Latest Issue of the MindBrainEd Think Tank + (ISSN 2434-1002) 7 MindBrained Bulletin Think Tank V4i7 Exercise J | Page 9

Exercise literature often refers to terms like acute and chronic exercise, neither of
which sounds very appealing to us. The immediate effects of acute (short-term, not
“a cute”) bouts of exercise are generally demonstrated by measuring cognitive
performance during, or directly after, exercise. Other research considers the
association of an individual’s overall fitness with chronic (long-term) exercise, or the
effect of long-term exercise on cognitive performance. Factors examined include
duration, intensity and frequency of exercise, which, depending on age, impact the
body and brain differently. For example, resistance training (weight lifting) doesn’t
seem to release BDNF (an important growth factor hormone) while aerobic exer cise
(burning oxygen) does. Don’t let that fact hold you back though, our hunter-gather
ancestors were surely involved with heavy lifting and pulling. A useful common
principle is to include variation in your exercise routine, with resistance training,
aerobic, and skill-based activities such as yoga or martial arts, which require
engagement with various brain regions (just as language learning does).
How does exercise fit into the picture of learning? According to Tokuhama-Espinosa
(2011) the biological aspects of learning involve neurogenesis, brain plasticity and
the mind-body connection in relation to exercise, sleep and nutrition. Although all
these factors are important, the two main benefits of exercise are improved
neuroplasticity - the ability for the brain to change, adapt, learn - and neurogenesis -
the growth of new neurons. As Dr. Ratey mentions in the lead-in video, exercise
makes brain cells “perky,” providing a state of improved readiness to learn, and
results in better academic achievement. Although results vary between subjects,
numerous studies have indicated similar improvements to attention and memory.
Furthermore, countries with progressive educational systems such as Finland and
Denmark have embarked upon various nationwide and local-based “exercise-to-
improve-learning” policies, generating excellent results from initiatives such as
increasing physical activity before, during and after class, and providing specialized
courses for future teachers on exercise and the brain (see Tammelin et al.) Dr. Ratey
and others also claim exercise is, in fact, a treatment for alleviating a host of
problems such as depression, anxiety, stress, attention deficit, addiction, hormonal
changes and also parts of the aging
process. Many of these are treated with
medications that target
neurotransmitters. Exercise regulates
neurotransmitters, and about 80% of
signaling occurs with GABA (improves
focus) and glutamate (learning and
memory). Other important
neurotransmitters released by exercise
include dopamine, serotonin and
norepinephrine. It seems like exercise is
Exercise regulates Neurotransmitters
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