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    Physical activity and educational achievement: Dose–response relationships

    Access Status
    Fulltext not available
    Authors
    Howie, Erin
    Pate, R.
    Date
    2017
    Type
    Book Chapter
    
    Metadata
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    Citation
    Howie, E. and Pate, R. 2017. Physical activity and educational achievement: Dose–response relationships, in Meeusen, R. and Schaefer, S. and Tomporowski, P and Bailey, R. (ed), Physical Activity and Educational Achievement: Insights from Exercise Neuroscience, pp. 9-31. London: Routldege.
    Source Title
    Physical Activity and Educational Achievement: Insights from Exercise Neuroscience
    DOI
    10.4324/9781315305790
    ISBN
    9781315305783
    School
    School of Physiotherapy and Exercise Science
    URI
    http://hdl.handle.net/20.500.11937/69594
    Collection
    • Curtin Research Publications
    Abstract

    This chapter provides an overview of the dose–response relationship between physical activity and educational achievement. It discusses the relationship between learning and movement. Physical fitness is a set of characteristics related to health or skills, such as aerobic capacity or muscular strength. Brain functions can include the anatomy of specific brain structures, such as the size of the hippocampus, or electrical activity measured through electroencephalogram (EEG) to examine the activity of certain areas of the brain. Cognitive functions, or mental actions, are the result of the underlying brain functions and consist of several cognitive processes, including attention, memory and problem solving. The dose of physical activity is the amount of physical activity that a child receives. This is composed of the frequency, intensity, and time. Physical activity has long been considered an important part of overall mental health and intellectual capacity. The Athenians integrated physical education into society as a way to develop the mind through the physical.

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