivity.
Research over the past twenty years confirms positive connections between physical activity
and cognitive functioning (see for example Tomporowski, 2003a). Evidence is clear that
increased blood flow through physical activity stimulates brain activity, strengthens memory,
and enhances concentration (Hillman et al., 2008; Trost, 2009).
Over the past decade, most research into the relationship between physical activity and
cognitive performance has been conducted with K-12 students. One national program (Take
10) was proven by independent researchers to improve elementary students’ concentration
during class (Kibbe et al, 2011). Coe et al. (2006) found that higher grades among elementary
students were associated with vigorous physical activity. A review of literature by the Robert
Wood Johnson Foundation (2009) concluded:
4. ASC-HELM Committee 4 Infusing Physical Activity at ASU
July 18, 012
Fourteen published studies analyzing data from approximately 58,000 students
between 1967 and 2006 have investigated the link between overall participation
in physical activity and academic performance. Eleven of those studies found
regular participation in physical activity is associated with improved academic
performance. (p. 3)
Donnelly and Lambourne (2011, p. S36) performed a three year, randomized study with
controls in with 24 elementary schools. They found that physically active academic lessons of
moderate intensity (approximately 90 minutes spread throughout the day) improved overall
performance on a standardized test of academic achievement by 6% compared to a decrease of
1% for control groups (p<0.02). Hillman et al. (2009), found that single, acute intervals of
moderately-intense aerobic exercise (i.e., walking) may improve the cognitive control of
attention in preadolescent children, supporting the use of moderate acute exercise for
increasing attention and academic performance (p. 1044). Mahar (2006) found that classroom
“energizers” significantly increased on-task behaviors among elementary students compared to
a control group, and resulted in a 20% increase in on-task behavior among the least on-task
students.
Evidence suggests that adults might benefit even more than children from the positive effects
of physical activity. In adult populations, physical activity effects on cognition have been found
to exhibit a disproportionately large benefit on tasks requiring extensive amounts of cognitive
control (Angevaren et al., 2008; Colcombe & Kramer, 2003). Performance results have been
supported by evidence from imaging studies that indicate increases in gray and white matter
volume in the prefrontal, temporal, and parietal cortices (Colcombe et al., 2004, 2006; Erickson
et al., 2009). Tomporowski (2003b) hypothesizes how brief intervals of exercise might improve
academic performance:
Acute bouts of moderately intense exercise are hypothesized to function in a
manner similar to that of psychostimulant drugs, which do not influence directly
the computational processes that are involved in information processing. Rather,
they produce changes in state processes that are responsible for the allocation
of attentional resources. Future research will be required to test this hypothesis,
however. The change in state processes brought about by acute exercise would
be expected to be transitory. (p. 319)
Thinking of classroom instruction as a relatively concentrated treatment administered one to
three times each week for one to two hours typically, short term benefits of acute exercise that
raise concentration levels for 10, 20, or even 30 minutes could reasonably be expected to
enhance the neural-physiological conditions under which learning takes place (Heckler & Croce,
1992).
2. How Brain Boosters support student engagement.
Brain Boosters are brief (3-8 minutes in duration), with the very specific purpose of
stimulating blood flow in order to vitalize short-term, cognitive functioning. These beneficial
Brain Booster activities can and probably should be designed to link to academic content.
Integrating true/false questions into Brain Booster activities can reinforce definitions, formulas,
5. ASC-HELM Committee 5 Infusing Physical Activity at ASU
July 18, 012
dates, or other information at lower levels of Bloom’s Taxonomy (i.e., knowledge,
comprehension, application). While student internalization of basic concepts is by no means
the most important dimension of student learning, neither is it unimportant, and, arguably,
reinforcement of basic knowledge provides a foundation for critical thinking (Bloom, 1956).
However, Brain Booster activities will only be successful if they are both revitalizing and fun.
Many Brain Boosters involve students finding partners quickly for one minute or less. Students
need to select partners quickly and solely for the purpose of the Brain Booster and not for
social reasons. This, combined with the element of fun, inevitably promotes a collegial and
friendly classroom environment. Such qualities encourage positive student-to-student and
faculty-student interaction, which have proven benefits for student learning and college
retention (Kuh, 2004). These factors are assessed in the National Survey of Student
Engagement (NSSE) as well as the Faculty Survey of Student Engagement (FSSE), international
assessments that students and faculty at Adams State University have participated in since
2004. In short, Brain Boosters can be a tool for humanizing the college classroom, which has
been proven to have disproportional benefits for minority students and women, who are more
likely than majority students and males to experience alienation in traditional college
classrooms (Amaury & Cabrera, 1996; Hall & Sadler, 1982; Morris & Daniel, 2008).
College classrooms can be intellectually safe environments when instruction strives to meet
students where they are cognitively and plays to their academic strengths. Extensive research
confirms that students have different styles of learning. Professors across the academic
disciplines are familiar with the concept of diverse learning styles, even if they haven’t read
Felder’s and Silverman’s (1988) classic article, “Learning and Teaching Styles In Engineering
Education” (also see Gardner, 1983 and Kolb, 1981). Building on prior research in psychology,
Felder and Silverman postulated five pairs of learning styles, arguing that certain cognitive
dispositions incline students towards preferences for one or more modalities by which to
process new information. Instructors cannot directly address the range of diverse learning
styles represented in a college classroom, but they can invoke strategies that touch on the
strengths of all students. Brain Boosters are consistent with specific strategies that Felder and
Silverman suggest, including:
Balancing material that emphasizes practical problem-solving methods (sensing/active)
with material that emphasizes fundamental understanding (intuitive/reflective).
Not filling every minute of class time lecturing and writing on the board. Providing
intervals—however brief—for students to think about what they have been told
(reflective).
Providing opportunities for students to do something active besides transcribing notes.
Including small-group brainstorming activities that take no more than five minutes are
extremely effective for this purpose (active).
Assigning some drill exercises to provide practice in the basic methods being taught
(sensing/active/sequential) but not overdoing them. (p. 680)
Prince (2004) argues that active learning is “generally defined as any instructional method
that engages students in the learning process” (p. 223). Brain Boosters, which have the
potential to engage students with diverse learning dispositions in the learning process, are
clearly an active learning strategy (see Bonwell & Eison, 1991). To argue that Brain Boosters
6. ASC-HELM Committee 6 Infusing Physical Activity at ASU
July 18, 012
enhance student achievement by appealing to diverse learning styles would be to overstate the
effects of brief, physical activity on student performance. However, we do believe that Brain
Boosters have the potential to boost classroom engagement among students with diverse
learning styles. For example, a Brain Booster activity may stimulate a kinesthetic learner in a
science class in ways that lecture and even small group work might not. An interpersonal
learner may find herself more at ease in a history class as a result of partnering with several
classmates during a Brain Booster activity. As Kuh and others’ research consistently shows,
classroom engagement is an important correlate of learning.
3. Positive relationship between physical activity and employee health
Several research and policy documents over the past decade have reinforced the
importance of employee health to organizational performance (see for example, Healthy
States Initiative, 2008; National Business Coalition for Health, 2011). Organizations that
promote health programs see returns to employee productivity and return on investment
(ROI) within two to five years (National Healthy Worksite, 2012a; Wicklan, 2005). Benefits
come in the form of reduced absenteeism, lower health and life insurance premiums,
improved safety records, reduced short- and long-term disability, and increased productivity
(Incentive Research Foundation, 2011; National Healthy Worksite, 2012a; Partnership for
Prevention, 2005).
The Brain Booster initiative at ASU is not being promoted as a comprehensive employee
health program. Yet the activities we suggest could become part of a constellation of existing
and future employee health initiatives at ASU, and they would directly increase physical activity
among ASU employees. Physical inactivity is a risk factor throughout occupational literature
associated with increased health costs and safety issues. The Centers for Disease Control &
Prevention (CDC) estimates that 24% of Americans experience health-related risk due to
physical inactivity (National Worksite Health, 2012a). Sedentary employees incur $250 more in
annual health care costs than moderately active (one to two times per week) and very active
(three or more times per week) employees (Wang et al., 2004). According to this metric,
integrating Brain Booster activities into classrooms and administrative meetings could move
employees who participate one to three times per week from sedentary status to moderately
active, or from moderately active to very active.
Policy documents point to the value of organizations creating a culture of health to promote
employee awareness and participation in healthy eating and physical activity (Partnership for
Prevention, 2007). Adoption of Brain Boosters, especially among executive managers at ASU
(i.e., the Cabinet), would reflect a strong institutional commitment to a healthy workplace
culture. A National Business Coalition on Health (NBCH) policy brief (2011), stated that
“leadership is crucial” to a successful organizational focus on employee health (p. 23). A CDC
report on workplace health promotion noted that written policies and participation among
senior management were critical components of organizational success in promoting employee
health (National Worksite Health, 2012b, p. 12). The high visibility of the Brain Booster activities
during meetings and classroom instruction, especially at upper levels of leadership at ASU,
would project a commitment by ASU leaders to employee health that could be expected to
permeate the university.
7. ASC-HELM Committee 7 Infusing Physical Activity at ASU
July 18, 012
Conclusion
We encourage Adams State University to take appropriate steps as an institution to embrace
the well-documented benefits of integrating physical activity as another means of fulfilling its
vital institutional mission. This important shift in institutional culture promises enhanced
student and employee heath, well-being, and success. It further positions Adams State
University as a humane leader for educational effectiveness in the 21st Century.
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