By Aaron Dungca Needham Teacher

Student cognitive benefits from academic breaks, by researcher, Jarrett, O.S. (2002), found that in order to function efficiently, the brain needs a period of down time to recycle chemicals crucial for long term memory formation. This down time for memory development involves a 90-110 minute cyclical turnover (Jarrett, O. S. 2002). Recess for some children might be the only time they can engage in social interactions in which they choose who to associate with, under non structured settings. These types of arenas promote a double ended societal upbringing. On the positive spectrum, the structure of recess allowed children to design and implement their own rules and objectives for their games; aiding students in building essential character traits such as confidence, leadership, communication, and self-advocacy. On the other hand, Jarrett (2002) suggested the freedom of recess does have a negative connotation, which would be the extremist actions of a bully, aggressive emotions, or social isolation. As a result, through various studies, it has been proven that the best intervention and usage for recess required staff members to allow children to choose their games and provide them with a safe, monitored space to participate in those chosen activities. This can limit the actions of aggression and promote positive interactions by the very nature of children’s tendency to follow adult instructions (Verstraete, S. J. 2006). In conclusion with the various studies, it is clear that more research is needed to examine the correlation of recess and student academic improvements related to assessments. However, researches did confirm through their studies that students improved in other areas pertaining to the academia and character building such as demonstrating appropriate classroom behavior, establishing positive social interactions among fellow peers, and promote cognitive development in regards to problem solving and becoming innovative thinkers.

Building lifelong character traits that can be applied to real life situations is one of the very benefits derived from participation in various forms of physical activity that are present not only in Physical Education classes, and recess, but in after school programs as well (Taras, H. 2005). The importance of physical fitness in direct cause of physical activity is a well-known idea. The connection of extracurricular programs such as athletics promote a competitive level of physical fitness and complemented the growth and development of children. Studies have found that children who participated in sports are less likely to drop out of school, compared to nonparticipants (CDC 2010). This amount of dedication and commitment teaches students responsibility and accountability as participation in athletics requires student athletes to apply themselves every day and to attend school more regularly. Test grades, standardized assessments and conduct were also reported to be higher in students that attended school sports along with higher aspirations towards college education (Trudeau, F., & Shephard, R. J. 2008).
In addition, sports after school aided students in self-worth, and boosted their confidence and self esteem levels resulting in students taking pride in their efforts. In some venues, this feeling of self accomplishment was experienced due to high spectator attendance, using publicity as validation and recognition for their actions (Trudeau, F., & Shephard, R. J. 2008). This undertaking of such feats potentially lead to the concept “locus of control” reported by Fejgin (2001). This concept of performance under pressure and accepted blame for actions allowed growth as positive self-confidence (Fejgin, N. 2001). The acceptance of actions in students who participated in school sports was the concept of delayed gratification. Students who participated in long hours of athletic practices, authoritative coaching styles, and rigid rules were conditioned to comply with such circumstances that directly taught discipline. These valuable skills were connected to students, who participated in athletics, obtaining higher test scores. Researches stated the

reasoning behind the increased scores directly related to athletics was due to the mandatory compliance with expectations towards academic regulations; ability to perform under pressure; various teaching styles; and educational pacing (Fejgin, N. 2001).
School sports are normally viewed as leisure activities, but in actuality, athletics mimic the work environment or business world because of performance driven assessments. School to school competitions drove athletes to perform at their highest capabilities. The outcome at the end of the event resulted to one team losing to the other. This concept applied to academic work has been suggested by other researchers in order to increase the achievement orientation during academic performance (Fejgin, N. 2001). Performance during competition has been commonly combated with differentiated instruction in classroom practices. Students grouped randomly with disregarded abilities such as; physical, emotional and financial qualities are claimed to be ineffective. The accepted strategy with grouped students was through their ability levels, learning styles, areas of interest, and ways in how they demonstrate their knowledge as identified by Levy (2008).
However, students come in many different shapes, sizes, and capabilities. Some students suffer from anxiety and ADD/ADHD. These students are people that had been theorized to benefit greatly from physical activity through physical education, recess, and after school sports. Physical activity presented a physiological stress to the brain, with recovery, promoted brain flexibility, growth, and quicker responses (Sattelmair, J., & Ratey,
J. J. 2009). Individuals who were diagnosed with ADD/ADHD when subjected through aerobic exercise experienced physiological effects along with a healthy frontal lobe development, alleviating ADHD symptoms (impulsiveness), and maturation in behavioral inhibition (Sattelmair, J. 2009). There were cases that reduced rates of depression or anxiety from individuals that used exercise training as a supplemental method when taking

medication (Ströhle, A. 2009). Aerobic or strength training was found to decrease depressive symptoms, anxiety and panic disorders significantly. Senior citizens and adolescents alike who suffer from acute anxiety responded better towards exercise therapy than chronic anxiety participants. Studies showed that habitual practice of exercise appeared to equate the advantages gained during meditation or relaxation (Paluska, S. A., & Schwenk, T. L. 2000). The increased blood circulation to the brain influenced hypothalamic-pituitary-adrenal axis that promoted motivation and mood. Health benefits an individual could experience were improved sleep, stress relief, weight reduction/maintenance, improved cardiovascular health (Sharma, A., Madaan, V., & Petty,
F. D. 2006). Students who were obese to overweight according to their BMI (Body Mass Index) ,gained significant advancements in their executive functions when treated with low (20 min per day) to high (40 min per day) dosed exercises five days a week for fifteen weeks. Results stated that in students with the interventions had considerable higher scores than the control group (Davis, C. L., Tomporowski, P. D., Boyle, C. A., Waller, J. L., Miller, P. H., Naglieri, J. A., & Gregoski, M. 2007).
Physical activity obtained from either physical education, recess, and sports after school had significant influences in school aged children. Studies supported findings in signs of increased school attendance, higher test scores, enhanced cognitive skills, and appropriate behavioral tendencies. Teaching physical education, recess or extracurricular activities is teaching students how to “live” in and analyze their world by becoming active participants in their education both physically and mentally. In order to do this, students must become observant of their surroundings, critical consumers of information, and successful communicators of their thoughts and opinions to others. Many activities in physical education, recess and extracurricular activities require a form of cooperative learning as it is a process to develop self-identity as well as communal identity. Through

self-exploration students begin to create of a personal style of leadership. Having students actively participate in their learning experience not only helps to instill healthy choices and the value of physical activity, but it stimulates the mind and allows room for exploration and growth. The National Football League with its high profile stage also advertised and funded coaches, teachers and organizations hold events for youths to meet the required 60 minute moderate to vigorous physical activity time. It is a powerful gesture to witness professional athletes giving back to the community who supports them and associate the importance of movement with excitement and health. As a whole these opportunities of physical participation helps students evolve into confident, innovative, resourceful, thinking individuals who respect and value everyone’s differences

REFERENCES

Centers for Disease Control and Prevention, and Centers for Disease Control and Prevention. "The association between school based physical activity, including physical education, and academic performance." Atlanta, GA: US Department of Health and Human Services 9 (2010).

Davis, C. L., Tomporowski, P. D., Boyle, C. A., Waller, J. L., Miller, P. H., Naglieri, J. A., & Gregoski, M. (2007). Effects of aerobic exercise on overweight children's cognitive functioning: a randomized controlled trial.Research quarterly for exercise and sport, 78(5), 510-519.

Fejgin, N. (2001). Participation in high school competitive sports: A subversion of school mission or contribution to academic goals. Contemporary issues in sociology of sport, 95-108.

Jarrett, O. S. (2002). Recess in Elementary School: What Does the Research Say? ERIC Digest.

Janssen, I., Craig, W. M., Boyce, W. F., & Pickett, W. (2004). Associations between overweight and obesity with bullying behaviors in school-aged children. Pediatrics, 113(5), 1187-1194.

Koka, A., & Hein, V. (2003). The impact of sports participation after school on intrinsic motivation and perceived learning environment in secondary school physical education. Kinesiology, 35(1), 86-93.

Levy, H. M. (2008). Meeting the needs of all students through differentiated instruction: Helping every child reach and exceed standards. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(4), 161-164.

Mahar, M. T., Murphy, S. K., Rowe, D. A., Golden, J., Shields, A. T., & Raedeke, T. D. (2006). Effects of a classroom-based program on physical activity and on-task behavior. Medicine and science in sports and exercise,38(12), 2086.

Paluska, S. A., & Schwenk, T. L. (2000). Physical activity and mental health. Sports medicine, 29(3), 167-180.

Raglin, J. S. (1990). Exercise and mental health. Sports Medicine, 9(6), 323-329.

Ramstetter, C. L., Murray, R., & Garner, A. S. (2010). The crucial role of recess in schools. Journal of School Health, 80(11), 517-526.

Rasberry, C. N., Lee, S. M., Robin, L., Laris, B. A., Russell, L. A., Coyle, K. K., & Nihiser, A. J. (2011). The association between school-based physical activity, including physical education, and academic performance: a systematic review of the literature. Preventive medicine, 52, S10-S20.

Sattelmair, J., & Ratey, J. J. (2009). Physically Active Play and Cognition: An Academic Matter?. American journal of play, 1(3), 365-374.

Sharma, A., Madaan, V., & Petty, F. D. (2006). Exercise for mental health.Primary care companion to the Journal of clinical psychiatry, 8(2), 106.

Ströhle, A. (2009). Physical activity, exercise, depression and anxiety disorders. Journal of neural transmission, 116(6), 777-784.

Taras, H. (2005). Physical activity and student performance at school.Journal of school health, 75(6), 214-218.

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(1), 1.

Verstraete, S. J., Cardon, G. M., De Clercq, D. L., & De Bourdeaudhuij, I. M. (2006). Increasing children's physical activity levels during recess periods in elementary schools: the effects of providing game equipment. The European Journal of Public Health, 16(4), 415-419.

Occupations Aaron Dungca Needham Teacher had include being a football and basketball coach, boating director, wellness teacher, physical education adjunct instructor, marketing associate, and a technology associate. Aaron Dungca has also coached for organizations that featured NFL players, such as Julian Edelman. He sponsored a two-day youth football fundamentals camp that brought in 20-30 coaches from the state of Massachusetts and lead young people to learn new skills and meet Julian Edelman at the end of the camp experience.

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