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Sydney Lawrie, left, and Georgia Grundmanis do the ‘huckle buckle’ for Midland Secondary’s newcomers. (Michelle Siu for The Globe and Mail)
Sydney Lawrie, left, and Georgia Grundmanis do the ‘huckle buckle’ for Midland Secondary’s newcomers. (Michelle Siu for The Globe and Mail)

How physical exercise helps to get students intellectually fit Add to ...

To prep for high-school life, incoming Grade 9 students paid an early visit to Midland Secondary on Thursday. They found where their lockers will be, were given their timetables and memorized their wireless passwords.

They also received a short session on the importance of exercise. But intellectual – not physical – fitness was the theme. They learned that classes at this 100-year-old school in Georgian Bay’s cottage country don’t just mean sitting at desk. Here, studying everything from history to calculus also includes soccer in the hallway, ultimate Frisbee in the yard, even “swimming” across the floor – some of the brief workouts known as Spark breaks.

Classes last 75 minutes, but “I really find it hard to sit for 10 minutes, to be honest,” admits Walker Hunter, a Grade 10 student who was helping to demonstrate floor swimming and other activities at the orientation. During a fitness break, he says, “you get refreshed, but you’re still in work mode, and you can start up again. It gives me time to get out and refocus.”

Getting students to focus is a perennial preoccupation, but it seems especially pressing at the moment, with grade-obsessed parents, politicians and school trustees wringing their hands over Canada’s recent slide in international math standings.

With that worry back in the news this week when Ontario’s elementary math scores took a dip, neuroscience offers this subversive solution: Cut math class to dance – or walk, skip, play catch … the theory being that whatever gets the heart pumping will get the brain humming as well.

“If you want to raise test scores, we have documented evidence – big-time evidence – that that the key is to include fitness-based activity in the day,” insists John Ratey, a psychiatrist at Harvard Medical School and a lead researcher in the area. “There’s no question about it.”

It’s well understood that exercise promotes over-all health. But in the past few years, neuroscientists have made significant strides in quantifying its brain-boosting powers at all stages of life.

One recent study suggested that exercise is an important safeguard against Alzheimer’s disease.

For young minds, the benefits to academic performance and attention are also convincing: Not only do children with higher levels of fitness have a more developed brain structure and perform better on cognitive tests, embedding exercise – even short spells of moderate activity – into classroom time improves focus, retention and test scores.

Last week, researchers at the University of Illinois reported that children who are more fit have better white matter tracts (which affect learning) in their brains, building on earlier work in which they also found higher levels of development in areas of the brain that support critical thinking and memory.

For another study to be published soon, the university’s neurocognitive kinesiology lab conducted a clinical trial with children 7 to 9 years old. Half participated in a two-hour play-based fitness session after classes. Within 160 days, says Charles Hillman, the lab’s leader, those youngsters were found to have a “significant” increase in brain function compared with the control group, and performed better on attention and cognitive tests.

Science suggests that, even in the short term, exercise can be a grade-changer. Earlier research by Dr. Hillman’s team has shown that 20 minutes of easy walking (the children didn’t even break a sweat) boost performance in areas of the brain that support math and reading achievement for up to an hour.

The benefits were seen in kids of all fitness levels. But research has found even greater gains from exercise among children who have attention-deficit disorders – or whose families are less well off and able to provide fewer extracurricular activities.

Theory also applies to college

In June, researchers at Dartmouth College reported that even less aerobic exercise – 12 minutes – increased attention scores for college students. But the improvement was so significant for low-income students that it essentially eliminated the pre-test performance gap with higher-income peers.

The findings, suggests Michelle Tine, co-author of the report, support the notion of having multiple activity sessions interspersed with class time. “It is particularly exciting,” she says, “because quick bouts of exercise are pretty feasible to implement, from both cost and time perspectives.”

Adding more exercise into the school day should be obvious, says Mark Tremblay, an obesity researcher at the Children’s Hospital of Eastern Ontario in Ottawa.

“Sitting idle for long periods of time is a biologically bad idea,” says Prof. Tremblay, who also teaches pediatrics at the University of Ottawa. “You are designed to move, and you should pay attention to that, not repress it.”

If the science is this strong – and the solution so simple – why has this practice not been adopted more universally in the country’s schools? Partly, it’s because a society obsessed with test scores will resist interrupting class time for dancing or running games with such names as “huckle buckle.” Indeed, when Canada’s international math scores took a dive last December, for the third testing period in a row, the remedies that were suggested ranged from better training for teachers to having students go back to memorizing multiplication tables. Parents didn’t call for more hopscotch in the hallway (also popular at Midland Secondary), especially not in high school.

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