-Author Dan Sullivan
According to recent research studies children who are physically fit absorb and retain new information more effectively than children who are out of shape. This raises timely questions about the wisdom of slashing physical education programs at schools.
Parents and exercise scientists have known for a long time that physical activity helps young people to pay attention in school or at home, with salutary effects on academic performance. A representative study, presented at the American College of Sports Medicine, found that fourth- and fifth-grade students who ran around and otherwise exercised vigorously for at least 10 minutes before a math test scored higher than children who had sat quietly before the exam.
More generally, in a large-scale study of almost 12,000 Nebraska schoolchildren published in The Journal of Pediatrics, researchers compiled each child’s physical fitness — as measured by a timed run and body mass index — and academic achievement in English and math, based on the state’s standardized test scores. Better fitness proved to be linked to significantly higher achievement scores, while body size had almost no role. Students who were overweight but relatively fit had higher test scores than lighter, less-fit children.
Until a few years ago no study had specifically examined whether and in what ways physical fitness might affect how children learn. So researchers at the University of Illinois at Urbana-Champaign looked to provide answers. They recruited a group of local 9- and 10-year-old boys and girls, testing their aerobic fitness on a treadmill, and then asking 24 of the most fit and 24 of the least fit to come into the exercise physiology lab and work on some difficult memorization tasks.
Learning is, of course, a complex process, involving not only the taking in and storing of new information in the form of memories, a process known as encoding, but also recalling that information later. Information that cannot be recalled has not really been learned.
Earlier studies of children’s learning styles have shown that most learn more readily if they are tested on material while they are in the process of learning it. In effect, if they are quizzed while memorizing, they remember more easily. Straight memorization, without intermittent reinforcement during the process, is tougher, although it is also how most children study.
In this case, the researchers opted to use both approaches to learning, by providing their young volunteers with iPads onto which several maps of imaginary lands had been loaded. The maps were demarcated into regions, each with a four-letter name. During one learning session, the children were shown these names in place for six seconds. The names then appeared on the map in their correct position six additional times while children stared at and tried to memorize them.
In a separate learning session, region names appeared on a different map in their proper location, then moved to the margins of the map. The children were asked to tap on a name and match it with the correct region, providing in-session testing as they memorized.
A day later, all of the children returned to the lab and were asked to correctly label the various maps’ regions.
The results show that over all the children performed similarly when they were asked to recall names for the map when their memorization was reinforced by testing. However, when the recall involved the more difficult type of learning — memorizing without intermittent testing — the children who were in better aerobic condition significantly outperformed the less-fit group, remembering about 40 percent of the regions’ names accurately, compared with barely 25 percent accuracy for the out-of-shape kids.
This finding suggests that “higher levels of fitness have their greatest impact in the most challenging situations” that children face intellectually, the study’s authors write. The more difficult something is to learn, the more physical fitness may aid children in learning it.
Of course, this study did not focus specifically on the kind of active exercise typical of recess, but on longer-term, overall physical fitness in young children. In doing so, it subtly reinforces the importance of recess and similar physical activity programs in schools, its authors believe.
If children are to develop and maintain the kind of aerobic fitness that amplifies their ability to learn, said co-author Charles Hillman, a professor of kinesiology at the University of Illinois and a fellow at the university’s Beckman Institute for Advanced Science and Technology, they should engage in “at least an hour a day” of vigorous physical activity. Schools, where children spend so many of their waking hours, provide the most logical and logistically plausible place for them to get such exercise, he said.
Or as he and his co-authors note in the study: “Reducing or eliminating physical education in schools, as is often done in tight financial times, may not be the best way to ensure educational success among our young people.”
As an alternative to school based physical fitness, because lets be honest such programs are not always efficacious, enter stage left CrossFit Kids and Teens. CrossFit Kids and Teens is a method for teaching Greg Glassman’s CrossFit to children ages 3-18. Based on the principle of Mechanics, Consistency and then Intensity, CrossFit Kids emphasizes good movement throughout childhood and adolescence. Consistently good mechanics translates to physical literacy, enhanced sports performance and fewer sports injuries for kids.
CrossFit Kids is meant to be BIG fun for all ages. Broad-Inclusive-General fun. Fun means we provide an active alternative to sedentary pursuits, which means less childhood obesity and all-around better health for our children. Further, the needs of second graders and high-school varsity wrestlers differ by degree and not kind; the program is scalable for any age or experience level and accounts for the varied maturation status one can find in a class full of kids.