A HEALTHY FUTURE FOR OUR STUDENTS & SCHOOLS: EXERCISE, - - PowerPoint PPT Presentation

A HEALTHY FUTURE FOR

OUR STUDENTS & SCHOOLS: EXERCISE, ACHIEVEMENT,

NEUROSCIENCE, EVIDENCE

ASBA-ASA Conference, December 10, 2015 2:45pm-3:35pm Contact: Scott Turner scott.turner@edunuity.org 602-513-0028

Introductions

• Gail Knight, Board President, Balsz SD
• Jeff Smith, Superintendent, Balsz School District
• Jennifer Schroeder, Board Member, Stanfield SD
• Melissa Sadorf, Superintendent, Stanfield SD
• Keri Schoeff, PE/PA Specialist, ADE
• Scott Turner, President & Founder, Edunuity

2

Agenda

• Introductions
• USA & AZ Context
• AZ School Examples
• Research Evidence & Neuroscience
• Implementation / Next Steps

3

4

AZ State Spending: 2002 vs 2012

Less educating, more medicating

4

Notes: % of budget. References: Azleg.gov: AZ Joint Legislative Budget Committee 2013: General fund operating budget

• spending. Fiscal years 1979-2014. JBLC, 2014: Other appropriated fund operating budget spending: Fiscal years 1989-2014.

(Health: AHCCCS + ADHS + Veterans Services; Welfare: DES; Prisons: Dept. of Corrections incl. Juvenile Corrections. )

53% 48% 15% 19%

0% 10% 20% 30% 40% 50% 60%

Education Health

Increasing Obesity/Unfitness

AZ nearing US levels & higher % starting in childhood

5

Notes: AZ YRBS, 2003-2013 shows no linear or quadratic change in adolescent obesity or overweight, but there may be self-reporting issues, since students report their own height & weight from memory. References: Adolescents: Ogden et al, 2010 (1976-80=1980); National Center for Health Statistics. Health, United States, 2011: With Special Features on Socioeconomic Status and Health. Hyattsville, MD, USDHHS, 2012 (mean); AZ YRBS, 2013: Hispanic/Latino adolescents; Adults: Ibid + CDC, 2015: http://www.cdc.gov/healthyyouth/obesity/facts.html ; RWJF, 2013-15: http://stateofobesity.org/states/az/; CDC, 2015: http://www.cdc.gov/pdf/facts_about_obesity_in_the_united_states.pdf

5% 15% 21%

0% 5% 10% 15% 20% 25% 30% 35% 40%

1980 (US) 2013 (AZ) 2012 (US)

Adult Obesity Child Obesity (teens)

Focus on Fitness not Body Shape

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• Similar Mortality/Health for all Fit people

Whether: Normal weight… Overweight…Obese…

Focus on PA, exercise,

nutrition not weight loss!!

References: Barry, Baruth et al, 2014: Fitness vs. Fatness on All-

Cause Mortality: A Meta-Analysis; Google images: livestrong.com

Skyrocketing Diabetes

Pre-diabetic already: 23+% of US teens, 86M adults

7

Notes: Diagnosed + undiagnosed diabetes, prevalence% of US population using same diag./undiag. ratio as in 2010 References: Pediatrics, 2012 in USNews, 5/21/2012 (youth prediabetes); Diabetes. org (adults); Boyle et al, 2010 (“middle-ground projs.); CDC, 2014: Long-term Trends in Diabetes; Schneiderman et al, 2014; Edunuity ests.; Google images: www.worldwideweirdnews.com

USA, 2012: Cost $245B [2.3x non-diabetic costs]

5 10 15 20 25 30

1960 1970E 1980 1990 2000 2010 2050P

Mexican-Americans Americans (all)

Prevalence% (US population)

1/3 of Adults !!

Chronic Conditions  Higher Health Costs

~25% of Arizonans in AHCCCS; AZ pays =<50%

8

$- $2,000 $4,000 $6,000 $8,000 $10,000 $12,000 $14,000 $16,000

No Chronic CVD (cardiovasc.) Diabetes

Note: Annual medical expenditures per adult in Medicaid. References: Kaiser Family Foundation, 2012: The Role of Medicaid for Adults with Chronic Illnesses. AHCCCS Population Highlights, June 2015: 1,709,547 individuals. US Census, Arizona population, 2014 estimate, 6,731,484 https://www.azahcccs.gov/reporting/Downloads/PopulationStatistics/2015/Jun/AHCCCS_Population_Highlights.pdf Chronic conditions = vast majority of Medicaid costs: http://www.gallup.com/poll/161615/preventable-chronic-conditions-plague-medicaid-population.aspx

Medicaid: Annual Medical Expenditures per Adult (USA)

Psychological Devastation of Obesity

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• Teen girls terrified of becoming fat
• Body dissatisfaction  anorexia & bulimia
• Overweight  lower grades, dropping out

Notes: teen girls greater fears of becoming fat than losing parents. References: Google images, Mellin et al, 1991; Gustafson-Larson & Terry, 1992; Levine, 1987; Smolak, 2011; Stice, 2002

A Life Sentence

10

Notes: 80% persistence of obesity from adolescence into adulthood. References: Google images: wupr.org; Brownell & Horgan, 2004; CDC, 2015; Herman, Craig, Gauvin, & Katzmarzyk, 2009; Whitaker, Wright, Pepe, Seidel, & Dietz, 1997

80+% of Student Unfitness continues as Adult

Health Care Costs Squeeze Schools

School districts harmed & employees suffer

Reference: Council of Economic Advisers, 2009

11

Preventable Chronic Health Conditions

CDC: 75% of all US health care costs U.S. Social & Economic Costs: $500 B - $1 T per year

• Heart Disease
• High Blood Pressure
• High Cholesterol
• Diabetes
• Obesity & Overweight
• Lung Cancer
• Other

Causes

• Poor Nutrition
• Low Physical Activity
• Smoking
• Excess Alcohol
• Genetics
• Age
• Environment/Stress/Other

Symptoms

References: ADA, AHA, CDC, AHA, 2011-15 12

Scalable AZ Results: Empower Youth Fitness (EYF)

4x More Fit Students, 7x more with Good Nutrition (F&V)

13

Notes: 35-40% of students receiving 60+ mins. PA/day; References: Jennifer Reeves, Principal Investigator, Empower Youth Fitness, 16 lower-income schools in Tucson, AZ; using Health-related Fitness Process, AZ, 2012 through spring 2015; contact: scott.turner@ edunuity.org

What are We Doing about It?

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Reference: Google images: draletta.typepad.com

Balsz School District

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• 5 Elementary & Middle Schools
• 92% Poverty
• Diverse Population

Why Health & Fitness?

16

School Impact on Children:

• 50% of Kids’ Calories
• Junk food, Sugary drinks at school

vs.

Health & Fitness  Student Success

17

• Concentrate better on work
• Higher attendance
• Better behavior
• Builds self-esteem

References: Google images

Balsz Policies

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• Offer only nutritious foods in the cafeteria.
• No competition with unhealthy options.
• Vending machines must have healthy options.
• Never use food as a reward or a punishment.
• Limit unhealthy foods as fundraisers and encourage exercise

as a part of fundraisers.

• Limit celebrations to no more than 1 time per month and
• ffer healthy alternatives at parties.
• Encourage celebrations to include activity and play rather

than simply sitting around and eating junk food.

Breakfast in Classrooms

all low-income schools should do this NOW

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• To school early
• Start day with healthy nutrition
• More regular attendance
• Better grades, test scores (Frisvold, 2015)

Many National Programs for School Health

similar policies & practices

20

Typical Program Goals & Approaches

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• Strong school leadership for health & fitness
• Effective, well-implemented wellness policies
• Physical activity (PA) key part of daily life
• Key personnel training
• Environmental improvements
• Evidence-based, goal-driven, results-oriented

22

• All Levels: Participates in SBP

, NSLP , Team Nutrition; reimb. meals & snacks sold meet USDA nutrition standards (Smart Snacks); “Smarter Lunchroom” in all six areas: Fruits, Veg., Entrees, Milk, Sales of Reimb. Meals, School Synergies

• Bronze: SBP

, NSLP: no min. ADP%; 45 mins./week PE + PA

• pportunities; 30-49 action items
• Silver: SBP: 20%+ ADP; NSLP: 60%+ NSLP; 45 mins./week
• elem. PE; MS/HS: PE offered + PA opps.; 50-69 action

items

• Gold: 90 mins./week elem. PE, MS/HS: PE offered; 70+

action items (Balsz SD, Stanfield SD)

Notes: SBP: School Breakfast Prog.; NSLP: Nat’l School Lunch Prog.; ADP: ave. daily participation

Healthier US Schools Challenge HUSSC/USDA

Balsz: Silver & Bronze

Alliance for a Healthier Generation

Healthy Schools Program – School ratings

23

• Bronze: School “team”, Implemented wellness

policies, Recess (elem./20 mins.), “Smart Snacks”, Free water

(Alliance & USDA/HUSSC & Let’s Move Active Schools Bronze mutually qualify)

• Silver: Bronze + No PA as punishment, Not withhold

recess, No food reward/punishment, Smart Snacks for celebrations & anytime at school

• Gold: Silver + Access PA facilities outside school

hours, Smart Snacks for fundraising

Leadership for Change

24

It takes leadership to create change in schools

• We need to examine ourselves
• School boards, superintendents, principals & PE

teachers lead

• Review recess times & supervision
• Increase part-time staff time?
• Train teachers on classroom exercises

Balsz Summary

25

• All Balsz Schools earned Gold Level distinction with USDA

Healthier US Schools Challenge

• All Balsz Schools earned Bronze Level distinction with the

Alliance for a Healthier Generation

• Weekend Hunger Backpack Program
• Souper Bowl and other Hunger related activities
• Boys and Girls Club- Healthy Out of School Time Initiative
• Arizona Town Hall at Cardinals Training Facility
• All schools granted Empower Youth Fitness Program
• NFL Play 60 activities and awards
• Outdoor demonstration kitchen and community garden
• Orchard trees donated to a school

Stanfield SD

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• Rural, one school
• 510 students PK-8
• 20% Native American, 60% Hispanic, 20% white
• 72 FTE
• Total budget FY15 $4.2 million
• Loss of an override, $650,000 reduction to

M&O in FY13 and FY14

Definition of the Problem for Teachers

27

• Education is considered to be a “high-stress” profession

The combination of teaching and personal pressures makes stress the number one health problem of teachers

• Queen, 2005
• Prolonged exposure to high levels of stress without learning to cope

effectively can lead to a myriad of health problems, not limited to: Tachycardia, hypertension, asthma, abdominal pain, headaches, and other somatic complaints

• Queen, 2005

Major Barriers Existing in 2013

28

• Parents:

School role vs. Home role, Poverty, Time, Awareness, Food choices

• Teachers & Principal:

Not their role or lack of program involvement, loss of instruction time, negative impact on test scores, sustaining program fidelity and sustaining positive results

• District:

Loss of M&O override after step down, program priorities, RIF, community wants

• Coaches/Clubs/PTO:

Financial loss

• District Food Services:

Financial loss

Removing the Barriers

29

• 1. Local school board and superintendent approval
• 2. Strong instructional school leadership team and support

from the Principal

• 3. School faculty and staff participation and instructional

involvement

• 4. Provide an approach or program which removes fear

for loss of time

• 5. Classroom, school and out-of-school components and

support for students and staff

What We Did

30

• 30 minutes of physical activity everyday – flexible
• Brain breaks in every classroom, lesson integration
• PE for all K-5 students at least 4 times a week
• PE for all middle grades students everyday
• Improved offerings in cafeteria – Smart Snacks at all

times is the goal

What We Did (cont’d)

31

• Provided staff with support and health and wellness

information, screening and clinic opportunities

• Wellness competitions run by Wellness Coordinator
• Outside school offerings for staff including annual

Mud Run

• RFP for FSMC

How We Did

32

• Results
• Improved parental and family involvement, expanded

parent room, PTO, JOM/Title VII Parent meetings

How We Did (cont’d)

33

• Met criteria for Gold with Distinction recognition in

HUSSC (Healthier US Schools) via the USDA

• Met criteria for Bronze in Alliance for a Healthier

Generation – waiting for results of application

• Decreased staff turnover
• Decreased staff absences

Our Next Steps

34

• Continued focus on reaching Gold status through

the Alliance

• HopSports program grant
• PTO collaboration for fund raising
• Expanded opportunities for staff – weight room

facility and classes

• Community Liaison for evening facility access:

school as community center for fitness etc.

• Grant funded counselor position
• Grant funded Preschool

The 4 Minute Mile

35

• 1956 – “Medically impossible”
• 1957 – Roger Bannister – First to break 3:59.4 seconds
• By the end of 1957, 16 people had broken the mark,

new record of 3:57.9

• Current record of 3:43.13

Research Evidence on Exercise

Win-win: student achievement, health

36

• Reallocating time from PE does not improve achievement

– Wilkins et al, 2003

• Time spent in PE does not harm student achievement

– Rasmussen & Laumann, 2013; RWJF, 2009; Trudeau, 2010

• Regular PA throughout day helps academic outcomes

– Ahamed et al, 2007: Action School! BC; Donnelly et al, 2009: PAAC

• Moderate-to-vigorous PA (MVPA) improves academics

– Castelli et al, 2007-12; Hollar et al, 2010; Kamijo et al, 2011, 2012

References: See Literature Review slides for detailed references: Ahamed et al, 2007: Action School! BC; Castelli et al, 2007-12; Donnelly et al, 2009: PACC; Hollar, 2010; Kamijo et al, 2011, 2012; Rasmussen & Laumann, 2013; RWJF, 2009; Trudeau, 2010; Wilkins et al, 2003

MS Students Know:

“Exercise & Nutrition Help Me Academically”

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I do Worse I do About Same I do Better Nutrition 2% 53% 45% I do Worse I do About Same I do Better Physical Activity 4% 49% 47%

How you do in class when you eat healthy food? How you do in class when have been physically active?

References: Turner, 2013 (research in 3 schools in Maricopa County, AZ)

Increased Student Engagement from PE/PA

Cutting PE/PA/Sports increases drop-out risks

38

MS: PE favorite subject—1st among boys, 2nd among girls HS: Playing sports prevents teen boy drop-outs

Note: Participating in sports is most effective extracurricular activity for preventing dropouts among teen boys. References: Google images: healthyschoolscampaign.typepad.com, articles.latimes.com, blog.successatthecore.com; Desy et al, 2013; Rumberger, 2011. Also, see Neuroscience & Literature Review slides.

Neuroscience: Evidence on Exercise

39

References: Best, 2010; Chaddock et al, 2010, 2011; Davis et al, 2011; Edwards et al, 2011; Geier et al, 2007; Hillman, 2010; Hollar et al, 2010; Howie & Pate, 2012; Kamijo et al, 2011-2012; Pontifex et al, 2010, 2013; Singh et al, 2012.

Expands Hippocampus & Basal Ganglia Improves Memory, Interrelationships, Cognition + Attention/Focus, Behavior, Self-Confidence Better Achievement

40

Neuroscience: Breaking News – Brain Size Bottleneck to Learning

40

References: Mackey, A., Finn, A., et al, Neuroanatomical Correlates of the Income-Achievement Gap, Psychological Science, published online April 20, 2015

Lower-income children have developed less gray matter Lower achievement

Exercise Improves Brain Activity & Cognition

41

Notes: Composite scan of 20 student brains taking the same test. Dr. Hillman: "They had a higher rate of accuracy, especially when the task was more difficult.” Improved reading comprehension one full grade level. References: Graphic from Hillman & Castelli, Univ. of Illinois; Hillman quotes referring to study published in Neuroscience: https://news.illinois.edu/blog/view/6367/205988

How to Stop Doing This ?!

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Reference: Google images: thepeoplescube.com

PE/PA/recess

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GoNoodle: Classroom Exercise (video)

(Enable Content, connect to Net, double-click, then click Play arrow)

References: GoNoodle

https://www.youtube.com/watch?v=v6S3HPVw8Qw

We Can Reach 60 Minutes/Day PA

44

Notes:. PA should be MVPA: moderate to vigorous physical activity. References: Adapted from LMAS PAL training, 2015

Activity

Mins./day

• ffered

Mins./day activity Classroom breaks during school (3/day x 7 mins. ea.)

21 16

Physical Education class (60 minutes/ week PE)

12 8

Recess #1 (one 15 minute/day)

15 12

Recess #2 (or PE #2, add’l 60 mins./week PE, totaling 120 mins/week PE)

12-15 12

Before school program/morning activity

15 12

Total Physical Activity

75-78 60

Classroom Brain Breaks

45

References: GoNoodle

• GoNoodle

– Internet, (projector), screen – Variety of activities – <= 5 minutes – Good for transitioning, re-focusing – Stay more focused, engaged, motivated all day long – Improves student achievement – Counts toward nationally recommended 60+ minutes/day – GoNoodlePlus: More videos, reports on school usage, academic-PA-linked game suites, etc. – Example (link on next slide)…

How to Increase PA/PE Effectively

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• System: Empower Youth Fitness
• Assessment: FitnessGram +
• Physical Activity: MV PA (moderate-to-vigorous)
• Implementation: Next Steps

47

EYF Implementation

• FitnessGram
• Assessment equipment & training: $1500/3 PE teachers
• Training
• Certified PE teacher
• Initial: 1-2 days
• Follow-up: To optimize outcomes
• PE teacher trains classroom teachers, student leaders
• PE + PA Minutes
• Increase over time to 60 mins. total/day PE + classroom
• Min. 50% moderate to vigorous physical activity
• Exercise Equipment, (Facilities)
• TBD, depending on school

References: ADE, PYFP/EYF, CDC; cooperinstitute.org

Health-related Fitness Process

48

References: NASPE, 2010

• Personal logs
• Personal fitness plans, goal-setting & self-

assessments

• Make parents aware of fitness benefits &

student’s fitness status

• Use FitnessGram & other assessments to

improve school programs

49

FitnessGram: Balanced Fitness Assessment

References: cooperinstitute.org

• Aerobic capacity
• 1 mile run/walk, 15-20 meter sprints

(PACER/“beep test”)

• Body composition
• skinfold%, BMI, bioelectric
• Muscular strength & endurance
• curl-ups, arm hang/pull-ups, push-ups,

trunk lift

50

FitnessGram: 3 Outcome “Zones”

1) Healthy Fitness Zone

• sufficient for good health

2) Needs Improvement

• potential future health risk

3) Needs Improvement – Health Risk

• more probable future health risk
• Nutrition as well as exercise to improve

References: fitnessgram.net

51

FitnessGram: PACER “Beep” Test (video)

(Enable Content, connect to Net, double-click, then click Play arrow)

References: Run for Life

https://www.youtube.com/watch?v=lroAhVO83iI

52

FitnessGram: PACER “Beep” Test

References: metrocrossfit.com,

https://www.youtube.com/watch?v=9KPskEdeqx8

Health-related Fitness Process

Some Do’ s & Don’ts

53

References: NASPE, 2010

• For personal improvement, not to compare to
• thers
• Not to grade students or evaluate teachers
• Grade on knowledge, self-monitoring, planning,

not performance

• Developing skills and motivation for lifetime of

fitness and physical activity

• K-3: formal assessments may not be needed

Checklist  Fit Schools

 FitnessGram (PYFP)  Breakfast in Class  EYF Standards  School Wellness Policy  Training   60 Minutes PA/day  YRBS health survey  Policy with Coalition  Assessing progress (PE, PA,

nutrition, health)

 More nutritious meals, etc.  Agreed school-wide actions  More brain capacity  PE teacher with class teachers  Continuously improving results  More $$$; results into school

grading formula as extra credit; public accountability

54

Actions Outcomes

Notes: FitnessGram is integral part of PYFP: President’s Youth Fitness Program.

Discussion

55

• Contact Info Sheet & Handouts
• Q & A
• Comments

Contact Info

Gail Knight gqm94@aol.com Jeff Smith jsmith@balsz.org Jennifer Schroeder jennifer_schroeder@cox.net Melissa Sadorf msadorf@roadrunners24.net Jason Gillette jason.gillette@azed.gov [Jennifer Reeves jreeves@email.arizona.edu] Scott Turner scott.turner@edunuity.org

• tel. 602-513-0028

56

Literature Review: Exercise & Achievement

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• Abadzi, H. “Cognitive Science for Better Learning Outcomes: How to reason using the research” (2015). Presentation at

Comparative & International Education Society Conference, Washington, DC.

• Ahamed, Y., Macdonald, H., Reed, K., Naylor, P., Liu-Ambrose, T., & Mckay, H. (2007). School-based physical activity does

not compromise children’s academic performance. Medicine & Science in Sports & Exercise, 39(2), 371–376. doi: 0.1249/01.mss.0000241654.45500.8e

• Basch, C. E. (2011). Physical activity and the achievement gap among urban minority youth [Special issue]. Journal of School

Health, 81(10), 626–634. doi: 10.1111/j.1746-1561.2011.00637.x

• Best, J. R. (2010). Effects of physical activity on children’s executive function: Contributions of experimental research on

aerobic exercise. Developmental Review, 30(4), 331–351.

• Castelli, D.M. et al (2014). The History of Physical Activity and Academic Performance Research: Informing the Future.

Monographs of the Society for Research in Child Development, 79(4), 119-148.

• Castelli, D. M., Hillman, C. H., Buck, S. E., & Erwin, H. E. (2007). Physical fitness and academic achievement in 3rd and 5th

grade students. Journal of Sport & Exercise Psychology, 29, 239–252.

• Castelli, D. M., Hillman, C. H., Hirsch, J., Hirsch, A., & Drollette, E. (2011). FIT Kids: Time in target heart zone and cognitive
• performance. Preventive Medicine, 52(1), S55–S59. doi: 10.1016/j.ypmed.2011.01.019
• Chaddock, L., Erickson, K. I., Prakash, R. S., Kim, J. S., Voss, M. W., VanPatter, M., et al. (2010). A neuroimaging

investigation of the association between aerobic fitness, hippocampal volume, and memory performance in preadolescent

• children. Brain Research, 1358, 172-183.
• Chaddock, L., Erickson, K. I., Prakash, R. S., VanPatter, M., Voss, M. W., Pontifex, M. B., et al. (2010). Basal ganglia volume

is associated with aerobic fitness in preadolescent children. Developmental Neuroscience, 32, 249-256.

• Chomitz, V. R., Slining, M. M., McGowan, R. J., Mitchell, S. E., Dawson, G. F., & Hacker, K. A. (2009). Is there a relationship

between physical fitness and academic achievement? Positive results from public school children in the northeastern United

• States. Journal of School Health, 79(1), 30–37. doi: 10.1111/j.1746-1561.2008.00371.x

Literature Review: Exercise & Achievement (cont’d)

58

• Davis, C. L., Tomporowski, P. D., McDowell, J. E., Austin, B. P., Miller, P. H., Yanasak, N. E., et al. (2011). Exercise improves

executive function and achievement and alters brain activation in overweight children: A randomized, controlled trial. Health Psychology, 30(1), 91–98. doi: 10.1037/a0021766.

• Desy, E.A., Peterson, S.A., Brockman, V. (2013). Gender differences in science-related attitudes and interests among middle

and high school students. Science Educator, 20(2), 23-30.

• Donnelly, J. E., Greene, J. L., Gibson, C. A., Smith, B. K., Washburn, R. A., Sullivan, D. K., et al. (2009). Physical activity across

the curriculum (PAAC): A randomized controlled trial to promote physical activity and diminish overweight and obesity in elementary

• children. Preventative Medicine, 49(4), 336–341. doi: 10.1016/j.ypmed.2009.07.022
• Edwards, J. U., Mauch, L., & Winkelman, M. R. (2011). Relationship of Nutrition and Physical Activity Behaviors and Fitness

Measures to Academic Performance for Sixth Graders in a Midwest City School District. Journal of School Health, 81(2), 65-73.

• Geier, A., Foster, G., Womble, L., & al., E. (2007). The relationship between relative weight and school attendance among

elementary schoolchildren. Obesity, 15(8), 2157-2161.

• Hillman, C. H. (2010). Physical Activity and Cognitive Function in Children. Kansas: University of Illinois.
• Hollar, D., Messiah, S. E., Lopez-Mitnik, G., Hollar, T. L., Almon, M., & Agatston, A., S. . (2010). Effect of a Two-Year Obesity

Prevention Intervention on Percentile Changes in Body Mass Index and Academic Performance in Low-Income Elementary School

• Children. American Journal of Public Health, 100, 646-653.
• Howie, E. K., & Pate, R. R. (2012). Physical activity and academic achievement in children: A historical perspective. Journal of

Sport and Health Science, 1(3), 160–169.

• Johnson, J. K. (2010). Program Evaluation of Operation Tone-Up. Phoenix: Desert Sage Associates.
• Kamijo, K., Khan, N. A., Pontifex, M. B., Scudder, M. R., Drollette, E. S., Raine, L. B., et al. (2012). The relation of adiposity to

cognitive control and scholastic achievement in preadolescent children. Obesity, 4, 1–6. doi: 10.1038/oby.2012.112

Literature Review: Exercise & Achievement (cont’d)

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• Pontifex, M. B., Raine, L. B., Johnson, C. R., Chaddock, L., Voss, M. W., Cohen, N. J., et al. (2010). Cardiorespiratory fitness and

the flexible modulation of cognitive control in preadolescent children. Journal of Cognitive Neuroscience, 26(6), 1332–1345.

• Pontifex, M. B., Saliba, B. J., Raine, L. B., Picchietti, D. L., & Hillman, C. H. (2013). Exercise improves behavioral,

neurophysiologic, and scholastic performance in children with ADHD. Journal of Pediatrics.

• Rasmussen, M. & Laumann, K. (2013). The academic and psychological benefits of exercise in healthy children and adolescents.

European Journal of Psychology of Education, 28(3), 945-962.

• Robert Wood Johnson Foundation. (2009). New evidence strengthens case for increasing school based physical activity: Kids

who are active and fit tend to perform better in the classroom. Retrieved from http://www.rwjf.org/en/research-publications/find- rwjfresearch/ 2009/09/new-evidence-strengthens-case-for-increasing-school-based-physic.Html

• Rumberger, Russell W. (2011). Dropping Out: Why Students Drop Out of High School and What Can Be Done about it.

Cambridge, MA, USA: Harvard University Press.

• Singh, A., Uijtdewilligen, L., Twisk, J. W., van Mechelen, W., & Chinapaw, M. J. (2012). Physical activity and performance at

school: A systematic review of the literature including a methodological quality assessment. Archives of Pediatrics & Adolescent Medicine, 166(1), 49.

• Trudeau, F., & Shephard, R. J. (2010). Relationships of physical activity to brain health and the academic performance of
• schoolchildren. American Journal of Lifestyle Medicine, 4(138).
• Turner, S. (2013). Transformative Education for Long-term Behavior Change: Preventing Childhood Obesity and Improving Health

Through In-School Curriculum-based Nutrition and Exercise Programs. (PhD Human and Organizational Systems), Fielding Graduate University, Santa Barbara, CA.

• Wilkins, J. L., Graham, G., Parker, S., Westfall, S., Fraser, R. G., & Trembo, M. (2003). Time in the arts and physical education

and school achievement. Journal of Curriculum Studies, 35,721–734.