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Liam Whipple Nancy Elliott English 111 11/5/2013 Exercising the Body and Mind The stereotypical athlete is viewed as having a strong body but a weak mind. In contrast, the stereotypical scholar is viewed as having a strong mind yet a weak body. However, every individual is capable of having both a strong mind and body. Exercise can be defined as an activity that requires effort from either cognitive or somatic means. So what exactly is the difference between somatic and cognitive exercises? Dorlands Medical Dictionary for Health Consumers defines somatic as pertaining to or characteristic of the soma or body (1). Somatic exercise refers to breaking down the bodys cells and tissues, then building them back up, so that an individual can build a stronger and better physique. In other cases, somatic exercise could be just breaking down the body to lose unwanted body material. Overall, somatic exercise can be viewed as doing physical activities to aid the body. On the other hand, Mosbys Dental Dictionary defines cognitive as pertaining to the mental processes of knowing, perceiving, or being aware; an expression of intellectual capacity (1). Cognitive exercise refers to that of exercising the mind by storing information, which can later be accessed. In frame of reference, cognitive means mind and somatic means body. As a young adult student involved in both academic and athletic activities, I feel that getting both mental and physical exercise is important in shaping a well-rounded individual. Not only do I believe that getting physical exercise promotes body health, I also believe that getting somatic exercise promotes the cognitive learning process. My idea is that physical exercise is

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essential in promoting a healthy mind and body. It is especially beneficial to an adult learner because it develops motivation and work ethics, improves cognition, and instill discipline. First of all, I consider adult learners to be individuals who are 18 years of age and older. Tara Parker Pope claims that [c]ollege students who want to boost their grades can start by boosting their level of exercise (1). Pope is implying that adult learners interested in attaining a higher grade point average should include somatic exercise in their daily routine or make their current physical exercises more vigorous. Pope also explains that high academic work ethic may also translate into a higher commitment to exercising (2). This indicates that studying and fitness in a college student's schedule compliment one another. If this indication is true, then perhaps more adult learners should be putting in as much study time as they put into the gym, and likewise, as much gym time as they put into studying. Physical fitness improves grades due to the determination transferred into an individual's work. In the same manner, Spyridoula Vazou states, [I]ntegrating physical activity with the academic subjects in the classroom can significantly increase childrens intrinsic motivation, perceived competence, and effort, without enhancing perceptions of pressure and negatively affecting the value of the lesson, compared to traditional lesson (259). This determination and work ethic that Vazou and Pope talk about propose that physical fitness improves the effort put into tasks. Furthermore, determination and ethics acquired from physical fitness do not just apply to the cognitive learning process. In fact, this determination can go either way. Physical fitness instill in individuals skills that apply to educational areas, and vise versa. In this case, the determination aspect that Vazou speaks of is gained in physical fitness, and the work ethic aspect that Pope speaks is acquired in education. Both of soma and cognitive exercises support one another, which suggest that individuals benefit from both physical activity and learning, and should not sacrifice one for the other. Vigorously

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putting such pressure on the body and mind eventually creates a well-rounded individual, that stands out from the average crowd. Metaphorically speaking, this type of pressure can be compared to the pressure coal goes under to transform into a diamond. A coal requires great pressure to transform into a diamond. In fact, not only do both exercises compliment one another, but physical fitness aids brain cognition. Len Kravitz defines cognition as thinking, reasoning, remembering, imagining or learning (1). Van Praag claims that exercise does improve cognition in young and older adults(qtd. in Kravitz 1). Moreover, physical inactivity is associated with poorer academic performance and results on standard neuropsychological tests, while exercise programs appear to improve memory, attention, and decision-making (ScienceDaily 1). Both Kravitz and Science Daily propose that physical exercise helps the function and growth of the brain. This suggests that if parents want their children to be academically brighter, they should have them involved in some form of somatic exercise. Additionally, an elderly individual with poor memory could look into physical exercise to improve his/her memory. With age greatly influencing the brain structure and learning of individuals, time will eventually takes its toll on everyone's mind and body; it just depends on how fast an individual is willing to let the factor of age take a grasp on their lives. Recent research shows that older adults that are having a difficult time remembering and learning new information can increase their ability to remember and learn by exercising. According to Van Praag, consequences of aging may be prevented or reversed by exercise (1). As mentioned earlier, somatic exercise improves the cognitive learning process. The only difference here is that as an adult learner ages, the majority of brain tissues and cells begin to deplete. This means that exercise does not entirely reverse the effects of aging on the mind,

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rather it slows down the process. This also means that aging individuals cannot necessarily rebuild and form a better cognition in their minds. But the physical fitness does allow them to stay healthy. Overall, the somatic means of exercise support the mind of a decaying brain. In fact, it appears that many individuals that are involved in physical exercise not only elude the hand of death, but tend to be less vulnerable to illnesses and other dysfunctions as the mind and body age. According to Len Kravitz, exercises help to prevent or manage hypertension, coronary heart disease, stroke, type II diabetes, osteoporosis, arthritis, stress, colon cancer, abnormal cholesterol levels and depression (1). Kravitz and Van Praag formulate the idea that adults who receive exercise regularly will not only be in a better frame of mind and posses a fitter body, but they will outlive those who do not exercise. In context, exercise is almost like software for a computer, because the software is either updating the system and supplying the computer with new information or allowing the system to clean itself and find old information that was lost. To elaborate, this could be viewed as the young learner trying to attain new found information, and the elderly trying to access lost information. Science Daily also states that effects also extend to young and elderly adults, with solid evidence for aerobic training benefiting executive functions, including multi-tasking, planning, and inhibition, and increasing the volume of brain structures important for memory (1). Both Kravitz and Science Daily imply that somatic exercise is beneficial to anyone no matter what the age. The benefit from somatic exercises goes beyond the health and cognitive gains though; the learning process that can be acquired through exercise also motivates a person to accomplish more. Physical fitness opens a door for an individual to sculpt not only their body and mind, but their life as well. Kravitz states that being physically active has multiple positive effects on brain function over the course of a lifetime (2). This explains why many people that engage in

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somatic exercise tend to live a healthier life, and often times appear to be in a better mood. This could be due to the fact that they feel more in tune with themselves and have the ability to think clearly, reason with themselves, remember material, and learn new material. Another skill that is developed through physical fitness which can aid a learner is discipline. According to the website, Ministry of Truth, Self-discipline is a skill that can make you successful in any area of life (1). Having discipline gives people goals to strive for and maintain. This type of discipline can be picked up from physical fitness, because people that seek to maintain a healthy lifestyle often times have to strive to put some structure and control in their lives. This could mean going to the gym consistently, sticking to a healthy diet, and so forth. In the case of learning, discipline can assist an individual in maintaining good education and a sculpted mind by setting standards. Whether it has to do with education or health, discipline obtained from exercises can open up doors in both educational and health realms. In contrast, lack in discipline cause individuals to lose sight of their their goals; they also become stagnant or lose previously attained qualities, resulting in decline in health and thinking process. Some individuals claim their lives are stressful when involved in cognitive exercises. Stress, of course, exists in almost every individuals life at one time or another, but how does it get there in the first place? Stress appears in ones life typically because he or she allows it to take place. Often times stress is the factor that pushes an individual to the edge of irrational choices and decisions. Stress causes setbacks in goals, and often makes an individuals mind hazy and unclear. However, stress can be expunged through physical exercise and discipline. Physical activity reorganizes the brain so that its response to stress is reduced and anxiety is less likely to interfere with normal brain function (Kelly 1). Kelly infers that exercise can eliminate most side effects of stress, if not all of them.

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Although exercises can reduce the stress in a person's life, being involved in too many exercises can have its negative toll on the body and mind. Gretchen Reynolds states that there may be a threshold of distance, intensity or duration beyond which exercise can have undesirable effects (3). Reynolds suggests that training too hard can have its setbacks as well. Being involved in too much exercise shuts the body down. As an athlete, I can relate to this idea. I understand that exercising both the body and mind is good, but every person has his/her limits. Individuals who get caught up in too much exercise can lose some sense of their human qualities. Metaphorically speaking, these individuals become as cold machines intent only on getting their task done, without much consideration on the toll it has on them and others. I believe that both Reynolds, Kelly and The Ministry of Truth make fine points; if an individual seeks to maintain a good stress free body and mind, they should find the median of getting enough exercise and maintaining discipline. Not only does it relieve stress, it promotes good health and a chiseled mind and body for an individual. Contrary to the stereotypes of a jock and scholar, a learner has much to gain from somatic exercises. Likewise, an athlete has not sacrificed cognitive gains by participating in physical activities. In fact, no evidence exists that the removal of exercise has positively influenced academic achievement (Kravitz 1). Adult learners that are capable of attaining both somatic exercise and cognitive exercise should push to their limits to find out what they are capable of. Those that strive to gain from both fields of exercise, will often times be more successful in whatever it is they are trying to accomplish. To be able to receive both types of exercises is an opportunity to improve all aspects of life. In the words of former boxer and renowned South African leader, Nelson Mandela,

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Sport has the power to change the worldit has the power to inspire. It has the power to u nite people in a way that little else does. It speaks to youth in a language they understand. Sport can create hope where once there was only despair. It is more powerful than government in breaking down racial barriers. (qtd.in Lipman 1).

Works Cited Kelly, Morgan. Princeton University. Exercise Reorganizes the Brain to be More to Stress. 2013. http://www.princeton.edu/main/news/archive/S37/28/70Q72/ Kravitz, Len. UNM. Exercise and the Brain: It Will Make You Want to Work Out. 2009. http://www.unm.edu/~lkravitz%0A/Article%20folder/brainandex.html Lipman, Natasha. International Political Forum. Nelson Mandela: Sport has the Power to Change the World. 2013. http://internationalpoliticalforum.com/nelson-mandela-sport-has-thepower-to-change-the-world/ Mifflin, Houghton. The Free Dictionary. Cognitive. 2007. http://medical-dictionary.thefreedictionary.com/cognitive Ministry of Truth. How to Build Self Discipline Through Exercise. 2013. http://www.ministry-of-truth.net/how-to-build-self-discipline-through-exercise/ Parker-Pope, Tara. The New York Times. Vigorous Exercise Linked with Better Grades. 2010. http://well.blogs.nytimes.com/2010/06/03/vigorous-exercise-linked-with-better-grades/ Reynolds, Gretchen. The New York Times. When Exercise is too Much for a Good Thing. 2011. http://well.blogs.nytimes.com/2011/03/09/when-exercise-is-too-much-of-a-good-thing/ Saunders. The Free Dictionary. Somatic. 2007 http://medical-dictionary.thefreedictionary.

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Van Praag, Henriette. The Journal of Neuroscience. Exercise Enhances Learning and Hippocampal Neurogenesis in Aged Mice. 2005. http://www.jneurosci.org/content/25/38/8680.full Vazou, Spyridoula. Academia. Does integrating physical activity in the elementary school classroom inuence academic motivation. 2012. http://www.academia.edu/3074932/Does_integrating_physical_activity_in_the_elementar y_school_classroom_influence_academic_motivation# ScienceDaily. Exercise Has Numerous Beneficial Effects On Brain Health and Cognition. 2013. http://www.sciencedaily.com/releases/2011/07/110725132656.htm