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Good argumentative essay topics on health and fitness with prompts [+ outline], dr. wilson mn.

• August 1, 2022
• Essay Topics and Ideas , Nursing

There are plenty of good argumentative essay topics on health and fitness to choose from. You can write about the benefits of a healthy lifestyle, or the importance of staying fit and active.

You can also argue for or against certain health and fitness practices, such as eating organic foods or using supplements. Whatever you choose to write about, make sure you back up your claims with evidence and research.

What You'll Learn

Argumentative Essay Topics On Health And Fitness

Personal Reflection on the Scriptural Basis for Physical Fitness & Wellness Practices

Essay prompt: Often, when people speak about physical fitness and wellness, they do it from the point of view of science and medicine in which physical fitness and wellness practices are supposed to improve our health outcomes.

Improving Fitness Practices And the Personal And Realistic Physical Fitness Plan

Essay prompt: The strategies to identify practical ways to enhance my fitness practices include personal training, outcome measurements, and wearable technology. Personal training is a strong trend that is

Do Fitness Trackers Improve Health?

Essay prompt: Fitness trackers are wearable devices that monitor physical activity, communicate with the smartphone, and pass information to it. These wearable devices monitor calories consumed and received by a person, as well as physical activity indicators, and are designed to help people move more and eat right.

How did you apply what you learned in your workouts within and outside of class and what were the outcomes? How will you continue to apply this knowledge in the future?

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Improving Health Related Fitness: Aerobic Conditioning Program

Essay prompt: The Aerobic condition program seeks to improve health-related fitness for freshmen. Aerobic exercising or “with oxygen” offers freshmen cardiovascular conditioning. The program aligns with the American heart association (AHA) minimum 30 minutes of cardiovascular exercise 5 to 7 days a week.

Field Observation Gender, Race & Fitness Written Paper & Presentation

Essay prompt: Students will visit a fitness centre not located on campus. Field notes will be taken noting the time and day of the visit and the approximate fee paid to use the facility.

Importance of Goal-Setting for Nutritional Clients And the Steps in the Goal-Setting Process

Essay prompt: It is important to set fitness goals before trying to achieve health goals because they help understand why such an initiative is essential. Better and practical results are always achieved when one has a specific, realistic goal instead of setting out without a plan.

Discuss the importance of goal-setting for nutritional clients

Argumentative Research Paper Topics On Health And Fitness with Prompts

The Role of Group Exercise Instructor

Ensuring Firefighters Maintain Proper Health Fitness During And After Training

Essay prompt: The article follows the status of the recruits’ essential health and physical fitness to fire academy training. The article demonstrates the changes that take place during training and the early probation period.

Evolutionary Biology Use In Future Work In Psychology

Elements of the Marketing Environments

The Main Problem with Anaerobic Training

Essay prompt: When it comes to matters concerning fitness, aerobics has always taken Centre stage. Tracing its name from the term ‘aerobic’ to mean oxygen, aerobics is a fitness regime that basically uses oxygen to burn body fat.

Effectiveness of Exercise-based Prediction in Determining Cardiorespiratory Fitness (CRF)

Essay prompt: The article’s main purpose is to explore the effectiveness of exercise-based prediction in determining cardiorespiratory fitness (CRF). In such a case, it would be possible to assess their capability in classifying individuals. Argumentative Essay Topics On Health And Fitness

Injured Children During Exercise or Sports

Essay prompt: As much as exercise is important, fitness trainers also hold the same influence as they serve as the guide towards a more appropriate pattern of workout and diet for their clients.

Problems And Solutions Concerning Meeting Advancing Health Information Requirements

Essay prompt: Currently, hospital setups exhibit new Health Information Technology (HIT) innovations that help in monitoring healthcare and fitness improvement. Besides, this HIT improves health outcomes and ensures efficiency in workflow among others.

Find out more on 260+ Ethical Paper Topics – Types | Guide | Topics

Improving College Student Fitness Routine

Essay prompt: It is a well-known fact that people need to exercise to prevent being afflicted with diseases, especially those that are caused by an unhealthy lifestyles.

Physical Education Unit Plan: Fitness for Health And social awareness

SWOT Analysis of Physical Fitness Facility

Essay prompt: The Pure Barre franchise is a boutique gym line of studios that has branches across North America- the US and Canada.

The Benefits of Physical Activity for Physical & Mental Health

Essay prompt: Numerous studies have explored the benefits of physical activity to the physical and mental well-being of an individual. A literature review on the subject suggests that there is a positive relationship between physical activity, and physical and mental health.

Analysis Of Fitness And Health Claims In The Future

Essay prompt: How will you approach your analysis of fitness and health claims in the future? How will this help you in your future training endeavours?

Classroom-Based Physical Activity, Cognition, And Academic Achievement

Essay prompt: Evidence suggests that there is an observable association between cardiovascular fitness, cognitive function, and physical activity during early childhood and adolescence. The above variables are linked to the academic performance of an individual.

How the Covid-19 Regulations have Affected Students at the Gym

Essay prompt: The COVID-19 Pandemic has subjected the world to a life-threatening situation, judging by the mortality and morbidity rates. More than 6.2 million people have died of COVID-19, and over 505 million cases have been reported worldwide as of 2022 (de Abreu et al., 2022).

Argumentative Research Paper Topics

There is no shortage of ideas when it comes to writing an argumentative research paper . The key is to find a topic that is interesting to you and that you can make a strong case for. Here are some potential topics to get you started:

• Should the drinking age be lowered?
• Should the voting age be lowered?
• Should there be stricter gun control laws?
• Should the death penalty be abolished?
• Should abortion be legal?
• Should same-sex marriage be legal?
• Should marijuana be legalized?
• Are humans causing climate change?
• Is the welfare system effective?
• Do schools need to do more to prevent bullying?

Whether you’re a diehard sports fan or someone who doesn’t really follow any particular teams, there’s no denying that sports can be a great source of debate. From which sport is the most exciting to watch to whether certain players or teams are truly the best in their respective leagues, there are plenty of topics to choose from when it comes to sports debates.

To help you get started, we’ve compiled a list of some potential sports debate topics. Whether you’re looking for something lighthearted or something a little more serious, we’re sure you’ll find something on this list that gets your blood pumping.

So without further ado, here are 20 sports debate topics to get you started:

• Which sport is the most exciting to watch?
• Are certain players or teams overrated?
• Who are the best players in each sport?
• Who are the biggest busts in each sport?
• What are the best and worst moments in each sport?
• Are there too many teams in each league? Not enough?
• What changes would you make to each sport?
• Which teams are due for a championship

Sports Persuasive Speech Topics

When it comes to giving a persuasive speech, there are many different topics that you can choose from. However, one topic that always seems to be popular is sports. Sports persuasive speech topics can be about anything related to sports, from the benefits of playing a particular sport to the dangers of not playing any sport at all.

• Some good sports persuasive speech topics include:
• The benefits of playing team sports
• The importance of staying active and participating in physical activity
• The dangers of using performance-enhancing drugs in sports
• The negative effects of not playing any sport at all
• Why children should be encouraged to play sports
• How adults can benefit from playing sports

Informative Speech Topics about Sports

When it comes to choosing a topic for an informative speech, there are many directions you could go. You could choose to give a speech about a particular sport, or about the history of sports, or about some of the great athletes who have made their mark on the world of sports.

If you’re a fan of sports, then giving an informative speech about sports could be a great way to share your love of the game with others. There are so many different aspects to sports that you could focus on, from the rules of the game to the training and conditioning that athletes undergo. You could even give a speech about some of the great moments in sports history.

If you’re not a big sports fan, don’t worry – there are plenty of other topics you could choose for your informative speech. You could focus on the history of a particular sport, or on the evolution of sports over time. You could even choose to give a speech about some of the great athletes who have made their mark on the world of sports. No matter what angle you choose, there’s sure to be an informative speech topic about sports that will interest you and your audience

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Nutrition's Role in Physical Fitness: Why You Need to Consider Both

Barbie Cervoni MS, RD, CDCES, CDN, is a registered dietitian and certified diabetes care and education specialist.

Verywell / Alexandra Shytsman

Nutrients and Your Athletic Performance

What to eat for optimal performance, hydration makes a difference, sustainable nutrition habits, frequently asked questions.

Whether you are a competitive athlete, play a recreational sport, or practice yoga, there is no doubt that physical activity has many health benefits. When it comes to maximizing your workouts or improving athletic performance, nutrition and physical activity go hand in hand.

What we eat before and after exercise, as well as on a regular basis, can make a large difference in how we feel and how we perform during activity. The right balance of macro and micronutrients may vary depending on your fitness level and the type of activity you perform. Still, it is important to get enough nutrition to maintain your health and optimize your performance.

Proper nutrition is imperative to maximize athletic performance. Without enough carbohydrates, proteins, and fats, athletes may feel sluggish and fatigued during a workout or ravenously hungry. Athletes may also need to focus on specific vitamins and minerals for fitness performance, such as iron, vitamin D, and zinc.

Nutrition for physical activity is highly individualized. It is often helpful to consult with a sports dietitian to review your individual needs and make specific recommendations for your body and activity level.

Evidence Shows Proper Nutrition Supports Activity

While we frequently think about the health benefits of nutrition and physical activity separately, there is evidence that integrating both nutrition and physical activity produces greater benefits than focusing on one or the other.

Additionally, research shows that exercise informs food choices, and individuals who exercise may make more nutritious choices. Nutrition may also support muscle recovery by reducing inflammation. One study showed that individuals who were more physically active and had higher antioxidant intake had lower levels of systemic inflammation.

The Importance of Balance and Timing of Macronutrients

Consuming adequate amounts of macronutrients—carbohydrates, protein, and fat—to fuel our bodies is imperative for optimal exercise performance.

• Carbohydrates are our bodies' preferred source of fuel. They give us the energy we need to go about our day and maximize workouts and athletic performance.
• Protein is important for building muscle as well as the repair and recovery of bones, joints, and ligaments after a workout.
• Fat keeps us full and satisfied, helps cushion our bones and joints, and increases the absorption of fat-soluble vitamins A, E, D, and K.

When it comes to fueling for exercise, finding the right balance and optimal timing of macronutrients for your body is key. Physical performance and recovery after exercise are enhanced by consuming carbohydrates and protein.

One study looked at the effects of protein and carbohydrates on skeletal muscle regeneration given to athletes by shake or meal. 35 individuals ran 10 kilometers (6.2 miles) and then consumed either a protein/carbohydrate shake, a meal of white bread and sour milk cheese, or nothing. The study indicated that consumption of carbohydrates and protein by shake or food was preferable, as it reduced exercise-induced skeletal muscle damage and had anti-inflammatory effects.

A "superfood" is a term frequently used by the food industry to market a specific food as offering maximum nutritional benefits or being exceptionally nutrient-dense.

While some foods are more nutritious than others and may positively affect health, it is essential to note that no single food is responsible for optimal health or disease prevention.

If you are looking to increase the nutrient density of your diet, including some of the following nutritious foods is an excellent place to start. These foods, including leafy greens, berries, eggs, sweet potato, and turmeric, contain antioxidants, complex carbohydrates, and protein and are beneficial for athletic performance.

Dark Leafy Greens

Dark green leafy vegetables are packed with important nutrients such as folate, zinc, calcium, magnesium, iron, vitamin C, and fiber. Eating leafy greens, such as spinach, kale, collard greens, and swiss chard, is shown to increase muscle function in men and women engaging in physical activity.

Additionally, the nitrates in leafy greens convert to nitric oxide, opening blood vessels and improving blood flow during exercise. You can incorporate dark leafy green vegetables into your diet by making kale salads, sautéing spinach into eggs for breakfast, or blending them into a smoothie.

Berries are known for their powerful antioxidant properties, making them an important part of an athlete's diet. Exercise causes oxidative stress, which results in the production of free radicals, muscle damage, and fatigue. Including antioxidants in the diet may help enhance athletic performance by decreasing muscle damage and inflammation.

Top a yogurt parfait with blueberries, blend strawberries into a smoothie, or add raspberries or blackberries into a salad to get an antioxidant punch.

Eggs, including the yolks, are rich in B vitamins, choline, iron, antioxidants, and high-quality protein, which is important for muscle recovery and repair. The protein in eggs is considered to have high bioavailability, meaning it is easily digested and efficiently metabolized by the body.

Additionally, eggs contain fatty acids that are important for heart health as well as vitamins and minerals that help with cell growth and tissue repair. Eggs are an easy and quick breakfast, scrambled with veggies or hardboiled for grab and go.

Sweet Potato

Sweet potatoes are a root vegetable packed with potassium, fiber, and vitamins A and C. They are an excellent source of complex carbohydrates needed by athletes for fuel. Getting enough potassium also reduces fatigue, muscle cramps, and the feeling of weakness.

Sweet potatoes can be incorporated into your diet in several ways. Top a baked sweet potato with Greek yogurt and almond butter for breakfast, roast wedges, add them to a salad, or bake until crispy and enjoy as sweet potato fries with a burger.

Turmeric is a bright yellow spice, originally from India, used for cooking and medicinal benefits. It is best known for its antioxidant and anti-inflammatory effect and may play a role in preventing chronic diseases such as cancer, heart disease, and diabetes.

Turmeric is also a more recent focus of post-exercise recovery research. Evidence suggests that individuals who use turmeric after a workout experience reduced muscle pain and tenderness, reduced muscle damage, and decreased inflammatory markers.

Incorporate turmeric into your routine by sprinkling the spice on roasted vegetables, adding it to a curry , or making golden milk . Turmeric is also available in supplement form .

Adequate hydration is imperative to overall health and exercise performance. We all lose water through normal bodily functions, such as breathing, digestion, and sweating. Athletes need to replace additional water and electrolytes lost through exertion during exercise.

Dehydration can lead to cardiovascular strain, altered metabolic function, and increased body temperature. Individuals also lose sodium, potassium, calcium, and magnesium with sweat. To avoid dehydration, it is important to ensure you are drinking before, during, and after exercise to maintain adequate hydration levels.

Whether you're training to run one mile, your first 5K, or a marathon, start with small and realistic nutrition and hydration goals. Trying to overhaul your entire diet at one time can feel overwhelming, and it is likely unsustainable. Small goals are more sustainable and, therefore, more beneficial in the long term.

If you feel your hydration is lacking, try investing in a fun water bottle . Flavor your water with fresh fruit or liquid beverage enhancers if you like your water to have a taste. Try adding one extra glass of water to your day.

Looking to include more antioxidants in your diet? Try adding one fruit and one vegetable to your meals each day. Pick one new nutrient-dense food and add it to your weekly meal plan. Add one each week, and soon enough, you will have greatly increased the variety of vitamins and minerals in your diet.

A Word From Verywell

Sustainable, enjoyable nutrition habits are key to reaching your goals. It can be tempting to follow a fad diet or social media trend, but frequently these diets are restrictive and unsustainable. If you have questions or concerns or want individualized nutrition recommendations, seek advice from a registered dietitian .

S.M.A.R.T goals stand for Specific, Measurable, Achievable, Realistic, and Time-Bound. S.M.A.R.T goals serve as small, doable action steps to help you change your behavior and achieve your goal. An example of a S.M.A.R.T goal is "I will include one vegetable at dinner 3 nights this week."

Nutrition impacts so much of our ability to function, from our physical to mental wellbeing. Incorporating nutritious foods in your diet and eating a balance of carbohydrates, protein, and fat appropriate for your needs can positively affect your everyday life and fitness performance.

Nutrition needs vary based on many factors, including age and life stage. As we age, we may experience some changes, such as bone loss, loss of muscle mass, thinner skin, and less stomach acid. Some of these changes may make you prone to nutrient deficiencies and you may need to increase your intake of certain foods or add supplements. Aging also causes a slower metabolism and decreased calorie needs.

Several factors affect your nutritional needs, including genetics, health status, environment , gut health, stage of life, fitness and activity level, and medications. Speak with a registered dietitian to better estimate your individual nutritional needs.

Koehler K, Drenowatz C. Integrated Role of Nutrition and Physical Activity for Lifelong Health .  Nutrients . 2019;11(7):1437. doi:10.3390/nu11071437

Gustafson CR, Rakhmatullaeva N, Beckford SE, Ammachathram A, Cristobal A, Koehler K. Exercise and the Timing of Snack Choice: Healthy Snack Choice is Reduced in the Post-Exercise State .  Nutrients . 2018;10(12):1941. doi:10.3390/nu10121941

Draganidis D, Jamurtas AZ, Stampoulis T, et al. Disparate Habitual Physical Activity and Dietary Intake Profiles of Elderly Men with Low and Elevated Systemic Inflammation .  Nutrients . 2018;10(5):566. doi:10.3390/nu10050566

Vitale K, Getzin A. Nutrition and Supplement Update for the Endurance Athlete: Review and Recommendations .  Nutrients . 2019;11(6):1289. doi:10.3390/nu11061289

Isenmann E, Blume F, Bizjak DA, et al. Comparison of Pro-Regenerative Effects of Carbohydrates and Protein Administrated by Shake and Non-Macro-Nutrient Matched Food Items on the Skeletal Muscle after Acute Endurance Exercise .  Nutrients . 2019;11(4):744. Published 2019 Mar 30. doi:10.3390/nu11040744

Sim M, Blekkenhorst LC, Bondonno NP, et al. Dietary Nitrate Intake Is Positively Associated with Muscle Function in Men and Women Independent of Physical Activity Levels .  J Nutr . 2021;151(5):1222-1230. doi:10.1093/jn/nxaa415

Hoon MW, Johnson NA, Chapman PG, Burke LM. The effect of nitrate supplementation on exercise performance in healthy individuals: a systematic review and meta-analysis.   Int J Sport Nutr Exerc Metab . 2013;23(5):522-532. doi:10.1123/ijsnem.23.5.522

Mason SA, Trewin AJ, Parker L, Wadley GD. Antioxidant supplements and endurance exercise: Current evidence and mechanistic insights .  Redox Biol . 2020;35:101471. doi:10.1016/j.redox.2020.101471

López Sobaler AM, Aparicio Vizuete A, Ortega RM. Papel del huevo en la dieta de deportistas y personas físicamente activas [ Role of the egg in the diet of athletes and physically active people ].  Nutr Hosp . 2017;34(Suppl 4):31-35. doi:10.1016/j.redox.2020.101471

Lindinger MI, Cairns SP. Regulation of muscle potassium: exercise performance, fatigue and health implications .  Eur J Appl Physiol . 2021;121(3):721-748. doi:10.1007/s00421-020-04546-8

Mahmood K, Zia KM, Zuber M, Salman M, Anjum MN. Recent developments in curcumin and curcumin based polymeric materials for biomedical applications: A review .  Int J Biol Macromol . 2015;81:877-890. doi:10.1016/j.ijbiomac.2015.09.026

Campbell MS, Carlini NA, Fleenor BS. Influence of curcumin on performance and post-exercise recovery .  Crit Rev Food Sci Nutr . 2021;61(7):1152-1162. doi:0.1080/10408398.2020.1754754

Thomas DT, Erdman KA, Burke LM. American College of Sports Medicine Joint Position Statement. Nutrition and Athletic Performance [published correction appears in Med Sci Sports Exerc . 2017 Jan;49(1):222].  Med Sci Sports Exerc . 2016;48(3):543-568. doi:10.1249/MSS.0000000000000852

Sipponen P, Maaroos HI. Chronic gastritis .  Scand J Gastroenterol . 2015;50(6):657-667. doi:10.3109/00365521.2015.1019918

The Journal of Clinical Endocrinology & Metabolism,  Water-Induced Thermogenesis , Michael Boschmann, 7/2/13

• Di Noia J.  Defining Powerhouse Fruits and Vegetables: A Nutrient Density Approach .  Prev Chronic Dis . 2014;11:130390.
• Emilio Ros,  Health Benefits of Nut Consumption , National Institutes of Health, 2010

By Darla Leal Darla Leal is a Master Fitness Trainer, freelance writer, and the creator of Stay Healthy Fitness, where she embraces a "fit-over-55" lifestyle.

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How to Write a Non-Cliche College Essay About Sports + Examples

What’s covered:, what makes a sports essay cliche.

• How To Make Your Sports Essay Unique

Great Examples of College Essays About Sports

Where to get your college essay edited for free, or by an expert.

You’ve been brainstorming essay topics for your college applications, and you think you’ve finally found the right one: an extended metaphor likening your experience on the field with overcoming personal struggles. The problem: many other students have this same thought. 

The purpose of a college essay is to make yourself stand out as a unique individual, but when students write about sports, they often blend in. Because of that, students are usually advised to pick a different topic.

That being said, it is possible to write a non-cliche college essay about sports if you put in a little extra effort. Read along to learn how to make your sports essay different from all the other sports essays.

Sports essays are cliche when they follow a standard trajectory. Some of these trajectories include writing a story about:

• An agonizing defeat
• Forging bonds with teammates
• Overcoming adversity
• Overcoming an injury
• Refusing to quit
• Victory during a big game

Because sports essays have very similar themes and “lessons learned,” it can be difficult to make your story stand out. These trajectories also often focus too much on the sport or storyline, and not enough on the writer’s reflections and personality.

As you write your essay, try to think about what your experience says about you rather than what you learned from your experience. You are more than just one lesson you learned!

(Keep in mind that the sports essay is not the only college essay cliche. Learn about other essay cliches and how to fix them in our complete guide).

How to Make Your Sports Essay Unique

1. focus on a specific moment or reflection..

The college essay is a way for students to humanize themselves to admissions officers. You do not feel human if you are describing yourself as just another player on the field!

One important way to make your essay about you (not just about sports) is by focusing on a specific moment in time and inviting the reader to join you in that moment. Explain to the reader what it would be like to be sitting in that locker room as you questioned the values of the other players on your team. Ask your reader to sit with you on the cot in the trainer’s room as your identity was stripped away from you when they said “your body can’t take this anymore.” Bring your reader to the dinner table and involve them in your family’s conversation about how sports were affecting your mental health and your treatment of those around you.

Intense descriptions of a specific experience will evoke emotions in your reader and allow them to connect with you and feel for you.

When in doubt, avoid anything that can be covered by ESPN. On ESPN, we see the games, we see the benches, we even see the locker rooms and training rooms. Take your reader somewhere different and show them something unique.

2. Use sports to point out broader themes in your life.

The main risk when writing about sports is neglecting to write about yourself. Before you get started, think about the main values that you want to express in your sports essay. Sports are simply your avenue for telling the reader what makes you unique. 

As a test, imagine if you were a pianist. Would you be able to talk about these same values? What if you were a writer? Or a chemist? Articulating your values is the end, and sports should simply be your means.

Some values that you might want to focus on:

• Autonomy (you want to be able to set your mind to anything and achieve it on your own)
• Growth (you seek improvement constantly)
• Curiosity (you are willing to try anything once)
• Vulnerability (you aren’t afraid to fail, as long as you give it your all)
• Community (you value the feedback of others and need camaraderie to succeed)
• Craft (you think that with deliberate care, anything can be perfected)
• Responsibility (you believe that you owe something to those around you and perhaps they also owe something to you)

You can use the ESPN check again to make sure that you are using sports as an avenue to show your depth.

Things ESPN covers: how a player reacts to defeat, how injuries affect a player’s gameplay/attitude, how players who don’t normally work well together are working together on their new team.

Things ESPN doesn’t cover: the conversation that a player had with their mother about fear of death before going into a big surgery (value: family and connection), the ways that the intense pressure to succeed consumed a player to the point they couldn’t be there for the people in their life (value: supporting others and community), the body image issues that weigh on a player’s mind when playing their sport and how they overcame those (value: health and growth).

3. Turn a cliche storyline on its head.

There’s no getting around the fact that sports essays are often cliche. But there is a way to confront the cliche head-on. For example, lots of people write essays about the lessons they learned from an injury, victory, and so on, but fewer students explain how they are embracing those lessons. 

Perhaps you learned that competition is overwhelming for you and you prefer teamwork, so you switched from playing basketball to playing Dungeons & Dragons. Maybe, when your softball career ended abruptly, you had to find a new identity and that’s when you became obsessed with your flower garden and decided to pursue botany. Or maybe, you have stuck with football through it all, but your junior-year mental health struggle showed you that football should be fun and you have since started a nonprofit for local children to healthily engage with sports.

If your story itself is more cliche, try bringing readers to the present moment with you and show why the cliche matters and what it did for you. This requires a fair amount of creativity. Ensure you’re not parroting a frequently used topic by really thinking deeply to find your own unique spin.

Night had robbed the academy of its daytime colors, yet there was comfort in the dim lights that cast shadows of our advances against the bare studio walls. Silhouettes of roundhouse kicks, spin crescent kicks, uppercuts and the occasional butterfly kick danced while we sparred. She approached me, eyes narrowed with the trace of a smirk challenging me. “Ready spar!” Her arm began an upward trajectory targeting my shoulder, a common first move. I sidestepped — only to almost collide with another flying fist. Pivoting my right foot, I snapped my left leg, aiming my heel at her midsection. The center judge raised one finger. 

There was no time to celebrate, not in the traditional sense at least. Master Pollard gave a brief command greeted with a unanimous “Yes, sir” and the thud of 20 hands dropping-down-and-giving-him-30, while the “winners” celebrated their victory with laps as usual. 

Three years ago, seven-thirty in the evening meant I was a warrior. It meant standing up straighter, pushing a little harder, “Yes, sir” and “Yes, ma’am”, celebrating birthdays by breaking boards, never pointing your toes, and familiarity. Three years later, seven-thirty in the morning meant I was nervous. 

The room is uncomfortably large. The sprung floor soaks up the checkerboard of sunlight piercing through the colonial windows. The mirrored walls further illuminate the studio and I feel the light scrutinizing my sorry attempts at a pas de bourrée, while capturing the organic fluidity of the dancers around me. “Chassé en croix, grand battement, pique, pirouette.” I follow the graceful limbs of the woman in front of me, her legs floating ribbons, as she executes what seems to be a perfect ronds de jambes. Each movement remains a negotiation. With admirable patience, Ms. Tan casts me a sympathetic glance.   

There is no time to wallow in the misery that is my right foot. Taekwondo calls for dorsiflexion; pointed toes are synonymous with broken toes. My thoughts drag me into a flashback of the usual response to this painful mistake: “You might as well grab a tutu and head to the ballet studio next door.” Well, here I am Master Pollard, unfortunately still following your orders to never point my toes, but no longer feeling the satisfaction that comes with being a third degree black belt with 5 years of experience quite literally under her belt. It’s like being a white belt again — just in a leotard and ballet slippers. 

But the appetite for new beginnings that brought me here doesn’t falter. It is only reinforced by the classical rendition of “Dancing Queen” that floods the room and the ghost of familiarity that reassures me that this new beginning does not and will not erase the past. After years spent at the top, it’s hard to start over. But surrendering what you are only leads you to what you may become. In Taekwondo, we started each class reciting the tenets: honor, courtesy, integrity, perseverance, self-control, courage, humility, and knowledge, and I have never felt that I embodied those traits more so than when I started ballet. 

The thing about change is that it eventually stops making things so different. After nine different schools, four different countries, three different continents, fluency in Tamil, Norwegian, and English, there are more blurred lines than there are clear fragments. My life has not been a tactfully executed, gold medal-worthy Taekwondo form with each movement defined, nor has it been a series of frappés performed by a prima ballerina with each extension identical and precise, but thankfully it has been like the dynamics of a spinning back kick, fluid, and like my chances of landing a pirouette, unpredictable. 

Why it works:

What’s especially powerful about this essay is that the author uses detailed imagery to convey a picture of what they’re experiencing, so much so that the reader is along for the ride. This works as a sports essay not only because of the language and sensory details, but also because the writer focuses on a specific moment in time, while at the same time exploring why Taekwondo is such an important part of their life.

After the emotional image is created, the student finishes their essay with valuable reflection. With the reflection, they show admissions officers that they are mature and self-aware. Self-awareness comes through with statements like “surrendering what you are only leads you to what you may become” and maturity can be seen through the student’s discussion of values “honor, courtesy, integrity, perseverance, self-control, courage, humility, and knowledge, and I have never felt that I embodied those traits more so than when I started ballet.” These are the kinds of comments that should find their way into a sports essay!

“Advanced females ages 13 to 14 please proceed to staging with your coaches at this time.” Skittering around the room, eyes wide and pleading, I frantically explained my situation to nearby coaches. The seconds ticked away in my head; every polite refusal increased my desperation.

Despair weighed me down. I sank to my knees as a stream of competitors, coaches, and officials flowed around me. My dojang had no coach, and the tournament rules prohibited me from competing without one.

Although I wanted to remain strong, doubts began to cloud my mind. I could not help wondering: what was the point of perfecting my skills if I would never even compete? The other members of my team, who had found coaches minutes earlier, attempted to comfort me, but I barely heard their words. They couldn’t understand my despair at being left on the outside, and I never wanted them to understand.

Since my first lesson 12 years ago, the members of my dojang have become family. I have watched them grow up, finding my own happiness in theirs. Together, we have honed our kicks, blocks, and strikes. We have pushed one another to aim higher and become better martial artists. Although my dojang had searched for a reliable coach for years, we had not found one. When we attended competitions in the past, my teammates and I had always gotten lucky and found a sympathetic coach. Now, I knew this practice was unsustainable. It would devastate me to see the other members of my dojang in my situation, unable to compete and losing hope as a result. My dojang needed a coach, and I decided it was up to me to find one. 

I first approached the adults in the dojang – both instructors and members’ parents. However, these attempts only reacquainted me with polite refusals. Everyone I asked told me they couldn’t devote multiple weekends per year to competitions. I soon realized that I would have become the coach myself.

At first, the inner workings of tournaments were a mystery to me. To prepare myself for success as a coach, I spent the next year as an official and took coaching classes on the side. I learned everything from motivational strategies to technical, behind-the-scenes components of Taekwondo competitions. Though I emerged with new knowledge and confidence in my capabilities, others did not share this faith.

Parents threw me disbelieving looks when they learned that their children’s coach was only a child herself. My self-confidence was my armor, deflecting their surly glances. Every armor is penetrable, however, and as the relentless barrage of doubts pounded my resilience, it began to wear down. I grew unsure of my own abilities.

Despite the attack, I refused to give up. When I saw the shining eyes of the youngest students preparing for their first competition, I knew I couldn’t let them down. To quit would be to set them up to be barred from competing like I was. The knowledge that I could solve my dojang’s longtime problem motivated me to overcome my apprehension.

Now that my dojang flourishes at competitions, the attacks on me have weakened, but not ended. I may never win the approval of every parent; at times, I am still tormented by doubts, but I find solace in the fact that members of my dojang now only worry about competing to the best of their abilities.

Now, as I arrive at a tournament with my students, I close my eyes and remember the past. I visualize the frantic search for a coach and the chaos amongst my teammates as we compete with one another to find coaches before the staging calls for our respective divisions. I open my eyes to the exact opposite scene. Lacking a coach hurt my ability to compete, but I am proud to know that no member of my dojang will have to face that problem again.

In the beginning, you might think this is another cliche sports essay about overcoming adversity. But instead, it becomes a unique statement and coming-of-age tale that reads as a suspenseful narrative. 

The author connects their experience with martial arts to larger themes in their life but manages to do so without riffing off of tried-and-true themes. Through statements like “I knew I couldn’t let them down. To quit would be to set them up to be barred from competing like I was” we learn about the students values and their desire to be there for those who depend on them. 

The student also brings it full circle, demonstrating their true transformation. By using the “Same, but Different” ending technique , the student places themself in the same environment that we saw in the intro, but experiences it differently due to their actions throughout the narrative. This is very compelling!

“1…2…3…4 pirouettes! New record!” My friends cheered as I landed my turns. Pleased with my progress, I gazed down at my worn-out pointe shoes. The sweltering blisters, numbing ice-baths, and draining late-night practices did not seem so bad after all. Next goal: five turns.

For as long as I can remember, ballet, in all its finesse and glamor, had kept me driven day to day. As a child, the lithe ballerinas, donning ethereal costumes as they floated across the stage, were my motivation. While others admired Messi and Adele, I idolized Carlos Acosta, principal dancer of the Royal Ballet. 

As I devoted more time and energy towards my craft, I became obsessed with improving my technique. I would stretch for hours after class, forcing my leg one inch higher in an effort to mirror the Dance Magazine cover girls. I injured my feet and ruined pair after pair of pointe shoes, turning on wood, cement, and even grass to improve my balance as I spun. At competitions, the dancers with the 180-degree leg extensions, endless turns, and soaring leaps—the ones who received “Bravos!” from the roaring audience—further pushed me to refine my skills and perfect my form. I believed that, with enough determination, I would one day attain their level of perfection. Reaching the quadruple-pirouette milestone only intensified my desire to accomplish even more. 

My efforts seemed to have come to fruition two summers ago when I was accepted to dance with Moscow’s Bolshoi Ballet at their renowned New York City summer intensive. I walked into my first session eager to learn from distinguished ballet masters and worldly dancers, already anticipating my improvement. Yet, as I danced alongside the accomplished ballerinas, I felt out of place. Despite their clean technique and professional training, they did not aim for glorious leg extensions or prodigious leaps. When they performed their turn combinations, most of them only executed two turns as I attempted four. 

“Dancers, double-pirouettes only.” 

Taken aback and confused, I wondered why our teacher expected so little from us. The other ballerinas seemed content, gracing the studio with their simple movements. 

As I grew closer with my Moscow roommates, I gradually learned that their training emphasized the history of the art form instead of stylistic tricks. Rather than show off their physical ability, their performances aimed to convey a story, one that embodied the rich culture of ballet and captured both the legacy of the dancers before them and their own artistry. As I observed my friends more intently in repertoire class, I felt the pain of the grief-stricken white swan from Swan Lake, the sass of the flirtatious Kitri from Don Quijote, and I gradually saw what I had overlooked before. My definition of talent had been molded by crowd-pleasing elements—whirring pirouettes, gravity-defying leaps, and mind-blowing leg extensions. This mindset slowly stripped me from the roots of my passion and my personal connection with ballet. 

With the Bolshoi, I learned to step back and explore the meaning behind each step and the people behind the scenes. Ballet carries history in its movements, from the societal values of the era to each choreographer’s unique flair. As I uncovered the messages behind each pirouette, kick, and jump, my appreciation for ballet grew beyond my obsession with raw athleticism and developed into a love for the art form’s emotive abilities in bridging the dancers with the audience. My journey as an artist has allowed me to see how technical execution is only the means to a greater understanding between dancer and spectator, between storyteller and listener. The elegance and complexity of ballet does not revolve around astonishing stunts but rather the evocative strength and artistry manifested in the dancer, in me. It is the combination of sentiments, history, tradition, and passion that has allowed ballet and its lessons of human connection to become my lifestyle both on and off stage.

This essay is about lessons. While the author is a dancer, this narrative isn’t really about ballet, per se — it’s about the author’s personal growth. It is purposefully reflective as the student shows a nice character arc that begins with an eager young ballerina and ends with a reflection on their past. The primary strength of this essay is the honesty and authenticity that the student approaches it with.

In the end, the student turns a cliche on its head as they embrace the idea of overcoming adversity and demonstrate how the adversity, in this case, was their own stereotypes about their art. It’s beautiful!

“Getting beat is one thing – it’s part of competing – but I want no part in losing.” Coach Rob Stark’s motto never fails to remind me of his encouragement on early-morning bus rides to track meets around the state. I’ve always appreciated the phrase, but an experience last June helped me understand its more profound, universal meaning.

Stark, as we affectionately call him, has coached track at my high school for 25 years. His care, dedication, and emphasis on developing good character has left an enduring impact on me and hundreds of other students. Not only did he help me discover my talent and love for running, but he also taught me the importance of commitment and discipline and to approach every endeavor with the passion and intensity that I bring to running. When I learned a neighboring high school had dedicated their track to a longtime coach, I felt that Stark deserved similar honors.

Our school district’s board of education indicated they would only dedicate our track to Stark if I could demonstrate that he was extraordinary. I took charge and mobilized my teammates to distribute petitions, reach out to alumni, and compile statistics on the many team and individual champions Stark had coached over the years. We received astounding support, collecting almost 3,000 signatures and pages of endorsements from across the community. With help from my teammates, I presented this evidence to the board.

They didn’t bite. 

Most members argued that dedicating the track was a low priority. Knowing that we had to act quickly to convince them of its importance, I called a team meeting where we drafted a rebuttal for the next board meeting. To my surprise, they chose me to deliver it. I was far from the best public speaker in the group, and I felt nervous about going before the unsympathetic board again. However, at that second meeting, I discovered that I enjoy articulating and arguing for something that I’m passionate about.

Public speaking resembles a cross country race. Walking to the starting line, you have to trust your training and quell your last minute doubts. When the gun fires, you can’t think too hard about anything; your performance has to be instinctual, natural, even relaxed. At the next board meeting, the podium was my starting line. As I walked up to it, familiar butterflies fluttered in my stomach. Instead of the track stretching out in front of me, I faced the vast audience of teachers, board members, and my teammates. I felt my adrenaline build, and reassured myself: I’ve put in the work, my argument is powerful and sound. As the board president told me to introduce myself, I heard, “runners set” in the back of my mind. She finished speaking, and Bang! The brief silence was the gunshot for me to begin. 

The next few minutes blurred together, but when the dust settled, I knew from the board members’ expressions and the audience’s thunderous approval that I had run quite a race. Unfortunately, it wasn’t enough; the board voted down our proposal. I was disappointed, but proud of myself, my team, and our collaboration off the track. We stood up for a cause we believed in, and I overcame my worries about being a leader. Although I discovered that changing the status quo through an elected body can be a painstakingly difficult process and requires perseverance, I learned that I enjoy the challenges this effort offers. Last month, one of the school board members joked that I had become a “regular” – I now often show up to meetings to advocate for a variety of causes, including better environmental practices in cafeterias and safer equipment for athletes.

Just as Stark taught me, I worked passionately to achieve my goal. I may have been beaten when I appealed to the board, but I certainly didn’t lose, and that would have made Stark proud.

This essay uses the idea of sports to explore a more profound topic—growing through relationships. They really embrace using sports as an avenue to tell the reader about a specific experience that changed the way they approach the world. 

The emphasis on relationships is why this essay works well and doesn’t fall into a cliche. The narrator grows not because of their experience with track but because of their relationship with their coach, who inspired them to evolve and become a leader.

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• School Education /

Essay on Fitness: Samples for Students in 100, 250, and 350 Words in English

• Updated on  
• Jan 22, 2024

Fitness is a crucial part of our lives, and incorporating the same in our lifestyle is now more essential than ever. Maintaining proper fitness can help an individual attain a general state of well-being and hence remain healthy. This will allow us to perform everyday functions without feeling fatigued or tired.  It not only refers to weightlifting and exercising but also, to a balanced and disciplined diet. All this will lead to a healthy body and even a healthy mind resides in a healthy body. Seeing the importance of fitness, we have included information on the same topic in our below-mentioned samples of essay on fitness. Let’s go ahead and look at the same.

Table of Contents

• 1 Essay on Fitness in 100 Words
• 2 Essay on Fitness in 250 Words
• 3 Essay on Fitness in 350 words

Also Read:- Essay on Athletics in 100, 200, 300 Words for Students

Essay on Fitness in 100 Words

Fitness is an extremely important aspect of our lives. It is essential to include fitness in our lifestyle and show discipline in the same because a healthy mind resides in a healthy body. Being fit can make an individual attain an extended life and live the same to the fullest. Also, being fit decreases the chance of diseases and hence improves overall health as well. 

Fitness is a state of mind as well. It doesn’t always mean heavy weight exercising but also maintaining a healthy and balanced diet. Diet is an important aspect of fitness and exercising and diet go hand in hand and both improve our fitness. Hence, fitness should be the priority of every individual for without it, we will be neglecting so much. 

Also Read:- Essay on Waste Management

Essay on Fitness in 250 Words

In our everyday life, fitness plays a very important role. It should be every individual’s top priority as it allows us to lead a very happy as well as peaceful life. It is true what our elders say, ‘Health is true wealth’.

If an individual is unfit, it will become difficult for him/her to enjoy even the basic aspects of life such as playing sports, eating, etc. So, it becomes important that we remain fit and healthy. Good fitness doesn’t always mean heavy weight lifting, it also includes a balanced and disciplined diet, as well as maintaining good hygiene. We should maintain proper sanitation all around us and eat a balanced diet. A balanced diet does not mean that we cannot eat our favorite foods such as fried food, etc. It means that we have to maintain a proper balance between healthy and junk food giving priority to healthy food and occasionally eating our favourite fried food etc. 

Following fitness, we should incorporate exercising even if it is for 30 minutes. This will help make our heart muscles and our lungs stronger, improve blood flow, and decrease fat and bad cholesterol. These are just some of the goods that fitness provides us, there are innumerable benefits of the same. It is also essential for an individual to be successful and do good for the society. Hence, we should not ignore fitness, because if done so, we won’t be able to keep our minds strong and clear.

Also Read:- Essay on My Hobby

Essay on Fitness in 350 words

Introduction

An individual’s top priority should be to remain fit. This will ensure their health. And one such way of that is by maintaining fitness. Health is a state of complete mental, physical as well as social well-being. A fit individual can accomplish much more in life. They are immune to many diseases, don’t feel fatigued in day-to-day functions, and have a positive mindset to strive in life for good. 

Maintaining fitness

There are several ways in which we can maintain our fitness if followed regularly. Some of those ways are mentioned below:-

• Fitness doesn’t always mean lifting heavy weights, a balanced and disciplined diet also holds an important role in the same. Eating the right amount of food rich in proteins, and good fats such as omega-3, vitamins and minerals, etc is essential. 
• Maintaining a proper sleeping pattern is another important aspect of fitness. Getting enough sleep ensures proper functioning of the mind thus making us more productive. Eight hours of quality sleep can boost our immune system, lower the risk of cardiovascular diseases, and improve our overall health. 
• Including exercise in our lifestyle is a must even if it is for just 30 minutes. It will help strengthen our hearts and lungs, improve blood flow in our blood vessels, help decrease blood pressure, fat and bad cholesterol, etc.

Importance of Fitness

The importance of fitness to maintain good health cannot be emphasized enough. An individual can even extend his/her lifespan just by maintaining fitness, not to forget it reduces the risk of several diseases and ailments. There are several advantages of being fit. Some of them are mentioned below:-

• Improves mental health and confidence level.
• Decreases the risk of several diseases such as diabetes, cancer, osteoporosis, stroke, high blood pressure, etc.
• It also helps in managing and reducing levels of stress, anxiety, depression, etc.
• It can even extend an individual’s life span.

Conclusion 

Fitness should be a priority for people belonging to every age group. It brings happiness to life and improves the quality of the same, hence making it stress and disease-free.

Ans: Fitness is an extremely important aspect of our lives. It is essential to include fitness in our lifestyle and show discipline in the same because a healthy mind resides in a healthy body. Being fit can make an individual attain an extended life and live the same to the fullest. Also, being fit decreases the chance of diseases and hence improves overall health as well.  Fitness is a state of mind as well. It doesn’t always mean heavy weight exercising but also maintaining a healthy and balanced diet. Diet is an important aspect of fitness and exercising and diet go hand in hand and both improve our fitness. Hence, fitness should be the priority of every individual for without it, we will be neglecting so much.

Ans: The importance of fitness to maintain good health cannot be emphasized enough. An individual can even extend his/her lifespan just by maintaining fitness, not to forget it reduces the risk of several diseases and ailments. There are several advantages of being fit. Some of them are mentioned below:- -Improves mental health and confidence level. -Decreases the risk of several diseases such as diabetes, cancer, osteoporosis, stroke, high blood pressure, etc. -It also helps in managing and reducing levels of stress, anxiety, depression, etc. -It can even extend an individual’s life span.

Ans: There are many ways in which we can maintain our fitness if follow regularly. Some of those ways are mentioned below:- -Fitness doesn’t always mean lifting heavy weights, a balanced and disciplined diet also holds an important role in the same. Eating the right amount of food rich in proteins, and good fats such as omega-3, vitamins and minerals, etc is essential.  -Maintaining a proper sleeping pattern is another important aspect of fitness. Getting enough sleep ensures proper functioning of the mind thus making us more productive. Eight hours of quality sleep can boost our immune system, lower the risk of cardiovascular diseases, and improve our overall health. -Including exercise in our lifestyle is a must even if it is for just 30 minutes. It will help strengthen our hearts and lungs, improve blood flow in our blood vessels, help decrease blood pressure, fat and bad cholesterol, etc.

Related Reads:-

This brings us to the end of our blog on Essay on Fitness. Hope you find this information useful. For more information on such informative topics for your school, visit our essay writing and follow Leverage Edu.

Deepansh Gautam

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Committee on Physical Activity and Physical Education in the School Environment; Food and Nutrition Board; Institute of Medicine; Kohl HW III, Cook HD, editors. Educating the Student Body: Taking Physical Activity and Physical Education to School. Washington (DC): National Academies Press (US); 2013 Oct 30.

Educating the Student Body: Taking Physical Activity and Physical Education to School.

• Hardcopy Version at National Academies Press

4 Physical Activity, Fitness, and Physical Education: Effects on Academic Performance

Key messages.

• Evidence suggests that increasing physical activity and physical fitness may improve academic performance and that time in the school day dedicated to recess, physical education class, and physical activity in the classroom may also facilitate academic performance.
• Available evidence suggests that mathematics and reading are the academic topics that are most influenced by physical activity. These topics depend on efficient and effective executive function, which has been linked to physical activity and physical fitness.
• Executive function and brain health underlie academic performance. Basic cognitive functions related to attention and memory facilitate learning, and these functions are enhanced by physical activity and higher aerobic fitness.
• Single sessions of and long-term participation in physical activity improve cognitive performance and brain health. Children who participate in vigorous- or moderate-intensity physical activity benefit the most.
• Given the importance of time on task to learning, students should be provided with frequent physical activity breaks that are developmentally appropriate.
• Although presently understudied, physically active lessons offered in the classroom may increase time on task and attention to task in the classroom setting.

Although academic performance stems from a complex interaction between intellect and contextual variables, health is a vital moderating factor in a child's ability to learn. The idea that healthy children learn better is empirically supported and well accepted ( Basch, 2010 ), and multiple studies have confirmed that health benefits are associated with physical activity, including cardiovascular and muscular fitness, bone health, psychosocial outcomes, and cognitive and brain health ( Strong et al., 2005 ; see Chapter 3 ). The relationship of physical activity and physical fitness to cognitive and brain health and to academic performance is the subject of this chapter.

Given that the brain is responsible for both mental processes and physical actions of the human body, brain health is important across the life span. In adults, brain health, representing absence of disease and optimal structure and function, is measured in terms of quality of life and effective functioning in activities of daily living. In children, brain health can be measured in terms of successful development of attention, on-task behavior, memory, and academic performance in an educational setting. This chapter reviews the findings of recent research regarding the contribution of engagement in physical activity and the attainment of a health-enhancing level of physical fitness to cognitive and brain health in children. Correlational research examining the relationship among academic performance, physical fitness, and physical activity also is described. Because research in older adults has served as a model for understanding the effects of physical activity and fitness on the developing brain during childhood, the adult research is briefly discussed. The short- and long-term cognitive benefits of both a single session of and regular participation in physical activity are summarized.

Before outlining the health benefits of physical activity and fitness, it is important to note that many factors influence academic performance. Among these are socioeconomic status ( Sirin, 2005 ), parental involvement ( Fan and Chen, 2001 ), and a host of other demographic factors. A valuable predictor of student academic performance is a parent having clear expectations for the child's academic success. Attendance is another factor confirmed as having a significant impact on academic performance ( Stanca, 2006 ; Baxter et al., 2011 ). Because children must be present to learn the desired content, attendance should be measured in considering factors related to academic performance.

• PHYSICAL FITNESS AND PHYSICAL ACTIVITY: RELATION TO ACADEMIC PERFORMANCE

State-mandated academic achievement testing has had the unintended consequence of reducing opportunities for children to be physically active during the school day and beyond. In addition to a general shifting of time in school away from physical education to allow for more time on academic subjects, some children are withheld from physical education classes or recess to participate in remedial or enriched learning experiences designed to increase academic performance ( Pellegrini and Bohn, 2005 ; see Chapter 5 ). Yet little evidence supports the notion that more time allocated to subject matter will translate into better test scores. Indeed, 11 of 14 correlational studies of physical activity during the school day demonstrate a positive relationship to academic performance ( Rasberry et al., 2011 ). Overall, a rapidly growing body of work suggests that time spent engaged in physical activity is related not only to a healthier body but also to a healthier mind ( Hillman et al., 2008 ).

Children respond faster and with greater accuracy to a variety of cognitive tasks after participating in a session of physical activity ( Tomporowski, 2003 ; Budde et al., 2008 ; Hillman et al., 2009 ; Pesce et al., 2009 ; Ellemberg and St-Louis-Deschênes, 2010 ). A single bout of moderate-intensity physical activity has been found to increase neural and behavioral concomitants associated with the allocation of attention to a specific cognitive task ( Hillman et al., 2009 ; Pontifex et al., 2012 ). And when children who participated in 30 minutes of aerobic physical activity were compared with children who watched television for the same amount of time, the former children cognitively outperformed the latter ( Ellemberg and St-Louis-Desêhenes, 2010 ). Visual task switching data among 69 overweight and inactive children did not show differences between cognitive performance after treadmill walking and sitting ( Tomporowski et al., 2008b ).

When physical activity is used as a break from academic learning time, postengagement effects include better attention ( Grieco et al., 2009 ; Bartholomew and Jowers, 2011 ), increased on-task behaviors ( Mahar et al., 2006 ), and improved academic performance ( Donnelly and Lambourne, 2011 ). Comparisons between 1st-grade students housed in a classroom with stand-sit desks where the child could stand at his/her discretion and in classrooms containing traditional furniture showed that the former children were highly likely to stand, thus expending significantly more energy than those who were seated ( Benden et al., 2011 ). More important, teachers can offer physical activity breaks as part of a supplemental curriculum or simply as a way to reset student attention during a lesson ( Kibbe et al., 2011 ; see Chapter 6 ) and when provided with minimal training can efficaciously produce vigorous or moderate energy expenditure in students ( Stewart et al., 2004 ). Further, after-school physical activity programs have demonstrated the ability to improve cardiovascular endurance, and this increase in aerobic fitness has been shown to mediate improvements in academic performance ( Fredericks et al., 2006 ), as well as the allocation of neural resources underlying performance on a working memory task ( Kamijo et al., 2011 ).

Over the past three decades, several reviews and meta-analyses have described the relationship among physical fitness, physical activity, and cognition (broadly defined as all mental processes). The majority of these reviews have focused on the relationship between academic performance and physical fitness—a physiological trait commonly defined in terms of cardiorespiratory capacity (e.g., maximal oxygen consumption; see Chapter 3 ). More recently, reviews have attempted to describe the effects of an acute or single bout of physical activity, as a behavior, on academic performance. These reviews have focused on brain health in older adults ( Colcombe and Kramer, 2003 ), as well as the effects of acute physical activity on cognition in adults ( Tomporowski, 2003 ). Some have considered age as part of the analysis ( Etnier et al., 1997 , 2006 ). Reviews focusing on research conducted in children ( Sibley and Etnier, 2003 ) have examined the relationship among physical activity, participation in sports, and academic performance ( Trudeau and Shephard, 2008 , 2010 ; Singh et al., 2012 ); physical activity and mental and cognitive health ( Biddle and Asare, 2011 ); and physical activity, nutrition, and academic performance ( Burkhalter and Hillman, 2011 ). The findings of most of these reviews align with the conclusions presented in a meta-analytic review conducted by Fedewa and Ahn (2011) . The studies reviewed by Fedewa and Ahn include experimental/quasi-experimental as well as cross-sectional and correlational designs, with the experimental designs yielding the highest effect sizes. The strongest relationships were found between aerobic fitness and achievement in mathematics, followed by IQ and reading performance. The range of cognitive performance measures, participant characteristics, and types of research design all mediated the relationship among physical activity, fitness, and academic performance. With regard to physical activity interventions, which were carried out both within and beyond the school day, those involving small groups of peers (around 10 youth of a similar age) were associated with the greatest gains in academic performance.

The number of peer-reviewed publications on this topic is growing exponentially. Further evidence of the growth of this line of inquiry is its increased global presence. Positive relationships among physical activity, physical fitness, and academic performance have been found among students from the Netherlands ( Singh et al., 2012 ) and Taiwan ( Chih and Chen, 2011 ). Broadly speaking, however, many of these studies show small to moderate effects and suffer from poor research designs ( Biddle and Asare, 2011 ; Singh et al., 2012 ).

Basch (2010) conducted a comprehensive review of how children's health and health disparities influence academic performance and learning. The author's report draws on empirical evidence suggesting that education reform will be ineffective unless children's health is made a priority. Basch concludes that schools may be the only place where health inequities can be addressed and that, if children's basic health needs are not met, they will struggle to learn regardless of the effectiveness of the instructional materials used. More recently, Efrat (2011) conducted a review of physical activity, fitness, and academic performance to examine the achievement gap. He discovered that only seven studies had included socioeconomic status as a variable, despite its known relationship to education ( Sirin, 2005 ).

Physical Fitness as a Learning Outcome of Physical Education and Its Relation to Academic Performance

Achieving and maintaining a healthy level of aerobic fitness, as defined using criterion-referenced standards from the National Health and Nutrition Examination Survey (NHANES; Welk et al., 2011 ), is a desired learning outcome of physical education programming. Regular participation in physical activity also is a national learning standard for physical education, a standard intended to facilitate the establishment of habitual and meaningful engagement in physical activity ( NASPE, 2004 ). Yet although physical fitness and participation in physical activity are established as learning outcomes in all 50 states, there is little evidence to suggest that children actually achieve and maintain these standards (see Chapter 2 ).

Statewide and national datasets containing data on youth physical fitness and academic performance have increased access to student-level data on this subject ( Grissom, 2005 ; Cottrell et al., 2007 ; Carlson et al., 2008 ; Chomitz et al., 2008 ; Wittberg et al., 2010 ; Van Dusen et al., 2011 ). Early research in South Australia focused on quantifying the benefits of physical activity and physical education during the school day; the benefits noted included increased physical fitness, decreased body fat, and reduced risk for cardiovascular disease ( Dwyer et al., 1979 , 1983 ). Even today, Dwyer and colleagues are among the few scholars who regularly include in their research measures of physical activity intensity in the school environment, which is believed to be a key reason why they are able to report differentiated effects of different intensities. A longitudinal study in Trois-Rivières, Québec, Canada, tracked how the academic performance of children from grades 1 through 6 was related to student health, motor skills, and time spent in physical education. The researchers concluded that additional time dedicated to physical education did not inhibit academic performance ( Shephard et al., 1984 ; Shephard, 1986 ; Trudeau and Shephard, 2008 ).

Longitudinal follow-up investigating the long-term benefits of enhanced physical education experiences is encouraging but largely inconclusive. In a study examining the effects of daily physical education during elementary school on physical activity during adulthood, 720 men and women completed the Québec Health Survey ( Trudeau et al., 1999 ). Findings suggest that physical education was associated with physical activity in later life for females but not males ( Trudeau et al., 1999 ); most of the associations were significant but weak ( Trudeau et al., 2004 ). Adult body mass index (BMI) at age 34 was related to childhood BMI at ages 10-12 in females but not males ( Trudeau et al., 2001 ). Longitudinal studies such as those conducted in Sweden and Finland also suggest that physical education experiences may be related to adult engagement in physical activity ( Glenmark, 1994 ; Telama et al., 1997 ). From an academic performance perspective, longitudinal data on men who enlisted for military service imply that cardiovascular fitness at age 18 predicted cognitive performance in later life (Aberg et al., 2009), thereby supporting the idea of offering physical education and physical activity opportunities well into emerging adulthood through secondary and postsecondary education.

Castelli and colleagues (2007) investigated younger children (in 3rd and 5th grades) and the differential contributions of the various subcomponents of the Fitnessgram ® . Specifically, they examined the individual contributions of aerobic capacity, muscle strength, muscle flexibility, and body composition to performance in mathematics and reading on the Illinois Standardized Achievement Test among a sample of 259 children. Their findings corroborate those of the California Department of Education ( Grissom, 2005 ), indicating a general relationship between fitness and achievement test performance. When the individual components of the Fitnessgram were decomposed, the researchers determined that only aerobic capacity was related to test performance. Muscle strength and flexibility showed no relationship, while an inverse association of BMI with test performance was observed, such that higher BMI was associated with lower test performance. Although Baxter and colleagues (2011) confirmed the importance of attending school in relation to academic performance through the use of 4th-grade student recall, correlations with BMI were not significant.

State-mandated implementation of the coordinated school health model requires all schools in Texas to conduct annual fitness testing using the Fitnessgram among students in grades 3-12. In a special issue of Research Quarterly for Exercise and Sport (2010), multiple articles describe the current state of physical fitness among children in Texas; confirm the associations among school performance levels, academic achievement, and physical fitness ( Welk et al., 2010 ; Zhu et al., 2010 ); and demonstrate the ability of qualified physical education teachers to administer physical fitness tests ( Zhu et al., 2010 ). Also using data from Texas schools, Van Dusen and colleagues (2011) found that cardiovascular fitness had the strongest association with academic performance, particularly in mathematics over reading. Unlike previous research, which demonstrated a steady decline in fitness by developmental stage ( Duncan et al., 2007 ), this study found that cardiovascular fitness did decrease but not significantly ( Van Dusen et al., 2011 ). Aerobic fitness, then, may be important to academic performance, as there may be a dose-response relationship ( Van Dusen et al., 2011 ).

Using a large sample of students in grades 4-8, Chomitz and colleagues (2008) found that the likelihood of passing both mathematics and English achievement tests increased with the number of fitness tests passed during physical education class, and the odds of passing the mathematics achievement tests were inversely related to higher body weight. Similar to the findings of Castelli and colleagues (2007) , socioeconomic status and demographic factors explained little of the relationship between aerobic fitness and academic performance; however, socioeconomic status may be an explanatory variable for students of low fitness ( London and Castrechini, 2011 ).

In sum, numerous cross-sectional and correlational studies demonstrate small-to-moderate positive or null associations between physical fitness ( Grissom, 2005 ; Cottrell et al., 2007 ; Edwards et al., 2009; Eveland-Sayers et al., 2009 ; Cooper et al., 2010 ; Welk et al., 2010 ; Wittberg et al., 2010 ; Zhu et al., 2010 ; Van Dusen et al., 2011 ), particularly aerobic fitness, and academic performance ( Castelli et al, 2007 ; Chomitz et al., 2008 ; Roberts et al., 2010 ; Welk et al., 2010 ; Chih and Chen, 2011 ; London and Castrechini, 2011 ; Van Dusen et al., 2011 ). Moreover, the findings may support a dose-response association, suggesting that the more components of physical fitness (e.g., cardiovascular endurance, strength, muscle endurance) considered acceptable for the specific age and gender that are present, the greater the likelihood of successful academic performance. From a public health and policy standpoint, the conclusions these findings support are limited by few causal inferences, a lack of data confirmation, and inadequate reliability because the data were often collected by nonresearchers or through self-report methods. It may also be noted that this research includes no known longitudinal studies and few randomized controlled trials (examples are included later in this chapter in the discussion of the developing brain).

Physical Activity, Physical Education, and Academic Performance

In contrast with the correlational data presented above for physical fitness, more information is needed on the direct effects of participation in physical activity programming and physical education classes on academic performance.

In a meta-analysis, Sibley and Etnier (2003) found a positive relationship between physical activity and cognition in school-age youth (aged 4-18), suggesting that physical activity, as well as physical fitness, may be related to cognitive outcomes during development. Participation in physical activity was related to cognitive performance in eight measurement categories (perceptual skills, IQ, achievement, verbal tests, mathematics tests, memory, developmental level/academic readiness, and “other”), with results indicating a beneficial relationship of physical activity to all cognitive outcomes except memory ( Sibley and Etnier, 2003 ). Since that meta-analysis, however, several papers have reported robust relationships between aerobic fitness and different aspects of memory in children (e.g., Chaddock et al., 2010a , 2011 ; Kamijo et al., 2011 ; Monti et al., 2012 ). Regardless, the comprehensive review of Sibley and Etnier (2003) was important because it helped bring attention to an emerging literature suggesting that physical activity may benefit cognitive development even as it also demonstrated the need for further study to better understand the multifaceted relationship between physical activity and cognitive and brain health.

The regular engagement in physical activity achieved during physical education programming can also be related to academic performance, especially when the class is taught by a physical education teacher. The Sports, Play, and Active Recreation for Kids (SPARK) study examined the effects of a 2-year health-related physical education program on academic performance in children ( Sallis et al., 1999 ). In an experimental design, seven elementary schools were randomly assigned to one of three conditions: (1) a specialist condition in which certified physical education teachers delivered the SPARK curriculum, (2) a trained-teacher condition in which classroom teachers implemented the curriculum, and (3) a control condition in which classroom teachers implemented the local physical education curriculum. No significant differences by condition were found for mathematics testing; however, reading scores were significantly higher in the specialist condition relative to the control condition ( Sallis et al., 1999 ), while language scores were significantly lower in the specialist condition than in the other two conditions. The authors conclude that spending time in physical education with a specialist did not have a negative effect on academic performance. Shortcomings of this research include the amount of data loss from pre- to posttest, the use of results of 2nd-grade testing that exceeded the national average in performance as baseline data, and the use of norm-referenced rather than criterion-based testing.

In seminal research conducted by Gabbard and Barton (1979) , six different conditions of physical activity (no activity; 20, 30, 40, and 50 minutes; and posttest no activity) were completed by 106 2nd graders during physical education. Each physical activity session was followed by 5 minutes of rest and the completion of 36 math problems. The authors found a potential threshold effect whereby only the 50-minute condition improved mathematical performance, with no differences by gender.

A longitudinal study of the kindergarten class of 1998–1999, using data from the Early Childhood Longitudinal Study, investigated the association between enrollment in physical education and academic achievement ( Carlson et al., 2008 ). Higher amounts of physical education were correlated with better academic performance in mathematics among females, but this finding did not hold true for males.

Ahamed and colleagues (2007) found in a cluster randomized trial that, after 16 months of a classroom-based physical activity intervention, there was no significant difference between the treatment and control groups in performance on the standardized Cognitive Abilities Test, Third Edition (CAT-3). Others have found, however, that coordinative exercise ( Budde et al., 2008 ) or bouts of vigorous physical activity during free time ( Coe et al., 2006 ) contribute to higher levels of academic performance. Specifically, Coe and colleagues examined the association of enrollment in physical education and self-reported vigorous- or moderate-intensity physical activity outside school with performance in core academic courses and on the Terra Nova Standardized Achievement Test among more than 200 6th-grade students. Their findings indicate that academic performance was unaffected by enrollment in physical education classes, which were found to average only 19 minutes of vigorous- or moderate-intensity physical activity. When time spent engaged in vigorous- or moderate-intensity physical activity outside of school was considered, however, a significant positive relation to academic performance emerged, with more time engaged in vigorous- or moderate-intensity physical activity being related to better grades but not test scores ( Coe et al., 2006 ).

Studies of participation in sports and academic achievement have found positive associations ( Mechanic and Hansell, 1987 ; Dexter, 1999 ; Crosnoe, 2002 ; Eitle and Eitle, 2002 ; Stephens and Schaben, 2002 ; Eitle, 2005 ; Miller et al., 2005 ; Fox et al., 2010 ; Ruiz et al., 2010 ); higher grade point averages (GPAs) in season than out of season ( Silliker and Quirk, 1997 ); a negative association between cheerleading and science performance ( Hanson and Kraus, 1998 ); and weak and negative associations between the amount of time spent participating in sports and performance in English-language class among 13-, 14-, and 16-year-old students ( Daley and Ryan, 2000 ). Other studies, however, have found no association between participation in sports and academic performance ( Fisher et al., 1996 ). The findings of these studies need to be interpreted with caution as many of their designs failed to account for the level of participation by individuals in the sport (e.g., amount of playing time, type and intensity of physical activity engagement by sport). Further, it is unclear whether policies required students to have higher GPAs to be eligible for participation. Offering sports opportunities is well justified regardless of the cognitive benefits, however, given that adolescents may be less likely to engage in risky behaviors when involved in sports or other extracurricular activities ( Page et al., 1998 ; Elder et al., 2000 ; Taliaferro et al., 2010 ), that participation in sports increases physical fitness, and that affiliation with sports enhances school connectedness.

Although a consensus on the relationship of physical activity to academic achievement has not been reached, the vast majority of available evidence suggests the relationship is either positive or neutral. The meta-analytic review by Fedewa and Ahn (2011) suggests that interventions entailing aerobic physical activity have the greatest impact on academic performance; however, all types of physical activity, except those involving flexibility alone, contribute to enhanced academic performance, as do interventions that use small groups (about 10 students) rather than individuals or large groups. Regardless of the strength of the findings, the literature indicates that time spent engaged in physical activity is beneficial to children because it has not been found to detract from academic performance, and in fact can improve overall health and function ( Sallis et al., 1999 ; Hillman et al., 2008 ; Tomporowski et al., 2008a ; Trudeau and Shephard, 2008 ; Rasberry et al., 2011 ).

Single Bouts of Physical Activity

Beyond formal physical education, evidence suggests that multi-component approaches are a viable means of providing physical activity opportunities for children across the school curriculum (see also Chapter 6 ). Although health-related fitness lessons taught by certified physical education teachers result in greater student fitness gains relative to such lessons taught by other teachers ( Sallis et al., 1999 ), non-physical education teachers are capable of providing opportunities to be physically active within the classroom ( Kibbe et al., 2011 ). Single sessions or bouts of physical activity have independent merit, offering immediate benefits that can enhance the learning experience. Studies have found that single bouts of physical activity result in improved attention ( Hillman et al., 2003 , 2009 ; Pontifex et al., 2012 ), better working memory ( Pontifex et al., 2009 ), and increased academic learning time and reduced off-task behaviors ( Mahar et al., 2006 ; Bartholomew and Jowers, 2011 ). Yet single bouts of physical activity have differential effects, as very vigorous exercise has been associated with cognitive fatigue and even cognitive decline in adults ( Tomporowski, 2003 ). As seen in Figure 4-1 , high levels of effort, arousal, or activation can influence perception, decision making, response preparation, and actual response. For discussion of the underlying constructs and differential effects of single bouts of physical activity on cognitive performance, see Tomporowski (2003) .

Information processing: Diagram of a simplified version of Sanders's (1983) cognitive-energetic model of human information processing (adapted from Jones and Hardy, 1989). SOURCE: Tomporowski, 2003. Reprinted with permission.

For children, classrooms are busy places where they must distinguish relevant information from distractions that emerge from many different sources occurring simultaneously. A student must listen to the teacher, adhere to classroom procedures, focus on a specific task, hold and retain information, and make connections between novel information and previous experiences. Hillman and colleagues (2009) demonstrated that a single bout of moderate-intensity walking (60 percent of maximum heart rate) resulted in significant improvements in performance on a task requiring attentional inhibition (e.g., the ability to focus on a single task). These findings were accompanied by changes in neuroelectric measures underlying the allocation of attention (see Figure 4-2 ) and significant improvements on the reading subtest of the Wide Range Achievement Test. No such effects were observed following a similar duration of quiet rest. These findings were later replicated and extended to demonstrate benefits for both mathematics and reading performance in healthy children and those diagnosed with attention deficit hyperactivity disorder ( Pontifex et al., 2013 ). Further replications of these findings demonstrated that a single bout of moderate-intensity exercise using a treadmill improved performance on a task of attention and inhibition, but similar benefits were not derived from moderate-intensity exercise that involved exergaming ( O'Leary et al., 2011 ). It was also found that such benefits were derived following cessation of, but not during, the bout of exercise ( Drollette et al., 2012 ). The applications of such empirical findings within the school setting remain unclear.

Effects of a single session of exercise in preadolescent children. SOURCE: Hillman et al., 2009. Reprinted with permission.

A randomized controlled trial entitled Physical Activity Across the Curriculum (PAAC) used cluster randomization among 24 schools to examine the effects of physically active classroom lessons on BMI and academic achievement ( Donnelly et al., 2009 ). The academically oriented physical activities were intended to be of vigorous or moderate intensity (3–6 metabolic equivalents [METs]) and to last approximately 10 minutes and were specifically designed to supplement content in mathematics, language arts, geography, history, spelling, science, and health. The study followed 665 boys and 677 girls for 3 years as they rose from 2nd or 3rd to 4th or 5th grades. Changes in academic achievement, fitness, and blood screening were considered secondary outcomes. During a 3-year period, students who engaged in physically active lessons, on average, improved their academic achievement by 6 percent, while the control groups exhibited a 1 percent decrease. In students who experienced at least 75 minutes of PAAC lessons per week, BMI remained stable (see Figure 4-3 ).

Change in academic scores from baseline after physically active classroom lessons in elementary schools in northeast Kansas (2003–2006). NOTE: All differences between the Physical Activity Across the Curriculum (PAAC) group ( N = 117) and control (more...)

It is important to note that cognitive tasks completed before, during, and after physical activity show varying effects, but the effects were always positive compared with sedentary behavior. In a study carried out by Drollette and colleagues (2012) , 36 preadolescent children completed two cognitive tasks—a flanker task to assess attention and inhibition and a spatial nback task to assess working memory—before, during, and after seated rest and treadmill walking conditions. The children sat or walked on different days for an average of 19 minutes. The results suggest that the physical activity enhanced cognitive performance for the attention task but not for the task requiring working memory. Accordingly, although more research is needed, the authors suggest that the acute effects of exercise may be selective to certain cognitive processes (i.e., attentional inhibition) while unrelated to others (e.g., working memory). Indeed, data collected using a task-switching paradigm (i.e., a task designed to assess multitasking and requiring the scheduling of attention to multiple aspects of the environment) among 69 overweight and inactive children did not show differences in cognitive performance following acute bouts of treadmill walking or sitting ( Tomporowski et al., 2008b ). Thus, findings to date indicate a robust relationship of acute exercise to transient improvements in attention but appear inconsistent for other aspects of cognition.

Academic Learning Time and On- and Off-Task Behaviors

Excessive time on task, inattention to task, off-task behavior, and delinquency are important considerations in the learning environment given the importance of academic learning time to academic performance. These behaviors are observable and of concern to teachers as they detract from the learning environment. Systematic observation by trained observers may yield important insight regarding the effects of short physical activity breaks on these behaviors. Indeed, systematic observations of student behavior have been used as an alternative means of measuring academic performance ( Mahar et al., 2006 ; Grieco et al., 2009 ).

After the development of classroom-based physical activities, called Energizers, teachers were trained in how to implement such activities in their lessons at least twice per week ( Mahar et al., 2006 ). Measurements of baseline physical activity and on-task behaviors were collected in two 3rd-grade and two 4th-grade classes, using pedometers and direct observation. The intervention included 243 students, while 108 served as controls by not engaging in the activities. A subgroup of 62 3rd and 4th graders was observed for on-task behavior in the classroom following the physical activity. Children who participated in Energizers took more steps during the school day than those who did not; they also increased their on-task behaviors by more than 20 percent over baseline measures.

A systematic review of a similar in-class, academically oriented, physical activity plan—Take 10!—was conducted to identify the effects of its implementation after it had been in use for 10 years ( Kibbe et al., 2011 ). The findings suggest that children who experienced Take 10! in the classroom engaged in moderate to vigorous physical activity (6.16 to 6.42 METs) and had lower BMIs than those who did not. Further, children in the Take 10! classrooms had better fluid intelligence ( Reed et al., 2010 ) and higher academic achievement scores ( Donnelly et al., 2009 ).

Some have expressed concern that introducing physical activity into the classroom setting may be distracting to students. Yet in one study it was sedentary students who demonstrated a decrease in time on task, while active students returned to the same level of on-task behavior after an active learning task ( Grieco et al., 2009 ). Among the 97 3rd-grade students in this study, a small but nonsignificant increase in on-task behaviors was seen immediately following these active lessons. Additionally, these improvements were not mediated by BMI.

In sum, although presently understudied, physically active lessons may increase time on task and attention to task in the classroom setting. Given the complexity of the typical classroom, the strategy of including content-specific lessons that incorporate physical activity may be justified.

It is recommended that every child have 20 minutes of recess each day and that this time be outdoors whenever possible, in a safe activity ( NASPE, 2006 ). Consistent engagement in recess can help students refine social skills, learn social mediation skills surrounding fair play, obtain additional minutes of vigorous- or moderate-intensity physical activity that contribute toward the recommend 60 minutes or more per day, and have an opportunity to express their imagination through free play ( Pellegrini and Bohn, 2005 ; see also Chapter 6 ). When children participate in recess before lunch, additional benefits accrue, such as less food waste, increased incidence of appropriate behavior in the cafeteria during lunch, and greater student readiness to learn upon returning to the classroom after lunch ( Getlinger et al., 1996 ; Wechsler et al., 2001 ).

To examine the effects of engagement in physical activity during recess on classroom behavior, Barros and colleagues (2009) examined data from the Early Childhood Longitudinal Study on 10,000 8- to 9-year-old children. Teachers provided the number of minutes of recess as well as a ranking of classroom behavior (ranging from “misbehaves frequently” to “behaves exceptionally well”). Results indicate that children who had at least 15 minutes of recess were more likely to exhibit appropriate behavior in the classroom ( Barros et al., 2009 ). In another study, 43 4th-grade students were randomly assigned to 1 or no days of recess to examine the effects on classroom behavior ( Jarrett et al., 1998 ). The researchers concluded that on-task behavior was better among the children who had recess. A moderate effect size (= 0.51) was observed. In a series of studies examining kindergartners' attention to task following a 20-minute recess, increased time on task was observed during learning centers and story reading ( Pellegrini et al., 1995 ). Despite these positive findings centered on improved attention, it is important to note that few of these studies actually measured the intensity of the physical activity during recess.

From a slightly different perspective, survey data from 547 Virginia elementary school principals suggest that time dedicated to student participation in physical education, art, and music did not negatively influence academic performance ( Wilkins et al., 2003 ). Thus, the strategy of reducing time spent in physical education to increase academic performance may not have the desired effect. The evidence on in-school physical activity supports the provision of physical activity breaks during the school day as a way to increase fluid intelligence, time on task, and attention. However, it remains unclear what portion of these effects can be attributed to a break from academic time and what portion is a direct result of the specific demands/characteristics of the physical activity.

• THE DEVELOPING bRAIN, PHYSICAL ACTIVITY, AND BRAIN HEALTH

The study of brain health has grown beyond simply measuring behavioral outcomes such as task performance and reaction time (e.g., cognitive processing speed). New technology has emerged that has allowed scientists to understand the impact of lifestyle factors on the brain from the body systems level down to the molecular level. A greater understanding of the cognitive components that subserve academic performance and may be amenable to intervention has thereby been gained. Research conducted in both laboratory and field settings has helped define this line of inquiry and identify some preliminary underlying mechanisms.

The Evidence Base on the Relationship of Physical Activity to Brain Health and Cognition in Older Adults

Despite the current focus on the relationship of physical activity to cognitive development, the evidence base is larger on the association of physical activity with brain health and cognition during aging. Much can be learned about how physical activity affects childhood cognition and scholastic achievement through this work. Despite earlier investigations into the relationship of physical activity to cognitive aging (see Etnier et al., 1997 , for a review), the field was shaped by the findings of Kramer and colleagues (1999) , who examined the effects of aerobic fitness training on older adults using a randomized controlled design. Specifically, 124 older adults aged 60 and 75 were randomly assigned to a 6-month intervention of either walking (i.e., aerobic training) or flexibility (i.e., nonaerobic) training. The walking group but not the flexibility group showed improved cognitive performance, measured as a shorter response time to the presented stimulus. Results from a series of tasks that tapped different aspects of cognitive control indicated that engagement in physical activity is a beneficial means of combating cognitive aging ( Kramer et al., 1999 ).

Cognitive control, or executive control, is involved in the selection, scheduling, and coordination of computational processes underlying perception, memory, and goal-directed action. These processes allow for the optimization of behavioral interactions within the environment through flexible modulation of the ability to control attention ( MacDonald et al., 2000 ; Botvinick et al., 2001 ). Core cognitive processes that make up cognitive control or executive control include inhibition, working memory, and cognitive flexibility ( Diamond, 2006 ), processes mediated by networks that involve the prefrontal cortex. Inhibition (or inhibitory control) refers to the ability to override a strong internal or external pull so as to act appropriately within the demands imposed by the environment ( Davidson et al., 2006 ). For example, one exerts inhibitory control when one stops speaking when the teacher begins lecturing. Working memory refers to the ability to represent information mentally, manipulate stored information, and act on the information ( Davidson et al., 2006 ). In solving a difficult mathematical problem, for example, one must often remember the remainder. Finally, cognitive flexibility refers to the ability to switch perspectives, focus attention, and adapt behavior quickly and flexibly for the purposes of goal-directed action ( Blair et al., 2005 ; Davidson et al., 2006 ; Diamond, 2006 ). For example, one must shift attention from the teacher who is teaching a lesson to one's notes to write down information for later study.

Based on their earlier findings on changes in cognitive control induced by aerobic training, Colcombe and Kramer (2003) conducted a meta-analysis to examine the relationship between aerobic training and cognition in older adults aged 55-80 using data from 18 randomized controlled exercise interventions. Their findings suggest that aerobic training is associated with general cognitive benefits that are selectively and disproportionately greater for tasks or task components requiring greater amounts of cognitive control. A second and more recent meta-analysis ( Smith et al., 2010 ) corroborates the findings of Colcombe and Kramer, indicating that aerobic exercise is related to attention, processing speed, memory, and cognitive control; however, it should be noted that smaller effect sizes were observed, likely a result of the studies included in the respective meta-analyses. In older adults, then, aerobic training selectively improves cognition.

Hillman and colleagues (2006) examined the relationship between physical activity and inhibition (one aspect of cognitive control) using a computer-based stimulus-response protocol in 241 individuals aged 15-71. Their results indicate that greater amounts of physical activity are related to decreased response speed across task conditions requiring variable amounts of inhibition, suggesting a generalized relationship between physical activity and response speed. In addition, the authors found physical activity to be related to better accuracy across conditions in older adults, while no such relationship was observed for younger adults. Of interest, this relationship was disproportionately larger for the condition requiring greater amounts of inhibition in the older adults, suggesting that physical activity has both a general and selective association with task performance ( Hillman et al., 2006 ).

With advances in neuroimaging techniques, understanding of the effects of physical activity and aerobic fitness on brain structure and function has advanced rapidly over the past decade. In particular, a series of studies ( Colcombe et al., 2003 , 2004 , 2006 ; Kramer and Erickson, 2007 ; Hillman et al., 2008 ) of older individuals has been conducted to elucidate the relation of aerobic fitness to the brain and cognition. Normal aging results in the loss of brain tissue ( Colcombe et al., 2003 ), with markedly larger loss evidenced in the frontal, temporal, and parietal regions ( Raz, 2000 ). Thus cognitive functions subserved by these brain regions (such as those involved in cognitive control and aspects of memory) are expected to decay more dramatically than other aspects of cognition.

Colcombe and colleagues (2003) investigated the relationship of aerobic fitness to gray and white matter tissue loss using magnetic resonance imaging (MRI) in 55 healthy older adults aged 55-79. They observed robust age-related decreases in tissue density in the frontal, temporal, and parietal regions using voxel-based morphometry, a technique used to assess brain volume. Reductions in the amount of tissue loss in these regions were observed as a function of fitness. Given that the brain structures most affected by aging also demonstrated the greatest fitness-related sparing, these initial findings provide a biological basis for fitness-related benefits to brain health during aging.

In a second study, Colcombe and colleagues (2006) examined the effects of aerobic fitness training on brain structure using a randomized controlled design with 59 sedentary healthy adults aged 60-79. The treatment group received a 6-month aerobic exercise (i.e., walking) intervention, while the control group received a stretching and toning intervention that did not include aerobic exercise. Results indicated that gray and white matter brain volume increased for those who received the aerobic fitness training intervention. No such results were observed for those assigned to the stretching and toning group. Specifically, those assigned to the aerobic training intervention demonstrated increased gray matter in the frontal lobes, including the dorsal anterior cingulate cortex, the supplementary motor area, the middle frontal gyrus, the dorsolateral region of the right inferior frontal gyrus, and the left superior temporal lobe. White matter volume changes also were evidenced following the aerobic fitness intervention, with increases in white matter tracts being observed within the anterior third of the corpus callosum. These brain regions are important for cognition, as they have been implicated in the cognitive control of attention and memory processes. These findings suggest that aerobic training not only spares age-related loss of brain structures but also may in fact enhance the structural health of specific brain regions.

In addition to the structural changes noted above, research has investigated the relationship between aerobic fitness and changes in brain function. That is, aerobic fitness training has also been observed to induce changes in patterns of functional activation. Functional MRI (fMRI) measures, which make it possible to image activity in the brain while an individual is performing a cognitive task, have revealed that aerobic training induces changes in patterns of functional activation. This approach involves inferring changes in neuronal activity from alteration in blood flow or metabolic activity in the brain. In a seminal paper, Colcombe and colleagues (2004) examined the relationship of aerobic fitness to brain function and cognition across two studies with older adults. In the first study, 41 older adult participants (mean age ~66) were divided into higher- and lower-fit groups based on their performance on a maximal exercise test. In the second study, 29 participants (aged 58-77) were recruited and randomly assigned to either a fitness training (i.e., walking) or control (i.e., stretching and toning) intervention. In both studies, participants were given a task requiring variable amounts of attention and inhibition. Results indicated that fitness (study 1) and fitness training (study 2) were related to greater activation in the middle frontal gyrus and superior parietal cortex; these regions of the brain are involved in attentional control and inhibitory functioning, processes entailed in the regulation of attention and action. These changes in neural activation were related to significant improvements in performance on the cognitive control task of attention and inhibition.

Taken together, the findings across studies suggest that an increase in aerobic fitness, derived from physical activity, is related to improvements in the integrity of brain structure and function and may underlie improvements in cognition across tasks requiring cognitive control. Although developmental differences exist, the general paradigm of this research can be applied to early stages of the life span, and some early attempts to do so have been made, as described below. Given the focus of this chapter on childhood cognition, it should be noted that this section has provided only a brief and arguably narrow look at the research on physical activity and cognitive aging. Considerable work has detailed the relationship of physical activity to other aspects of adult cognition using behavioral and neuroimaging tools (e.g., Boecker, 2011 ). The interested reader is referred to a number of review papers and meta-analyses describing the relationship of physical activity to various aspects of cognitive and brain health ( Etnier et al., 1997 ; Colcombe and Kramer, 2003 ; Tomporowski, 2003 ; Thomas et al., 2012 ).

Child Development, Brain Structure, and Function

Certain aspects of development have been linked with experience, indicating an intricate interplay between genetic programming and environmental influences. Gray matter, and the organization of synaptic connections in particular, appears to be at least partially dependent on experience (NRC/IOM, 2000; Taylor, 2006 ), with the brain exhibiting a remarkable ability to reorganize itself in response to input from sensory systems, other cortical systems, or insult ( Huttenlocher and Dabholkar, 1997 ). During typical development, experience shapes the pruning process through the strengthening of neural networks that support relevant thoughts and actions and the elimination of unnecessary or redundant connections. Accordingly, the brain responds to experience in an adaptive or “plastic” manner, resulting in the efficient and effective adoption of thoughts, skills, and actions relevant to one's interactions within one's environmental surroundings. Examples of neural plasticity in response to unique environmental interaction have been demonstrated in human neuroimaging studies of participation in music ( Elbert et al., 1995 ; Chan et al., 1998 ; Münte et al., 2001 ) and sports ( Hatfield and Hillman, 2001 ; Aglioti et al., 2008 ), thus supporting the educational practice of providing music education and opportunities for physical activity to children.

Effects of Regular Engagement in Physical Activity and Physical Fitness on Brain Structure

Recent advances in neuroimaging techniques have rapidly advanced understanding of the role physical activity and aerobic fitness may have in brain structure. In children a growing body of correlational research suggests differential brain structure related to aerobic fitness. Chaddock and colleagues (2010a , b ) showed a relationship among aerobic fitness, brain volume, and aspects of cognition and memory. Specifically, Chaddock and colleagues (2010a) assigned 9- to 10-year-old preadolescent children to lower- and higher-fitness groups as a function of their scores on a maximal oxygen uptake (VO 2 max) test, which is considered the gold-standard measure of aerobic fitness. They observed larger bilateral hippocampal volume in higher-fit children using MRI, as well as better performance on a task of relational memory. It is important to note that relational memory has been shown to be mediated by the hippocampus ( Cohen and Eichenbaum, 1993 ; Cohen et al., 1999 ). Further, no differences emerged for a task condition requiring item memory, which is supported by structures outside the hippocampus, suggesting selectivity among the aspects of memory that benefit from higher amounts of fitness. Lastly, hippocampal volume was positively related to performance on the relational memory task but not the item memory task, and bilateral hippocampal volume was observed to mediate the relationship between fitness and relational memory ( Chaddock et al., 2010a ). Such findings are consistent with behavioral measures of relational memory in children ( Chaddock et al., 2011 ) and neuroimaging findings in older adults ( Erickson et al., 2009 , 2011 ) and support the robust nonhuman animal literature demonstrating the effects of exercise on cell proliferation ( Van Praag et al., 1999 ) and survival ( Neeper et al., 1995 ) in the hippocampus.

In a second investigation ( Chaddock et al., 2010b ), higher- and lower-fit children (aged 9-10) underwent an MRI to determine whether structural differences might be found that relate to performance on a cognitive control task that taps attention and inhibition. The authors observed differential findings in the basal ganglia, a subcortical structure involved in the interplay of cognition and willed action. Specifically, higher-fit children exhibited greater volume in the dorsal striatum (i.e., caudate nucleus, putamen, globus pallidus) relative to lower-fit children, while no differences were observed in the ventral striatum. Such findings are not surprising given the role of the dorsal striatum in cognitive control and response resolution ( Casey et al., 2008 ; Aron et al., 2009 ), as well as the growing body of research in children and adults indicating that higher levels of fitness are associated with better control of attention, memory, and cognition ( Colcombe and Kramer, 2003 ; Hillman et al., 2008 ; Chang and Etnier, 2009 ). Chaddock and colleagues (2010b) further observed that higher-fit children exhibited increased inhibitory control and response resolution and that higher basal ganglia volume was related to better task performance. These findings indicate that the dorsal striatum is involved in these aspects of higher-order cognition and that fitness may influence cognitive control during preadolescent development. It should be noted that both studies described above were correlational in nature, leaving open the possibility that other factors related to fitness and/or the maturation of subcortical structures may account for the observed group differences.

Effects of Regular Engagement in Physical Activity and Physical Fitness on Brain Function

Other research has attempted to characterize fitness-related differences in brain function using fMRI and event-related brain potentials (ERPs), which are neuroelectric indices of functional brain activation in the electro-encephalographic time series. To date, few randomized controlled interventions have been conducted. Notably, Davis and colleagues (2011) conducted one such intervention lasting approximately 14 weeks that randomized 20 sedentary overweight preadolescent children into an after-school physical activity intervention or a nonactivity control group. The fMRI data collected during an antisaccade task, which requires inhibitory control, indicated increased bilateral activation of the prefrontal cortex and decreased bilateral activation of the posterior parietal cortex following the physical activity intervention relative to the control group. Such findings illustrate some of the neural substrates influenced by participation in physical activity. Two additional correlational studies ( Voss et al., 2011 ; Chaddock et al., 2012 ) compared higher- and lower-fit preadolescent children and found differential brain activation and superior task performance as a function of fitness. That is, Chaddock and colleagues (2012) observed increased activation in prefrontal and parietal brain regions during early task blocks and decreased activation during later task blocks in higher-fit relative to lower-fit children. Given that higher-fit children outperformed lower-fit children on the aspects of the task requiring the greatest amount of cognitive control, the authors reason that the higher-fit children were more capable of adapting neural activity to meet the demands imposed by tasks that tapped higher-order cognitive processes such as inhibition and goal maintenance. Voss and colleagues (2011) used a similar task to vary cognitive control requirements and found that higher-fit children outperformed their lower-fit counterparts and that such differences became more pronounced during task conditions requiring the upregulation of control. Further, several differences emerged across various brain regions that together make up the network associated with cognitive control. Collectively, these differences suggest that higher-fit children are more efficient in the allocation of resources in support of cognitive control operations.

Other imaging research has examined the neuroelectric system (i.e., ERPs) to investigate which cognitive processes occurring between stimulus engagement and response execution are influenced by fitness. Several studies ( Hillman et al., 2005 , 2009 ; Pontifex et al., 2011 ) have examined the P3 component of the stimulus-locked ERP and demonstrated that higher-fit children have larger-amplitude and shorter-latency ERPs relative to their lower-fit peers. Classical theory suggests that P3 relates to neuronal activity associated with revision of the mental representation of the previous event within the stimulus environment ( Donchin, 1981 ). P3 amplitude reflects the allocation of attentional resources when working memory is updated ( Donchin and Coles, 1988 ) such that P3 is sensitive to the amount of attentional resources allocated to a stimulus ( Polich, 1997 ; Polich and Heine, 2007 ). P3 latency generally is considered to represent stimulus evaluation and classification speed ( Kutas et al., 1977 ; Duncan-Johnson, 1981 ) and thus may be considered a measure of stimulus detection and evaluation time ( Magliero et al., 1984 ; Ila and Polich, 1999 ). Therefore the above findings suggest that higher-fit children allocate greater attentional resources and have faster cognitive processing speed relative to lower-fit children ( Hillman et al., 2005 , 2009 ), with additional research suggesting that higher-fit children also exhibit greater flexibility in the allocation of attentional resources, as indexed by greater modulation of P3 amplitude across tasks that vary in the amount of cognitive control required ( Pontifex et al., 2011 ). Given that higher-fit children also demonstrate better performance on cognitive control tasks, the P3 component appears to reflect the effectiveness of a subset of cognitive systems that support willed action ( Hillman et al., 2009 ; Pontifex et al., 2011 ).

Two ERP studies ( Hillman et al., 2009 ; Pontifex et al., 2011 ) have focused on aspects of cognition involved in action monitoring. That is, the error-related negativity (ERN) component was investigated in higher- and lower-fit children to determine whether differences in evaluation and regulation of cognitive control operations were influenced by fitness level. The ERN component is observed in response-locked ERP averages. It is often elicited by errors of commission during task performance and is believed to represent either the detection of errors during task performance ( Gehring et al., 1993 ; Holroyd and Coles, 2002 ) or more generally the detection of response conflict ( Botvinick et al., 2001 ; Yeung et al., 2004 ), which may be engendered by errors in response production. Several studies have reported that higher-fit children exhibit smaller ERN amplitude during rapid-response tasks (i.e., instructions emphasizing speed of responding; Hillman et al., 2009 ) and more flexibility in the allocation of these resources during tasks entailing variable cognitive control demands, as evidenced by changes in ERN amplitude for higher-fit children and no modulation of ERN in lower-fit children ( Pontifex et al., 2011 ). Collectively, this pattern of results suggests that children with lower levels of fitness allocate fewer attentional resources during stimulus engagement (P3 amplitude) and exhibit slower cognitive processing speed (P3 latency) but increased activation of neural resources involved in the monitoring of their actions (ERN amplitude). Alternatively, higher-fit children allocate greater resources to environmental stimuli and demonstrate less reliance on action monitoring (increasing resource allocation only to meet the demands of the task). Under more demanding task conditions, the strategy of lower-fit children appears to fail since they perform more poorly under conditions requiring the upregulation of cognitive control.

Finally, only one randomized controlled trial published to date has used ERPs to assess neurocognitive function in children. Kamijo and colleagues (2011) studied performance on a working memory task before and after a 9-month physical activity intervention compared with a wait-list control group. They observed better performance following the physical activity intervention during task conditions that required the upregulation of working memory relative to the task condition requiring lesser amounts of working memory. Further, increased activation of the contingent negative variation (CNV), an ERP component reflecting cognitive and motor preparation, was observed at posttest over frontal scalp sites in the physical activity intervention group. No differences in performance or brain activation were noted for the wait-list control group. These findings suggest an increase in cognitive preparation processes in support of a more effective working memory network resulting from prolonged participation in physical activity. For children in a school setting, regular participation in physical activity as part of an after-school program is particularly beneficial for tasks that require the use of working memory.

Adiposity and Risk for Metabolic Syndrome as It Relates to Cognitive Health

A related and emerging literature that has recently been popularized investigates the relationship of adiposity to cognitive and brain health and academic performance. Several reports ( Datar et al., 2004 ; Datar and Sturm, 2006 ; Judge and Jahns, 2007 ; Gable et al., 2012 ) on this relationship are based on large-scale datasets derived from the Early Child Longitudinal Study. Further, nonhuman animal research has been used to elucidate the relationships between health indices and cognitive and brain health (see Figure 4-4 for an overview of these relationships). Collectively, these studies observed poorer future academic performance among children who entered school overweight or moved from a healthy weight to overweight during the course of development. Corroborating evidence for a negative relationship between adiposity and academic performance may be found in smaller but more tightly controlled studies. As noted above, Castelli and colleagues (2007) observed poorer performance on the mathematics and reading portions of the Illinois Standardized Achievement Test in 3rd- and 5th-grade students as a function of higher BMI, and Donnelly and colleagues (2009) used a cluster randomized trial to demonstrate that physical activity in the classroom decreased BMI and improved academic achievement among pre-adolescent children.

Relationships between health indices and cognitive and brain health. NOTE: AD = Alzheimer's disease; PD = Parkinson's disease. SOURCE: Cotman et al., 2007. Reprinted with permission.

Recently published reports describe the relationship between adiposity and cognitive and brain health to advance understanding of the basic cognitive processes and neural substrates that may underlie the adiposity-achievement relationship. Bolstered by findings in adult populations (e.g., Debette et al., 2010 ; Raji et al., 2010 ; Carnell et al., 2011 ), researchers have begun to publish data on preadolescent populations indicating differences in brain function and cognitive performance related to adiposity (however, see Gunstad et al., 2008 , for an instance in which adiposity was unrelated to cognitive outcomes). Specifically, Kamijo and colleagues (2012a) examined the relationship of weight status to cognitive control and academic achievement in 126 children aged 7-9. The children completed a battery of cognitive control tasks, and their body composition was assessed using dual X-ray absorptiometry (DXA). The authors found that higher BMI and greater amounts of fat mass (particularly in the midsection) were related to poorer performance on cognitive control tasks involving inhibition, as well as lower academic achievement. In follow-up studies, Kamijo and colleagues (2012b) investigated whether neural markers of the relationship between adiposity and cognition may be found through examination of ERP data. These studies compared healthy-weight and obese children and found a differential distribution of the P3 potential (i.e., less frontally distributed) and larger N2 amplitude, as well as smaller ERN magnitude, in obese children during task conditions that required greater amounts of inhibitory control ( Kamijo et al., 2012c ). Taken together, the above results suggest that obesity is associated with less effective neural processes during stimulus capture and response execution. As a result, obese children perform tasks more slowly ( Kamijo et al., 2012a ) and are less accurate ( Kamijo et al., 2012b , c ) in response to tasks requiring variable amounts of cognitive control. Although these data are correlational, they provide a basis for further study using other neuroimaging tools (e.g., MRI, fMRI), as well as a rationale for the design and implementation of randomized controlled studies that would allow for causal interpretation of the relationship of adiposity to cognitive and brain health. The next decade should provide a great deal of information on this relationship.

• LIMITATIONS

Despite the promising findings described in this chapter, it should be noted that the study of the relationship of childhood physical activity, aerobic fitness, and adiposity to cognitive and brain health and academic performance is in its early stages. Accordingly, most studies have used designs that afford correlation rather than causation. To date, in fact, only two randomized controlled trials ( Davis et al., 2011 ; Kamijo et al., 2011 ) on this relationship have been published. However, several others are currently ongoing, and it was necessary to provide evidence through correlational studies before investing the effort, time, and funding required for more demanding causal studies. Given that the evidence base in this area has grown exponentially in the past 10 years through correlational studies and that causal evidence has accumulated through adult and nonhuman animal studies, the next step will be to increase the amount of causal evidence available on school-age children.

Accomplishing this will require further consideration of demographic factors that may moderate the physical activity–cognition relationship. For instance, socioeconomic status has a unique relationship with physical activity ( Estabrooks et al., 2003 ) and cognitive control ( Mezzacappa, 2004 ). Although many studies have attempted to control for socioeconomic status (see Hillman et al., 2009 ; Kamijo et al., 2011 , 2012a , b , c ; Pontifex et al., 2011 ), further inquiry into its relationship with physical activity, adiposity, and cognition is warranted to determine whether it may serve as a potential mediator or moderator for the observed relationships. A second demographic factor that warrants further consideration is gender. Most authors have failed to describe gender differences when reporting on the physical activity–cognition literature. However, studies of adiposity and cognition have suggested that such a relationship may exist (see Datar and Sturm, 2006 ). Additionally, further consideration of age is warranted. Most studies have examined a relatively narrow age range, consisting of a few years. Such an approach often is necessary because of maturation and the need to develop comprehensive assessment tools that suit the various stages of development. However, this approach has yielded little understanding of how the physical activity–cognition relationship may change throughout the course of maturation.

Finally, although a number of studies have described the relationship of physical activity, fitness, and adiposity to standardized measures of academic performance, few attempts have been made to observe the relationship within the context of the educational environment. Standardized tests, although necessary to gauge knowledge, may not be the most sensitive measures for (the process of) learning. Future research will need to do a better job of translating promising laboratory findings to the real world to determine the value of this relationship in ecologically valid settings.

From an authentic and practical to a mechanistic perspective, physically active and aerobically fit children consistently outperform their inactive and unfit peers academically on both a short- and a long-term basis. Time spent engaged in physical activity is related not only to a healthier body but also to enriched cognitive development and lifelong brain health. Collectively, the findings across the body of literature in this area suggest that increases in aerobic fitness, derived from physical activity, are related to improvements in the integrity of brain structure and function that underlie academic performance. The strongest relationships have been found between aerobic fitness and performance in mathematics, reading, and English. For children in a school setting, regular participation in physical activity is particularly beneficial with respect to tasks that require working memory and problem solving. These findings are corroborated by the results of both authentic correlational studies and experimental randomized controlled trials. Overall, the benefits of additional time dedicated to physical education and other physical activity opportunities before, during, and after school outweigh the benefits of exclusive utilization of school time for academic learning, as physical activity opportunities offered across the curriculum do not inhibit academic performance.

Both habitual and single bouts of physical activity contribute to enhanced academic performance. Findings indicate a robust relationship of acute exercise to increased attention, with evidence emerging for a relationship between participation in physical activity and disciplinary behaviors, time on task, and academic performance. Specifically, higher-fit children allocate greater resources to a given task and demonstrate less reliance on environmental cues or teacher prompting.

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Fitness and Sport Learning Essay

The role of sport in education has long been underestimated by educators because most of students’ achievements are measured by their intellectual skills and abilities. In fact, physical education is as important as such discipline as mathematics, physics, biology, or literature. During the courses, my attention was attracted by Ken Robinson’s lecture on the role of kinesiology in shaping and developing students’ creativity.

More importantly, there are a variety of sport activities that made both human body and mind interact to gain new knowledge and experience. Being a former professional bicyclist, I admit that professional sport is both about physical fitness and about intelligence because there are many theoretical frameworks, as well as practical experiences that contribute to significant achievements in sports.

Other disciplines, such as dancing or gymnastics, also provide a solid foundation for developing memory of movements, as well as for improving physical and psychological wellbeing through workout programs.

Aside from educational purposes, professional sport also implies legal and ethical concerns that are controlled by such international organization as the World Health Organization. While examining social history of sports, I have learned important information about gender considerations, as well as legal and financial challenges surrounding them.

Apart from the regulations controlling fair and objective judgment of games and competitions, sport is closely associated with personal ethics and morale that make people much stronger and morally responsible. Specifically, I am convinced that people involved in professional sport activities are highly appraise honor and respect.

I am also supporter of fair, equal, and objective competition, in which talents, hard work, and experience should rather than political influence should be encouraged. I also insist that real sporting activities should be free from false stereotypes and prejudices that specifically refer to gender, ethnicity, and disabled people.

Moral stance is an important component of sport competition because winning at all costs does not justify the ends. Winning at all costs should be excluded from educational theories because it distorts students’ perception about actual goals in physical education. In fact, my personal experience proves that sport should bring in pleasure and health, as well as provide valuable knowledge about the techniques for harmonizing body and mind.

Indeed, participation in sport should be aimed at building stronger character rather than at achieving the highest results. It also focuses on the strong will and respectful attitude to rivals. Lack of awareness of these intentions can lead to a number of challenges. In particular, many parents strive to see their children on the top in football, basketball, or other kinds of sport.

In fact, this belief is mistaken because it does not only contradict the purpose of physical education, but also does harm to children’s individual perception of sport. Children who see sports as a means of proving its superiority often experience psychological pressure on the part of their educators and parents.

Changing perceptions in physical education should be a priority for children. Moreover, educators should introduce new concepts and paradigms in sport to produce positive influence on students’ physical and psychological welfare.

While conducting personal workouts, children should understand that sport shapes our way of life; it must be regarded as a science in which certain knowledge, skills, and experience could be gained that could later be used for professional growth and personal development.

Professional sport and physical education should premise on deep philosophical and ideological concepts. While studying the premises of kinesiology, my perception of sport activities has also been changed. So far, I used to identify sport with discipline, strength, and independence. In fact, this course has taught me that sport directly relates to creativity and widens my opportunities in intellectually driven spheres.

In fact, employing creativity in sports has allowed me to go beyond standards and discover new options for self-determination. Despite the fact that strict rules and discipline are prioritized, human mind is a multi-faceted entity that explores alternative paths in perceiving and cognizing the world.

Most of the theoretical and practical perspectives during the course have expanded my outlook on the role of sport in my life, as well as how it can enhance my professional fulfillment.

Philosophy on Physical Activity

Have you ever thought why people are so concerned with professional fulfillment? Probably, some of them are concerned with monetary reward whereas others strive for recognition in professional field. In my opinion, career development should not be a priority for people unless it brings in pleasure and satisfaction.

No doubt, interest can be regarded as the best teacher because lack of ambition and inspiration will turn people’s professional activities into subconscious, mindless, mechanical actions directed as earning money or promoting career. Many people fail to think over the actual ends in their life.

Will they still enjoy their profession as soon as they achieve what they want? My firm belief and the leading philosophy of life is that people should adhere to the favorite sports, and career development process should not be regarded as a monotonous routine, a duty that should be overcome. Rather, people should get pleasure from sport and believe in dreams coming true.

Being a former professional cyclist, I experienced both pleasure of victory and bitterness of defeat. Despite these hardship, I remained faithful to what I loved most of all – bike cycling. In my childhood and adolescents, I was keen on bicycling because it filled me with happiness and freedom.

Races always fascinated me and they do now, and I could not imagine my life without this sport. I joined the sport club and started mastering my physical skills to meet the requirements of professional sport. Despite the stereotypes that existed in China concerning sport as a professional occupation, I was determined to fulfill myself in this sphere. These recollections were the happiest ones in my life.

I have never been afraid of challenges, hard work, and constant training because it contributed to my experiences and professional advancement. As my career was developing, I joined the professional cycling team and later my popularity among other professional athletes increased. Newspaper and magazines on sport and cycling wrote my about me, and my professional club also recognized me as an outstanding and accomplished cyclist.

However, recognition and popularity were not among my prerogatives. I immediately understood that I forgot about the pleasant and exciting experience I enjoyed in my childhood when racing and feeling the spirit of freedom and independence. I did not have to prove my superiority over other cyclists or meet certain standards and requirements. Nevertheless, this professional sport was an important stance for me to master my skills in future.

Despite my passion for cycling, I decided to end my sport career and leave China to study abroad. In fact, China failed to provide me with the opportunities for continuing my sports career because of existing stereotypes and prejudices. While studying in the United States, my outlook on physical education has been changed dramatically. I have realized that sport is more than just physical fitness; rather, it is a new philosophical approach to life.

No matter how old you are and how many years have been spent on building professional career, sport will always be part of my life because it allows me to feel myself as a full-fledged and accomplished personality. Certainly, I could have proceeded with my career and China and I would have achieved good results, but it would contradict my actual objectives. I believe that sport activities should be associated with happiness, pleasure, and freedom.

Harmony of soul and body, as well as focus on creativity being part of physical education, is also among my priorities. I also agree with the idea that doing physical exercises should not be associated with routine workouts. Rather, it should be aimed at liberating my mind and advancing my personal spirituality and creativity.

In conclusion, despite the negative memories, I had to sacrifice my professional sports career to shape my personal philosophy of physical activity. While studying abroad, I have realized that interest, creativity, and enthusiasm should be guiding principles in mastering my skills and gaining experience in sports.

I have also understood that sport should not be underestimated in education because it also contributes to intellectual development. I am still fond of cycling because it provides me with spiritual freedom.

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IvyPanda . 2020. "Fitness and Sport Learning." March 12, 2020. https://ivypanda.com/essays/fitness-and-sport-learning/.

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Essay on Sports and Health

Students are often asked to write an essay on Sports and Health in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

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100 Words Essay on Sports and Health

Sports and health.

Sports play a crucial role in maintaining our health. They help in strengthening our muscles, improving endurance, and boosting our immune system.

Physical Benefits

Engaging in sports makes our heart and lungs stronger. It also helps in maintaining a healthy weight, reducing the risk of obesity.

Mental Benefits

Sports not only improve our physical health, but also our mental health. They help in reducing stress and improving mood.

In conclusion, sports are essential for a healthy lifestyle. They keep us physically fit and mentally strong. So, let’s play sports and stay healthy.

250 Words Essay on Sports and Health

Introduction.

Sports play an indispensable role in maintaining physical and mental health. As a holistic approach to wellness, they foster discipline, teamwork, and resilience, transcending beyond mere physical activity.

The Physical Health Benefits of Sports

Participation in sports promotes cardiovascular health, improves muscular strength and endurance, and enhances flexibility. Regular physical activity can help maintain a healthy weight, reducing the risk of obesity, diabetes, and other lifestyle diseases. Sports also stimulate the production of endorphins, the body’s natural mood lifters, promoting a sense of well-being.

Mental Health and Sports

Beyond physical health, sports contribute significantly to mental health. They serve as a natural antidote to stress, anxiety, and depression. The focus required in sports fosters mental agility, improving cognitive functions such as memory and concentration. Furthermore, the social interactions in team sports can foster a sense of belonging, boosting self-esteem and confidence.

Sports and Long-term Health

The health benefits of sports extend into long-term health outcomes. Regular physical activity slows the aging process, enhances the immune system, and reduces the risk of chronic diseases. Additionally, the discipline, time management, and goal-setting skills learned through sports can translate into healthier lifestyle choices.

In conclusion, sports offer a multifaceted approach to health, integrating physical, mental, and social aspects. Encouraging participation in sports from an early age can foster a lifelong commitment to health and wellness. As the adage goes, “A healthy mind in a healthy body” epitomizes the profound connection between sports and health.

500 Words Essay on Sports and Health

The interplay of sports and health.

Sports and health are two intertwined concepts, each influencing the other in profound ways. The relationship between these two entities goes beyond the surface-level understanding of physical fitness, delving into psychological and social aspects of health.

Physical Health and Sports

Engaging in sports is synonymous with physical activity, which is a primary factor in maintaining good health. Regular physical activity helps in controlling weight, combating health conditions and diseases, and improving overall bodily functions. It promotes cardiovascular health by reducing risks of heart disease and hypertension, and aids in maintaining healthy bones, muscles, and joints.

Sports also contribute to better sleep patterns. The physical exertion during sports activities enhances sleep quality by promoting deeper sleep cycles and helping in falling asleep faster. This is critical for body repair and regeneration, thereby improving overall health.

Sports and Mental Health

The benefits of sports extend to mental health as well. Participating in sports can help reduce stress, anxiety, and depression. The physical activity stimulates the production of endorphins, the body’s natural mood lifters, leading to feelings of happiness and relaxation.

Moreover, sports can enhance cognitive functions. It improves concentration, helps in better decision-making, and boosts memory. These cognitive benefits are not only immediate but also help in maintaining cognitive health in the long run, reducing the risk of cognitive decline as we age.

Social Health through Sports

Sports foster a sense of community and belonging, which are vital for social health. They promote teamwork, cooperation, and mutual respect, teaching valuable social skills like communication and conflict resolution. Participating in sports can lead to the development of lifelong friendships and a sense of shared identity, thereby enhancing social well-being.

Challenges and Considerations

Despite the numerous health benefits, sports also come with potential risks. These include physical injuries and the psychological pressure to perform, which can lead to stress and burnout. It’s essential to balance the competitive aspect of sports with the need for physical and mental well-being.

Proper training, adequate rest, and a supportive environment can help mitigate these risks. It’s also crucial to remember that while sports can significantly contribute to health, they should be part of a broader approach to health that includes a balanced diet, regular medical check-ups, and mental health care.

In conclusion, sports play a fundamental role in promoting physical, mental, and social health. They offer a holistic approach to health, addressing various aspects beyond mere physical fitness. However, it’s important to approach sports with a balanced perspective, considering the potential challenges and risks. With the right approach, sports can undoubtedly be a powerful tool for enhancing overall health.

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Mental health: which is better – team sports or solo exercise?

Senior Lecturer in Sport Coaching, Nottingham Trent University

Disclosure statement

Laura Healy has recently received funding for her research from the British Academy and Rethink Mental Illness. Her PhD was funded by a studentship awarded to the University of Birmingham from the Economic and Social Research Council.

Nottingham Trent University provides funding as a member of The Conversation UK.

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Exercise is not only good for your physical health, it’s good for your mental health, too . Indeed, many people even take up exercise as a way of boosting their mental well-being . But is all exercise equally beneficial – and does it matter whether you do it alone or in a group?

One notable study examined how the setting people exercised in related to mental health. The study looked at students aged between 16 and 24 years old, comparing those who took part in team sports, informal fitness groups (such as yoga classes or running groups), and those who exercised alone at least once a week. They followed up six months later to measure their mental health.

The study found that the students who did group physical activity (either in team sports or informal fitness groups) had better mental health than those who exercised alone. Students exercising in groups were also more physically active, doing nearly twice as much activity as those who exercised alone. They also reported feeling more connected to people around them.

The researchers suggest the reason students exercising in groups had better mental health may be because of the social support network they developed during group physical activities.

My own research also explored how informal football programmes helped with mental health recovery. My colleagues and I conducted two studies, one looking at community football initiatives and the other at football programmes within NHS mental health services . We interviewed people who played football at the sessions, where players, coaches and healthcare staff all took part in the activities together.

We found that participants valued group activities, as they were able to connect with people who shared similar interests and experiences. Participants also said that being able to choose to play a sport they enjoyed contributed to mental health. These programmes can support mental health recovery, allowing participants to live a hopeful and satisfying life despite any limitations caused by mental illness .

However, our research suggests that physical activity alone may not be as important as the reason why a person exercises.

The reasons we exercise

The motivations behind why a person exercises also affect mental health outcomes. The relationship between motivation and mental health can be explained by self-determination theory , which proposes that our personal experiences, alongside cultural and social factors, influence why we choose to participate in certain types of physical activity.

We’re more likely to experience mental health benefits from exercise if the environment makes us feel that we have more choice and control , we feel more capable or likely to succeed, and when we have stronger connections to others. If these aspects are perceived in an environment, we tend to take part in activities because they are enjoyable or personally important to us. This is known as “autonomous motivation” . Studies show that when people do activities for these reasons, they feel happier and have more energy .

On the other hand, feeling that we have less choice or control, or that we’re not good at what we’re doing, can have a negative effect on well-being . When we feel this way, we tend to do activities to avoid feeling guilty or being punished – or to receive praise or attention from others. This is known as “controlled motivation” .

While these reasons can be powerful ways to get us started with exercise, we’re much less likely to continue being active over the long term because we’re not doing things for our own enjoyment. Crucially, this type of motivation has been shown to have a negative impact on mental health.

For example, if I choose to jog on my own because it’s important to me, this is likely to be better for my mental health than if I played a team sport where the only reason I participate is because I worry about letting my teammates or coach down. This would be because I’m not choosing to take part in the sport for my own reasons, but for the sake of other people.

Research looking at the reasons people participate in team sports and their mental health in the UK and Ireland shows how important the right type of motivation is in relation to mental health.

Team members who were able to make choices about their training, felt connected to those around them and that they were performing well in their sport experienced better mental health. But if these aspects were missing, athletes’ mental health was poorer, showing how important creating the right environment is, regardless of the activity.

Finding ways to give individuals more choice and helping them to develop relationships with others might be important for coaches, exercise instructors and even gym buddies, so that people can better improve their mental health through the exercise they’re doing. The activity itself might not predict the mental health benefits – but the way people feel while doing it does.

So is it better to exercise alone, or in a group? In practice, there is some evidence that group-based activities might be more beneficial for mental health. But the reason a person is exercising, and the environment they’re exercising in, are just as important. Put simply, choosing an activity you love – whether it’s because you feel good at it, or it allows you to be part of a community – will bring the best mental health boost.

• Mental health
• exercise and health

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Essay on Importance of Sports for Students and Children

500+ words essay on importance of sports.

First of all, Sport refers to an activity involving physical activity and skill . Here, two or more parties compete against each other. Sports are an integral part of human life and there is great importance of sports in all spheres of life. Furthermore, Sports help build the character and personality of a person. It certainly is an excellent tool to keep the body physically fit. Most noteworthy, the benefits of Sports are so many that books can be written.  Sports have a massive positive effect on both the mind and body.

Physical Benefits of Sports

First of all, Sports strengthen the heart. Regular Sports certainly make the heart stronger. Hence, Sport is an excellent preventive measure against heart diseases . This certainly increases the life expectancy of individuals. Furthermore, a healthy heart means a healthy blood pressure.

Sports involve physical activity of the body. Due to this physical activity, blood vessels remain clean. Sports reduces the amount of cholesterol and fats in the body. This happens because of the increase of flexibility of the wall of the blood vessels. The flexibility increases due to physical exertion, which is the result of Sports.

Furthermore, the sugar level in blood also gets lower thanks to Sports. The sugar certainly does not accumulate in the blood due to physical activity.

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A person experiences a good quality of breathing because of Sports. Sports strengthen the lungs of the body. Sports certainly escalate the lung capacity and efficiency of the body. Hence, more oxygen enters the blood which is extremely beneficial. Furthermore, there are fewer chances of developing lung diseases due to Sports.

Appropriate body weight is easy to maintain because of sports. A Sports playing person probably does not suffer from obesity or underweight problems. Sports certainly help the body remain fit and slim.

Furthermore, Sports also improves the quality of bones. A person who plays sports will have strong bones even in old age. Several scientific research reports that Sports prevent many diseases. For example, many researchers conclude that Sports prevent the development of cancer.

Other Benefits of Sports

Sport is certainly an excellent tool to build self-confidence . Playing Sports increases confidence to talk properly. A sport certainly improves the skills of communicating with others. Furthermore, the person experiences confidence in sitting, standing, and walking properly. Hence, Sports enriches the social life of an individual.

Sports bring discipline in life. It certainly teaches the values of dedication and patience. Sports also teach people how to handle failure. Furthermore, the importance of following a time schedule is also present in Sports.

Above all, Sports improves the thinking ability of individuals. Sports certainly sharpen the mind. Children who play Sports probably perform better at exams than those who don’t.

Finally, Sports reduces the stress of mind . A Sports playing person would certainly experience less depression. Sports ensure the peace of mind of those playing it. Most noteworthy, Sports brings happiness and joy in the life of individuals.

A sport is an aspect of human life that is of paramount importance. It certainly increases the quality of human life. Sports must be made mandatory in schools. This is because it is as important as education. Everyone must perform at least one Sport activity on a regular basis.

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Home / Essay Samples / Life / Fitness / Achieving Physical Fitness: An Informative Guide

Achieving Physical Fitness: An Informative Guide

• Category: Life , Health
• Topic: Fitness , Healthy Lifestyle , Physical Exercise

Pages: 2 (1127 words)

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