1. How can we, as an entire staff use current knowledge about this to our, and to our kids’ advantage?

3. Physical activity is consistently related to improvements in self-esteem, self-concept, depressive symptoms and anxiety/stress levels.

4. Robert N. Butler “If exercise could be packed in a pill, it would be the single most widely prescribed and beneficial medicine in the nation.”

5. Duke researchers in 2000 found that exercise worked better that Zoloft at treating depression

6. What can we do to make things just a bit easier?

7. Remember this? http://www.youtube.com/watch?v=3FtNm9CgA6U

8. How about this?

9. Did you know… …exercise will actually grow new brain cells (neurogenesis), contrary to what we were told as kids that once a brain cell dies, it does not grow back.

10. Did you know… …You actually increase the number of connections between brain cells (synapses) which make for more pathways for information to get in and out of your brain (thinking to action).

11. Scott Small, Columbia University Neuroscientist: “There has to be some kind of chemical “stuff’ in the brain that senses exercise and saying OK, let’s start cranking out new cells.” If we can identify those molecular pathways, we might be able to think of clever ways to induce neurogenesis biochemically.” “Just imagine if they could put exercise in a bottle!”

12. Example of how the body effects the mind!

13. A Must Read! Documents how aerobic exercise readies the brain for learning

14. Exercise influences learning at the cellular level 1.Encourages brain cells to bind together 2.Improves alertness, attention and motivation 3.Spurs development of new brain cells

15. BDNF Exercise elevates its levels Exercise elevates its levels Builds and maintains cell circuitry Builds and maintains cell circuitry Nourishes neurons like fertilizer Nourishes neurons like fertilizer Causes growth in neurons and synapses Causes growth in neurons and synapses It’s Miracle- Gro for the brain!

16. Exercise is like taking a bit of Prozac and a bit of Ritalin Both have the same effect Both have the same effect Elevate neurotransmitters Elevate neurotransmitters Make the brain function better Make the brain function better

17. Exercise increases the levels of:  serotonin  controls mood, impulsiveness and anger  norepinephrine  influences attention, perception and motivation  dopamine  effects learning, satisfaction and attention

18. Sounds pretty simply, doesn’t it?* Students with high levels of exercise had better relationships with their parents, were less depressed, used drugs less and had higher GPA’s than students with low levels of exercise.

19. (Hillman, 2005)* Fitness related to better cognitive functioning in preadolescents Fitness related to better cognitive functioning in preadolescents High fit preadolescents devoted more of their brain function to a given task than low fit kids High fit preadolescents devoted more of their brain function to a given task than low fit kids High fit kids processed information faster than low fit kids High fit kids processed information faster than low fit kids Greater allocation of attention and working memory resources related to processing is associated with high fit kids Greater allocation of attention and working memory resources related to processing is associated with high fit kids High fit kids responded faster and more accurately than low fit kids High fit kids responded faster and more accurately than low fit kids

20. Shephard, Trois Riviers (1994) Students who received an hour of physical education/day in addition to the standard PE (1 day/week for 40 minutes) showed better academic performance when compared to those who received only the standard PE. Students who received an hour of physical education/day in addition to the standard PE (1 day/week for 40 minutes) showed better academic performance when compared to those who received only the standard PE. Decreased classroom time did not translate to lesser academic performance! Decreased classroom time did not translate to lesser academic performance! More activity time did not take away from academic performance More activity time did not take away from academic performance

21. This study with 214 sixth-grade students in Michigan found that students enrolled in PE had similar grades and standardized test scores as students who were not enrolled in PE, despite receiving 55 minutes less of daily classroom instruction time for academic subjects. This study with 214 sixth-grade students in Michigan found that students enrolled in PE had similar grades and standardized test scores as students who were not enrolled in PE, despite receiving 55 minutes less of daily classroom instruction time for academic subjects. Academic achievement not decreased when compared with those kids getting an extra hour of academic instruction/day Academic achievement not decreased when compared with those kids getting an extra hour of academic instruction/day Coe (2006)

22. So, What Do You Know… You don’t have to increase seat time to increase academic scores. You don’t have to increase seat time to increase academic scores. You can “afford” to increase activity time to increase academic scores. You can “afford” to increase activity time to increase academic scores.

23. California Department of Education Study 2002 ELA/math scores related to fitness levels ELA/math scores related to fitness levels Rate of change greater for girls than boys Rate of change greater for girls than boys Same results regardless of SES Same results regardless of SES Found “a distinct and linear correlation between students' academic achievement and fitness scores" in grades 5, 7, 9.” Found “a distinct and linear correlation between students' academic achievement and fitness scores" in grades 5, 7, 9.”

24. Zero Hour Physical Education Took the students scoring lowest in HS literacy and enrolled half in “Zero Hour PE,” first thing in the morning before 1 st period. Then had their literacy class scheduled immediately after “Zero Hour PE.” Took the students scoring lowest in HS literacy and enrolled half in “Zero Hour PE,” first thing in the morning before 1 st period. Then had their literacy class scheduled immediately after “Zero Hour PE.” Other half had regular PE classes throughout the day Other half had regular PE classes throughout the day “Zero Hour” class concentrated on aerobic activity and integrated literacy (with help from English Department). “Zero Hour” class concentrated on aerobic activity and integrated literacy (with help from English Department).

25. Dramatic Results! By the end of the semester: By the end of the semester: 17% improvement in reading and comprehension 17% improvement in reading and comprehension Only 10% improvement for those students took standard PE later in day Only 10% improvement for those students took standard PE later in day Guess what happened next? Guess what happened next?

26. Guidance counselors began suggesting to all students that they schedule their hardest class immediately after their physical education class, to capitalize on the benefits of exercise! Guidance counselors began suggesting to all students that they schedule their hardest class immediately after their physical education class, to capitalize on the benefits of exercise!

27. All I needed to know I learned in Physical Education class! Former Naperville student went to college Former Naperville student went to college Was under the typical “stress” experienced by a college freshman Was under the typical “stress” experienced by a college freshman She responded by what she learned in physical education She responded by what she learned in physical education Took exercising study breaks Took exercising study breaks

28. Take a look at these… Learning Readiness PE A little bit of Ritalin and a little bit of Prozac Interview with Superintendent

30. A lot of this is my realm… A lot of it is from home as well, but…

31. Set the expectations! This is not like taking a vitamin

32. Plan for it By their nature things will get louder, but that doesn’t have mean “out of control” loud Class routines Available space/furniture Transition back to school mode

33. Let’s try some ideas you could use now in your classroom

34. General Energizers Minions Minions Minions Mario Brothers Just Dance Mario Brothers Just Dance Mario Brothers Just Dance Mario Brothers Just Dance Just Dance Brain energizers Just Dance Brain energizers Just Dance Brain energizers Just Dance Brain energizers Pintrist Fun! Pintrist Fun! Pintrist Fun! Pintrist Fun!

35. When is a good time? Transitions between subjects End of Indoor Recess Ask them, “Where is all the blood in your body now?” “It’s time to get it back where it belongs, up in your brains!”

36. Curriculum Specific Ideas Energizers for Grades K-2 Energizers for Grades 3-5.pdf Gr. 3 Water Cycle Gr. 1 Money Chant Jump Rope Spelling HS Global Studies: Truman Doctrine/Marshall Plan Math Snowball Fight Pictionary

38. Just like good things happen when there is increased blood flow to our muscles…brain function also increases with increased blood flow

39. Felicia Used our DDR pads every morning and again at recess. Used our DDR pads every morning and again at recess. Had a big test the next day. Had a big test the next day. Came back to us and told us that we were right. Her test was “easy.” Came back to us and told us that we were right. Her test was “easy.” She ended up scoring higher than she ever had before! She ended up scoring higher than she ever had before!

40. We can all teach to make, access and enable our kids’ brain cells

41. http://www.fmschools.org/webpages/twiniecki/index.cfm?subpage=7759 Click on “Exercise and Your Brain” Click on “March Instructional Fair”