Home > Education, Human Development > Vol 1 No 1 December 2012 Abstract 1
Does Classroom-based Physical Activity Influence Test Results?
Assist. Prof. Dr. Miraç Özar
Journal of Education and Human Development, 1(1), pp. 01-12.

Abstract
The traditional view of intelligence is based on the belief that it is static, genetically inherited and does not change much as a result of education. However, cognitive neuroscientists agree that well-balanced nutrition, nurturing environment (organized learning experiences) and exercise are critical to brain development. There have been a number of intervention techniques which could be incorporated into the curriculum, especially during the implementation of classes, in order to enhance learning and improve students’ academic performance. Classroom and activity-based intervention is one of those techniques. It is based on the assumption that children need to develop specific motor skills, at critical developmental stages, for efficient neurological and intellectual development. The main purpose of the present research was to test whether or not some classroom activity-based intervention would enhance students’ test results. The design of the research was based on three basic steps as pre-test, intervention/treatment and post-test. Although the students in the experimental group performed slightly better than those in the control group after the intervention, there was no statistically significant diffrence between the means of experimental and control groups on the post test. The results could have implications for pre-service and in-service teacher training curriculum developers.

Full Text: PDF

Özar, Assist. Prof. Dr. Miraç. (2012). Does Classroom-based Physical Activity Influence Test Results?. Journal of Education and Human Development, 1(1), pp. 01-12.

Brotherson, S. (2005). Understanding brain development in young children. NDSU FS 609.

Castelli, D.M., Hillman, C.H., Buck, S.M., Erwin, H.E. (2007). Physical fitness and academic achievement in third- and fifth-grade students. Journal of Sport & Exercise Psychology, 29(2), 239–252.

Dennison, P. E., & Dennison, G. E. (1985). Personalized whole brain integration. Ventura: Edu-Kinesthetics, Inc. USA.

Dennison, P.E. (1981). Switching On: A Guide to Edu- Kinesthetics. Ventura, California Edu Kinesthetics.

Dexter T. (1999). Relationships between sport knowledge, sport performance and academic ability: Empirical evidence from GCSE Physical Education. Journal of Sports Sciences, 17(4),283-295.

Duman, B. (2009). Neden Beyin Temelli Öğrenme (Why Brain-Based Learning)? Pegem Akademi 2.Edition.

Education Services Australia. (2010). Engaging Families in the Early Childhood Development Story. MCEECDYA, South Australia.

Feldman, D.,E., Barnett, T., Shrier, I., Rossignol, M., Abenhaim, L. (2003). Is physical activity differentially associated with different types of sedentary pursuits? Pediatrics & Adolescent Medicine,157, 797-802.

Fox. .C, Barr-Anderson., D, Neumark-Sztainer, D., Wall, M. (2010). Physical activity and sports team participation: associations with academic outcomes in middle school and high school students. The Journal of School Health,80(1), 31.

Goswami, U. (2006). Neuroscience and education: from research to practice? Nature Reviews Neuroscience, 7(5):406-11.

Hannaford, C. (1995). Smart moves: Why learning is not all in your head. Arlington, VA: Great Ocean Publishers, Inc.

Hillman, C.H., Erickson, K., I., Kramer, A., F. (2008). Be smart, exercise your heart: Exercise effects on brain and cognition. Nature Reviews Neuroscience, 9:58-65.

Hyatt, K. J. (2007). Brain Gym®: Building stronger brains or wishful thinking? Remedial and Special Education, 28(2), 117-124.

Jensen, E. (1997). Brain based learning. Six Day Brain Based Certification Level One Conference, hand-out, San Antonio. August 4-9.

Jensen, E. 1998. Teaching with the Brain in Mind. ASCD.

Khalsa, G. K., Morris, G., S., D., & Sifft, J. M. (1988). Effect of educational kinesiology on static balance of learning disabled students. Perceptual and Motor Skills, 67, 51-54.

Ozdinler, P.H & Macklis, J.D. (2006). IGF-I specifically enhances axon outgrowth of corticospinal motor neurons. Nature Neuroscience, 9, 11,1371-81.

Perry, B. (2002). Childhood experience and the expression of genetic potential: What childhood neglect tells us about nature and nurture. Brain and Mind, 3, 79–100.

Shore, R. (2001). A tale of two hemispheres: brain research, policy and politics, in proceedings of Excellence for Children. AECA Biennial Conference, Australian Early Childhood Association, Sydney.

Sifft, J., M., & Khalsa, G., C., K. (1991). Effect of educational kinesiology upon simple response times and choice response times. Perceptual and Motor Skills, 73, 1011-1015.

Spaulding, L., Mostert, M., P., Beam, A. ( 2010). Is Brain Gym an Effective Educational Intervention? Liberty University, Faculty Publications and Presentations. Paper 148. http://digitalcommons.liberty.edu/educ_fac_pubs/148

Strong, W., B., Malina, R., M., Blimkie, C., J.,R., Daniels, S., R., Dishman, Rodney., K., Gutin, B., H., Albert, C., Must, A., Nixon, P., A., Pivarnik, J., M., Rowland, T., Trost, S., Trudeau, F. (2005). Evidence based physical activity for school-age youth. The Journal of Pediatrics, 146(6), 732-737.

Taras, H., & Potts, D.,W. (2005). Obesity and student performance at school. Journal of School Health, 75, 291-295.

Trudeau, F. (2008). Physical education, school physical activity, school sports and academic performance. International Journal of Behavioral Nutrition and Physical Activity, 5:10.

Trudeau, F., & Shephard, R., J. (2008). Physical education, school physical activity, school sports and academic performance. International Journal of Behavioral Nutrition and Physical Activity, 5:10.

Wolfe, P., & Brandt, R. (1998). What do we know from brain research? Educational Leadership, 8-13.

Miraç Özar completed his MA and Ph.D. degrees at Middle East Technical University based in the capital of Turkey, Ankara in 1996. He also received a post graduate diploma in ICT in education from King’s College London with a scholarship received from the British Council. Miraç Özar joined the British Council in 2000 and ran the Department of Science and Education as the manager until 2007. He initiated and conducted a number of joint projects between Britain and Turkey on quality assurance for universities, techno parks, ICT in schools and collaboration under both National Agencies. He also worked as a Community Service Volunteer (CSV) in Bristol for about nine months in 1989. Miraç Özar is now working for Istanbul Aydin University (IAU) as a faculty member at the IAU Faculty of Education and as the Head of Turkish Language Teaching and Research Centre for international students. He is also the Head of the Department of Recruiting International Students on behalf of IAU. In addition to his national and international articles and books in the field of education, Miraç Özar has released his own jazz CD, called “Bird over Bodrum” with his own compositions.