There is an ever-growing body of research supporting the idea that quality daily physical education programs are not only important for the health of students but, in fact, can be a factor in improved overall learning. Abundant evidence shows that increased physical activity can positively impact student performance.
Physical exercise such as spinning, crawling, rolling, tumbling, swinging and jumping strengthens those areas of the brain that are related to mental concentration, planning, and decision-making, while aerobic activity seems to assist in memory (Brink, 1995; Palmer, 1980).
Exercise provides the brain with added oxygen to enhance greater connections between neurons(Jensen, 1998). Pollatschek and Hagan conclude “children engaged in daily physical education show superior motor fitness, academic performance, and attitude towards school as compared to vii their counterparts who do not participate in daily physical education” (Jensen, 1998, p. 85). In addition to improving students’ self-esteem, physical education programs, according to Judith Young, executive director of NASPE, “indirectly enhance children’s reading and math performance by improving mental alertness (and) reducing stress” (Young, 2003).
A recent study by the California State Department of Public Instruction “provides compelling evidence that the physical well-being of students has a direct impact on their ability to achieve academically. We now have the proof we’ve been looking for: students achieve best when they are physically fit” (NASPE, 2002). Physical education programs are pointed to as a primary source for promoting physical fitness.
Physical activity alone does not increase learning. However, if all things are equal, a physically active child will have an advantage in learning over an inactive child. Quality daily physical education programs provide needed physical activity during the school day that gives students an advantage for learning, and therefore may help to increase student achievement. (Blaydes, 2003).
