physical exercise essay for school students

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Physical Exercise Essay - 100, 200, 500 Words

A critical factor in determining health is physical exercise. Everyone benefits from physical activity, which not only keeps you healthy and robust but, when started early, can form positive habits for life. However, there are occasions when people neglect their physical health, leading to problems that harm our health. Here are a few sample essays on physical exercise.

100 Words Essay on Physical Exercise

200 word essay on physical exercise, 500 words essay on physical exercise, importance of exercise, types of exercises.

Physical Exercise Essay - 100, 200, 500 Words

"Health is Wealth" happiness comes from having good health. Physical fitness and mental alertness can be accomplished by exercise. We all should play different types of sports for physical fitness. Physical activity can help us maintain good health and keep away from diseases. Many diseases happen due to a lack of physical activity, like heart problems, high blood pressure, high blood cholesterol, and type 2 diabetes. We should do a variety of yoga and physical exercise to stay in good physical and mental health. Yoga is one of the best forms of exercise for maintaining good health and can also help in reducing stress.

Physical exercise is essential for maintaining physical fitness and can contribute to maintaining a healthy weight, regulating the digestive system, and building and maintaining nutritional bone density.

Various Kinds of Physical Exercise

There are numerous ways to exercise, including walking, riding a bike, swimming, and playing various outdoor sports. Following are some of the activities that people can do to remain physically fit—

Yard work (mowing, raking)

Climbing stairs or hills.

Playing outdoor sports.

Importance:

People without good health cannot enjoy the abundance of wealth. Physical exercise improves our memory and brain function among all age groups. It protects against many chronic diseases. Physical activity helps in weight management and improves heart health. Most importantly, it reduces feelings of anxiety and depression and improves our quality of sleep.

Disadvantages of Not Exercising

Circulatory System Problems

Weight Gain

Joint and Bone Fragility

Lack of Endurance

Lack of Physical Strength When You Need It.

Loss of Balance

Loss of Flexibility

Loss of Mobility

Engaging in regular physical activity always produces improvements in physical health and psychological well-being. Physical exercise reduces the risk of diseases, improvements in physical functioning, and fitness, and overall improves quality of life.

Exercise is the repetitive performance of physical work or physical exercise to unwind the body and relieve mental stress. Physical Exercise should be done every day throughout everyone's life.

If someone exercises regularly, the benefits of doing so are frequently noticeable relatively fast. A person needs to be physically and intellectually fit because, as we have all heard, "A healthy mind dwells in a healthy body". So exercising every day is necessary if one wants to stay healthy and fit. In our daily lives, exercise is essential. It helps in maintaining our physical fitness.

Exercise will help you lose weight rapidly if you're overweight because it burns calories while working out. Even though you aren't exercising, your body's weight will increase as your muscles grow, which will cause you to burn more calories than usual. Exercise will also help improve our body's blood flow and oxygen levels.

Exercise causes the brain cells to release them more frequently, which helps in the hippocampus's generation of new cells. The brain's hippocampus is the area that assists in memory regulation and learning.

Reducing vital signs, which can assist in lessening the strain on your heart, is one of the additional health benefits of exercise for the soul.

Your body will have a low risk of getting cardiac ailments if you exercise regularly and eat healthily.

Exercise also helps to control our body's blood sugar levels. They will contribute to the prevention or postponement of type 2 diabetes. One of the leading causes of diabetes is being overweight, which can be managed with daily exercise.

Exercise helps in revitalising and reconditioning our entire body. It helps in the development of strong muscles. Exercise can help people lose weight or prevent obesity. It preserves the young and slows down the process of ageing.

Exercise is essential for maintaining health and fitness because it is necessary for all aspects of life.

Everyone should exercise to maintain a healthy lifestyle and stay free from diseases.

Both mental and physical development is essential for success in life . Exercise is, therefore, crucial for one's general development. We should keep a healthy balance between school, rest, and activities.

Morning walk

Gymnastics exercise

Free-Hand Exercises

Outdoor sports

My Experience

At the age of 16, I was too fat and unable to run for more than 5 minutes. Due to my weight, I was suffering from many types of diseases. Soon after this, my father pushed me to exercise every morning because exercise frees our body and mind from stress. Every morning my father and I started going to the garden to do activities like yoga, morning walk, flexibility, and many more. In school, our physical education teacher also took all children to the ground to exercise and play outdoor games. Later, I noticed that I was recovering slowly from several diseases and lost a lot of weight. I could see the difference in my energy levels and overall performance and realised that we all should exercise every day.

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Paragraph on Physical Exercise in English For Students

Sharing a Paragraph on Physical Exercise in English for students and children. In this article, we have tried our best to provide a short Physical Exercise Paragraph & composition in 100, 150, 200, 300, and 500 words.

Physical Exercise Paragraph in English For Kids 100 words

Physical exercise is like giving our bodies a workout to keep them strong and healthy. As school students, it’s important for us to move our bodies every day to stay fit and feel good. Whether it’s playing sports, riding bikes, dancing, or just running around with friends, being active helps us stay in shape, feel happy, and make friends. Even if we’re busy with schoolwork, we can still find time to move by taking breaks to stretch, walk, or play outside. By making exercise a part of our daily routine, we’re taking care of ourselves and setting ourselves up for a healthy future.

The Importance of Exercise Essay

Paragraph on Physical Exercise in 150 Words

Physical exercise is the performance of some activity in order to maintain good health. It is essential for everyone to engage in some physical activity. This helps in maintaining both physical as well as mental health.

Regular physical exercise is important for the prevention of many diseases like diabetes, hypertension, obesity, and many more. It helps in reducing stress, depression, anxiety, etc.

Doing any kind of physical exercise early in the morning helps in keeping the mind fresh for the entire day and boosts one’s energy levels. This improves one’s overall performance. A person with a fresh mind would have better concentration and consequently, the person will be more efficient at work. In the end, those suffering from sleep disorders like insomnia would also be able to get a better night’s sleep if they exercise regularly.

In short, regular physical activity can help cure or improve various diseases and problems. Therefore, everyone should do some physical workout on a regular basis.

Physical Exercise Paragraph in English in 200 Words

Physical exercise is crucial for keeping our bodies healthy and strong. When we exercise, we move our muscles, get our hearts pumping, and breathe deeply, which helps to keep our bodies in top shape. It’s like giving our bodies a tune-up, making sure everything is working as it should. Whether it’s playing sports, riding bikes, or dancing, there are so many fun ways to stay active and fit. Not only does exercise make us physically stronger, but it also boosts our mood and helps us feel happier and more energized. Plus, regular exercise can help us sleep better at night and improve our ability to focus and learn. Even just a little bit of exercise each day can make a big difference in how we feel. So let’s make time to move our bodies every day, whether it’s playing outside with friends, taking a walk with family, or joining a sports team. By making physical exercise a regular part of our lives, we’re investing in our health and well-being for the long term.

Paragraph on Physical Exercise in 300 words

Physical exercise is like a daily gift we give to our bodies, a way of showing ourselves love and care. It’s not about pushing ourselves to extremes or meeting unrealistic expectations; it’s about honoring our bodies and embracing movement in all its forms.

When we engage in physical activity, whether it’s dancing to our favorite song, going for a walk in nature, or playing a game with friends, we’re not just moving our bodies; we’re nourishing our souls. We’re reconnecting with the simple joy of being alive, feeling the wind in our hair, and the ground beneath our feet.

Exercise is not just about how we look on the outside; it’s about how we feel on the inside. It’s about that rush of endorphins that floods our system after a good workout, leaving us feeling invigorated and alive. It’s about that sense of accomplishment and pride that comes from pushing ourselves a little further than we thought possible.

But perhaps most importantly, exercise is about connection. It’s about coming together with others, whether it’s for a yoga class, a game of soccer, or a walk in the park. It’s about sharing laughter, encouragement, and support as we move and grow together.

In a world that often feels chaotic and overwhelming, exercise offers a sanctuary, a refuge where we can find peace and solace. It’s a way of grounding ourselves in the present moment, of tuning out the noise and distractions and reconnecting with our bodies and our breath.

So let’s embrace physical exercise not as a chore or obligation, but as a precious gift we give ourselves each day. Let’s move with joy and intention, honoring the incredible gift of our bodies and celebrating the miracle of being alive.

Long Paragraph on Physical Exercise in 500 words

Physical exercise is not just a routine; it is a cornerstone of a healthy lifestyle that fosters physical, mental, and emotional well-being. From boosting mood to enhancing cardiovascular health, the benefits of regular exercise are vast and far-reaching. In this essay, we will explore the importance of physical exercise, its various benefits, and how individuals can incorporate it into their daily lives.

Firstly, physical exercise is crucial for maintaining optimal physical health. Engaging in regular physical activity strengthens muscles, improves flexibility, and enhances overall physical fitness. Whether it’s jogging, cycling, swimming, or practicing yoga, exercise helps to maintain a healthy weight, reduce the risk of chronic diseases such as obesity, diabetes, and heart disease, and improve overall longevity.

Moreover, physical exercise plays a significant role in promoting mental health and well-being. Exercise releases endorphins, often referred to as “feel-good” hormones, which help reduce stress, anxiety, and symptoms of depression. Regular physical activity has been shown to improve mood, boost self-esteem, and enhance cognitive function, leading to better concentration, memory, and overall mental clarity.

Additionally, physical exercise fosters social connection and interpersonal relationships. Whether it’s joining a sports team, participating in group fitness classes, or simply going for a walk with friends or family, exercise provides opportunities for social interaction and bonding. These social connections contribute to a sense of belonging and support, which are essential for overall emotional well-being.

Furthermore, physical exercise promotes better sleep quality and overall energy levels. Regular exercise helps regulate sleep patterns, leading to deeper, more restorative sleep. Improved sleep quality not only enhances physical recovery but also supports cognitive function and emotional resilience, enabling individuals to feel more energized and alert throughout the day.

Despite the numerous benefits of physical exercise, many individuals struggle to incorporate it into their daily lives due to various barriers such as lack of time, motivation, or access to resources. However, it is essential to recognize that physical activity can be integrated into daily routines in simple and practical ways. This could include taking the stairs instead of the elevator, walking or biking instead of driving short distances, or incorporating short bursts of activity throughout the day, such as stretching or doing bodyweight exercises during breaks.

Moreover, finding activities that one enjoys and feels motivated to participate in can make exercise more enjoyable and sustainable in the long term. Whether it’s dancing, hiking, playing sports, or practicing martial arts, there are countless ways to stay active and fit that cater to individual interests and preferences.

In conclusion, physical exercise is an essential component of a healthy lifestyle that promotes physical, mental, and emotional well-being. From improving physical fitness and reducing the risk of chronic diseases to enhancing mood, sleep quality, and social connections, the benefits of regular exercise are vast and varied. By incorporating physical activity into daily routines and finding activities that one enjoys, individuals can reap the numerous rewards of exercise and lead happier, healthier lives.

Essay on Physical Fitness

Students are often asked to write an essay on Physical Fitness in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Physical Fitness

What is physical fitness.

Physical fitness is about having a body that can do many activities without getting too tired. It means your heart, muscles, and bones are strong. When you are fit, you can run, jump, and play without feeling out of breath quickly.

Why is Fitness Important?

Being fit is good for your health. It helps you stay away from sickness. Kids who are fit can focus better in school. It also makes you feel happy and gives you more energy to enjoy life.

How to Get Fit

To get fit, you should be active. Run, swim, or play sports. Also, eat healthy foods like fruits, vegetables, and grains. Drink plenty of water and sleep well to help your body grow strong.

Staying Safe While Exercising

When you exercise, it’s important to be safe. Wear the right shoes and clothes. Start slow and learn the right way to move. Always listen to your body and rest if you feel pain or are very tired.

Also check:

Paragraph on Physical Fitness
Speech on Physical Fitness

250 Words Essay on Physical Fitness

Physical fitness means being in good health and shape. It’s when your body can do activities like running, jumping, and playing games without getting too tired quickly. Being fit is important for everyone, no matter how old they are. It helps us stay strong and healthy.

Parts of Physical Fitness

There are two main parts of being fit: aerobic fitness and muscle strength. Aerobic fitness is about how well your heart and lungs work when you exercise. When you can run for a long time without stopping, that’s good aerobic fitness. Muscle strength is when your muscles can lift things or do work without getting tired fast.

Why Being Fit Matters

Being fit is great for your body. It helps you not get sick often and can make you feel happier. When you’re fit, you can play with your friends and not feel like you need to stop and rest all the time. It also means you might not get hurt as often.

Getting fit can be fun. You can play sports, dance, swim, or even just go for walks. Eating healthy foods like fruits and vegetables helps too. It’s important to exercise a few times a week and not sit around too much.

Staying Fit

Once you’re fit, you have to keep exercising to stay that way. It’s like a game where you have to keep practicing to be good at it. Remember to stay active and eat well, and being fit will become a part of your life.

500 Words Essay on Physical Fitness

Physical fitness is about keeping your body in good shape. It means having the energy and strength to do daily activities without getting too tired. Just like a car needs fuel and a good engine to run smoothly, your body needs healthy food and exercise to work well.

Why is Being Fit Important?

Being fit is key to a happy and healthy life. When you are fit, you can play, run, and do your school work better. Your body fights off sickness easier, and you feel good about yourself. It’s not just about how you look; it’s about taking care of your body so that it can take care of you.

Types of Fitness

Fitness is not just one thing. There are different types, like strength, which lets you lift things; endurance, which is the power to keep going without stopping; flexibility, which helps you move your body in different ways; and balance, which keeps you from falling. Doing a mix of activities that help all these areas is the best way to stay fit.

Getting fit can be fun. You can play sports like soccer or basketball, swim, dance, or even just walk or bike around your neighborhood. It’s important to find activities you enjoy so that you will keep doing them. Try to move your body for at least an hour every day. This doesn’t have to be all at once; it can be spread out through the day.

Eating Right

Eating healthy foods helps your fitness too. Imagine your body is like a plant. Plants need water and good soil to grow. Your body needs healthy food and water to grow strong and stay fit. Eat plenty of fruits, vegetables, grains, and proteins, and drink lots of water. Try to eat less junk food, which is like giving your plant the wrong kind of soil.

Rest and Sleep

Rest is just as important as exercise. Your body needs to sleep and take breaks to rebuild and get ready for the next day. Make sure you get enough sleep each night. This helps your body heal and gives you the energy to be active and fit.

Staying Motivated

Sometimes it’s hard to stay on track with fitness. Setting goals can help. Maybe you want to be able to run a mile without stopping or learn a new sport. Write down your goals and how you plan to reach them. Celebrate when you meet them, and set new ones.

Physical fitness is a big part of a healthy life. It keeps your body strong and gives you the energy to do all the things you love. Remember, being fit isn’t just about how you look. It’s about taking good care of your body by moving around, eating well, resting, and setting goals to keep yourself motivated. Start taking steps towards being fit today, and your body will thank you for years to come.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

Essay on Physical Development
Essay on Physical Bullying
Essay on Physical Activity

Apart from these, you can look at all the essays by clicking here .

Happy studying!

Importance of Exercise Essay

500+ words essay on the importance of exercise.

We all know that exercise is extremely important in our daily lives, but we may not know why or what exercise can do. It’s important to remember that we have evolved from nomadic ancestors who spent all their time moving around in search of food and shelter, travelling large distances on a daily basis. Our bodies are designed and have evolved to be regularly active. Over time, people may come across problems if they sit down all day at a desk or in front of the TV and minimise the amount of exercise they do. Exercise is a bodily movement performed in order to develop or maintain physical fitness and good health overall. Exercise leads to the physical exertion of sufficient intensity, duration and frequency to achieve or maintain vigour and health. This essay on the importance of exercise will help students become familiar with the several benefits of doing exercise regularly. They must go through this essay so as to get an idea of how to write essays on similar topics.

Need of Exercise

The human body is like a complex and delicate machine which comprises several small parts. A slight malfunction of one part leads to the breakdown of the machine. In a similar way, if such a situation arises in the human body, it also leads to malfunctioning of the body. Exercise is one of the healthy lifestyles which contributes to optimum health and quality of life. People who exercise regularly can reduce their risk of death. By doing exercise, active people increase their life expectancy by two years compared to inactive people. Regular exercise and good physical fitness enhance the quality of life in many ways. Physical fitness and exercise can help us to look good, feel good, and enjoy life. Moreover, exercise provides an enjoyable way to spend leisure time.

Exercise helps a person develop emotional balance and maintain a strong self-image. As people get older, exercise becomes more important. This is because, after the age of 30, the heart’s blood pumping capacity declines at a rate of about 8 per cent each decade. Exercise is also vital for a child’s overall development. Exercising helps to maintain a healthy weight by stoking our metabolism, utilizing and burning the extra calories.

Types of Exercise

There are three broad intensities of exercise:

1) Light exercise – Going for a walk is an example of light exercise. In this, the exerciser is able to talk while exercising.

2) Moderate exercise – Here, the exerciser feels slightly out of breath during the session. Examples could be walking briskly, cycling moderately or walking up a hill.

3) Vigorous exercise – While performing this exercise, the exerciser is panting during the activity. The exerciser feels his/her body being pushed much nearer its limit compared to the other two intensities. This could include running, cycling fast, and heavy-weight training.

Importance of Exercise

Regular exercise increases our fitness level and physical stamina. It plays a crucial role in the prevention of cardiovascular diseases. It can help with blood lipid abnormalities, diabetes and obesity. Moreover, it can help to reduce blood pressure. Regular exercise substantially reduces the risk of dying of coronary heart disease and eases the risk of stroke and colon cancer. People of all age groups benefit from exercising.

Exercise can be effective in improving the mental well-being of human beings. It relieves human stress and anxiety. When we come back from work or school, we feel exhausted after a whole day of work. If we can go out to have a walk or jog for at least 30 minutes, it makes us feel happy and relaxed. A number of studies have found that a lifestyle that includes exercise helps alleviate depression. Those who can maintain regular exercise will also reduce their chances of seeing a doctor. Without physical activity, the body’s muscles lose their strength, endurance and ability to function properly. Regular exercise keeps all parts of the body in continuous activity. It improves overall health and fitness, as well as decreases the risk of many chronic diseases. Therefore, physical exercise is very important in our life.

Exercise can play a significant role in keeping the individual, society, community and nation wealthy. If the citizens of a country are healthy, the country is sure to touch heights in every facet of life. The country’s healthy generation can achieve the highest marks in various fields and thereby enable their country to win laurels and glory at the international level. The first step is always the hardest. However, if we can overcome it, and exercise for 21 days continuously, it will be a new beginning for a healthy life.

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Frequently Asked Questions on the Importance of Exercises Essay

What are the benefits of exercising regularly.

Regular exercise helps in the relaxation of the mind and body and keeps the body fit. It improves flexibility and blood circulation.

Which are some of the easy exercises that can be done at home?

Sit-ups, bicycle crunches, squats, lunges and planks are examples of easy exercises which can be done at home without the help of costly equipment.

Is cycling an effective form of exercise?

Cycling is a low-impact exercise and acts as a good muscle workout.

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School Education /

Essay on Health and Fitness for Students

Updated on
Nov 18, 2023

What did you play in your sports period at school? Was it football, Cricket, Badminton, or any other sports? Maintaining good physical health requires you to take good care of your body and in most cases, your mental fitness also. From an early age, we are taught how to take care of our health and fitness. School students are often encouraged to write an essay on health and fitness, where they must come up with ideas about how to keep themselves physically and mentally fit and the benefits of a healthy life. Well, if you have not, you need not to worry. I’ve got your back. I’ll be providing you with a detailed explanation about staying fit and how you can add them to your essay on health and fitness. Stay tuned!

Table of Contents

1 Essay on Health and Fitness in 100 Words
2 Essay on Health and Fitness in 200 Words
3 Essay on Health and Fitness in 300 Words

Also Read: Best Fitness Exercises for Students Studying Abroad

Essay on Health and Fitness in 100 Words

Also Read: 7 Ways on Which Good Mental Health Leads to Good Physical Health

Essay on Health and Fitness in 200 Words

‘It is health that is real wealth and not pieces of gold and silver.’ – Mahatma Gandhi

Essay on Health and Fitness in 300 Words

To write an essay on health and fitness, you are required to describe how one can achieve his or her fitness goals. The health and fitness lifestyle depends on three factors; physical exercise, balanced diet and adequate rest. To achieve a healthy and fit life, you must focus on all these aspects. Describe them in detail and provide a positive conclusion.

Regular exercise boosts cardiovascular exercises, strength training, or flexibility workouts, enhances cardiovascular health, and strengthens muscles. A balanced and nutritious diet, rich in fruits, vegetables, whole grains, lean proteins, and healthy fats is necessary. Adequate and quality sleep is crucial for physical recovery, cognitive function, and emotional well-being. The release of endorphins during physical activity helps reduce stress, anxiety, and depression, promoting a positive mindset. Health and fitness are not isolated concepts but interconnected elements of a holistic lifestyle.

When on a diet, consider these fat-free foods: Beans and legumes, fruits, vegetables, whole grains, fish, skim milk, egg whites, and yoghurt.

For more information on such interesting topics for your school, visit our essay writing page and make sure to follow Leverage Edu .

Shiva Tyagi

With an experience of over a year, I've developed a passion for writing blogs on wide range of topics. I am mostly inspired from topics related to social and environmental fields, where you come up with a positive outcome.

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The Benefits of Physical Activity Essay

Introduction, advantages of exercise, works cited.

College students often face myriad challenges in their studies such as drug abuse, obesity, terminal diseases and psychological problems. Students with health complications are disadvantaged in academic activities. Most students often seek medical treatment for physical and psychological problems. However, most of them are oblivious of the fact that they can avoid many health complications by performing regular exercises (Hardman and Stensel 12-13).

Although students engage in various activities such as watching movies, reading novels, shopping and interacting with each other, most of them disregard physical activity as form of leisure. Therefore, students who dislike physical activities such as games and sports should change their attitude because they risk having physical and psychological challenges including poor academic performance. This essay discusses the benefits of conducting physical exercises.

Medical research indicates that physical exercise has the following benefits to the wellbeing of an individual. Many college students are grappling with the challenge of being overweight because they have poor diets. Although there are various approaches of dealing with obesity, conducting regular bodily exercise is arguably the best solution to this challenge. Physical activities facilitate the burning of extra body fats, which accumulate in the body overtime. Therefore, regular engagement in physical activities is the most sustainable way of managing weight loss. Although losing weight is as difficult as paying debts it can be overcome through dedication and consistent exercises (Ginis and Petruzzello 72-73).

Most heart complications can be avoided or retracted by regular exercise because the heart is one of the body organs that need to be active to function efficiently. Physical activities can repair impaired blood vessels by eliminating bad fats that clog them. Exercise also relaxes arteries; hence, making the heart to function properly (Hardman and Stensel 23-24). Moreover, simple activities such as walking, running, jogging and swimming can prevent or mitigate hypertension.

Intensive academic tasks often fatigue many college students. Prolonged fatigue leads to lack of concentration in class and depression. Although many people often use tranquilizers to alleviate fatigue, they only feel better for a short duration. Interestingly, body exercise is the best therapy for fatigue and depression because it relaxes the brain and boosts self-esteem (Ginis and Petruzzello 57-65).

Respiratory complications such as common colds and asthma can be mitigated by engaging in activities that generate body heat. When the body is warm, the respiratory tract functions well. Moreover, exercise boosts body immunity for several minutes. Health specialists often propose swimming as one of the most viable exercises for asthmatic individuals.

Diabetes is one of the complicated diseases that is increasingly affecting the youth since most of them have adopted sedentary lifestyles. Activity lessens cholesterol and insulin as well as weight loss, which can enable diabetics to avoid further complications such as circulatory disorders.

“Research findings by Seattle Cancer Research Centre shows that approximately 35 percent of cancer deaths are linked to overweight inactivity” (Marcus 15). Exercise facilitates digestion and elimination of toxic substances from the body, which can trigger irregular growth of cells. In addition, “high concentrations of oestrogen hormones that often trigger breast malignancy among women can be eliminated easily through physical activity” (Marcus 89).

Many people use beauty-enhancing products to make them look young and beautiful, but such products are prepared using lethal chemicals that can cause side effects such as skin disorders. Exercise is a good alternative to be young and beautiful; for example, young overweight individuals can easily be mistaken to be adults. Exercise facilitates transmission of blood in the body and mitigates the danger of stroke.

Research findings reveal that active individuals are 27 percent less likely to suffer from stroke compared to the sedentary people (Hardman and Stensel 89-90). Moreover, the brain works better when it receives constant flow of oxygenated blood and this process can be enhanced by exercise. “A research finding by the University of Illinois showed that activity stimulates the growth of nerve cells in the memory component of the brain” (Hardman and Stensel 35).

Medical studies reveal that active individuals experience good sex life because they have better blood transmission, which enhances libido and performance of their sexual organs. Furthermore, the relaxing effect of exercise on the brain facilitates sexual activity. Conversely, since the brain influences sexual activity, depressed people do not enjoy sex. “The American Council of Exercise points out that a physically active individual has natural Viagra” (Marcus 68). Last, sleeping can be enhanced by activity because it alleviates headaches, stress and insomnia. Exercise also helps in activating endorphins, which alleviate pain, and improve emotional health in the body.

This essay has revealed the benefits of engaging in activity. Therefore, it is evident that majority of health complications can be evaded through regular activity. Consequently, people should drastically change their attitude towards bodily activities because they are beneficial to their mental and physical well-being. People should be more creative to make bodily activities interesting. Therefore, it can be concluded that activity provides good therapy to the human body.

Ginis, Kathleen and Steven Petruzzello. The Psychology of Exercise: Integrating Theory and Practice. New York: Holcomb Hathaway, 2010. Print.

Hardman, Adrianne and David Stensel. Physical Activity and Health: The Evidence Explained. New York: Routledge, 2009. Print.

Marcus, Bess. Motivating People to Be Physically Active. New York: Human Kinetics, 2008. Print.

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Educating the Student Body: Taking Physical Activity and Physical Education to School (2013)

Chapter: 4 physical activity, fitness, and physical education: effects on academic performance.

Physical Activity, Fitness, and Physical Education: Effects on Academic Performance

Key Messages

• Evidence suggests that increasing physical activity and physical fitness may improve academic performance and that time in the school day dedicated to recess, physical education class, and physical activity in the classroom may also facilitate academic performance.

• Available evidence suggests that mathematics and reading are the academic topics that are most influenced by physical activity. These topics depend on efficient and effective executive function, which has been linked to physical activity and physical fitness.

• Executive function and brain health underlie academic performance. Basic cognitive functions related to attention and memory facilitate learning, and these functions are enhanced by physical activity and higher aerobic fitness.

• Single sessions of and long-term participation in physical activity improve cognitive performance and brain health. Children who participate in vigorous- or moderate-intensity physical activity benefit the most.

• Given the importance of time on task to learning, students should be provided with frequent physical activity breaks that are developmentally appropriate.

• Although presently understudied, physically active lessons offered in the classroom may increase time on task and attention to task in the classroom setting.

A lthough academic performance stems from a complex interaction between intellect and contextual variables, health is a vital moderating factor in a child’s ability to learn. The idea that healthy children learn better is empirically supported and well accepted (Basch, 2010), and multiple studies have confirmed that health benefits are associated with physical activity, including cardiovascular and muscular fitness, bone health, psychosocial outcomes, and cognitive and brain health (Strong et al., 2005; see Chapter 3 ). The relationship of physical activity and physical fitness to cognitive and brain health and to academic performance is the subject of this chapter.

Given that the brain is responsible for both mental processes and physical actions of the human body, brain health is important across the life span. In adults, brain health, representing absence of disease and optimal structure and function, is measured in terms of quality of life and effective functioning in activities of daily living. In children, brain health can be measured in terms of successful development of attention, on-task behavior, memory, and academic performance in an educational setting. This chapter reviews the findings of recent research regarding the contribution of engagement in physical activity and the attainment of a health-enhancing level of physical fitness to cognitive and brain health in children. Correlational research examining the relationship among academic performance, physical fitness, and physical activity also is described. Because research in older adults has served as a model for understanding the effects of physical activity and fitness on the developing brain during childhood, the adult research is briefly discussed. The short- and long-term cognitive benefits of both a single session of and regular participation in physical activity are summarized.

Before outlining the health benefits of physical activity and fitness, it is important to note that many factors influence academic performance. Among these are socioeconomic status (Sirin, 2005), parental involvement

(Fan and Chen, 2001), and a host of other demographic factors. A valuable predictor of student academic performance is a parent having clear expectations for the child’s academic success. Attendance is another factor confirmed as having a significant impact on academic performance (Stanca, 2006; Baxter et al., 2011). Because children must be present to learn the desired content, attendance should be measured in considering factors related to academic performance.

PHYSICAL FITNESS AND PHYSICAL ACTIVITY: RELATION TO ACADEMIC PERFORMANCE

State-mandated academic achievement testing has had the unintended consequence of reducing opportunities for children to be physically active during the school day and beyond. In addition to a general shifting of time in school away from physical education to allow for more time on academic subjects, some children are withheld from physical education classes or recess to participate in remedial or enriched learning experiences designed to increase academic performance (Pellegrini and Bohn, 2005; see Chapter 5 ). Yet little evidence supports the notion that more time allocated to subject matter will translate into better test scores. Indeed, 11 of 14 correlational studies of physical activity during the school day demonstrate a positive relationship to academic performance (Rasberry et al., 2011). Overall, a rapidly growing body of work suggests that time spent engaged in physical activity is related not only to a healthier body but also to a healthier mind (Hillman et al., 2008).

Children respond faster and with greater accuracy to a variety of cognitive tasks after participating in a session of physical activity (Tomporowski, 2003; Budde et al., 2008; Hillman et al., 2009; Pesce et al., 2009; Ellemberg and St-Louis-Deschênes, 2010). A single bout of moderate-intensity physical activity has been found to increase neural and behavioral concomitants associated with the allocation of attention to a specific cognitive task (Hillman et al., 2009; Pontifex et al., 2012). And when children who participated in 30 minutes of aerobic physical activity were compared with children who watched television for the same amount of time, the former children cognitively outperformed the latter (Ellemberg and St-Louis-Desêhenes, 2010). Visual task switching data among 69 overweight and inactive children did not show differences between cognitive performance after treadmill walking and sitting (Tomporowski et al., 2008b).

When physical activity is used as a break from academic learning time, postengagement effects include better attention (Grieco et al., 2009; Bartholomew and Jowers, 2011), increased on-task behaviors (Mahar et al., 2006), and improved academic performance (Donnelly and Lambourne, 2011). Comparisons between 1st-grade students housed in a classroom

with stand-sit desks where the child could stand at his/her discretion and in classrooms containing traditional furniture showed that the former children were highly likely to stand, thus expending significantly more energy than those who were seated (Benden et al., 2011). More important, teachers can offer physical activity breaks as part of a supplemental curriculum or simply as a way to reset student attention during a lesson (Kibbe et al., 2011; see Chapter 6 ) and when provided with minimal training can efficaciously produce vigorous or moderate energy expenditure in students (Stewart et al., 2004). Further, after-school physical activity programs have demonstrated the ability to improve cardiovascular endurance, and this increase in aerobic fitness has been shown to mediate improvements in academic performance (Fredericks et al., 2006), as well as the allocation of neural resources underlying performance on a working memory task (Kamijo et al., 2011).

Over the past three decades, several reviews and meta-analyses have described the relationship among physical fitness, physical activity, and cognition (broadly defined as all mental processes). The majority of these reviews have focused on the relationship between academic performance and physical fitness—a physiological trait commonly defined in terms of cardiorespiratory capacity (e.g., maximal oxygen consumption; see Chapter 3 ). More recently, reviews have attempted to describe the effects of an acute or single bout of physical activity, as a behavior, on academic performance. These reviews have focused on brain health in older adults (Colcombe and Kramer, 2003), as well as the effects of acute physical activity on cognition in adults (Tomporowski, 2003). Some have considered age as part of the analysis (Etnier et al., 1997, 2006). Reviews focusing on research conducted in children (Sibley and Etnier, 2003) have examined the relationship among physical activity, participation in sports, and academic performance (Trudeau and Shephard, 2008, 2010; Singh et al., 2012); physical activity and mental and cognitive health (Biddle and Asare, 2011); and physical activity, nutrition, and academic performance (Burkhalter and Hillman, 2011). The findings of most of these reviews align with the conclusions presented in a meta-analytic review conducted by Fedewa and Ahn (2011). The studies reviewed by Fedewa and Ahn include experimental/quasi-experimental as well as cross-sectional and correlational designs, with the experimental designs yielding the highest effect sizes. The strongest relationships were found between aerobic fitness and achievement in mathematics, followed by IQ and reading performance. The range of cognitive performance measures, participant characteristics, and types of research design all mediated the relationship among physical activity, fitness, and academic performance. With regard to physical activity interventions, which were carried out both within and beyond the school day, those involving small groups of peers (around 10 youth of a similar age) were associated with the greatest gains in academic performance.

The number of peer-reviewed publications on this topic is growing exponentially. Further evidence of the growth of this line of inquiry is its increased global presence. Positive relationships among physical activity, physical fitness, and academic performance have been found among students from the Netherlands (Singh et al., 2012) and Taiwan (Chih and Chen, 2011). Broadly speaking, however, many of these studies show small to moderate effects and suffer from poor research designs (Biddle and Asare, 2011; Singh et al., 2012).

Basch (2010) conducted a comprehensive review of how children’s health and health disparities influence academic performance and learning. The author’s report draws on empirical evidence suggesting that education reform will be ineffective unless children’s health is made a priority. Basch concludes that schools may be the only place where health inequities can be addressed and that, if children’s basic health needs are not met, they will struggle to learn regardless of the effectiveness of the instructional materials used. More recently, Efrat (2011) conducted a review of physical activity, fitness, and academic performance to examine the achievement gap. He discovered that only seven studies had included socioeconomic status as a variable, despite its known relationship to education (Sirin, 2005).

Physical Fitness as a Learning Outcome of Physical Education and Its Relation to Academic Performance

Achieving and maintaining a healthy level of aerobic fitness, as defined using criterion-referenced standards from the National Health and Nutrition Examination Survey (NHANES; Welk et al., 2011), is a desired learning outcome of physical education programming. Regular participation in physical activity also is a national learning standard for physical education, a standard intended to facilitate the establishment of habitual and meaningful engagement in physical activity (NASPE, 2004). Yet although physical fitness and participation in physical activity are established as learning outcomes in all 50 states, there is little evidence to suggest that children actually achieve and maintain these standards (see Chapter 2 ).

Statewide and national datasets containing data on youth physical fitness and academic performance have increased access to student-level data on this subject (Grissom, 2005; Cottrell et al., 2007; Carlson et al., 2008; Chomitz et al., 2008; Wittberg et al., 2010; Van Dusen et al., 2011). Early research in South Australia focused on quantifying the benefits of physical activity and physical education during the school day; the benefits noted included increased physical fitness, decreased body fat, and reduced risk for cardiovascular disease (Dwyer et al., 1979, 1983). Even today, Dwyer and colleagues are among the few scholars who regularly include in their research measures of physical activity intensity in the school environment,

which is believed to be a key reason why they are able to report differentiated effects of different intensities. A longitudinal study in Trois-Rivières, Québec, Canada, tracked how the academic performance of children from grades 1 through 6 was related to student health, motor skills, and time spent in physical education. The researchers concluded that additional time dedicated to physical education did not inhibit academic performance (Shephard et al., 1984; Shephard, 1986; Trudeau and Shephard, 2008).

Longitudinal follow-up investigating the long-term benefits of enhanced physical education experiences is encouraging but largely inconclusive. In a study examining the effects of daily physical education during elementary school on physical activity during adulthood, 720 men and women completed the Québec Health Survey (Trudeau et al., 1999). Findings suggest that physical education was associated with physical activity in later life for females but not males (Trudeau et al., 1999); most of the associations were significant but weak (Trudeau et al., 2004). Adult body mass index (BMI) at age 34 was related to childhood BMI at ages 10-12 in females but not males (Trudeau et al., 2001). Longitudinal studies such as those conducted in Sweden and Finland also suggest that physical education experiences may be related to adult engagement in physical activity (Glenmark, 1994; Telama et al., 1997). From an academic performance perspective, longitudinal data on men who enlisted for military service imply that cardiovascular fitness at age 18 predicted cognitive performance in later life (Aberg et al., 2009), thereby supporting the idea of offering physical education and physical activity opportunities well into emerging adulthood through secondary and postsecondary education.

Castelli and colleagues (2007) investigated younger children (in 3rd and 5th grades) and the differential contributions of the various subcomponents of the Fitnessgram ® . Specifically, they examined the individual contributions of aerobic capacity, muscle strength, muscle flexibility, and body composition to performance in mathematics and reading on the Illinois Standardized Achievement Test among a sample of 259 children. Their findings corroborate those of the California Department of Education (Grissom, 2005), indicating a general relationship between fitness and achievement test performance. When the individual components of the Fitnessgram were decomposed, the researchers determined that only aerobic capacity was related to test performance. Muscle strength and flexibility showed no relationship, while an inverse association of BMI with test performance was observed, such that higher BMI was associated with lower test performance. Although Baxter and colleagues (2011) confirmed the importance of attending school in relation to academic performance through the use of 4th-grade student recall, correlations with BMI were not significant.

State-mandated implementation of the coordinated school health model requires all schools in Texas to conduct annual fitness testing

using the Fitnessgram among students in grades 3-12. In a special issue of Research Quarterly for Exercise and Sport (2010), multiple articles describe the current state of physical fitness among children in Texas; confirm the associations among school performance levels, academic achievement, and physical fitness (Welk et al., 2010; Zhu et al., 2010); and demonstrate the ability of qualified physical education teachers to administer physical fitness tests (Zhu et al., 2010). Also using data from Texas schools, Van Dusen and colleagues (2011) found that cardiovascular fitness had the strongest association with academic performance, particularly in mathematics over reading. Unlike previous research, which demonstrated a steady decline in fitness by developmental stage (Duncan et al., 2007), this study found that cardiovascular fitness did decrease but not significantly (Van Dusen et al., 2011). Aerobic fitness, then, may be important to academic performance, as there may be a dose-response relationship (Van Dusen et al., 2011).

Using a large sample of students in grades 4-8, Chomitz and colleagues (2008) found that the likelihood of passing both mathematics and English achievement tests increased with the number of fitness tests passed during physical education class, and the odds of passing the mathematics achievement tests were inversely related to higher body weight. Similar to the findings of Castelli and colleagues (2007), socioeconomic status and demographic factors explained little of the relationship between aerobic fitness and academic performance; however, socioeconomic status may be an explanatory variable for students of low fitness (London and Castrechini, 2011).

In sum, numerous cross-sectional and correlational studies demonstrate small-to-moderate positive or null associations between physical fitness (Grissom, 2005; Cottrell et al., 2007; Edwards et al., 2009; Eveland-Sayers et al., 2009; Cooper et al., 2010; Welk et al., 2010; Wittberg et al., 2010; Zhu et al., 2010; Van Dusen et al., 2011), particularly aerobic fitness, and academic performance (Castelli et al, 2007; Chomitz et al., 2008; Roberts et al., 2010; Welk et al., 2010; Chih and Chen, 2011; London and Castrechini, 2011; Van Dusen et al., 2011). Moreover, the findings may support a dose-response association, suggesting that the more components of physical fitness (e.g., cardiovascular endurance, strength, muscle endurance) considered acceptable for the specific age and gender that are present, the greater the likelihood of successful academic performance. From a public health and policy standpoint, the conclusions these findings support are limited by few causal inferences, a lack of data confirmation, and inadequate reliability because the data were often collected by nonresearchers or through self-report methods. It may also be noted that this research includes no known longitudinal studies and few randomized controlled trials (examples are included later in this chapter in the discussion of the developing brain).

Physical Activity, Physical Education, and Academic Performance

In contrast with the correlational data presented above for physical fitness, more information is needed on the direct effects of participation in physical activity programming and physical education classes on academic performance.

In a meta-analysis, Sibley and Etnier (2003) found a positive relationship between physical activity and cognition in school-age youth (aged 4-18), suggesting that physical activity, as well as physical fitness, may be related to cognitive outcomes during development. Participation in physical activity was related to cognitive performance in eight measurement categories (perceptual skills, IQ, achievement, verbal tests, mathematics tests, memory, developmental level/academic readiness, and “other”), with results indicating a beneficial relationship of physical activity to all cognitive outcomes except memory (Sibley and Etnier, 2003). Since that meta-analysis, however, several papers have reported robust relationships between aerobic fitness and different aspects of memory in children (e.g., Chaddock et al., 2010a, 2011; Kamijo et al., 2011; Monti et al., 2012). Regardless, the comprehensive review of Sibley and Etnier (2003) was important because it helped bring attention to an emerging literature suggesting that physical activity may benefit cognitive development even as it also demonstrated the need for further study to better understand the multifaceted relationship between physical activity and cognitive and brain health.

The regular engagement in physical activity achieved during physical education programming can also be related to academic performance, especially when the class is taught by a physical education teacher. The Sports, Play, and Active Recreation for Kids (SPARK) study examined the effects of a 2-year health-related physical education program on academic performance in children (Sallis et al., 1999). In an experimental design, seven elementary schools were randomly assigned to one of three conditions: (1) a specialist condition in which certified physical education teachers delivered the SPARK curriculum, (2) a trained-teacher condition in which classroom teachers implemented the curriculum, and (3) a control condition in which classroom teachers implemented the local physical education curriculum. No significant differences by condition were found for mathematics testing; however, reading scores were significantly higher in the specialist condition relative to the control condition (Sallis et al., 1999), while language scores were significantly lower in the specialist condition than in the other two conditions. The authors conclude that spending time in physical education with a specialist did not have a negative effect on academic performance. Shortcomings of this research include the amount of data loss from pre- to posttest, the use of results of 2nd-grade testing that exceeded the national

average in performance as baseline data, and the use of norm-referenced rather than criterion-based testing.

In seminal research conducted by Gabbard and Barton (1979), six different conditions of physical activity (no activity; 20, 30, 40, and 50 minutes; and posttest no activity) were completed by 106 2nd graders during physical education. Each physical activity session was followed by 5 minutes of rest and the completion of 36 math problems. The authors found a potential threshold effect whereby only the 50-minute condition improved mathematical performance, with no differences by gender.

A longitudinal study of the kindergarten class of 1998-1999, using data from the Early Childhood Longitudinal Study, investigated the association between enrollment in physical education and academic achievement (Carlson et al., 2008). Higher amounts of physical education were correlated with better academic performance in mathematics among females, but this finding did not hold true for males.

Ahamed and colleagues (2007) found in a cluster randomized trial that, after 16 months of a classroom-based physical activity intervention, there was no significant difference between the treatment and control groups in performance on the standardized Cognitive Abilities Test, Third Edition (CAT-3). Others have found, however, that coordinative exercise (Budde et al., 2008) or bouts of vigorous physical activity during free time (Coe et al., 2006) contribute to higher levels of academic performance. Specifically, Coe and colleagues examined the association of enrollment in physical education and self-reported vigorous- or moderate-intensity physical activity outside school with performance in core academic courses and on the Terra Nova Standardized Achievement Test among more than 200 6th-grade students. Their findings indicate that academic performance was unaffected by enrollment in physical education classes, which were found to average only 19 minutes of vigorous- or moderate-intensity physical activity. When time spent engaged in vigorous- or moderate-intensity physical activity outside of school was considered, however, a significant positive relation to academic performance emerged, with more time engaged in vigorous- or moderate-intensity physical activity being related to better grades but not test scores (Coe et al., 2006).

Studies of participation in sports and academic achievement have found positive associations (Mechanic and Hansell, 1987; Dexter, 1999; Crosnoe, 2002; Eitle and Eitle, 2002; Stephens and Schaben, 2002; Eitle, 2005; Miller et al., 2005; Fox et al., 2010; Ruiz et al., 2010); higher grade point averages (GPAs) in season than out of season (Silliker and Quirk, 1997); a negative association between cheerleading and science performance (Hanson and Kraus, 1998); and weak and negative associations between the amount of time spent participating in sports and performance in English-language class among 13-, 14-, and 16-year-old students (Daley and Ryan, 2000).

Other studies, however, have found no association between participation in sports and academic performance (Fisher et al., 1996). The findings of these studies need to be interpreted with caution as many of their designs failed to account for the level of participation by individuals in the sport (e.g., amount of playing time, type and intensity of physical activity engagement by sport). Further, it is unclear whether policies required students to have higher GPAs to be eligible for participation. Offering sports opportunities is well justified regardless of the cognitive benefits, however, given that adolescents may be less likely to engage in risky behaviors when involved in sports or other extracurricular activities (Page et al., 1998; Elder et al., 2000; Taliaferro et al., 2010), that participation in sports increases physical fitness, and that affiliation with sports enhances school connectedness.

Although a consensus on the relationship of physical activity to academic achievement has not been reached, the vast majority of available evidence suggests the relationship is either positive or neutral. The meta-analytic review by Fedewa and Ahn (2011) suggests that interventions entailing aerobic physical activity have the greatest impact on academic performance; however, all types of physical activity, except those involving flexibility alone, contribute to enhanced academic performance, as do interventions that use small groups (about 10 students) rather than individuals or large groups. Regardless of the strength of the findings, the literature indicates that time spent engaged in physical activity is beneficial to children because it has not been found to detract from academic performance, and in fact can improve overall health and function (Sallis et al., 1999; Hillman et al., 2008; Tomporowski et al., 2008a; Trudeau and Shephard, 2008; Rasberry et al., 2011).

Single Bouts of Physical Activity

Beyond formal physical education, evidence suggests that multi-component approaches are a viable means of providing physical activity opportunities for children across the school curriculum (see also Chapter 6 ). Although health-related fitness lessons taught by certified physical education teachers result in greater student fitness gains relative to such lessons taught by other teachers (Sallis et al., 1999), non-physical education teachers are capable of providing opportunities to be physically active within the classroom (Kibbe et al., 2011). Single sessions or bouts of physical activity have independent merit, offering immediate benefits that can enhance the learning experience. Studies have found that single bouts of physical activity result in improved attention (Hillman et al., 2003, 2009; Pontifex et al., 2012), better working memory (Pontifex et al., 2009), and increased academic learning time and reduced off-task behaviors (Mahar et al., 2006; Bartholomew and Jowers, 2011). Yet single bouts

of physical activity have differential effects, as very vigorous exercise has been associated with cognitive fatigue and even cognitive decline in adults (Tomporowski, 2003). As seen in Figure 4-1 , high levels of effort, arousal, or activation can influence perception, decision making, response preparation, and actual response. For discussion of the underlying constructs and differential effects of single bouts of physical activity on cognitive performance, see Tomporowski (2003).

For children, classrooms are busy places where they must distinguish relevant information from distractions that emerge from many different sources occurring simultaneously. A student must listen to the teacher, adhere to classroom procedures, focus on a specific task, hold and retain information, and make connections between novel information and previous experiences. Hillman and colleagues (2009) demonstrated that a single bout of moderate-intensity walking (60 percent of maximum heart rate) resulted in significant improvements in performance on a task requiring attentional inhibition (e.g., the ability to focus on a single task). These findings were accompanied by changes in neuroelectric measures underlying the allocation of attention (see Figure 4-2 ) and significant improvements on the reading subtest of the Wide Range Achievement Test. No such effects were observed following a similar duration of quiet rest. These findings were later replicated and extended to demonstrate benefits for both mathematics and reading performance in healthy children and those diagnosed with attention deficit hyperactivity disorder (Pontifex et al., 2013). Further replications of these findings demonstrated that a single bout of moderate-intensity exercise using a treadmill improved performance on a task of attention and inhibition, but similar benefits were not derived from moderate-intensity

FIGURE 4-1 Information processing: Diagram of a simplified version of Sanders’s (1983) cognitive-energetic model of human information processing (adapted from Jones and Hardy, 1989). SOURCE: Tomporowski, 2003. Reprinted with permission.

FIGURE 4-2 Effects of a single session of exercise in preadolescent children. SOURCE: Hillman et al., 2009. Reprinted with permission.

exercise that involved exergaming (O’Leary et al., 2011). It was also found that such benefits were derived following cessation of, but not during, the bout of exercise (Drollette et al., 2012). The applications of such empirical findings within the school setting remain unclear.

A randomized controlled trial entitled Physical Activity Across the Curriculum (PAAC) used cluster randomization among 24 schools to examine the effects of physically active classroom lessons on BMI and academic achievement (Donnelly et al., 2009). The academically oriented physical activities were intended to be of vigorous or moderate intensity (3-6 metabolic equivalents [METs]) and to last approximately 10 minutes and were specifically designed to supplement content in mathematics, language arts, geography, history, spelling, science, and health. The study followed 665 boys and 677 girls for 3 years as they rose from 2nd or 3rd to 4th or 5th grades. Changes in academic achievement, fitness, and blood screening were considered secondary outcomes. During a 3-year period, students who engaged in physically active lessons, on average, improved their academic achievement by 6 percent, while the control groups exhibited a 1 percent decrease. In students who experienced at least 75 minutes of PAAC lessons per week, BMI remained stable (see Figure 4-3 ).

It is important to note that cognitive tasks completed before, during, and after physical activity show varying effects, but the effects were always positive compared with sedentary behavior. In a study carried out by Drollette and colleagues (2012), 36 preadolescent children completed

FIGURE 4-3 Change in academic scores from baseline after physically active classroom lessons in elementary schools in northeast Kansas (2003-2006). NOTE: All differences between the Physical Activity Across the Curriculum (PAAC) group ( N = 117) and control group ( N = 86) were significant ( p <.01). SOURCE: Donnelly et al., 2009. Reprinted with permission.

two cognitive tasks—a flanker task to assess attention and inhibition and a spatial nback task to assess working memory—before, during, and after seated rest and treadmill walking conditions. The children sat or walked on different days for an average of 19 minutes. The results suggest that the physical activity enhanced cognitive performance for the attention task but not for the task requiring working memory. Accordingly, although more research is needed, the authors suggest that the acute effects of exercise may be selective to certain cognitive processes (i.e., attentional inhibition) while unrelated to others (e.g., working memory). Indeed, data collected using a task-switching paradigm (i.e., a task designed to assess multitasking and requiring the scheduling of attention to multiple aspects of the environment) among 69 overweight and inactive children did not show differences in cognitive performance following acute bouts of treadmill walking or sitting (Tomporowski et al., 2008b). Thus, findings to date indicate a robust relationship of acute exercise to transient improvements in attention but appear inconsistent for other aspects of cognition.

Academic Learning Time and On- and Off-Task Behaviors

Excessive time on task, inattention to task, off-task behavior, and delinquency are important considerations in the learning environment

given the importance of academic learning time to academic performance. These behaviors are observable and of concern to teachers as they detract from the learning environment. Systematic observation by trained observers may yield important insight regarding the effects of short physical activity breaks on these behaviors. Indeed, systematic observations of student behavior have been used as an alternative means of measuring academic performance (Mahar et al., 2006; Grieco et al., 2009).

After the development of classroom-based physical activities, called Energizers, teachers were trained in how to implement such activities in their lessons at least twice per week (Mahar et al., 2006). Measurements of baseline physical activity and on-task behaviors were collected in two 3rd-grade and two 4th-grade classes, using pedometers and direct observation. The intervention included 243 students, while 108 served as controls by not engaging in the activities. A subgroup of 62 3rd and 4th graders was observed for on-task behavior in the classroom following the physical activity. Children who participated in Energizers took more steps during the school day than those who did not; they also increased their on-task behaviors by more than 20 percent over baseline measures.

A systematic review of a similar in-class, academically oriented, physical activity plan—Take 10!—was conducted to identify the effects of its implementation after it had been in use for 10 years (Kibbe et al., 2011). The findings suggest that children who experienced Take 10! in the classroom engaged in moderate to vigorous physical activity (6.16 to 6.42 METs) and had lower BMIs than those who did not. Further, children in the Take 10! classrooms had better fluid intelligence (Reed et al., 2010) and higher academic achievement scores (Donnelly et al., 2009).

Some have expressed concern that introducing physical activity into the classroom setting may be distracting to students. Yet in one study it was sedentary students who demonstrated a decrease in time on task, while active students returned to the same level of on-task behavior after an active learning task (Grieco et al., 2009). Among the 97 3rd-grade students in this study, a small but nonsignificant increase in on-task behaviors was seen immediately following these active lessons. Additionally, these improvements were not mediated by BMI.

In sum, although presently understudied, physically active lessons may increase time on task and attention to task in the classroom setting. Given the complexity of the typical classroom, the strategy of including content-specific lessons that incorporate physical activity may be justified.

It is recommended that every child have 20 minutes of recess each day and that this time be outdoors whenever possible, in a safe activity (NASPE,

2006). Consistent engagement in recess can help students refine social skills, learn social mediation skills surrounding fair play, obtain additional minutes of vigorous- or moderate-intensity physical activity that contribute toward the recommend 60 minutes or more per day, and have an opportunity to express their imagination through free play (Pellegrini and Bohn, 2005; see also Chapter 6 ). When children participate in recess before lunch, additional benefits accrue, such as less food waste, increased incidence of appropriate behavior in the cafeteria during lunch, and greater student readiness to learn upon returning to the classroom after lunch (Getlinger et al., 1996; Wechsler et al., 2001).

To examine the effects of engagement in physical activity during recess on classroom behavior, Barros and colleagues (2009) examined data from the Early Childhood Longitudinal Study on 10,000 8- to 9-year-old children. Teachers provided the number of minutes of recess as well as a ranking of classroom behavior (ranging from “misbehaves frequently” to “behaves exceptionally well”). Results indicate that children who had at least 15 minutes of recess were more likely to exhibit appropriate behavior in the classroom (Barros et al., 2009). In another study, 43 4th-grade students were randomly assigned to 1 or no days of recess to examine the effects on classroom behavior (Jarrett et al., 1998). The researchers concluded that on-task behavior was better among the children who had recess. A moderate effect size (= 0.51) was observed. In a series of studies examining kindergartners’ attention to task following a 20-minute recess, increased time on task was observed during learning centers and story reading (Pellegrini et al., 1995). Despite these positive findings centered on improved attention, it is important to note that few of these studies actually measured the intensity of the physical activity during recess.

From a slightly different perspective, survey data from 547 Virginia elementary school principals suggest that time dedicated to student participation in physical education, art, and music did not negatively influence academic performance (Wilkins et al., 2003). Thus, the strategy of reducing time spent in physical education to increase academic performance may not have the desired effect. The evidence on in-school physical activity supports the provision of physical activity breaks during the school day as a way to increase fluid intelligence, time on task, and attention. However, it remains unclear what portion of these effects can be attributed to a break from academic time and what portion is a direct result of the specific demands/characteristics of the physical activity.

THE DEVELOPING bRAIN, PHYSICAL ACTIVITY, AND BRAIN HEALTH

The study of brain health has grown beyond simply measuring behavioral outcomes such as task performance and reaction time (e.g., cognitive

processing speed). New technology has emerged that has allowed scientists to understand the impact of lifestyle factors on the brain from the body systems level down to the molecular level. A greater understanding of the cognitive components that subserve academic performance and may be amenable to intervention has thereby been gained. Research conducted in both laboratory and field settings has helped define this line of inquiry and identify some preliminary underlying mechanisms.

The Evidence Base on the Relationship of Physical Activity to Brain Health and Cognition in Older Adults

Despite the current focus on the relationship of physical activity to cognitive development, the evidence base is larger on the association of physical activity with brain health and cognition during aging. Much can be learned about how physical activity affects childhood cognition and scholastic achievement through this work. Despite earlier investigations into the relationship of physical activity to cognitive aging (see Etnier et al., 1997, for a review), the field was shaped by the findings of Kramer and colleagues (1999), who examined the effects of aerobic fitness training on older adults using a randomized controlled design. Specifically, 124 older adults aged 60 and 75 were randomly assigned to a 6-month intervention of either walking (i.e., aerobic training) or flexibility (i.e., nonaerobic) training. The walking group but not the flexibility group showed improved cognitive performance, measured as a shorter response time to the presented stimulus. Results from a series of tasks that tapped different aspects of cognitive control indicated that engagement in physical activity is a beneficial means of combating cognitive aging (Kramer et al., 1999).

Cognitive control, or executive control, is involved in the selection, scheduling, and coordination of computational processes underlying perception, memory, and goal-directed action. These processes allow for the optimization of behavioral interactions within the environment through flexible modulation of the ability to control attention (MacDonald et al., 2000; Botvinick et al., 2001). Core cognitive processes that make up cognitive control or executive control include inhibition, working memory, and cognitive flexibility (Diamond, 2006), processes mediated by networks that involve the prefrontal cortex. Inhibition (or inhibitory control) refers to the ability to override a strong internal or external pull so as to act appropriately within the demands imposed by the environment (Davidson et al., 2006). For example, one exerts inhibitory control when one stops speaking when the teacher begins lecturing. Working memory refers to the ability to represent information mentally, manipulate stored information, and act on the information (Davidson et al., 2006). In solving a difficult mathematical problem, for example, one must often remember the remainder. Finally,

cognitive flexibility refers to the ability to switch perspectives, focus attention, and adapt behavior quickly and flexibly for the purposes of goal-directed action (Blair et al., 2005; Davidson et al., 2006; Diamond, 2006). For example, one must shift attention from the teacher who is teaching a lesson to one’s notes to write down information for later study.

Based on their earlier findings on changes in cognitive control induced by aerobic training, Colcombe and Kramer (2003) conducted a meta-analysis to examine the relationship between aerobic training and cognition in older adults aged 55-80 using data from 18 randomized controlled exercise interventions. Their findings suggest that aerobic training is associated with general cognitive benefits that are selectively and disproportionately greater for tasks or task components requiring greater amounts of cognitive control. A second and more recent meta-analysis (Smith et al., 2010) corroborates the findings of Colcombe and Kramer, indicating that aerobic exercise is related to attention, processing speed, memory, and cognitive control; however, it should be noted that smaller effect sizes were observed, likely a result of the studies included in the respective meta-analyses. In older adults, then, aerobic training selectively improves cognition.

Hillman and colleagues (2006) examined the relationship between physical activity and inhibition (one aspect of cognitive control) using a computer-based stimulus-response protocol in 241 individuals aged 15-71. Their results indicate that greater amounts of physical activity are related to decreased response speed across task conditions requiring variable amounts of inhibition, suggesting a generalized relationship between physical activity and response speed. In addition, the authors found physical activity to be related to better accuracy across conditions in older adults, while no such relationship was observed for younger adults. Of interest, this relationship was disproportionately larger for the condition requiring greater amounts of inhibition in the older adults, suggesting that physical activity has both a general and selective association with task performance (Hillman et al., 2006).

With advances in neuroimaging techniques, understanding of the effects of physical activity and aerobic fitness on brain structure and function has advanced rapidly over the past decade. In particular, a series of studies (Colcombe et al., 2003, 2004, 2006; Kramer and Erickson, 2007; Hillman et al., 2008) of older individuals has been conducted to elucidate the relation of aerobic fitness to the brain and cognition. Normal aging results in the loss of brain tissue (Colcombe et al., 2003), with markedly larger loss evidenced in the frontal, temporal, and parietal regions (Raz, 2000). Thus cognitive functions subserved by these brain regions (such as those involved in cognitive control and aspects of memory) are expected to decay more dramatically than other aspects of cognition.

Colcombe and colleagues (2003) investigated the relationship of aerobic fitness to gray and white matter tissue loss using magnetic resonance

imaging (MRI) in 55 healthy older adults aged 55-79. They observed robust age-related decreases in tissue density in the frontal, temporal, and parietal regions using voxel-based morphometry, a technique used to assess brain volume. Reductions in the amount of tissue loss in these regions were observed as a function of fitness. Given that the brain structures most affected by aging also demonstrated the greatest fitness-related sparing, these initial findings provide a biological basis for fitness-related benefits to brain health during aging.

In a second study, Colcombe and colleagues (2006) examined the effects of aerobic fitness training on brain structure using a randomized controlled design with 59 sedentary healthy adults aged 60-79. The treatment group received a 6-month aerobic exercise (i.e., walking) intervention, while the control group received a stretching and toning intervention that did not include aerobic exercise. Results indicated that gray and white matter brain volume increased for those who received the aerobic fitness training intervention. No such results were observed for those assigned to the stretching and toning group. Specifically, those assigned to the aerobic training intervention demonstrated increased gray matter in the frontal lobes, including the dorsal anterior cingulate cortex, the supplementary motor area, the middle frontal gyrus, the dorsolateral region of the right inferior frontal gyrus, and the left superior temporal lobe. White matter volume changes also were evidenced following the aerobic fitness intervention, with increases in white matter tracts being observed within the anterior third of the corpus callosum. These brain regions are important for cognition, as they have been implicated in the cognitive control of attention and memory processes. These findings suggest that aerobic training not only spares age-related loss of brain structures but also may in fact enhance the structural health of specific brain regions.

In addition to the structural changes noted above, research has investigated the relationship between aerobic fitness and changes in brain function. That is, aerobic fitness training has also been observed to induce changes in patterns of functional activation. Functional MRI (fMRI) measures, which make it possible to image activity in the brain while an individual is performing a cognitive task, have revealed that aerobic training induces changes in patterns of functional activation. This approach involves inferring changes in neuronal activity from alteration in blood flow or metabolic activity in the brain. In a seminal paper, Colcombe and colleagues (2004) examined the relationship of aerobic fitness to brain function and cognition across two studies with older adults. In the first study, 41 older adult participants (mean age ~66) were divided into higher- and lower-fit groups based on their performance on a maximal exercise test. In the second study, 29 participants (aged 58-77) were recruited and randomly assigned to either a fitness training (i.e., walking) or control (i.e., stretching and toning)

intervention. In both studies, participants were given a task requiring variable amounts of attention and inhibition. Results indicated that fitness (study 1) and fitness training (study 2) were related to greater activation in the middle frontal gyrus and superior parietal cortex; these regions of the brain are involved in attentional control and inhibitory functioning, processes entailed in the regulation of attention and action. These changes in neural activation were related to significant improvements in performance on the cognitive control task of attention and inhibition.

Taken together, the findings across studies suggest that an increase in aerobic fitness, derived from physical activity, is related to improvements in the integrity of brain structure and function and may underlie improvements in cognition across tasks requiring cognitive control. Although developmental differences exist, the general paradigm of this research can be applied to early stages of the life span, and some early attempts to do so have been made, as described below. Given the focus of this chapter on childhood cognition, it should be noted that this section has provided only a brief and arguably narrow look at the research on physical activity and cognitive aging. Considerable work has detailed the relationship of physical activity to other aspects of adult cognition using behavioral and neuroimaging tools (e.g., Boecker, 2011). The interested reader is referred to a number of review papers and meta-analyses describing the relationship of physical activity to various aspects of cognitive and brain health (Etnier et al., 1997; Colcombe and Kramer, 2003; Tomporowski, 2003; Thomas et al., 2012).

Child Development, Brain Structure, and Function

Certain aspects of development have been linked with experience, indicating an intricate interplay between genetic programming and environmental influences. Gray matter, and the organization of synaptic connections in particular, appears to be at least partially dependent on experience (NRC/IOM, 2000; Taylor, 2006), with the brain exhibiting a remarkable ability to reorganize itself in response to input from sensory systems, other cortical systems, or insult (Huttenlocher and Dabholkar, 1997). During typical development, experience shapes the pruning process through the strengthening of neural networks that support relevant thoughts and actions and the elimination of unnecessary or redundant connections. Accordingly, the brain responds to experience in an adaptive or “plastic” manner, resulting in the efficient and effective adoption of thoughts, skills, and actions relevant to one’s interactions within one’s environmental surroundings. Examples of neural plasticity in response to unique environmental interaction have been demonstrated in human neuroimaging studies of participation in music (Elbert et al., 1995; Chan et al., 1998; Münte et al., 2001) and sports (Hatfield and Hillman, 2001; Aglioti et al., 2008), thus supporting

the educational practice of providing music education and opportunities for physical activity to children.

Effects of Regular Engagement in Physical Activity and Physical Fitness on Brain Structure

Recent advances in neuroimaging techniques have rapidly advanced understanding of the role physical activity and aerobic fitness may have in brain structure. In children a growing body of correlational research suggests differential brain structure related to aerobic fitness. Chaddock and colleagues (2010a,b) showed a relationship among aerobic fitness, brain volume, and aspects of cognition and memory. Specifically, Chaddock and colleagues (2010a) assigned 9- to 10-year-old preadolescent children to lower- and higher-fitness groups as a function of their scores on a maximal oxygen uptake (VO 2 max) test, which is considered the gold-standard measure of aerobic fitness. They observed larger bilateral hippocampal volume in higher-fit children using MRI, as well as better performance on a task of relational memory. It is important to note that relational memory has been shown to be mediated by the hippocampus (Cohen and Eichenbaum, 1993; Cohen et al., 1999). Further, no differences emerged for a task condition requiring item memory, which is supported by structures outside the hippocampus, suggesting selectivity among the aspects of memory that benefit from higher amounts of fitness. Lastly, hippocampal volume was positively related to performance on the relational memory task but not the item memory task, and bilateral hippocampal volume was observed to mediate the relationship between fitness and relational memory (Chaddock et al., 2010a). Such findings are consistent with behavioral measures of relational memory in children (Chaddock et al., 2011) and neuroimaging findings in older adults (Erickson et al., 2009, 2011) and support the robust nonhuman animal literature demonstrating the effects of exercise on cell proliferation (Van Praag et al., 1999) and survival (Neeper et al., 1995) in the hippocampus.

In a second investigation (Chaddock et al., 2010b), higher- and lower-fit children (aged 9-10) underwent an MRI to determine whether structural differences might be found that relate to performance on a cognitive control task that taps attention and inhibition. The authors observed differential findings in the basal ganglia, a subcortical structure involved in the interplay of cognition and willed action. Specifically, higher-fit children exhibited greater volume in the dorsal striatum (i.e., caudate nucleus, putamen, globus pallidus) relative to lower-fit children, while no differences were observed in the ventral striatum. Such findings are not surprising given the role of the dorsal striatum in cognitive control and response resolution (Casey et al., 2008; Aron et al., 2009), as well as the growing body

of research in children and adults indicating that higher levels of fitness are associated with better control of attention, memory, and cognition (Colcombe and Kramer, 2003; Hillman et al., 2008; Chang and Etnier, 2009). Chaddock and colleagues (2010b) further observed that higher-fit children exhibited increased inhibitory control and response resolution and that higher basal ganglia volume was related to better task performance. These findings indicate that the dorsal striatum is involved in these aspects of higher-order cognition and that fitness may influence cognitive control during preadolescent development. It should be noted that both studies described above were correlational in nature, leaving open the possibility that other factors related to fitness and/or the maturation of subcortical structures may account for the observed group differences.

Effects of Regular Engagement in Physical Activity and Physical Fitness on Brain Function

Other research has attempted to characterize fitness-related differences in brain function using fMRI and event-related brain potentials (ERPs), which are neuroelectric indices of functional brain activation in the electro-encephalographic time series. To date, few randomized controlled interventions have been conducted. Notably, Davis and colleagues (2011) conducted one such intervention lasting approximately 14 weeks that randomized 20 sedentary overweight preadolescent children into an after-school physical activity intervention or a nonactivity control group. The fMRI data collected during an antisaccade task, which requires inhibitory control, indicated increased bilateral activation of the prefrontal cortex and decreased bilateral activation of the posterior parietal cortex following the physical activity intervention relative to the control group. Such findings illustrate some of the neural substrates influenced by participation in physical activity. Two additional correlational studies (Voss et al., 2011; Chaddock et al., 2012) compared higher- and lower-fit preadolescent children and found differential brain activation and superior task performance as a function of fitness. That is, Chaddock and colleagues (2012) observed increased activation in prefrontal and parietal brain regions during early task blocks and decreased activation during later task blocks in higher-fit relative to lower-fit children. Given that higher-fit children outperformed lower-fit children on the aspects of the task requiring the greatest amount of cognitive control, the authors reason that the higher-fit children were more capable of adapting neural activity to meet the demands imposed by tasks that tapped higher-order cognitive processes such as inhibition and goal maintenance. Voss and colleagues (2011) used a similar task to vary cognitive control requirements and found that higher-fit children outperformed their lower-fit counterparts and that such differences became more pronounced dur-

ing task conditions requiring the upregulation of control. Further, several differences emerged across various brain regions that together make up the network associated with cognitive control. Collectively, these differences suggest that higher-fit children are more efficient in the allocation of resources in support of cognitive control operations.

Other imaging research has examined the neuroelectric system (i.e., ERPs) to investigate which cognitive processes occurring between stimulus engagement and response execution are influenced by fitness. Several studies (Hillman et al., 2005, 2009; Pontifex et al., 2011) have examined the P3 component of the stimulus-locked ERP and demonstrated that higher-fit children have larger-amplitude and shorter-latency ERPs relative to their lower-fit peers. Classical theory suggests that P3 relates to neuronal activity associated with revision of the mental representation of the previous event within the stimulus environment (Donchin, 1981). P3 amplitude reflects the allocation of attentional resources when working memory is updated (Donchin and Coles, 1988) such that P3 is sensitive to the amount of attentional resources allocated to a stimulus (Polich, 1997; Polich and Heine, 2007). P3 latency generally is considered to represent stimulus evaluation and classification speed (Kutas et al., 1977; Duncan-Johnson, 1981) and thus may be considered a measure of stimulus detection and evaluation time (Magliero et al., 1984; Ila and Polich, 1999). Therefore the above findings suggest that higher-fit children allocate greater attentional resources and have faster cognitive processing speed relative to lower-fit children (Hillman et al., 2005, 2009), with additional research suggesting that higher-fit children also exhibit greater flexibility in the allocation of attentional resources, as indexed by greater modulation of P3 amplitude across tasks that vary in the amount of cognitive control required (Pontifex et al., 2011). Given that higher-fit children also demonstrate better performance on cognitive control tasks, the P3 component appears to reflect the effectiveness of a subset of cognitive systems that support willed action (Hillman et al., 2009; Pontifex et al., 2011).

Two ERP studies (Hillman et al., 2009; Pontifex et al., 2011) have focused on aspects of cognition involved in action monitoring. That is, the error-related negativity (ERN) component was investigated in higher- and lower-fit children to determine whether differences in evaluation and regulation of cognitive control operations were influenced by fitness level. The ERN component is observed in response-locked ERP averages. It is often elicited by errors of commission during task performance and is believed to represent either the detection of errors during task performance (Gehring et al., 1993; Holroyd and Coles, 2002) or more generally the detection of response conflict (Botvinick et al., 2001; Yeung et al., 2004), which may be engendered by errors in response production. Several studies have reported that higher-fit children exhibit smaller ERN amplitude during rapid-

response tasks (i.e., instructions emphasizing speed of responding; Hillman et al., 2009) and more flexibility in the allocation of these resources during tasks entailing variable cognitive control demands, as evidenced by changes in ERN amplitude for higher-fit children and no modulation of ERN in lower-fit children (Pontifex et al., 2011). Collectively, this pattern of results suggests that children with lower levels of fitness allocate fewer attentional resources during stimulus engagement (P3 amplitude) and exhibit slower cognitive processing speed (P3 latency) but increased activation of neural resources involved in the monitoring of their actions (ERN amplitude). Alternatively, higher-fit children allocate greater resources to environmental stimuli and demonstrate less reliance on action monitoring (increasing resource allocation only to meet the demands of the task). Under more demanding task conditions, the strategy of lower-fit children appears to fail since they perform more poorly under conditions requiring the upregulation of cognitive control.

Finally, only one randomized controlled trial published to date has used ERPs to assess neurocognitive function in children. Kamijo and colleagues (2011) studied performance on a working memory task before and after a 9-month physical activity intervention compared with a wait-list control group. They observed better performance following the physical activity intervention during task conditions that required the upregulation of working memory relative to the task condition requiring lesser amounts of working memory. Further, increased activation of the contingent negative variation (CNV), an ERP component reflecting cognitive and motor preparation, was observed at posttest over frontal scalp sites in the physical activity intervention group. No differences in performance or brain activation were noted for the wait-list control group. These findings suggest an increase in cognitive preparation processes in support of a more effective working memory network resulting from prolonged participation in physical activity. For children in a school setting, regular participation in physical activity as part of an after-school program is particularly beneficial for tasks that require the use of working memory.

Adiposity and Risk for Metabolic Syndrome as It Relates to Cognitive Health

A related and emerging literature that has recently been popularized investigates the relationship of adiposity to cognitive and brain health and academic performance. Several reports (Datar et al., 2004; Datar and Sturm, 2006; Judge and Jahns, 2007; Gable et al., 2012) on this relationship are based on large-scale datasets derived from the Early Child Longitudinal Study. Further, nonhuman animal research has been used to elucidate the relationships between health indices and cognitive and brain health (see

Figure 4-4 for an overview of these relationships). Collectively, these studies observed poorer future academic performance among children who entered school overweight or moved from a healthy weight to overweight during the course of development. Corroborating evidence for a negative relationship between adiposity and academic performance may be found in smaller but more tightly controlled studies. As noted above, Castelli and colleagues (2007) observed poorer performance on the mathematics and reading portions of the Illinois Standardized Achievement Test in 3rd- and 5th-grade students as a function of higher BMI, and Donnelly and colleagues (2009) used a cluster randomized trial to demonstrate that physical activity in the classroom decreased BMI and improved academic achievement among pre-adolescent children.

Recently published reports describe the relationship between adiposity and cognitive and brain health to advance understanding of the basic cognitive processes and neural substrates that may underlie the adiposity-achievement relationship. Bolstered by findings in adult populations (e.g., Debette et al., 2010; Raji et al., 2010; Carnell et al., 2011), researchers have begun to publish data on preadolescent populations indicating differences

FIGURE 4-4 Relationships between health indices and cognitive and brain health. NOTE: AD = Alzheimer’s disease; PD = Parkinson’s disease. SOURCE: Cotman et al., 2007. Reprinted with permission.

in brain function and cognitive performance related to adiposity (however, see Gunstad et al., 2008, for an instance in which adiposity was unrelated to cognitive outcomes). Specifically, Kamijo and colleagues (2012a) examined the relationship of weight status to cognitive control and academic achievement in 126 children aged 7-9. The children completed a battery of cognitive control tasks, and their body composition was assessed using dual X-ray absorptiometry (DXA). The authors found that higher BMI and greater amounts of fat mass (particularly in the midsection) were related to poorer performance on cognitive control tasks involving inhibition, as well as lower academic achievement. In follow-up studies, Kamijo and colleagues (2012b) investigated whether neural markers of the relationship between adiposity and cognition may be found through examination of ERP data. These studies compared healthy-weight and obese children and found a differential distribution of the P3 potential (i.e., less frontally distributed) and larger N2 amplitude, as well as smaller ERN magnitude, in obese children during task conditions that required greater amounts of inhibitory control (Kamijo et al., 2012c). Taken together, the above results suggest that obesity is associated with less effective neural processes during stimulus capture and response execution. As a result, obese children perform tasks more slowly (Kamijo et al., 2012a) and are less accurate (Kamijo et al., 2012b,c) in response to tasks requiring variable amounts of cognitive control. Although these data are correlational, they provide a basis for further study using other neuroimaging tools (e.g., MRI, fMRI), as well as a rationale for the design and implementation of randomized controlled studies that would allow for causal interpretation of the relationship of adiposity to cognitive and brain health. The next decade should provide a great deal of information on this relationship.

LIMITATIONS

Despite the promising findings described in this chapter, it should be noted that the study of the relationship of childhood physical activity, aerobic fitness, and adiposity to cognitive and brain health and academic performance is in its early stages. Accordingly, most studies have used designs that afford correlation rather than causation. To date, in fact, only two randomized controlled trials (Davis et al., 2011; Kamijo et al., 2011) on this relationship have been published. However, several others are currently ongoing, and it was necessary to provide evidence through correlational studies before investing the effort, time, and funding required for more demanding causal studies. Given that the evidence base in this area has grown exponentially in the past 10 years through correlational studies and that causal evidence has accumulated through adult and nonhuman animal

studies, the next step will be to increase the amount of causal evidence available on school-age children.

Accomplishing this will require further consideration of demographic factors that may moderate the physical activity–cognition relationship. For instance, socioeconomic status has a unique relationship with physical activity (Estabrooks et al., 2003) and cognitive control (Mezzacappa, 2004). Although many studies have attempted to control for socioeconomic status (see Hillman et al., 2009; Kamijo et al., 2011, 2012a,b,c; Pontifex et al., 2011), further inquiry into its relationship with physical activity, adiposity, and cognition is warranted to determine whether it may serve as a potential mediator or moderator for the observed relationships. A second demographic factor that warrants further consideration is gender. Most authors have failed to describe gender differences when reporting on the physical activity–cognition literature. However, studies of adiposity and cognition have suggested that such a relationship may exist (see Datar and Sturm, 2006). Additionally, further consideration of age is warranted. Most studies have examined a relatively narrow age range, consisting of a few years. Such an approach often is necessary because of maturation and the need to develop comprehensive assessment tools that suit the various stages of development. However, this approach has yielded little understanding of how the physical activity–cognition relationship may change throughout the course of maturation.

Finally, although a number of studies have described the relationship of physical activity, fitness, and adiposity to standardized measures of academic performance, few attempts have been made to observe the relationship within the context of the educational environment. Standardized tests, although necessary to gauge knowledge, may not be the most sensitive measures for (the process of) learning. Future research will need to do a better job of translating promising laboratory findings to the real world to determine the value of this relationship in ecologically valid settings.

From an authentic and practical to a mechanistic perspective, physically active and aerobically fit children consistently outperform their inactive and unfit peers academically on both a short- and a long-term basis. Time spent engaged in physical activity is related not only to a healthier body but also to enriched cognitive development and lifelong brain health. Collectively, the findings across the body of literature in this area suggest that increases in aerobic fitness, derived from physical activity, are related to improvements in the integrity of brain structure and function that underlie academic performance. The strongest relationships have been found between aerobic fitness and performance in mathematics, reading, and English. For children

in a school setting, regular participation in physical activity is particularly beneficial with respect to tasks that require working memory and problem solving. These findings are corroborated by the results of both authentic correlational studies and experimental randomized controlled trials. Overall, the benefits of additional time dedicated to physical education and other physical activity opportunities before, during, and after school outweigh the benefits of exclusive utilization of school time for academic learning, as physical activity opportunities offered across the curriculum do not inhibit academic performance.

Both habitual and single bouts of physical activity contribute to enhanced academic performance. Findings indicate a robust relationship of acute exercise to increased attention, with evidence emerging for a relationship between participation in physical activity and disciplinary behaviors, time on task, and academic performance. Specifically, higher-fit children allocate greater resources to a given task and demonstrate less reliance on environmental cues or teacher prompting.

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Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic.

The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents.

Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed.

This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.

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Health and Fitness Essay for Students and Children

500+ words essay on health and fitness.

We have always heard the word ‘health’ and ‘fitness’. We use it ourselves when we say phrases like ‘health is wealth’ and ‘fitness is the key’. What does the word health really mean? It implies the idea of ‘being well’. We call a person healthy and fit when he/she function well physically as well as mentally.

Factors Affecting our Health and Fitness

Good health and fitness is not something which one can achieve entirely on our own. It depends on their physical environment and the quality of food intake. We live in villages, towns, and cities.

In such places, even our physical environment affects our health. Therefore, our social responsibility of pollution-free environment directly affects our health. Our day-to-day habits also determine our fitness level. The quality of food, air, water all helps in building our fitness level.

Role of Nutritious Diet on our Health and Fitness

The first thing about where fitness starts is food. We should take nutritious food. Food rich in protein, vitamins, minerals, and carbohydrates is very essential. Protein is necessary for body growth. Carbohydrates provide the required energy in performing various tasks. Vitamin and minerals help in building bones and boosting our immune system.

However, taking food in uneven quantity is not good for the body. Taking essential nutrients in adequate amount is called a balanced diet. Taking a balanced diet keep body and mind strong and healthy. Good food helps in better sleep, proper brain functioning and healthy body weight.

Include vegetables, fruits, and pulses in daily diet. One must have a three-course meal. Having roughage helps in cleaning inner body organs. Healthy food habit prevents various diseases. Reducing the amount of fat in the diet prevents cholesterol and heart diseases.

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Impact of Exercise on our Health

Routine exercise helps improve our muscle power. Exercise helps in good oxygen supply and blood flow throughout the body. Heart and lungs work efficiently. Our bones get strong and joints have the pain free movement.

We should daily spend at least twenty minutes in our exercise. Daily morning walk improves our fitness level. We should avoid strenuous Gym activities. Exercise burns our fat and controls the cholesterol level in the body. Various outdoor games like cricket, football, volleyball, etc keeps our body fit. Regular exercise maintains our body shape.

Meditation, Yoga, and Health

Meditation and yoga are part of our life from ancient time. They not only make us physically fit but mentally strong as well. Meditation improves our concentration level. Our mind gets relaxed and thinking becomes positive.

A healthy mind is key for a healthy body. Yoga makes us stressfree and improves the endurance power of the mind. Yoga controls our blood pressure. With yoga, a strong bond with nature is established. Meditation is considered the best way to fight depression.

A person stays happier when he/she is fit and healthy. A fit and healthy person is less prone to chronic diseases. The healthy mind reacts better in a pressure situation. The self-confidence of a person is increased. Risk of heart failure is reduced drastically. With the increased immunity power body could fight cancerous cells. The intensity of the fracture is decreased with regular exercise.

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Physical Exercise Essay & Paragraph

Physical exercise is important to keep the body healthy and the mind sound. It strengthens the limbs of the body, helps digestion, and keeps diseases away. There are also many other benefits to physical exercise. At school, examinees are often asked to write essays and paragraphs about physical exercise. This is why we have shared a bunch of essays and paragraphs on physical exercise here, ranging from 100 to 500 words, suitable for students of all classes.

Table of Contents

Physical Exercise Essay for Class 10

Introduction:.

Physical exercise means the movement of the limbs of your body. It is good for health. Without it, none can enjoy good health.

Various kinds of Physical Exercise:

There are many kinds of physical exercises. All of them are not suitable for everybody. Those who are strong in the body can take all forms of exercise. The old and weak should not take hard exercise. Walking, swimming, rowing, and gymnastics, etc. are some good forms of exercise. Different kinds of games such as football, cricket, hockey, etc are kinds of healthy exercise. We must take physical exercise regularly. We must take it in the open air.

Benefits or Importance:

Physical exercise preserves and improves our health. It makes a man strong, active and keeps him free from diseases. Our body is like a machine. It can be kept in good condition by taking physical exercise. There is a close connection between the mind and the body. “A sound mind in a sound body” is a proverb. Physical exercise promotes our health and brings peace to our minds. Physical exercise is the key to good health. It is a cure for many diseases. For good health, it is not enough to eat only good food. The food must be digested. For this reason, some kind of physical exercise is necessary.

Its Importance for Students:

The students need to exercise much. They use their brains in their studies. Physical exercise refreshes their brain. It makes them cheerful.

Evils of not taking Physical Exercise:

Those who do not take exercise fall victim to many diseases and become unfit for any work. A man of ill health can’t enjoy life. He is a burden to the family and society. He losses all interest and happiness in life.

Effect of Over-exercise:

It should be remembered that excess of anything is bad. Exercise is good. But over-exercise is injurious to our health. Moreover, after physical exercise, one should take a rest.

Conclusion:

Health is the root of all happiness. So, we should take physical exercise regularly. It keeps the body fit and healthy.

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Benefits of Physical Exercise Essay Physical-Exercise Paragraph in English

Physical Exercise Essay, 250 Words

Introduction/Definition: Regularly taking exercise physically is called physical exercise. It helps to have a fit body and sound mind and also saves from diseases. An unhealthy person is always uncomfortable with his body, he cannot concentrate on studies or any other work.

Various kinds of physical exercise: There are different kinds of physical exercise such as walking, riding, swimming, and all kinds of outdoor games. All of them are not suitable for all. Football, cricket, hockey, badminton, etc. are good for a healthy man and walking, swimming, riding, racing, gymnastics, etc. are good for an unhealthy man and an old man.

Usefulness/ Importance: A healthy man is a happy man. A man who has no health is unhappy and is out of all the joys of life. He finds no pleasure or interest in anything. Life is a burden and a curse to him. One needs the blessing of life in order to enjoy. So, he should make good health by taking physical exercise regularly. It should be taken as far as possible in the open air.

Evils of not taking physical exercise: Those who do not take exercise regularly lose their health very soon. They do not find interest and happiness in life.

Conclusion: Health is the root of all happiness, So, a word goes, ‘Health is wealth’. That is why we should take physical exercise regularly to keep the body fit and to have a sound mind. To take over-exercise is harmful to weak or old men.

Physical Exercise Essay, 300 Words

Write a composition about physical exercise by using the following hints: Introduction, Kinds of exercise, Importance of physical exercise, Effects of neglecting physical exercise, Conclusion.

Physical exercise means the regular movement of the limbs of our body according to certain rules. Keeping our body fit and our mind healthy is essential for viable life. Physical exercise keeps our body healthy and our mind refreshed. So, we should take physical exercise regularly. It helps to develop the growth of different organs of the body properly. Without it, none can enjoy sound health. It makes a man strong, active and keeps him free from the curse of idleness.

There are various kinds of physical exercise. Running, walking, and swimming are good forms of exercise. Gymnastics and wrestling are also good kinds of exercise. Modern outdoor and indoor games are also known as physical exercise. However, not all types of exercise are beneficial for everyone. Those who are strong can easily take all forms of exercise. But the weak and the old can’t take hard exercise.

Exercise is very important. The body and the mind are closely related. A proverb says, “a sound mind lies in a sound body”. It is a physical exercise that enables us to build good health and it is the key to success. It helps proper blood circulation in our body and increases the power of digestion.

There are people who do not take physical exercise. They are soon seen to decline in health. They fall a victim to various kinds of diseases. Life becomes dull to them. They do not find any energy. They cannot enjoy their life. In a word, life becomes meaningless to them.

Our body is just like a machine. It can be spoiled if not taken care of regularly. So, without regular exercise, we cannot expect to enjoy good health. We should take some kinds of exercise every day to improve our health and mind. It keeps our mind away from the drudgery of work and fills it with joy.

Physical exercise is a practice of parts of the body usually in an open place for keeping one’s body in good condition. It is necessary for every person to keep him fit and active. It preserves and improves our health.

There are various forms of physical exercise. Most games are good forms of exercise. They serve a double purpose – physical exercise and amusement. The playing of football, cricket, hockey, tennis, badminton, Ha-du-du, Daria-bandha, Gollachut, Kabadi, etc are good forms of physical exercise. Walking, racing, boxing, swimming, riding, cycling, wrestling, gymnastics, etc. are very common forms of physical exercise.

All forms of exercise are not suitable for people of all ages. The old can take part in light forms of exercise like walking. The women in our country have little scope to take part in physical exercise. So by doing household work like washing clothes or sweeping the floor they can keep their body fit.

Regular physical exercise gives us strength, courage, vigor, and energy. It keeps us fit, active, and mentally alive. It activates our thinking, feeling, and willing faculties. It is truly said that a healthy person processes a sound mind in a sound body. That is everyone should have good physical and mental health. The persons who do brain work need physical exercise more. A farmer or a day laborer does not need extra physical exercise because he is always engaged in physical labor. But the persons who do brainwork have little scope to do physical labor. So physical exercise is a must for them. In some cases, physical exercise prevents as well cures diseases. We depend on it for the restoration of health. Generally, it is good for digestion. It is the best medicine for some diseases. While taking exercise, one gets fresh air in open fields. It is conducive to good health. If one neglects physical exercise, he is attacked by various diseases. Life becomes a burden to him.

Nowadays our educational institutions and the government have realized the importance of physical exercise for the students. But still very much remains to be done. More facilities should be given to the students so that they can practice physical exercise.

Have a look: Essay & Paragraph on Discipline

Benefits of Physical Exercise Essay, 400 Words

Introduction: Physical exercise is an essential aspect of maintaining a healthy and balanced lifestyle. Regular physical activity has numerous benefits for both the body and mind, including improved cardiovascular health, weight management, and reduced risk of chronic diseases. In this essay, we will discuss the various benefits of physical exercise and why it is important to make it a part of our daily routine.

Physical Health Benefits: One of the most obvious benefits of regular physical exercise is its impact on physical health. Regular exercise can improve cardiovascular health by strengthening the heart and reducing the risk of heart disease. It can also help with weight management by burning calories and increasing muscle mass. Additionally, regular exercise can help to lower blood pressure and improve cholesterol levels, which are both risk factors for heart disease.

Exercise and Mental Health: Physical exercise also has a positive impact on mental health. Regular physical activity can help to reduce stress, anxiety, and depression. It can also improve cognitive function and promote better sleep. Exercise releases endorphins, which are chemicals in the brain that make us feel good. Endorphins can improve mood and reduce feelings of anxiety and depression.

Preventing Chronic Diseases: Another benefit of physical exercise is its ability to reduce the risk of chronic diseases such as diabetes, osteoporosis, and certain types of cancer. Regular physical activity can help to regulate blood sugar levels, strengthen bones, and increase muscle mass. This can reduce the risk of developing chronic diseases and improve overall health.

Social Benefits: Physical exercise can also have a positive impact on social well-being. Joining a sports team or exercise class can provide a sense of community and belonging. Exercise can also be a great way to meet new people and make friends. Additionally, exercise can help to improve self-esteem and body image, which can have a positive impact on social interactions and relationships.

Conclusion: In conclusion, regular physical exercise is an essential aspect of maintaining a healthy and balanced lifestyle. It has numerous benefits for both the body and mind, including improved cardiovascular health, weight management, and reduced risk of chronic diseases. Additionally, it can improve mental health, and reduce stress, anxiety, and depression. Making physical exercise a part of our daily routine can have a profound impact on our overall well-being.

Physical Exercise Paragraph, 150 Words

Physical exercise means moving the parts of a body in a special way. It is the precondition of good health. It is as important for good health as food and rest. There are different/various kinds of physical exercise. We can do them indoors and outdoors. We can stretch different parts of our bodies. But we need to go out for playing, swimming, or simply walking. All forms of exercise are not suitable for all. The hand form of exercise like swimming, running, playing, jumping are suitable for the young, not for the old. Physical exercise does a lot of good to us. It helps to circulate our blood correctly. It increases our digestion power. The greatest work it does is to keep us fit for work. It gives us energy, makes us strong and cheerful. It teaches us regularity and discipline. We must take physical exercise regularly to preserve our sound health.

Physical Exercise Paragraph, 100 Words

Exercise means the movement of body parts. It is a great way to maintain a healthy body and sound mind. It preserves and improves our health. So, it is important to exercise regularly. There are many ways to exercise, such as walking, running, swimming, cycling, rowing, playing, jumping, and weightlifting. Students and teenagers who play football, cricket, Hadudu, etc., or swim often, get their exercise through play. Similarly, through hard work, farmers and workers also stay healthy and strong, without exercising separately. But it is important to exercise regularly, especially for those who are lazy or do not do physical labor.

Physical Exercise Essay, 500 Words

Introduction: Physical exercise is an essential component of maintaining a healthy lifestyle. Regular exercise can help to improve overall fitness, increase strength and flexibility, and reduce the risk of chronic diseases such as heart disease, diabetes, and certain types of cancer. In this essay, we will discuss the benefits of physical exercise, the different types of exercise that can be done, and the importance of consistency in order to see results.

Benefits of Physical Exercise: One of the most significant benefits of regular exercise is that it can help to improve cardiovascular health. This can lower the risk of heart disease, high blood pressure, and stroke. Exercise also helps to improve muscle strength and flexibility, which can help to reduce the risk of injury and improve overall mobility. Additionally, regular exercise can help to improve mental health, reducing the risk of depression and anxiety.

Physical exercise can also have a positive effect on weight management. Regular exercise can help to increase muscle mass, which in turn can help to boost metabolism. This can make it easier to maintain a healthy weight, or to lose weight if necessary.

Types of Exercise: There are many different types of exercise that can be done to achieve the benefits outlined above. Aerobic exercise, such as running, cycling, and swimming, is great for cardiovascular health. Strength training, such as weightlifting, can help to build muscle and improve bone density. Yoga and Pilates are great for flexibility and balance. And stretching and flexibility training can also be beneficial for overall fitness.

Also, those who do physical work such as farmers, sailors, fishermen, masons or day laborers get physical exercise through their work. If you are someone in a profession that requires you to sit and work most of the time, you can create a vegetable or flower garden on a piece of land in your backyard. If you dig the ground with a spade every morning, you will get excellent physical exercise.

Importance of Consistency: To see the benefits of physical exercise, it is important to be consistent with your workouts. This means committing to regular exercise, and making it a part of your daily routine. It is also important to vary your workouts to keep them interesting and challenging, and to gradually increase the intensity of your workouts as you become more fit. It is also important to consult a physician before starting a new exercise program, especially if you have any medical conditions or injuries.

Conclusion: Physical exercise is an essential component of maintaining a healthy lifestyle. Regular exercise can help to improve cardiovascular health, muscle strength, flexibility, mental health and weight management. There are many different types of exercise that can be done to achieve these benefits, and it is important to be consistent with your workouts and to gradually increase the intensity as you become more fit. Consult a physician before starting a new exercise program, especially if you have any medical conditions or injuries. Exercise is not only essential for a healthy body but also for a healthy mind. Regular exercise is a great way to boost your mood and reduce stress.

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Home — Essay Samples — Nursing & Health — Maintaining Health — Physical Exercise

Essay Examples on Physical Exercise

Hook examples for physical exercise essays, anecdotal hook.

As I pushed myself to finish that last mile, my heart pounding and sweat pouring down my face, I realized that exercise isn't just about physical fitness; it's a journey of self-discovery.

Question Hook

Why is it that some people find solace in the rhythmic beat of their running shoes on the pavement, while others dread the mere thought of breaking a sweat? What makes exercise such a diverse and personal experience?

Quotation Hook

"Physical fitness is not only one of the most important keys to a healthy body; it is the basis of dynamic and creative intellectual activity." These words from John F. Kennedy emphasize the profound connection between physical exercise and mental well-being.

Health Benefits Hook

Physical exercise isn't just about sculpting a perfect physique; it's a lifeline to health. Delve into the myriad benefits, from reducing the risk of chronic diseases to boosting immunity, that come with regular physical activity.

Motivation and Discipline Hook

What does it take to overcome the allure of a comfortable couch and choose the treadmill instead? The journey of self-discipline and motivation in the realm of physical exercise is a fascinating one to explore.

Exercise and Mental Well-being Hook

Physical exercise isn't just about improving the body; it's about enhancing the mind. Dive into the science of endorphins, the "feel-good" chemicals, and how they can transform your mental state through exercise.

Personal Transformation Hook

For many, physical exercise isn't just a routine; it's a profound transformation. Share stories of individuals who've turned their lives around through fitness, demonstrating the power of resilience and determination.

Exercise Trends and Innovations Hook

From CrossFit to wearable technology, the world of physical exercise is constantly evolving. Explore the latest trends and innovations that are reshaping how we approach fitness and well-being.

Physical Activity on Blood Pressure Levels in Adults

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Examining The Link Between Exercise and Longevity

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My Personal Physical Fitness Program: Physical Goals and Opportunities

The effects of physical activity on mental health, the best exercises to gain muscle and strength , recreational soccer: cardiovascular health, physical fitness, and mental health, physical fitness: the evolution of "exercise", possibly the most important factor in weight loss, an important reasons to do exercise, the importance of sports and outdoor activities for children’s development, fitness training program: planning and performance, the positive impact of exercise in protecting the brain from alzheimer's disease, effects of ignorance to regular body exercise, physical therapy: today it hurts, tomorrow it works, importance of optimal dynamic warm-up, how sports activities help to increase learning abilities, your motivation to do sports, we should care about sedentary behavior, the importance of sports in life, the importance of healthy eating and exercise for children, weight loss: the role of healthy eating and exercising, how an individual’s personality can impact sports performance.

Physical exercise is the performance of some activity in order to develop or maintain physical fitness and overall health.

Physical exercises are generally grouped into three types: aerobic exercise (running, cycling, swimming, brisk walking, skipping rope, rowing, hiking, dancing, playing tennis, continuous training, and long distance running), anaerobic exercise (push-ups, pull-ups, lunges, squats, bench press, etc.), and flexibility exercises (stretching).

Regular exercise helps lower blood pressure and cholesterol levels. Exercising improves brain performance Fat and muscle are completely different types of tissue. Muscle cannot turn into fat. People who don’t regularly exercise may lose up to 80% of their muscle strength by age 65.

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Human Physiology
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Essay on Physical Exercises & its Importance For Students

Essay on Physical Exercises & its Importance- Need and Importance in Life for Students

Physical exercise is an important part of a healthy lifestyle. It can help you maintain a healthy weight, reduce your risk of heart disease and stroke, and improve your overall mood. There are many different types of physical exercise, and each has its own set of benefits.

Physical exercise is defined as simply any activity that gets your heart rate up and makes you sweat. This includes activities like running, biking, swimming, and playing sports. Whatever type of physical exercise you choose, make sure to start slowly and build up gradually.

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Benefits of Physical Exercises

Physical exercises have a lot of benefits for our health.

1) Physical exercises help maintain a healthy weight: If you are overweight or obese, physical exercises can help you lose weight. Exercises like running, biking, and swimming can help you burn calories and reduce pounds. In addition to that, regular physical activity can help prevent weight gain in the future.

2) Physical exercises reduce your risk of heart disease and stroke: Obesity is a major risk factor for heart disease and stroke. Physical exercises can help you lose weight and lower your blood pressure, cholesterol levels, and risk of developing type 2 diabetes.

3) Physical exercises improve your mood: Exercises like running, biking, and swimming can boost your mood and relieve stress. In addition to that, physical activity can help improve your sleep quality.

4) Physical exercises are good for your bones: Weight-bearing exercises like running and weightlifting can help keep your bones strong and reduce your risk of osteoporosis.

5) Physical exercises are good for your mind: Studies have shown that physical exercise can improve mental health and reduce the risk of depression. Exercising regularly can help improve cognitive function and memory.

6) Physical exercises are good for your skin: Sweating during physical activity can help rid your body of toxins. Additionally, exercise can improve blood circulation, which can help keep your skin looking young and healthy.

7) Physical exercises are good for your overall health : Physical activity has been linked with a lower risk of cancer, premature death, and other chronic diseases. Regular physical exercise is one of the best things you can do for your health.

Risks of not having exercises

There are many health risks associated with not taking physical exercises. Some of the risks are:

1) Heart disease: Physical inactivity is a leading cause of heart disease. Lack of exercise can lead to obesity, high blood pressure, and high cholesterol levels– all of which increase your risk of heart attack and stroke.

2) Diabetes: Physical inactivity is a major risk factor for type 2 diabetes. Lack of exercise can lead to obesity, which is a major risk factor for diabetes. Exercise can help control blood sugar levels and reduce the risk of type 2 diabetes.

3) Cancer: Physical inactivity is linked with an increased risk of developing several types of cancer, including breast cancer, colon cancer, and prostate cancer.

4) Depression: Lack of exercise is a major risk factor for depression. Exercise can help relieve stress, improve mood.

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Physical exercises are very important for a healthy lifestyle. They can help maintain a healthy weight, reduce your risk of heart disease and stroke, improve your mood, and improve your overall health. Therefore, you should never forget the importance of physical exercises for your body.

Essay on Importance of Physical Activities for Students

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Beyond Weight Loss: Five Yale Experts on the Benefits of Exercise

Listen to "beyond weight loss: five yale experts on the benefits of exercise".

Most of us know that regular physical activity can strengthen muscles, burn fat, and lower our risk of heart disease. But many advantages of exercise go beyond physical fitness and cardiovascular health, according to Yale School of Medicine experts.

Five Yale Department of Internal Medicine specialists in areas ranging from infectious diseases to allergy and immunology discuss why exercise is key to optimal health.

1. Exercise reverses insulin resistance.

Studies led by Gerald I. Shulman, MD, PhD , George R. Cowgill Professor of Medicine (Endocrinology) and Cellular and Molecular Physiology, Investigator Emeritus of the Howard Hughes Medical Institute, and co-director of the Yale Diabetes Research Center, have demonstrated that exercise can reverse muscle insulin resistance.

“Insulin resistance in skeletal muscle is a major factor in the pathogenesis of type 2 diabetes, fatty liver disease, heart disease, and obesity-associated cancers,” said Shulman, who recommends daily exercise to promote cardiometabolic health. “There is also increasing evidence that insulin resistance may be a contributing factor in the progression of Alzheimer’s disease.”

2. Exercise aids in recovery from infection.

Exercise can reduce the risk of poor outcomes when infections occur, according to Scott Roberts, MD , assistant professor of medicine (infectious diseases). “For many infections, such as influenza, COVID-19, and RSV, comorbidities such as obesity, diabetes, and poor respiratory health are all major contributors to severe disease,” he said. “Exercise can help mitigate these risks and boost the odds of a speedy recovery.”

3. Exercise enhances immunity.

There is evidence that light to moderate aerobic exercise, like walking or jogging, can help the immune system work better, says Elise Liu, MD, PhD , instructor of medicine (rheumatology, allergy and immunology). “People who regularly get this type of exercise get sick less frequently than people who are sedentary,” she said. “This could be because several types of immune cells have been shown to work better shortly after exercise.”

4. Exercise contributes to a healthy gut.

Evidence suggests that exercise leads to a more diverse gut microbiome and an increase in butyrate, a short-chain fatty acid that may prevent disease, according to Avlin Imaeda, MD, PhD , associate professor of medicine (digestive diseases). “Butyrate is one of the key fuels that the cells lining the colon need to grow, divide, and stay healthy, and higher levels of butyrate can reduce the severity of inflammatory bowel disease and the risk of colon cancer, as well as general inflammation,” she said.

5. Exercise improves sleep.

Exercising during the day can help you sleep at night, notes Brienne Miner, MD, MHS , assistant professor of medicine (geriatric medicine). “Exercise is an external cue to your circadian clock, sending a physiologic message that lets your brain and body know when it is time to be awake versus when it is time to sleep,” she said. “A robust and regular circadian clock allows more regular and restorative sleep.”

Regular physical activity also contributes to better physical and mental health, decreasing the risk of developing sleep problems and potentially improving existing sleep problems, Miner said.

The Department of Internal Medicine at Yale School of Medicine is among the nation's premier departments, bringing together an elite cadre of clinicians, investigators, educators, and staff in one of the world's top medical schools. To learn more, visit Internal Medicine.

Infectious Diseases
Internal Medicine
Immunology & Immunobiology
Endocrinology
Digestive Diseases

Featured in this article

Avlin Imaeda, MD, PhD Associate Professor of Medicine (Digestive Diseases); Medical Director, North Haven Endoscopy Center
Elise Liu, MD, PhD Instructor of Medicine
Brienne Miner, MD, MHS Assistant Professor; Vice Chief for Diversity, Equity, and Inclusion, Internal Medicine; Member, Research Career Development Committee; Early Career Faculty Working Group, Claude D. Pepper Older Americans Independence Center; Junior Faculty Liaison, Research Committee
Scott Roberts, MD Assistant Professor; Associate Medical Director, Infection Prevention
Gerald I Shulman, MD, PhD, MACP, MACE, FRCP George R. Cowgill Professor of Medicine (Endocrinology) and Professor of Cellular And Molecular Physiology; Co-Director, Yale Diabetes Research Center, Internal Medicine; Director, Internal Medicine

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Front Psychol

How physical exercise impacts academic burnout in college students: The mediating effects of self-efficacy and resilience

1 School of Physical Education, Southwest University, Chongqing, China

Feiyang Liu

2 Department of Physical Education, Chongqing University of Technology, Chongqing, China

Peiting Zhao

Associated data.

The original contributions presented in the study are included in the article/ Supplementary material , further inquiries can be directed to the corresponding author.

Background and aims

Academic burnout is harmful to college students, their institutions of learning, and society at large. While research has shown that physical exercise may be associated with reduced academic burnout, the underlying mechanisms require further exploration. This study explored the relationship between physical exercise and academic burnout in a sample of college students, with a focus on the serial mediating roles of self-efficacy and resilience.

This study adopted a cross-sectional survey approach among a sample of undergraduate college students in China. We recruited 1,270 participants in the second half of the 2021–2022 academic year (476 men and 794 women), all of whom completed questionnaires containing the Physical Activity Rating Scale, Academic Burnout Scale for College Students, 10-item General Self-Efficacy Scale, and 25-item Connor-Davidson Resilience Scale. We then subjected the collected data to a series of statistical analyses.

Results and conclusion

Physical exercise was significantly and negatively associated with academic burnout and its three subfactors (i.e., emotional exhaustion, improper behavior, and low personal achievement). Participants in the high physical exercise group showed lower levels of academic burnout than those in the moderate and low physical exercise groups. Finally, our serial mediation model showed that physical exercise had a significant direct effect on academic burnout (β = −0.1104, 95% CI = [−0.1421, −0.0791]) in addition to significant indirect effects on academic burnout via self-efficacy and resilience (β = −0.0802, 95% CI = [−0.1088, −0.0527]); the more exercise participation, the lower the academic burnout among college students. These findings suggest that physical exercise is an important interventional target when aiming to reduce academic burnout.

Introduction

Academic burnout is an extreme form of maladjustment to school education that negatively impacts students at all academic levels ( Romano et al., 2021 ). It is more specifically defined as a psychological and behavioral disorder that occurs when students are disinterested in learning or lack the motivation to learn, and may thus emerge as emotional exhaustion, disengagement from learning, and low personal achievement ( Schaufeli et al., 2002 ; Lian et al., 2005 ). As a result, academic burnout can seriously impact academic performance, physical health, and mental health, and is even known as a precursor to depression ( May et al., 2015 ; Lee and Lee, 2018 ; Aghajani Liasi et al., 2021 ). Moreover, the condition is particularly problematic for college students, as it may eventually lead to professional burnout, which can threaten the healthy development of employment across society ( Robins et al., 2018 ). Taken together, these issues highlight the need for continued research aimed at preventing and alleviating academic burnout, thus avoiding damage at the individual, institutional, and societal levels.

Previous studies have referred to two strategic goals to prevent or alleviate academic burnout in college students. One is to develop positive individual qualities, such as optimism and grit ( Vizoso-Gomez et al., 2019 ; Ozhan, 2021 ), while the other is to enhance resources that are provided by the family, school, and society ( Salmela-Aro and Upadyaya, 2017 ; Trigueros et al., 2020 ; Ye et al., 2021 ). Although these studies widely discussed the relationships between stress, negative emotions, maladjustment, and academic burnout ( Lin and Huang, 2014 ; Merhi et al., 2018 ; Vinter et al., 2021 ), none have simultaneously examined the relationships among physical exercise, self-efficacy, resilience, and academic burnout, which are thus focal points in this study.

The term “physical exercise” refers to physical activity that is accomplished at a certain intensity, frequency, and duration, with the aim of benefitting physical and mental health ( Pan et al., 2021 ). Such engagement not only helps individuals achieve positive changes in physicality and mood, but also reduces their physiological sensitivity to stress ( Sani et al., 2016 ; Gerber et al., 2017 ; Mikkelsen et al., 2017 ) while increasing academic performance and facilitating social adjustment ( Ji and Zheng, 2021 ; Wunsch et al., 2021 ). As each of these gains can reduce academic burnout, some studies have directly investigated the impacts of physical exercise. For example, one study found that vocational students who completed the recommended level of moderate-to-vigorous physical activity reported fewer symptoms of burnout ( Gerber et al., 2015 ), while another study found that only vigorous physical activity was associated with reduced burnout ( Elliot et al., 2015 ). There is also evidence that suggests that signs of burnout among Brazilian university students are significantly and negatively associated with physical activity ( De Souza et al., 2021 ). However, there is still a lack of data on these issues in the college student population, with no such evidence in the Chinese context. As such, this study examined how physical exercise affected academic burnout in a sample of Chinese college students, as outlined in the following hypothesis:

H1: Physical exercise would be negatively associated with academic burnout in college students.

Although it is possible that physical exercise can directly reduce academic burnout, it is important to consider whether other variables mediate the process in which this occurs. Indeed, previous research has concluded that self-efficacy plays an important mediating role in the relationship between physical exercise and mental health in college students ( Jiang et al., 2017 ). More specifically, self-efficacy refers to an individual’s perceptions or beliefs about their own ability to act appropriately when faced with difficult situations or new circumstances ( Schwarzer et al., 1997 ). Under the relevant theoretical framework ( Bandura et al., 1999 ), good physical and mental states motivate individuals to establish self-efficacy, which may therefore be enhanced through physical exercise, given its positive effects on both physical and mental health. For example, there is evidence that college students who regularly participate in physical exercise have higher levels of self-efficacy ( Joseph et al., 2014 ). At the same time, self-efficacy affects individual thinking patterns and sensory responses ( Bandura et al., 1999 ). In this regard, students with high self-efficacy are typically more able to choose appropriate strategies in times of failure or academic stress, thus reducing the intensity of any academic burnout symptoms ( Rahmati, 2015 ; Luthfia et al., 2021 ). We therefore posited the following hypothesis:

H2: Self-efficacy would mediate the relationship between physical exercise and academic burnout in college students.

Resilience is often mentioned in conjunction with self-efficacy when discussing how individuals can improve their ability to cope with adversity. In this context, resilience refers to the characteristics, processes, and outcomes by which individuals are able to cope with adversity and eventually return to a positive state ( Connor and Davidson, 2003 ; Fletcher and Sarkar, 2013 ; Robertson et al., 2015 ). There is existing evidence that resilience may play an important role in limiting academic burnout, as it is negatively associated with emotional exhaustion and moderates the relationship between academic burnout and perceived mental health in college students ( García-Izquierdo et al., 2018 ). Meanwhile, physical exercise appears to be a significant predictor of resilience, as it strengthens an individual’s physical structure and thus provides support during psychological struggles in times of difficulty ( Sahin et al., 2012 ; Seçer, and Çakmak yildizhan, 2020 ). Based on this, we posited the following hypothesis:

H3: resilience would mediate the relationship between physical exercise and academic burnout in college students.

Although the literature suggests that self-efficacy and resilience independently influence the relationship between physical exercise and academic burnout, these factors may also be linked together. Indeed, many studies have focused on this connection. For example, self-efficacy positively predicts resilience, it is an important characteristic in differentiating resilience levels among adolescent students ( Hamill, 2003 ). There is also evidence that self-efficacy both promotes the development of resilience and mediates the effects of other positive factors on resilience ( Sabouripour et al., 2021 ). In addition, increased resilience helps college students academic tasks, engage in professional practice, and develop well-being, thereby reducing the risk of academic burnout ( Chow et al., 2018 ). As such, it is reasonable to suggest that physical exercise can influence resilience by affecting self-efficacy, which then affects academic burnout, as outlined in the following hypothesis:

H4: Self-efficacy and resilience would play serial mediating roles in the relationship between physical exercise and academic burnout in college students.

Demographic variables (e.g., gender, age, grade level, degree subject, academic year) have been of interest in prior research on academic burnout ( Aguayo et al., 2019 ). In particular, gender has received attention because there are no consistent results from the academic community regarding whether there are gender-related differences in academic burnout among college students ( Onuoha and Akintola, 2016 ). Therefore, this study included gender variables in the relationship between physical exercise and academic burnout. In sum, we established a hypothetical serial mediation model with physical exercise set as the independent variable, academic burnout set as the dependent variable, and self-efficacy/resilience set as mediating variables. Using this framework, we investigated various effects and mechanisms in the relationship between physical exercise and academic burnout, thus providing a practical basis for solving relevant problems. In this regard, we hope that our findings will motivate college campus administrators to help students adopt strategies that promote physical exercise.

Materials and methods

Participants and procedure.

We used a cross-sectional survey method to collect data from university students. In general, under China’s key university system, differences have been noted in the mental health changes experienced by students attending key and regular universities ( Xin et al., 2012 ; Feng, 2022 ). We were aware that this may lead to a difference in the prevalence of academic burnout among students at these different types of universities. To take this into account in the sample selection process, we conducted surveys at one key university and one regular university in Chongqing, and four physical education course classes per grade in each university were randomly selected. In March 2022, when all participants were in the second half of the 2021–2022 academic year, we sent requests to the lecturers of the prospective participants’ classes, inviting the lecturers to assist us in recruiting participants from their classes. We sent detailed information about the purpose of the study to the lecturers who relayed this to the students in their classes.

A total of 1,400 undergraduate students agreed to participate in our study and 1,345 questionnaires were returned, with a response rate of 96.07%. In each case, the questionnaires completed by the participants took approximately 10 min to finish. After we excluded incomplete questionnaires and outliers, the final study included a sample of 1,270 (94.42%), 638 from key universities and 632 from regular universities (476 men and 794 women; 403 social science majors, 867 natural science majors; 338 freshmen, 333 sophomores, 308 juniors, and 291 seniors). All participants provided informed written consent, and were compensated with 2 RMB. The survey protocol was authorized by the Southwestern University Human Ethics Committee (approval no. 20220304C1), and adhered to the Helsinki Declaration of Ethical Standards.

Physical exercise

We investigated physical exercise via the revised Physical Activity Rating Scale (PARS-3; Liang, 1994 ), which has been widely used to measure the level of physical exercise in the Chinese population and shown to have sufficient validity ( Lin and Chai, 2019 ). The scale has three items that measure exercise intensity, exercise frequency, and single exercise time respectively, each of which is divided into five levels and scored on a scale ranging from 1 to 5. According to Liang’s recommendations, physical exercise score = exercise intensity score * (exercise time score − 1) * exercise frequency score. The score interval is from 0 to 100 points and can be divided into three criteria to describe the different levels of physical exercise: low physical exercise ≤19 points, medium physical exercise 20–42 points, and high physical exercise ≥43 points ( Liang, 1994 ). As the scale could not be tested for consistency, we arranged the three items at the beginning and end of each questionnaire to test for reliability, and then removed all unreliable questionnaires (e.g., those containing inconsistent information).

Academic burnout

We measured academic burnout via the Learning Burnout Scale for College Students ( Lian et al., 2005 ), which assesses three factors, including emotional exhaustion (“I felt exhausted after learning for a whole day”), improper behavior (“I rarely organized my study time”), and low personal achievement (“I have the ability to get my bachelor’s degree”; reverse scored). The scale contains 20 total items that are rated on a 5-point Likert-type scale ranging from 1 ( totally disagree ) to 5 ( totally agree ). Total scores may therefore range from 20 to 100, with higher scores indicating higher academic burnout. In this study, the scale was internally consistent based on a Cronbach’s alpha value of 0.894.

Self-efficacy

We measured self-efficacy via the Chinese version of the General Self-Efficacy Scale (GSES; Zhang and Schwarzer, 1995 ), which focuses on self-confidence when facing difficulty (e.g., “I can always find a solution to a problem when I am faced with it”). The GSES contains 10 total items that are rated on a 4-point Likert-type scale ranging from 1 ( totally disagree ) to 4 ( totally agree ), with higher scores indicating higher self-efficacy. In this study, the Chinese version of the GSES was internally consistent based on a Cronbach’s alpha value of 0.917.

We measured resilience via the Chinese version of the 25-item Connor-Davidson Resilience Scale (CD-RISC; Yu and Zhang, 2005 ), which contains three dimensions, including toughness (“I do not let failure get me down easily”), strength (“I’m proud of my accomplishments”), and optimism (“I try to look at the humorous side of things when faced with a problem”). The items are rated on a 5-point Likert scale ranging from 1 ( totally disagree ) to 5 ( totally agree ). In this study, the Chinese version of the CD-RISC was internally consistent based on a Cronbach’s alpha value of 0.956.

Statistical analyses

We conducted our analyses using IBM SPSS 26.0 and Process 3.5 macros for SPSS. First, we tested the normality of the sample data and then analyzed the means and standard deviations of each variable to determine if they were demographically different. Second, we tested the relationships between all variables via Pearson’s bi-variate correlation analysis. Third, we set physical exercise as a categorical variable (low, medium, and high) according to the criteria of the PARS-3 scale ( Liang, 1994 ), and then analyzed academic burnout for each genders in these three physical exercise groups using ANOVA and independent samples t-tests. Finally, we used Model 6 of the Process 3.5 macros for SPSS to test the multiple mediation model. We applied bootstrapping with coefficients estimated from 5,000 bootstraps to compute the direct effect and indirect effect. In cases where the 95% bias-corrected confidence interval (CI) did not include zero, the effect was significant ( Hayes, 2017 ). We verified the efficacy of each analysis based on the effect sizes of the respective results using the G*Power 3.1 post-hoc power analysis ( Faul et al., 2009 ).

As recommended in previous research ( Podsakoff et al., 2003 ), we used the Harman’s single-factor test to investigate the potential for common method bias. The unrotated principal component factor analysis showed that there were seven factors with eigenvalues greater than 1; the first factor explained 36.17% of the variance. Thus, the study questionnaire was not seriously affected by common method bias.

The relationships between physical exercise, self-efficacy, resilience, and academic burnout

The absolute values of skewness for all four variables were less than 2, while the absolute values of kurtosis were less than 7; thus, the data were approximately normally distributed ( Kline, 2015 ). Table 1 shows the means (standard deviations) of physical exercise, self-efficacy, resilience, and academic burnout in the study sample, as well as their differences in demographic variables. All variables showed significant gender-related differences except academic burnout; among college students of different grades and different majors, there were no significant differences in all variables except physical exercise. Table 2 shows the results of the correlation between all variables. We found significant positive correlations between physical exercise, self-efficacy, and resilience. Academic burnout and its three subfactors were significantly and negatively related to physical exercise, self-efficacy, and resilience. In the relationships between physical exercise and the three subfactors of academic burnout, low personal achievement had the highest correlation, respectively followed by emotional exhaustion and improper behavior. In addition, low achievement was strongly correlated with self-efficacy and resilience, while improper behavior and emotional exhaustion showed relatively weak correlations with these factors. The power value for this analysis was 1 (ρ H1 min = −0.24, α = 0.01).

Mean (SD) of physical exercise, self-efficacy, resilience, and academic burnout and the differences between these variables and demographic variables.

Correlation coefficients between the study variables.

To further explore the effects of different physical exercises on academic burnout, we compared the mean value of academic burnout in the physical exercise (low, medium, and high) groups, and tested for differences in this effect across genders. As shown in Table 3 , there were significant differences in academic burnout among total, male, and female college students across the different physical exercise groups. Post-hoc tests showed statistically significant differences between the groups except for the medium exercise group and the high exercise group of male students. The mean values of academic burnout are arranged from low to high, as follows: high physical exercise group < medium physical exercise group < low physical exercise group. There was a significant gender-based difference in academic burnout between the low and high exercise groups. The power value for the above analysis was 1 (effect size f min = 1.038, α = 0.01).

Comparison of mean (SD) of academic burnout among college students in different physical exercise groups.

Independent variable: academic burnout. |L − M|: Low physical exercise and Medium physical exercise. |L − H|: Low physical exercise and High physical exercise. |M − H|: Medium physical exercise and High physical exercise.

Mediated model: The effects of physical exercise on academic burnout

With physical exercise set as the independent variable, academic burnout set as the dependent variable, and self-efficacy/resilience set as mediating variables, we tested the serial mediation model for the total sample and across genders sample via Process 3.5. In both the overall sample and female sample ( Figures 1 – 2 ; Table 4 ), physical exercise not only had a significant negative direct effect on academic burnout, but also had a significant negative indirect effect on academic burnout through three pathways: indirect path 1 (physical exercise → self-efficacy → academic burnout), indirect path 2 (physical exercise → resilience → academic burnout), indirect path 3 (physical exercise → self-efficacy → resilience → academic burnout). In the male sample ( Figure 3 ; Table 4 ), physical exercise had a significant negative direct effect on academic burnout and a significant negative indirect effect on academic burnout only through self-efficacy. The power value was 1 (α = 0.05) for the direct path and indirect path 1; the power value of indirect path 2 was less than 0.296 (α = 0.5).

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Model showing the mediating roles of self-efficacy and resilience in the relationship between physical exercise and academic burnout (Total sample). *** p < 0.001, * p < 0.05; significant standardized regression coefficient.

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Object name is fpsyg-13-964169-g002.jpg

Model showing the mediating roles of self-efficacy and resilience in the relationship between physical exercise and academic burnout (Female sample). *** p < 0.001, * p < 0.05; significant standardized regression coefficient.

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Model showing the mediating roles of self-efficacy and resilience in the relationship between physical exercise and academic burnout (Male sample). *** p < 0.001; significant standardized regression coefficient.

The path and standardized indirect/direct effects of physical exercise on academic burnout in college students.

The results of this study demonstrate that there is no significant difference in academic burnout between male and female college students, which aligns with existing studies reporting that academic burnout is not influenced by gender ( Lin and Huang, 2014 ; May et al., 2015 ). In this study, we found that physical exercise was significantly and negatively associated with academic burnout and its three subfactors (emotional exhaustion, improper behavior, and low personal achievement) in a sample of college students, thus supporting H1. Thus, we provide evidence that physical exercise has a direct and negative predictive effect on academic burnout in this context. Previous research showed that physical exercise had the potential to not only reduce stress in college students ( Herbert et al., 2020 ) but also improve their cognitive abilities and academic performance ( Voss et al., 2011 ; Li et al., 2017 ). These factors are important in addressing academic burnout and its negative impact ( Lin and Huang, 2014 ; May et al., 2015 ). Regarding the effects derived from different levels of physical exercise, our analyses showed significant differences in academic burnout levels among high, medium, and low physical exercise groups. Simultaneously, the level of academic burnout sequentially increased with decreased levels of exercise; this corresponds with the findings of previous studies ( Gerber et al., 2015 ; Khosravi et al., 2020 ). This may be because more physically active university students have more benefits associated with lower academic burnout, such as better sleep quality, greater self-control, and lower physical vulnerability to stress ( Seibert et al., 2016 ; Boat and Cooper, 2019 ; Lee et al., 2020 ; Khosravi, 2021 ). In addition, we found significant differences in the relationship between physical exercise level and academic burnout among college students of different genders. Thus, these results highlight the importance of considering the volume of physical exercise and gender differences when developing physical exercise programs, wherein moderate and higher levels may more efficiently alleviate academic burnout.

In addition to the direct effect, we tested for indirect effects in the relationship between physical exercise and academic burnout. We thus found that self-efficacy mediated the relationship between physical exercise and academic burnout, which supported H2. On the one hand, physical exercise helps to create positive body image for university students ( Toselli and Spiga, 2017 ), which enhances their body satisfaction and self-efficacy ( Ouyang et al., 2020 ). On the other hand, students with high self-efficacy tend to adopt more advantageous learning strategies and goals to improve academic performance ( Alhadabi and Karpinski, 2020 ), which is beneficial to reducing the risk of academic burnout ( Rahmati, 2015 ; Merhi et al., 2018 ). In this regard, physical exercise can influence self-efficacy, which then influences academic burnout. Given the general lack of research in this area, our results further reinforce the verified relationship between these factors. Thus, self-efficacy works as a bridge between physical exercise and academic burnout. Campus administrators should introduce programs to help students develop self-efficacy via physical exercise to combat academic burnout more effectively.

According to indirect pathway 2, in the total sample and female sample, resilience mediates the impacts of physical exercise on academic burnout. Therefore, it can be inferred that H3 is correct. Our findings support previous research findings that physical exercise promotes resilience in college students ( Román-Mata et al., 2020 ; Dunston et al., 2022 ). Some researchers believe this is a result of physical exercise providing an appropriate setting for improving resilience ( Xu et al., 2021 ). In addition, our study revealed that resilience was negatively associated with academic burnout. A previous study also found that the majority of those with higher levels of resilience showed lower levels of academic burnout, which was attributed the fact that resilience is a psychologically protective resource that allows students to resist the stress of school ( Fernández-Castillo and Fernández-Prados, 2021 ). However, physical exercise in the male sample was not a significant predictor of resilience, possibly because males are more susceptible to masculinity-seeking and interpersonal relationship resolution in sports, thus affecting the resilience-promoting effect of physical exercise ( Overholt and Ewert, 2015 ). The predictive effect of resilience on academic burnout was also not significant in the male sample, possibly because males have higher cynicism relative to females, which correlates less with resilience than emotional exhaustion and low achievement, resulting in a poor resistance of resilience to academic burnout ( Isabel Rios-Risquez et al., 2016 ; García-Izquierdo et al., 2018 ). Therefore, strategies to intervene in resilience and academic burnout through physical exercise seem to be more applicable to female college students, compared to male college students.

Looking at indirect pathway 3, self-efficacy and resilience play a serial mediating role in the relationship between physical exercise and academic burnout, which supports H4. Although there is no previous direct evidence of the relationship between physical exercise, self-efficacy, resilience, and academic burnout, some studies have confirmed the role of self-efficacy in promoting resilience ( Hamill, 2003 ; Cassidy, 2015 ; Sabouripour et al., 2021 ). Similarly, self-efficacy is an important personal resource for the development of resilience ( Benard, 2004 ; Narayanan and Weng Onn, 2016 ). In conjunction with the above, we believe that college students can enhance self-efficacy via physical exercise, which then promotes resilience and ultimately ease their academic burnout. In addition, given the low effect size of physical exercise on resilience found in indirect path 2, we believe that self-efficacy functions as a bridge between physical exercise and resilience. In a word, physical exercise not only directly affects academic burnout among college students, but also indirectly through the serial-mediating effects of self-efficacy and resilience. This provides an important practical reference for solving the problem of academic burnout among college students.

Limitations and future research

Although our study deepens the scholarly understanding of the relationship between physical exercise and academic burnout in college students, there were also some limitations. First, this study did not cover important factors that influence academic burnout, such as socioeconomic status, age, and personality traits (e.g., novelty seeking). Future research should consider external environmental and individual characteristic factors to reveal a more comprehensive picture of the relationship between physical exercise and academic burnout among college students. Second, the survey sample only involved students from universities in Chongqing and had a higher proportion of female students, which may reduce the generalizability and analytical efficacy of the study results. Future studies should expand the sampling scope and focus on a balanced gender ratio. Third, although we inferred the temporal ordering of the structure presentation in the model based on the positive psychological effects of physical exercise, it is not appropriate to consider any observed association as causal, given the cross-sectional design. In addition, we measured participants’ retrospective independent variable status, which may lead to reporting bias. Future research should conduct longitudinal intervention trials to measure physical exercise and academic burnout using more objective physiological and psychological indicators and focus on the characteristics of long-term changes in the relationship between the two.

This study demonstrates that physical exercise has a negative impact on academic burnout and its subfactors. In this study, self-efficacy and resilience played mediating roles in the effect of physical exercise on academic burnout. College students in the high physical exercise group showed lower levels of academic burnout than those in the moderate and low physical exercise groups. We suggest that directing university students to actively engage in physical exercise for developing self-efficacy and resilience may effectively contribute to preventing academic burnout.

Data availability statement

Ethics statement.

The studies involving human participants were reviewed and approved by the Ethics Committee at South West University. Written informed consent from the participant’s legal guardian/next of kin is not required to participate in this study with the national legislation and the institutional requirements.

Author contributions

KC and LG designed the study and revised the manuscript. KC and FL provided the original manuscript. LM and PZ collected and analyzed the data. All authors contributed to the article and approved the submitted version.

This study was supported by the National Social Science Foundation of China (Title: Intervention Study of Adaptive Physical Education on the Cognitive Function of Children with Intellectual Disabilities. Number of approval: 18BTY094).

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Acknowledgments

The authors thank Zhang Qing for her contribution to the recruitment of participants, data collection, and processing. We also thank all participants for their valuable time and effort to the study.

Supplementary material

The Supplementary material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpsyg.2022.964169/full#supplementary-material

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Importance of Exercise Essay in English for Students
Answer 1: Exercise helps people lose weight and lower the risk of some diseases. When you exercise daily, you lower the risk of developing some diseases like obesity, type 2 diabetes, high blood pressure and more. It also helps to keep your body at a healthy weight.
Essay on Importance of Physical Exercise for Students
Conclusion. In conclusion, the importance of physical exercise is multifaceted, encompassing physical health, mental well-being, and academic performance. As such, it is crucial that we incorporate regular physical activity into our daily routines, regardless of our age or fitness level. The benefits of exercise are not restricted to the domain ...
Physical Exercise Essay
Essay on Physical Exercise in English - Read and learn about the Physical Exercise Essay 100, 200 and 500 words for students is shared from subject experts on careers360.com. ... 4.5 lakh government school students appear for TOEFL exam in Andhra Pradesh. 11/04/2024, 04:30:41. Roll back privatisation of Sainik Schools: Kharge urges President ...
Paragraph on Physical Exercise in English For Students
Sharing a Paragraph on Physical Exercise in English for students and children. In this article, we have tried our best to provide a short Physical Exercise Paragraph & composition in 100, 150, 200, 300, and 500 words. ... As school students, it's important for us to move our bodies every day to stay fit and feel good. ... In this essay, we ...
Physical Education in Schools: [Essay Example], 676 words
According to research published in the Journal of Educational Psychology, participation in physical education has been linked to improved academic motivation and engagement, as well as a greater sense of responsibility and discipline among students. This is only a sample. Get a custom paper now from our expert writers.
Essay on Fitness: Samples for Students in 100, 250, and 350 Words in
Essay on Fitness in 350 words. Introduction. An individual's top priority should be to remain fit. This will ensure their health. And one such way of that is by maintaining fitness. Health is a state of complete mental, physical as well as social well-being. A fit individual can accomplish much more in life.
Essay on Physical Fitness for Students
High-quality essay on the topic of "Physical Fitness" for students in schools and colleges. ... Productivity Tips; Important Tools; Motivation; Blog; Tools / Essays / Essay on Physical Fitness. February 18, 2024. Students are often asked to write an essay on Physical Fitness in their schools and colleges. And if you're also looking for the ...
500+ Words Essay on Importance of Exercise
Importance of Exercise. Regular exercise increases our fitness level and physical stamina. It plays a crucial role in the prevention of cardiovascular diseases. It can help with blood lipid abnormalities, diabetes and obesity. Moreover, it can help to reduce blood pressure. Regular exercise substantially reduces the risk of dying of coronary ...
Essay on Health and Fitness for Students
Essay on Health and Fitness in 100 Words. 'Health and Fitness is something which you earn by working hard. With time, the concept of health and fitness has changed and are now considered integral aspects of a fulfilling life. To have a disease-free life, one must do physical activity regularly, eat a balanced diet, and adequate rest.'.
The Benefits of Physical Activity
Exercise also relaxes arteries; hence, making the heart to function properly (Hardman and Stensel 23-24). Moreover, simple activities such as walking, running, jogging and swimming can prevent or mitigate hypertension. Intensive academic tasks often fatigue many college students. Prolonged fatigue leads to lack of concentration in class and ...
Importance Of Exercise Essay For School Students In 800+ Words
As the development rate is much faster in the school students our height gets a major boost when we exercise. Our muscles start taking the required toned shape and make us stronger. Exercising also helps us look more attractive and perform all our tasks in a better way. The main benefit is the boost in the immune system.
Read "Educating the Student Body: Taking Physical Activity and Physical
In a special issue of Research Quarterly for Exercise and Sport (2010), multiple articles describe the current state of physical fitness among children in Texas; confirm the associations among school performance levels, academic achievement, and physical fitness (Welk et al., 2010; Zhu et al., 2010); and demonstrate the ability of qualified ...
Physical Activity, Fitness, and Physical Education: Effects on Academic
The evidence on in-school physical activity supports the provision of physical activity breaks during the school day as a way to increase fluid intelligence, time on task, and attention. ... Castelli DM, Hillman CH, Buck SM, Erwin HE. Physical fitness and academic achievement in third- and fifth-grade students. Journal of Sport and Exercise ...
Health and Fitness Essay for Students and Children
Get the huge list of more than 500 Essay Topics and Ideas. Impact of Exercise on our Health. Routine exercise helps improve our muscle power. Exercise helps in good oxygen supply and blood flow throughout the body. Heart and lungs work efficiently. Our bones get strong and joints have the pain free movement.
PDF How Does Physical Exercise Affect Academic Performance? The ...
The discussion on the relationship between physical exercise and students' ac-ademic performance can be traced back to the 1950s. Based on the sample data of stu-dents in third and fifth grades, Gleason et al. (1958) found a weak correlation between physical exercise and students' academic performance. Subsequent studies have mostly
Can school health education improve students' physical exercise time
Using the method of Hu and Yu (2019) the student physical exercise time is defined as the average daily physical exercise time. 1 To keep the sample with 0 physical exercise times and make the variables conform to the normal distribution, the physical exercise time is the average daily physical exercise time + 1, and the logarithm is taken.
Physical Exercise Essay & Paragraph 100-500 Words [2023]
At school, examinees are often asked to write essays and paragraphs about physical exercise. This is why we have shared a bunch of essays and paragraphs on physical exercise here, ranging from 100 to 500 words, suitable for students of all classes.
Daily School Physical Activity Improves Academic Performance
Abstract. Physical activity (PA) may improve brain development, cognition, concentration and academic performance. In this prospective controlled intervention study, we increased the level of PA in 338 children aged 6-8 years at study start, from the Swedish standard of 60 min per week to 200 min per week (40 min daily).
Essay Examples on Physical Exercise
Physical Activity on Blood Pressure Levels in Adults. 1 page / 363 words. High blood pressure is a significant health concern affecting adults worldwide. This quantitative essay employs a research investigation approach to examine the effects of physical activity on blood pressure levels in adults. Through rigorous data collection and ...
Essay on Physical Exercises & its Importance For Students
5) Physical exercises are good for your mind: Studies have shown that physical exercise can improve mental health and reduce the risk of depression. Exercising regularly can help improve cognitive function and memory. 6) Physical exercises are good for your skin: Sweating during physical activity can help rid your body of toxins.
Editorial: Physical exercise related to student's academic performance
Exercise and physical movement is often defined as any actions promoted by the main muscles group, that results in several forms of energy consumption and expenditure, higher than the usual resting levels and parameters in active people (Leal et al., 2012 ). Formal, oriented and supervised sport activities gather an extremely important role, in ...
Beyond Weight Loss: Five Yale Experts on the Benefits of Exercise
But many advantages of exercise go beyond physical fitness and cardiovascular health, according to Yale School of Medicine experts. Five Yale Department of Internal Medicine specialists in areas ranging from infectious diseases to allergy and immunology discuss why exercise is key to optimal health. 1. Exercise reverses insulin resistance.
Elon exercise science, performing arts and physical therapy students
For National Biomechanics Day at Elon this year, faculty and students from the departments of Exercise Science, Performing Arts, and Physical Therapy Education, collaborated with teachers and students from Alamance-Burlington School System's Career and Technical Education Center (CTEC) interested in the health sciences on Thursday, April 11.
The Effects of Physical Activity on Academic Performance in School-Aged
1. Introduction. It is widely acknowledged that regular physical activity (PA) is inextricably linked to a plethora of health benefits [].Extensive research advocates PA's role in improving a person's physiological wellbeing [].Conversely, numerous studies have documented the ill effects physical inactivity can have on one's physiological health [1,3]; most notably, Warburton et al ...
How physical exercise impacts academic burnout in college students: The
Methods. This study adopted a cross-sectional survey approach among a sample of undergraduate college students in China. We recruited 1,270 participants in the second half of the 2021-2022 academic year (476 men and 794 women), all of whom completed questionnaires containing the Physical Activity Rating Scale, Academic Burnout Scale for College Students, 10-item General Self-Efficacy Scale ...