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ERIC Number: EJ886372
Record Type: Journal
Publication Date: 2010-Mar
Pages: 7
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-0730-3084
Justifying Physical Education Based on Neuroscience Evidence
Berg, Kris
Journal of Physical Education, Recreation & Dance (JOPERD), v81 n3 p24-29, 46 Mar 2010
Research has shown that exercise improves cognitive function and psychological traits that influence behavior (e.g., mood, level of motivation). The evidence in the literature also shows that physical education may enhance learning or that academic performance is at least maintained despite a reduction in classroom time in order to increase time in physical education. Most schools today base their curricular and budgetary decisions on achievement tests that do not include content from physical education. Defenders of physical education have focused mostly on the health and fitness benefits, but placing a greater emphasis on the effects of exercise and physical education on academic performance may serve as a better rationale for keeping or increasing physical education programming. The purpose of this article is to review the basic scientific findings and to suggest how this information might be used to defend the role of physical education in schools.
American Alliance for Health, Physical Education, Recreation and Dance. 1900 Association Drive, Reston, VA 20191. Tel: 800-213-7193; Fax: 703-476-9527; e-mail: info@aahperd.org; Web site: http://www.aahperd.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A