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Flashcards in Brain Health and Academic Achievement Deck (32)
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1
Q

Hindering attitudes that prevail in many schools:

A
  • focused on high academic scores
  • too much curriculum to cover, no time for PE
  • only jocks/athletes benefit from PE
  • PE takes time away from academic learning time
  • PE is a non-core academic subject
2
Q

For better brain health, all children and youth should be physically active on a _____ ____.

A

regular basis

3
Q

In addition to physical health benefits, PA also improves…

A
  • cognition
  • brain function
  • mental health
4
Q

Regular PA in children and youth is associated with:

A
  • higher academic achievement (to a point)
  • greater attention, focus, and concentration
  • better memory
  • better problem-solving and decision making abilities
  • higher executive function abilities
5
Q

Higher academic achievement with regular PA includes:

A

better performance in math, reading, science, and social studies

6
Q

Greater attention, focus, and concentration makes for _____, more ______ learners.

A
  • better

- efficient

7
Q

Higher executive function abilities with regular PA includes:

A
  • better able to perform challenging and demanding tasks

- make less mistakes on these tasks

8
Q

Children and youth who are physically active have larger brain volumes in areas associated with…

A
  • memory

- executive functions

9
Q

Children and youth who are physically active are better able to “switch on” brain regions responsible for …

A

higher level thinking

10
Q

Regular PA can also increase _______, creating new _____ in their brains and supporting better _____.

A
  • neuroplasticity
  • pathways
  • learning
11
Q

Regular PA improves _____ _____ (including _____) to the brain.

A
  • blood flow

- oxygen

12
Q

MI involves…

A

infusing PA within general education classrooms during normal classroom time

13
Q

The goal of MI is to…

A
  • increase PA

- reduce sedentary time (mostly elementary age) `

14
Q

Strategies for MI include:

A
  • incorporating PA during academic lessons
  • scheduling short PA breaks between lessons
  • injecting PA into transition periods
15
Q

Free recall (learning Italian study) results:

A

integrated condition outperformed all conditions

16
Q

Cued recall (learning Italian study) results:

A

all conditions outperformed the conventional condition

17
Q

Movement can be integrated into schools in a multitude of ways:

A
  • academic lessons
  • breaks or transitions
  • recess
  • PE
18
Q

Howie et al. key results:

A
  • 10 minutes of classroom activity breaks improved on-task behaviour in children
  • concentration or attention
19
Q

Teachers have a fear that after an exercise break….

A

students will not be able to settle back down into the lesson

20
Q

The Howie et al. study suggests that students do not become more ____ _____ after a brief, high intensity classroom activity break, but instead increase their…

A
  • off-task

- on-task behaviour

21
Q

Teachers in the Howie et al. study said they were…

A

willing to implement similar breaks of short duration

22
Q

American Academy of Pediatrics made how many recommendations regarding recess?

A

6

23
Q

AAP recommendation 1 (recess):

A

recess is a necessary break in the day for optimizing a child’s social, emotional, physical, and cognitive development

24
Q

AAP recommendation 2 (recess):

A

cognitive processing and academic performance depend on regular breaks from concentrated classroom (academic) work

25
Q

AAP recommendation 3 (recess):

A
  • recess is complementary to, but not a replacement for PE
  • PE is an academic discipline
  • recess provides creative, social, and emotional benefits of play (that might not be gained in PE)
26
Q

AAP recommendation 4 (recess):

A

recess can serve as a counterbalance to sedentary time and contribute to the recommended 60 min of daily MVPA

27
Q

AAP recommendation 5 (recess):

A

whether structured or unstructured, recess should be safe and well supervised (and should not be discontinued just because of child safety concerns)

28
Q

AAP recommendation 6 (recess):

A
  • peer interactions during recess are a unique compliment to the classroom
  • provides opportunities for communication, negotiation, cooperation, problem-solving, coping
  • fundamental to the school experience, are important life skills
29
Q

Tower of London test looked at speed of….

A
  • decision time (time until the first move)

- execution time (time from first to last move)

30
Q

Tower of London test saw positive correlation between:

A
  • Tower of London score

- total PA

31
Q

Tower of London test saw negative correlation between:

A
  • Tower of London execution time

- total PA or MVPA

32
Q

2 executive functions in Tower of London test:

A
  • problem solving

- planning