Benefits and Dangers of Exercise to Student Achievement

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cityu.schoolAlbright School of Education
cityu.siteSeattle
cityu.site.countryUnited States
dc.contributor.authorDorson, Noah Micah
dc.date.accessioned2016-09-19T17:28:10Z
dc.date.available2016-09-19T17:28:10Z
dc.date.issued2011-07-11
dc.description.abstractThe growing demands of uniform assessments and social stress placed upon young individuals now compels educators to investigate the extent physical exercise helps and/or hinders student achievement and emotional well-being. This critical review of the literature examines theorists and studies that link physical fitness with academic achievement and emotional health. Results suggest that physical activity has the potential to positively impact student achievement and emotional development on a collective scale. However, research also indicates that students struggling with eating disorders or body dysmorphic disorder (BDD) do not benefit from physical exercise, but on contrary, deteriorate physically, cognitively, and emotionally as a result of over-exercise. Thus, it can be concluded that without linking physical activity to intrapersonal and interpersonal development, educators risk providing students with incomplete skills to manage academic and emotional challenges.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/477
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectstudent exercise
dc.subjectacademic achievement
dc.titleBenefits and Dangers of Exercise to Student Achievement
dc.typeThesis
thesis.degree.disciplineTeaching
thesis.degree.grantorCity University of Seattle
thesis.degree.levelMasters
thesis.degree.nameMaster in Teaching
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