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The bulk of research done regarding physical exercise and cognitive effects has been done in adults and rodents. However, there is more and more research regarding the connection between exercise and cognition/learning in children. For example, there are negative association between BMI and academic performance but and a positive association between math and reading and aerobic fitness ("Centre for Educational Neuroscience").

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The idea that exercise is good for not just the body but the brain as well seems to be gathering momentum in recent years, certainly in terms of research, and in some ways in the classroom too. This idea definitely has appeal, as physical exercise is something that can be easily implemented in school and has obvious benefits beyond cognitive development; and actually the science looks pretty promising.

Exercise improves cognitive performance in adults...and mice

The first empirical indications that physical exercise might have an impact on how the brain operates emerged in the 1970s and 80s, when researchers turned to exercise as a way to help prevent cognitive decline in old age, and support therapy for mentally ill patients[i]. The effects of exercise on cognition aren't just seen in humans. Much of the research in this area looks at rodents. In general rodents are useful in psychological research because they're relatively bright, and can be taught something before being later being examined after death to see the effect of learning on the brain. In this case, early mouse studies found that voluntary exercise on a wheel resulted in better performance on a maze task and in the brain new neurons were found to have grown (neurogenesis) in the hippocampus, which is known to be important for memory and navigation[ii].

Further research with rodents has been extremely productive in this area. It's been shown that voluntary exercise results in the formation of proteins in the brain associated with memory formation and the development of new blood vessels[iii]. What this amounts to is greater plasticity in the brain, meaning that the brain is more receptive to the influence of the environment. As it happens, changes in the brain as a result of what's going on in the environment are exactly what schools are trying to achieve!

Research with children looks promising

Although the bulk of human research here is in relation to cognitive decline in older adults, there is some promising work with children. For example, BMI is negatively related to academic performance[iv], and performance in maths and reading is positively associated with aerobic fitness[v], but not with other measures of fitness such as muscle strength and flexibility. In fact, degree of physical activity has been found to relate to performance across: perceptual skills, intelligence quotient, verbal tests, mathematic tests, memory, developmental level, and academic readiness in all ages from 4-18 years, according to a meta-analysis from 2003[vi]. The size of the effect[vii] is small to medium here, so that's important and definitely noticeable in a group but probably not in an individual.

The benefits of exercise may be most obvious in attention control

The aspect of cognition most regularly shown to be influenced by exercise is 'executive function'. Adele Diamond is a key researcher in this area and describes executive function as 'cognitive control functions needed when you have to concentrate and think, when acting on your initial impulse might be ill-advised'[viii], so this includes things like focused attention and switching between tasks. Difficult executive function tasks have been shown to improve in sedentary school children who engage in a programme of exercise, with more improvement the more exercise done[ix]. Children with ADHD also showed an immediate improvement on a focused attention task, plus maths and reading performance, after they had completed 20 minutes of aerobic exercise, compared to 20 minutes of reading[x].

The benefits of exercise on attention have also been indicated through changes in human brain structure and function. For example, after exercise changes have been observed in the anterior cingulate cortex, a primitive brain region deep below the surface, at the front of the brain. This area is involved in staying on task- in focusing attention and ignoring distracting information: fit individuals show better attention control and more efficient use of this brain area[xi].

Is Brain Gym ® effective?

While discussing exercise in general we should mention specific exercise programmes such as Brain Gym ®. Brain Gym ® teaches a set of specific movements focusing on cross body actions, purportedly with a view to balancing the hemispheres of the brain and increasing blood flow to the head, thereby boosting learning potential. A review from 2010[xii] found no high quality studies showing evidence for effectiveness, with most studies of any kind being published by Brain Gym ® themselves. Despite this almost complete lack of evidence, Brain Gym ® states that it has instructors in 35 countries around the world, and in a recent survey 88% of UK teachers said they believe that short bouts of co‑ordination exercises can improve integration of left and right hemispheric brain function[xiii]. So although the evidence base for aerobic exercise in general being beneficial for cognition in children is strong, evidence for specific programmes promoting co-ordination activities is lacking.

Look out for more star jumps in the classroom!

The verdict? This is an area of huge interest for neuroscientists and teachers alike, and looks like a neuro-hit. It seems that aerobic exercise might be an effective and easily implementable strategy for improving cognitive performance in children through boosting brain plasticity and, as pointed out in an excellent recent review, even in the case of studies where no benefit has been demonstrated from physical exercise, there is also no detriment found[xiv].

Further resources

For an excellent review of this area see: Hillman, C. H., Erickson, K. I., & Kramer, A. F. (2008). Be smart, exercise your heart: exercise effects of brain and cognition. Nature Reviews Neuroscience, 9, 58-65.

The Wellcome Trust's survey of teachers can be found here.

There's lots of interesting stuff about Brain Gym, which is a stark example of how neuroscience can be used to promote commercial products- Ben Goldacre has some strong opinions here.

© CEN

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Embed from Getty Images An idea that's picking up the pace The idea that exercise is good for not just the body but the brain as well seems to be gathering momentum in recent years, ce...

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Think of a brain like a muscle. Exercise strengthens the prefrontal cortex, which is involved in executive functioning, and the hippocampus, which plays a key role in both memory and learning. Exercise supports one's ability to to think creativity, strengthen decision-making, focus, and retrieve key information (Kris, 2019).

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She also teaches a class at NYU called " Can Exercise Change your Brain?" To tap into the brain-boosting effects of movement, she begins each class with an hourlong workout session, followed by a 90-minute lecture and discussion. She has been measuring outcomes of this hybrid teaching method in quantitative and qualitative ways. "One student told me, 'In my other 9 a.m. classes, I am hugging my Starbucks cup. In this class, I don't even need to take notes because I remember what is said.'"

She says exercise is the most transformative thing that you can do for your brain, and she is on a mission to help her students and the public understand the "life-changing," mood-boosting, cognitive-enhancing effects of physical activity.
The Cognitive Benefits of Exercise
Suzuki encourages people to think about the brain like a muscle. Exercise strengthens both the prefrontal cortex (which is involved in executive functioning) and the hippocampus (which plays a key role in memory and learning). In this way, exercise supports our ability to think creatively, make decisions, focus and retrieve key information. In her research, Suzuki found a single workout can improve a student's ability to focus on a task for up to two hours.

Exercise stimulates the growth of new neurons, Suzuki explains, in a process called neurogenesis. In addition, it increases the neurochemical BDNF, which acts as a fertilizer, strengthening neurons and making them less susceptible to breaking down. Physical activity also increases levels of serotonin, norepinephrine, dopamine and endorphins that support emotional well-being, motivation and response to stress. As we age, exercise has a protective effect on the brain, says Suzuki, making it less susceptible to neurodegenerative diseases and normal cognitive decline. With exercise, "you are making synaptic connections, and you are making more synapses grow. Movement will help your brain today and protect you against neurological decay in the future."
The Case for Movement in School
Recess has cascading benefits for children, says Suzuki. "It really has to do with what we know about how the brain works and how we can rejuvenate brain activity - particularly focus, attention and mood. When you cut down recess, you are removing time that kids can run around. And when they run around, their brains are getting a bubble bath of good neurochemicals, neurotransmitters and endorphins. These help memory and mood. A simple burst of exercise helps students focus better - to filter out what they do and do not need to pay attention to in class."

She argues that movement breaks in K-12 classrooms support the deep kind of learning that they should be striving for.

"Adults need this, too," says Suzuki, including teachers. "Even though it takes time from your workday, it will give you back time. You will be more productive if you take that time off. Even if it's just a walk up and down the stairs or a walk around the block. That is a surefire way to make your work more productive. It's how humans were built. We were not built to sit in front of a screen all day long. Our bodies and brains work better with regular movement. It's better than coffee."

Adding more movement to the school day is an attainable goal, says Suzuki. She points to a program called The Daily Mile , an initiative that started six years ago at an elementary school in Scotland. The head of school, Elaine Wyllie, "realized that students weren't looking healthy," says Suzuki, "so she asked teachers to take their students for a 15-minute walk or run every day." More than 8,000 schools in 65 countries - including half of all schools in Scotland - have now adopted this program. The website includes guidelines and tips for making the program accessible to all students with the aim of helping them become "fitter, healthier, and more able to concentrate in the classroom."
Reframing Exercise as Movement
Suzuki recognizes that "exercise can be a four-letter word" for some people - something that feels unpleasant or impractical, given the demands of life. So she has begun to talk about it as simply "movement" in her talks and workshops. One of her favorite "brain hacks" is taking a mundane task and making it more physical - such as "vacuuming like Mrs. Doubtfire."

"The thing is, there are so many ways to move your body," says Suzuki. "It's hard to get someone who does not exercise to move regularly. Once you get over the hump, you can start to be much more mindful and see and feel the immediate effects of exercise - you are literally changing your brain."

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How Movement and Exercise Help Kids Learn | KQED

# data[].attributes.attachment_link.description
Exercising not only helps the body but it helps the brain. Schools are incorporating movement into the school day with activities like "The Daily Mile" to get kids active and prepared to learn.

# data[].attributes.body
Recess has great benefits on children. When recess is cut down, you cut down time kids are allowed to go and move around. When kids are able to run around, their brains get a "bubble bath" of good neurochemicals, neurotransmitters and endorphins, which helps memory, mood, and focus (Kris, 2019).

# data[].attributes.attachment_link.readable_text
She also teaches a class at NYU called " Can Exercise Change your Brain?" To tap into the brain-boosting effects of movement, she begins each class with an hourlong workout session, followed by a 90-minute lecture and discussion. She has been measuring outcomes of this hybrid teaching method in quantitative and qualitative ways. "One student told me, 'In my other 9 a.m. classes, I am hugging my Starbucks cup. In this class, I don't even need to take notes because I remember what is said.'"

She says exercise is the most transformative thing that you can do for your brain, and she is on a mission to help her students and the public understand the "life-changing," mood-boosting, cognitive-enhancing effects of physical activity.
The Cognitive Benefits of Exercise
Suzuki encourages people to think about the brain like a muscle. Exercise strengthens both the prefrontal cortex (which is involved in executive functioning) and the hippocampus (which plays a key role in memory and learning). In this way, exercise supports our ability to think creatively, make decisions, focus and retrieve key information. In her research, Suzuki found a single workout can improve a student's ability to focus on a task for up to two hours.

Exercise stimulates the growth of new neurons, Suzuki explains, in a process called neurogenesis. In addition, it increases the neurochemical BDNF, which acts as a fertilizer, strengthening neurons and making them less susceptible to breaking down. Physical activity also increases levels of serotonin, norepinephrine, dopamine and endorphins that support emotional well-being, motivation and response to stress. As we age, exercise has a protective effect on the brain, says Suzuki, making it less susceptible to neurodegenerative diseases and normal cognitive decline. With exercise, "you are making synaptic connections, and you are making more synapses grow. Movement will help your brain today and protect you against neurological decay in the future."
The Case for Movement in School
Recess has cascading benefits for children, says Suzuki. "It really has to do with what we know about how the brain works and how we can rejuvenate brain activity - particularly focus, attention and mood. When you cut down recess, you are removing time that kids can run around. And when they run around, their brains are getting a bubble bath of good neurochemicals, neurotransmitters and endorphins. These help memory and mood. A simple burst of exercise helps students focus better - to filter out what they do and do not need to pay attention to in class."

She argues that movement breaks in K-12 classrooms support the deep kind of learning that they should be striving for.

"Adults need this, too," says Suzuki, including teachers. "Even though it takes time from your workday, it will give you back time. You will be more productive if you take that time off. Even if it's just a walk up and down the stairs or a walk around the block. That is a surefire way to make your work more productive. It's how humans were built. We were not built to sit in front of a screen all day long. Our bodies and brains work better with regular movement. It's better than coffee."

Adding more movement to the school day is an attainable goal, says Suzuki. She points to a program called The Daily Mile , an initiative that started six years ago at an elementary school in Scotland. The head of school, Elaine Wyllie, "realized that students weren't looking healthy," says Suzuki, "so she asked teachers to take their students for a 15-minute walk or run every day." More than 8,000 schools in 65 countries - including half of all schools in Scotland - have now adopted this program. The website includes guidelines and tips for making the program accessible to all students with the aim of helping them become "fitter, healthier, and more able to concentrate in the classroom."
Reframing Exercise as Movement
Suzuki recognizes that "exercise can be a four-letter word" for some people - something that feels unpleasant or impractical, given the demands of life. So she has begun to talk about it as simply "movement" in her talks and workshops. One of her favorite "brain hacks" is taking a mundane task and making it more physical - such as "vacuuming like Mrs. Doubtfire."

"The thing is, there are so many ways to move your body," says Suzuki. "It's hard to get someone who does not exercise to move regularly. Once you get over the hump, you can start to be much more mindful and see and feel the immediate effects of exercise - you are literally changing your brain."

# data[].attributes.attachment_link.title
How Movement and Exercise Help Kids Learn | KQED

# data[].attributes.attachment_link.description
Exercising not only helps the body but it helps the brain. Schools are incorporating movement into the school day with activities like "The Daily Mile" to get kids active and prepared to learn.

# data[].attributes.body
Exercise optimizes alertness, attention, and motivation. Second, exercise prepares and encourages nerve cells to bind to one another, assisting in cellular basis for logging new information. Last, exercise spurs the development of new nerve cells from stem cells in the hippocampus. This all makes retaining information easier (Barile).

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Nancy Barile, Award-Winning Teacher, M.A.Ed.

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Exercise and the Brain: How Fitness Impacts Learning

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What happens when you combine exercise and the brain? Learn about the science that shows how fitness can improve students’ ability to learn.

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This graph shows different things that happen to your brain during and following exercise. Learning and mental performance is improved, sensitivity to stress, depression, and anxiety is reduced, BDFN levels increase, the impairment of brain cells is reduced, endorphins are released, and the function of the temporal lobe increases.

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Dr. Ratey says structured exercise is one of the best treatment strategies for ADHD. The combination of challenging the brain and body is better than aerobic activity along because these sports activate the brain in areas that control balance, timing, sequencing, evaluating consequences, switching, error correction, fine motor adjustment, inhibition, intense focus, and concentration (Barile).

# data[].attributes.attachment_link.authors[].name
Nancy Barile, Award-Winning Teacher, M.A.Ed.

# data[].attributes.attachment_link.title
Exercise and the Brain: How Fitness Impacts Learning

# data[].attributes.attachment_link.description
What happens when you combine exercise and the brain? Learn about the science that shows how fitness can improve students’ ability to learn.

# data[].attributes.body
Increased exercise over a lifetime cannot cure dementia or Alzheimer's disease, but increased exercise can do is create the biggest and strongest hippocampus and prefrontal cortex so it takes longer for these diseases to have an effect (Suzuki).

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Wendy Suzuki: The brain-changing benefits of exercise | TED

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Exercise has immediate effects on your brain. A single workout can improve the ability to shift and focus attention. Focus improvement will last at least two hours (Suzuki).

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Wendy Suzuki: The brain-changing benefits of exercise | TED

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Physical activity in the classroom can improve concentration, reduce disruptive behavior, improve motivation and engagement in learning processes, help improve academic performance (Centers for Disease Control and Prevention).

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Classroom physical activity is any physical activity done in the classroom. ¹⁻⁴ It can take place at any time and occur in one or several brief periods during the school day. 1-4 It includes integrating physical activity into academic instruction as well as providing breaks from instruction specifically designed for physical activity. ¹⁻⁴ Classroom physical activity should be offered in addition to physical education and recess and at all school levels (elementary, middle, and high school).

Classroom physical activity can benefit students by 1,5:

Improving their concentration and ability to stay on-task in the classroom.

Reducing disruptive behavior, such as fidgeting, in the classroom.

Improving their motivation and engagement in the learning process.

Helping to improve their academic performance (higher grades and test scores).

Increasing their amount of daily physical activity.

Integrate Classroom Physical Activity in Schools [PDF - 269 KB] -This data brief defines classroom physical activity, provides a snapshot of current classroom physical activity practices in the United States, and highlights ways to improve classroom physical activity through national guidance and practical strategies and resources.

Schools can encourage the use of trails, crosswalks, and programs like Safe Routes to Schools and walking school buses to help increase student participation in active transportation. Get more information here about the Community Guide's recommended interventions to support travel to school as a strategy to increase walking among students and reduce traffic-related injury.

1. Centers for Disease Control and Prevention. Strategies for Classroom Physical Activity in Schools. Atlanta, GA: Centers for Disease Control and Prevention, US Dept. of Health and Human Services; 2018.

2. Centers for Disease Control and Prevention. School health guidelines to promote healthy eating and physical activity. MMWR 2011;60(RR05):1-76.

3. Institute of Medicine. Educating the Student Body: Taking Physical Activity and Physical Education to School. Washington, DC: The National Academies Press; 2013.

4. Centers for Disease Control and Prevention. A Guide for Developing Comprehensive School Physical Activity Programs. Atlanta, GA: US Department of Health and Human Services; 2013.

5. Centers for Disease Control and Prevention. Health and Academic Achievement. Atlanta, GA: US Department of Health and Human Services; 2014.

Page last reviewed:

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centers for disease control and prevention

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regular physical activity in adolescents

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Classroom physical activity is any physical activity done in the classroom such as stretching, jumping, and dancing. It can take place at any time and occur in one or several brief periods during the school day.

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Regular physical activity in children and adolescents can improve cardiorespiratory fitness, build strong bones and muscles, control weight, reduce anxiety and depression, and reduce the risk of diseases like heart disease, cancer, diabetes, high blood pressure, and others (Centers for Disease Control and Prevention).

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The Physical Activity Guidelines for Americans, 2nd edition recommend that children and adolescents ages 6 to 17 years do 60 minutes or more of moderate-to-vigorous physical activity daily. ²

Regular physical activity can help children and adolescents improve cardiorespiratory fitness, build strong bones and muscles, control weight, reduce symptoms of anxiety and depression, and reduce the risk of developing health conditions such as: ¹

Physical inactivity can

Lead to energy imbalance (e.g., expend less energy through physical activity than consumed through diet) and can increase the risk of becoming overweight or obese.¹⁴

Increase the risk of factors for cardiovascular disease, including hyperlipidemia (e.g., high cholesterol and triglyceride levels), high blood pressure, obesity, and insulin resistance and glucose intolerance.1,5,6

Increase the risk for developing type 2 diabetes.1,7

Increase the risk for developing breast, colon, endometrial, and lung cancers.¹

Lead to low bone density, which in turn, leads to osteoporosis.¹

Less than one-quarter (24%) of children 6 to 17 years of age participate in 60 minutes of physical activity every day. ⁸

In 2017, only 26.1% of high school students participate in at least 60 minutes per day of physical activity on all 7 days of the previous week.⁹

In 2017, 51.1% of high school students participated in muscle strengthening exercises (e.g., push-ups, sit-ups, weight lifting) on 3 or more days during the previous week.⁹

In 2017, 51.7% of high school students attended physical education classes in an average week, and only 29.9% of high school students attended physical education classes daily.⁹

Aerobic: Most of the 60 minutes or more per day should be either moderate- or vigorous-intensity aerobic physical activity and should include vigorous-intensity physical activity on at least 3 days a week.

Muscle-strengthening: As part of their 60 minutes or more of daily physical activity, children and adolescents should include muscle-strengthening physical activity on at least 3 days a week.

Bone-strengthening: As part of their 60 minutes or more of daily physical activity, children and adolescents should include bone-strengthening physical activity on at least 3 days a week.

These guidelines state that children and adolescents be provided opportunities and encouragement to participate in physical activities that are appropriate for their age, that are enjoyable, and that offer variety. ³

The national recommendation for schools is to have a comprehensive approach for addressing physical education and physical activity in schools. ¹⁰⁻¹² This approach is called Comprehensive School Physical Activity Programs. ¹³

Students who are physically active tend to have better grades, school attendance, cognitive performance (e.g., memory), and classroom behaviors (e.g., on-task behavior).14, 15

Higher physical activity and physical fitness levels are associated with improved cognitive performance (e.g., concentration, memory) among students.14, 15

1. Physical Activity Guidelines Advisory Committee. 2018 Physical Activity Guidelines Advisory Committee Scientific Report. Washington, DC: US Dept of Health and Human Services; 2018.

2. US Department of Health and Human Services. Physical Activity Guidelines for Americans, 2nd edition. Washington, DC: US Department of Health and Human Services; 2018.

3. National Physical Activity Plan Alliance. The 2018 United States Report Card on Physical Activity for Children and Youth. Washington, DC: National Physical Activity Plan Alliance, 2018.

4. Loprinzi PD, Lee I, Andersen RE, Crespo CJ, Smit E. Association of concurrent healthy eating and regular physical activity with cardiovascular disease risk factors in US youth. American Journal of Health Promotion. 2015; 30(1):2-8.

5. Cuenca-Garcia M; Ortega FB; Ruiz JR; et al. Combined influence of healthy diet and active lifestyle on cardiovascular disease risk factors in adolescents. Scandinavian Journal of Medicine & Science in Sports. 2014;24(3):553-562.

6. Kriska A; Delahanty L; Edelstein S; et al. Sedentary behavior and physical activity in youth with recent onset of type 2 diabetes. Pediatrics. 2013;131(3): e850-e856.

7. The Child & Adolescent Health Measurement Initiative (CAHMI). 2016 National Survey of Childrens Health. Data Resource Center for Child and Adolescent Health;2016.

8. Merlo CL, Jones SE, Michael SL, et al. Dietary and Physical Activity Behaviors Among High School Students - Youth Risk Behavior Survey, United States, 2019. MMWR Suppl 2020;69(Suppl-1):64-76.

9. Centers for Disease Control and Prevention. School Health Guidelines to Promote Healthy Eating and Physical Activity. MMWR. 2011;60(No. RR-5).

10. US Department of Health and Human Services. Physical Activity Guidelines for Americans Midcourse Report: Strategies to Increase Physical Activity Among Youth. Washington, DC: US Department of Health and Human Services: 2012.

11. Institute of Medicine. Educating the Student Body: Taking Physical Activity and Physical Education to School. Washington, DC: The National Academies Press; 2013.

12. Centers for Disease Control and Prevention. A Guide for Developing Comprehensive School Physical Activity Programs. Atlanta, GA: Centers for Disease Control and Prevention, US Department of Health and Human Services; 2013.

13. Centers for Disease Control and Prevention. The Association Between School-Based Physical Activity, Including Physical Education, and Academic Performance. Atlanta, GA; Centers for Disease Control and Prevention, US Department of Health and Human Services; 2010.

14. Michael SL, Merlo C, Basch C, et al. Critical connections: health and academics. Journal of School Health. 2015;85(11):740-758.

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centers for disease control and prevention

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regular physical activity in adolescents

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comprehensive school physical activity program

# data[].attributes.attachment_link.description
Regular physical activity can help children and adolescents improve cardiorespiratory fitness, build strong bones and muscles, control weight, reduce symptoms of anxiety and depression, and reduce the risk of developing health conditions such as heart disease, cancer, type 2 diabetes, high blood pressure, osteoporosis, obesity.

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Different physical activities and exercises can impact various and multiple parts of the brain. This graph shows how different exercises like Yoga, strength and lifting, aerobic exercise, and sports drills all work toward improving different functions and parts of the brain.

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In adolescents from age 13-16, even just just 10 minutes of physical activity or exercise can grab and increase their attention.

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Exercise is useful only for keeping your heart healthy and your figure neat and trim, right? Think again... literally, as the impact of exercise isn't only skin deep. It is the best activity you can do to boost your brain power, keep yourself happy and push your motivation levels sky high, as this informative and evidence-packed infographic from fix.com reveals. Exercise is what experts would call a superfood if you could eat it.

1. Exercise prevents some of the major cognitive disorders developing. According to research cited in the infographic, it can help prevent and treat dementia, Alzheimer's and brain aging. It can also lower stress and help you deal better with anxiety and depression. The science bit: exercise boosts levels of brain-derived neutrotrophic factor (BDHF) which maintains and regenerates adult nerve cells.

2. 30 minutes of running for undergraduates gave them faster reaction times for when they are sitting their exams in kung fu and vocabulary learning - great for linguists!

3. Worried that getting older means you'll forget who you are? Aerobic training increases connectivity in the temporal lobe. Take a walk, yes that's walk, not run, around the block as a one-year study showed walkers improved their brain connectivity up to the level of college-age adults.

4. If you think a one-year study isn't rigorous enough then consider the findings of 25-year worth of research that found higher cardiovascular fitness was linked with better verbal memory and reaction time.

5. And don't forget the young. You might think that children are naturally brainy as their grey cells haven't been deteriorated by the ravaging of time. Well, just 10 minutes of activity increased 13 - 16 year old's concentration and attention.

Exercise will keep your brain young and active so that when you are old and grey you'll remember that what kept you active is what kept you compos mentis.

If you make your own coffee in the morning, chances are you're only making the same boring kind everyday. Now it's time to put an end to the cynical habit and turn you into an instant coffee connoisseur.

For those who don't know, there are officially 38 different ways to make coffee. All, except decaffeinated versions will give you the same buzz that can either make you extremely productive or give you anxiety.

The only difference here is taste. And when it comes to coffee, taste matters. A lot.

Most of the methods and ingredients from the chart above dates back hundreds of years and have been traditionally passed down from generation to generation. Hence, it's actually possible to tell where a person came from based on the type of coffee he or she drinks!

38 ways to make a perfect Coffee | Visual.ly

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This Is What Happens to Your Brain When You Exercise

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Exercise is useful only for keeping your heart healthy and your figure neat and trim, right? Think again... literally, as the impact of exercise isn't only skin deep. It is the best activity you can do to boost your brain power, keep yourself happy and push your motivation levels sky high, as this informative and evidence-packed infographic from fix.com reveals.

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Unfortunately, most high school-aged students are not getting the appropriate daily exercise. Students are in school for approximately five days each week and eight hours each day. Then students go home, do homework, have dinner, and maybe some of them have sports practices. Something that is overlooked by many schools is exercise. Exercise is something that I have become passinate about, and I personally believe that increased exercise it has benefited my ability to learn and study. So, this makes me wonder if exercise does indeed impact students’ cognitive function and ability to learn.

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1 - Neither credible nor relevant to the topic.
2 - Not credible and not relevant to the topic, but it is interesting.
3 - It is credible and interesting, but it does not quite contribute to the specific topic.
4 - It is credible, interesting, and contributes some implications to the topic.
5 - Very credible, very interesting, and has serious implications to the topic.

# data[].attributes.body
This fact is interesting, and it comes from a credible source. However, it states that most of the information regarding exercise and the relationship with the brain/learning comes from rodents and adults, but the research from children is slowly growing. This contributes some and talks a little about the positive association between math and reading and aerobic exercise, but beyond that it does not really cover.

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This fact comes from an experienced teacher and contains information from a well-known neuroscientist, Wendy Suzuki. This keys in on specific things like memory, decision-making, focus, and memory retrieval, which all contributes to learning. This fact discusses which parts of the brain are affected by exercise, and it is very interesting.

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This fact from the same source as the previous fact is reliable. This fact receives a 4 because while it is relevant to the topic, it does not specifically touch on the parts of the brain impacted or how it specifically relates to learning. Memory and learning are important, but less important than skills listed from the previous fact. This does mention it also benefits ability to focus, which supports the learning aspect. So, it is relevant and interesting.

# data[].attributes.body
This fact is from an award-winning teacher. It is credible, and it is interesting. Additionally, this fact touches on what exercise does, which areas of the brain are impacted, and how it translates into benefiting learning. This is a good fact and provides a serious contribution to the topic.

# data[].attributes.body
This fact is from a credible source from an award-winning teacher. It is very interesting, but this fact would contribute more to a topic covering the relationship between exercise and how it benefits children with ADHD. Overall, the fact covers how children with ADHD can exercise in order to learn better, but it does not really explain how exercise benefits learning in general.

# data[].attributes.body
This fact is from Wendy Suzuki, who is a well-studied and well-known Neuroscientist. The fact is very credible, and it is very interesting. Again, it helps to know that exercise does impact the brain. However, it does not provide important information to how students' can exercise to benefit their learning. Additionally, most young students are not worried about dementia or Alzheimer's disease, so it does not relate to my topic over young students and their brain and exercise.

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This fact is again from a very credible source. It is more relevant to the topic than the previous fact. It discusses how exercise can benefit students by means of improving their attention and ability to focus. However, it does not explain how this can further improve their learning.

# data[].attributes.body
This fact is from a useful and credible source, and it is interesting. It also provides significant information because it claims that exercise does improve academic performance. However, to receive a rating of "5," the fact would need to discuss HOW exercise can provide these benefits.

# data[].attributes.body
This fact from the CDC is credible, and it does contain important information. However, the information provided is not relevant to the topic. This fact touches more on how exercise can prevent future diseases.

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This article is somewhat credible. However, the fact is very vague. "Physical activity" is vague and could be classified as strength training, aerobic exercise, or stretching. It also does not go into detail to explain how it can increase attention. However, it does provide some information to the topic, although it is not descriptive.

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From these facts, I feel it is safe to conclude that exercise does positively impact a student's brain and learning. With that being said, there are many ways I can use this information to improve my classroom. Because students are sitting for many hours a day, between classes they should have movement breaks and opportunities to exercise, even if only for 5 to 10 minutes. If I have a block period, I will split the period into two halves and allow students to stretch and do short bursts of exercise for about 7 minutes. By doing this, hopefully students are able to get some energy out and then have increased attention and focus. Exercise has benefits to many different parts of the brain, so hopefully by doing this, I am allowing their brains to be stimulated and grow.