More on Exercise and Learning

I talked about the benefits of exercise in a previous blog entry.  Former ADHD guru John Ratey of Harvard has been touting exercise for learning in general.  He mentions several studies that show that executive functioning, and even grades, improve when school kids have rigorous exercise before class (and the more rigorous, the better).  Here at Keene State College in New Hampshire (USA) we have just moved from a 3-credit to 4-credit model, which means 2-hour classes.  While I try to mix things up (some lecture, some discussion, some in-class writing) I still think it's just too damn long to sit in one spot.  What's really surprising:  Most students remain sitting during the 5-minute "half-time" break! 

Exercise (which optimizes learning and makes people feel good) is a problem of conflicting consequences:  Short-term discomfort for long-term gains.  So, if people tend toward "short-term" or "immediate" consequences, it is up to Professors, teachers, parents, and, yes, therapists, to get our clients, patients, students, children moving.  We can "put them in touch" with the longer term benefits by forcing the issue.  Simply put, insist they move their bodies...for their own good.  Of course, my "Gentle Teaching" friends out there aren't going to like this, since they believe that all decisions must emanate from the person, but I'll disagree.  I say start your class, session, or day with a brisk walk, run, swim, snowshoe...then get on with the business at hand.

Comments

[ec Roberts]

"What's really surprising: Most students remain sitting during the 5-minute "half-time" break!"

That is because the 5 minutes isn't long enough to make it worthwhile to break the concentration cycle and get up. Even the Federal Gov't calls for 15 minutes as a break.

FYI: Speaking as an AS, this is my opinion and experience. I didn't know there was a name for my struggle for the first 60years of my life.

ec