When I visited the school last May, I saw that students still performed the routine faithfully but with a different set of calisthenics program. The principal said, exactly like what my principal would, that the morning exercise could help students learn in classroom by following the “Three-Excellence” PF-01367338 price doctrine: excellent health, excellent learner, and excellent citizen. It has been suspected that exercise helps cognitive learning. Physical educators and exercise scientists

alike would like to make the statement intuitively that exercise can facilitate students to learn in all subject areas in schools. Coincidentally with the intuition, emerging research evidence in kinesiology has begun to show that exercise does help improve certain cognitive functions such as reaction time, attention span, or executive functioning (strategies). Learning is defined as a complex, multi-dimensional process resulting in relatively long-term (or permanent) changes in cognitive functioning and behavior. One crucial determinant of learning is long-term memory. It is long-term memory that Labban and Etnier1 were targeting in their research on cognitive impact of acute exercise. The purpose of the study was two-fold: (a) to determine the

“effects of acute aerobic exercise on long-term memory” and (b) to pinpoint “the influence of exposure timing to the to-be-remembered information relative to the exercise bout”. Based on an extensive literature review, the researchers positioned their study ISRIB on a solid theoretical basis. They not only developed their rationale for the study from a comprehensive theoretical articulation, but also used various theories to guide their research decisions on design, grouping, variable selection, treatment spacing, control condition, and experiment protocol. For example, the decision on exercise intensity and duration was based on the relation between cognitive functioning and the degree of dehydration and physiological exhaustion. The detailed attention to theories rendered a design tight Histone demethylase enough for improved internal validity

and reliability of all measures and realistic enough for reasonable generalizability of the results. The study used a randomized, controlled design. The participants were college-age undergraduate students (n = 48). After health and habitual physical activity behavior screening, they were randomly assigned to one of the three experimental conditions: Exercise-Prior – where the participants first exercised 30 min at a moderate-vigorous intensity, then studied two paragraphs of learning material, rested for 30 min while exposed to a “distractor” – procedure to clear working memory about the materials studied, after the rest they took a standardized recall test to determine how much information from the learning material was stored in the long-term memory.