Literaturnachweis - Detailanzeige
Autor/inn/en | Tammelin, Tuija; Syväoja, Heidi; Bugge, Anna; Froberg, Karsten |
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Titel | Different solutions from Finnish and Danish school systems for increasing school-day physical activity and supporting learning. Gefälligkeitsübersetzung: Unterschiedliche Lösungen des finnischen und dänischen Schulsystems für die Erhöhung der körperlichen Aktivität während des Schultags und die Unterstützung des Lernens. |
Quelle | Aus: Meeusen, Romain (Hrsg.); Schaefer, Sabine (Hrsg.); Tomporowski, Phillip (Hrsg.); Bailey, Richard P. (Hrsg.): Physical activity and educational achievement. Insights from exercise neuroscience. London: Routledge (2018) S. 317-334
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Sammelwerksbeitrag |
ISBN | 978-1-315-30578-3 |
Schlagwörter | Empirische Forschung; Beeinflussung; Kognition; Kognitive Leistung; Kind; Schule; Schulsystem; Lernen; Gehirn; Gesundheitsförderung; Bewegung (Motorische); Bewegungsverhalten; Training; Neurophysiologie; Neuropsychologie; Leistung; Wirkung; Dänemark; Finnland |
Abstract | The health benefits of regular physical activity (PA) are well known and recognized (WHO, 2010). The school setting is an essential arena for impacting the development of a physically active lifestyle, especially among the least active and unfit children, because all children can be reached at school regardless of their earlier experiences with, motivation and attitude toward, PA. In addition to the impact on health and overall well-being, PA has been shown to have both long-term and acute effects on children's cognitive functions and academic achievement. Especially, PA seems to induce functional and structural changes in subcortical structures subserving executive functions and memory, such as the hippocampus and the basal ganglia, increase levels of brain-derived neurotrophic factor, which support cellular processes important for learning and memory and enhance cerebrovascular function. Furthermore, there is now sufficient evidence to conclude that increased school-day PA does not compromise or disturb academic performance. Given that only one-third of children are sufficiently physically active based on current recommendations, PA promotion that benefits both health and learning is becoming an important part of education. (geändert). (Autor). |
Erfasst von | Bundesinstitut für Sportwissenschaft, Bonn |
Update | 2018/4 |