Running head: EXERCISE AND THE EFFECTS ON BRAIN FUNCTION IN

CHILDREN

Exercise and the Effects on Brain Function in Children

Diana Sandoval and Mariela Chavez
PPE 310 79591
Ms. Merritt

EXERCISE AND THE EFFECTS ON BRAIN FUNCTION IN CHILDREN

Introduction
Its the year 2015, technology is advancing at a rapid speed, and kids are constantly
hooked to their tablets, smart phones, television, and high graphic video games. While
technology is rapidly growing, so are the obesity rates and poor academic performance in
schools. Kids are intrigued by this technology that they are constantly indoors at home inactive.
In school, students are sitting for multiple hours during the course of the day in their class. What
is the repercussion? Young children become overweight and lack in school academics. In the
following outline, there are resources that will demonstrate how exercise has a positive impact
on the brain function and cognitive learning of youth children and adolescents. This makes
exercise an imperative lifestyle for children.
In education, core subjects are every administrators and teachers main focus causing
physical education to be pushed aside and ignored. Educators are sometimes misinformed about
physical education in the school and classroom. In most cases, school staff have no time to
implement it because they have to drill and nail reading comprehension and math. What
educators need to understand are the positive impacts that exercise has on a students brain and
cognitive learning. School administrators would be more intrigued if there was a solution to
increase students academic performance just by increasing the amount of exercise students
perform every day. In the following pages there is information that provides, what the impact of
exercise has on brain function for academic learning, physical activity and the achievement gap
among youth, how brainpower is increased by physical activities, and ideas to implement in a
classroom to increase academic performance.
Literature Review

EXERCISE AND THE EFFECTS ON BRAIN FUNCTION IN CHILDREN

The purpose of the article, Smart Moves, by Marcus Conyers and Donna Wilson is to
inform educators that physical activities help power up the brain that enhances students
academic performance. Conyers and Wilson performed several different studies, the research and
studies vary; an example is a study that was conducted in 2010 that demonstrated a more active
school day increases students academic performance. In another study Conyers and Wilson
performed, it was discovered that there were no negative outcomes to having physical activities
as a regular part of the school day (Conyers, 2015). This article refers back to constant studies
that measured the performance of a variety of school-aged students and it examines how the
students excel in academics compared to students that have no exercise or physical movement.
The purpose of all the research that Conyers and Wilson investigated is to demonstrate that no
matter how old, eight year olds to college students, or the location; it is proven that an active
health style boosts brainpower causing a positive impact on all students cognitive learning.
Overall, this article aims to tell and provide proof to readers that, regular exercise boosts both
cognitive functioning and optimistic outlook, completing a positive feedback loop that supports
learning (Conyers, 2015).
The article, What is the Impact of Exercise on Brain Function for Academic Learning,
highlights the significant problem of children lacking physical activities and becoming
overweight. This article takes us into the human brain and explains how exercise triggers
chemical changes in the brain that spurs learning (Summerford, 2001). Although this article does
date back to 2001, it provides similar research and discoveries that all articles have in common;
physical activity has a positive impact on students academic performance. This information is
not new, the research is still relevant and illustrates that a lot of schools dont take action to be
able to implement physical activity in their classrooms. There is evidence that dates back to 2001

EXERCISE AND THE EFFECTS ON BRAIN FUNCTION IN CHILDREN

demonstrating a perfect correlation between physical activity and academic performance yet
schools still havent taken action to make a change. One of the studies was conducted on mice;
researchers separated two groups of mice to test how exercise has an affect on their brain
function. One group was housed in cages with food and water; the second group had access to a
running wheel. After approximately six weeks in the two environments, the mice were tested
for their ability to learn the site of a hidden platform in a water maze (Summerford, 2001). The
mice who ran during those weeks learned significantly better than those who were caged in
normal housing. This article comes to show that, 14 years later the research is the same; exercise
creates a positive impact on the brain. The purpose of the research is to demonstrate that
education has pushed programs aside, such as physical education, so that schools can teach to the
standardized test. The conducted research proved that physical education should not be the first
to go but should remain in school in implemented more in the classroom. Overall, this article
connects the positive relationship between exercise and the brain function.
Developmental cognitive neuroscience: Acute exercise facilitates brain function and
cognition in children who need it most: An ERP study of individual differences in inhibitory
control capacity encompasses the central idea that exercise positively affects cognitive
performance amongst students (Drollette, 2013). The contents of the article provide a study
conducted in 2013 with two equal subsets of children performing identical exercise and cognitive
assessments. The protocol used a within-subjects design in which all participants completed two
separate cognitive testing sessions in the lab at approximately the same time of day on separate
days (8.5 8.4 days between sessions). These testing sessions were conducted following 20 min
of either moderate intensity treadmill walking at an intensity of 6070% of maximal HR, or quiet
rest while seated in a chair that was safely placed on the same treadmill(Drollette, 2013). From

EXERCISE AND THE EFFECTS ON BRAIN FUNCTION IN CHILDREN

this experiment, findings not only concluded that bouts of exercise benefit cognitive
performance, but more surprisingly concluded that exercise had a greater benefit for low
achieving students. Specifically, lower-performers demonstrated improvements in response
accuracy and interference measures to a level comparable to that of higher-performers following
the cessation of exercise(Drollete, 2013). To conclude, the purpose of this article was research
the overall effects of acute exercise on brain function amongst children with more detailed
information regarding low and high achieving students.
Analyzing the article, The journal of pediatrics: Exercise improves behavioral,
neurocognitive, and scholastic performance in children with ADHD, gives readers an insight
into a study conducted with the purpose of identifying the correlation between exercise and
children with ADHD (Pontifex, 2013). The study included a controlled experiment in which
children were classified in two different groups. One was a controlled group without ADHD
students and one with ADHD students. Participants were assessed on a 3 day study testing their
scholastic performance with and without 20 minute intervals of exercise. Research proposes that
exercise among students with ADHD proves to be effective among behavioral and academic
performances. This investigation provides initial evidence suggesting that single bouts of
moderate-intensity aerobic exercise may be a tool in the non-pharmaceutical treatment of
children with ADHD(Pontifex, 2013). Overall, these results further support the importance of
exercise for students, particularly, students with mental illnesses.
Classroom-based physical activity, cognition, and academic achievement, is an
informative study about the positive effects between physical activity, health benefits, and
academic achievement. The research found in this article presents a 3 year study conducted
amongst 24 elementary schools. Fourteen schools received physical activity across curriculum

EXERCISE AND THE EFFECTS ON BRAIN FUNCTION IN CHILDREN

and ten schools served as control schools without physical activity. Classrooms with physical
activity promoted 90min/week of moderate to vigorous physically active lessons throughout all
content areas (Donnelly, 2011). Findings conclude that not only does physical activity in the
classroom improve cognitive performance among students, but also has positive effects on
student body mass index (Donnelly, 2011). The relation between fitness, fatness, and academic
achievement provides a unique opportunity to use physical activity as an intervention that may
impact the health and academic achievement(Donnelly, 2011). Overall, the significance of this
article demonstrates the diverse benefits incorporating physical activity in the classroom.
Synthesis of Information
Overall, all literature suggests there is an overall benefit of physical activity in a school
environment. For example, all research came to the conclusion that there is a positive correlation
between the students that do regular exercise and academic achievement. All articles have the
same theme and suggest that exercise and academics helps create academic success in all
adolescents. Specifically, the articles Development Cognitive Neuroscience and Smart Moves
both state that physical movements lead to increased academics. The research conducted showed
that kids who were academically low and then participated in physical movement showed an
increase in their academics. The journal of pediatrics: Exercise improves behavioral,
neurocognitive, and scholastic performance in children with ADHD and Classroom-based
physical activity, cognition, and academic achievement also support the positive correlation
between students and academic achievement while further supporting the health benefits
associated with physical activity in the classroom. More specifically, ADHD and body mass
index among students. The articles searched support the healthy and active school plans by
suggesting the importance of incorporating physical activity into learning activities.

EXERCISE AND THE EFFECTS ON BRAIN FUNCTION IN CHILDREN

School Context
The school Tres Rios Elementary is part of the Littleton School District located in
Tolleson, Arizona. Tres Rios is a Title One school with the letter grade B. The number of
students enrolled is a total of 974 students. Out of those 974 students enrolled 87.1% of those
students are eligible for free and reduced lunch (Arizona Report Cards). The ethnicity that makes
up the community around Tres Rios consists of 75.7% Hispanics, 12.7% White, 8.6% African
Americans, 2.7% of Asians, and 0.3% American Indian.
Practical Implications
Helping students become physically active is imperative to their academic success and
important to help children live a healthier life. The only way students will begin to achieve this
will be by the support of their school and their community. Therefore, Tres Rios is trying to get
parent and community involvement to help students become physically active.
Tres Rios will get family and school involvement by conducting Walk to School Days
two times a month. In the beginning of the year, teachers will send home flyers that state, Tres
Rios believes that every child should be academically focused and physically active to achieve a
healthy learning lifestyle. The focus for the upcoming year 2016-2017 is to have kids physically
active inside and outside the classroom to help promote brainpower! (Appendix A). The school
will reach out to the community by reminding families every month which days fall on Walk to
School Days (Appendix B). The school will encourage the families to walk their child to school
instead of driving. Therefore, the student and families are involved in physical activities. If
parents are not capable of walking their child to school then the school encourages students to
walk with other families or groups of children. Children are not recommended to walk alone to
school.

EXERCISE AND THE EFFECTS ON BRAIN FUNCTION IN CHILDREN

The schools focus is to create a school environment that promotes physical activity in and
outside of the school. The school will promote healthy activities by conducting an event per
semester called a Jog-a-thon (Appendix D). This will promote students to be physically active
throughout the semester to help compete in this marathon. The Jog-a-thon will be held during
school hours and it is a morning dedicated to kids running a marathon (Appendix C, December
and April). After running the marathon students will be recognized for their participation and
efforts.
In order to prepare students for the Jog-a-thon students will be able to participate in a
club called Prep to Run. Prep-to-Run will have kids physically involved and research states
children who engage in daily physical education show superior motor fitness, academic
performance and attitude toward school as compare to their counterparts who do not have
physical education (Summerford, 2001). Teachers will be given monthly calendars that state
Prep-to-Run days and counting down the days until the Jog-a-thon (Appendix C).
Because physical activity is recognized to provide multiple benefits for students
everywhere, there are also multiple strategies for teachers to implement within their own
classrooms. Teachers are able to integrate healthy habits in the classroom by carefully planning
the curriculum, providing physical activity breaks, and even creating a health conscious
environment. In order to have physical activity breaks encouraged by staff, staff will be able to
share out their weekly ideas during a PD meeting. For example, for each week a grade level from
K-4 and 5th-8th will be assigned prior to PD to come up with a way that physical activities can
be incorporated in or outside the curriculum. Staff will be able to share out during their PD
meeting to encourage others to have students actively moving. During PD meetings, staff will be

EXERCISE AND THE EFFECTS ON BRAIN FUNCTION IN CHILDREN

asked to demonstrate what that specific physical activity should look like in the classroom to
help support the staff team.
Teachers have the opportunity to use their classrooms to develop student awareness and
interest in their health. By implementing a short unit plan about body systems and the effects
physical activity has on each system, students develop a deeper understanding of the importance
of an active lifestyle and learn to practice healthy habits. To further instill the importance of
physical activity amongst students, educators are encouraged to dedicate a few minutes of the
school day to activity breaks. Fortunately, there are plenty of resources available to support
teachers in their journey towards healthy habits. One of those resources is Go Noodle. This
resource provides educators with multiple physical activity segments that students will love.
Such activity segments include, dancing, yoga, and even fast paced cardio exercises.
Another suggestion to integrate healthy habits in the classroom involves creating a health
conscious environment. To do so, teachers everywhere are able to engage students by holding
them accountable for their own health. For instance, a feasible option could be to introduce
health pledge contracts. By doing so, students will feel that their health has value and will
associate the classroom with a health conscious zone. Educators can also ensure to place
purposeful anchor charts around the classroom and the school to provide visuals that encourage
physical activity among the whole school!
Conclusion
In conclusion, research provides evidence that there is a huge benefit of exercise among
children. A multitude of research articles conduct different studies, yet a common inference is
that exercise increases cognitive function and academic achievement. Articles such as Smart
Moves, written by Marcus Conyers and Donna Wilson and Developmental cognitive

EXERCISE AND THE EFFECTS ON BRAIN FUNCTION IN CHILDREN

10

neuroscience: Acute exercise facilitates brain function and cognition in children who need it
most: An ERP study of individual differences in inhibitory control capacity, written by Eric S.
Drollete are prime examples of how exercise has the power to enhance student achievement in
the classroom compared to students who lack exposure to physical activity. With such ground
breaking research, the cognitive benefits are overwhelmingly encouraging for teachers across the
nation. Teachers have the opportunity to implement small health units and effortlessly designate
time for activity breaks throughout their weekdays. The healthy and active school plan aims to
further support benefits found from implementing exercise within the classroom by providing a
health based event. Tres Rios hopes to achieve academic success in all children by promoting
physical activities to help promote brain function. The more physical activity children participate
the more success teachers will see in children. The community will come together to help the
kids strive for academic success and actively exercising that will help power the brain. Teachers
hope to bring recognition personally for the students, school and community. Automatically,
students will begin to feel healthier when they are more active in the classroom and in their
community.
In order to recognize childrens efforts teachers will have awards for everyone that
participates in the Jog-a-thon. This award will recognize the child for being physical active in the
Jog-a-thon and becoming a step closer to a healthier life (Appendix F). For the end of the year,
Tres Rios will hand out awards for the students that have showed much academic growth and
actively participating in all physical events (Appendix E). Overall, students in the school will
feel like a team reaching the goal of a healthier life. The school will feel like a healthy
environment where students understand that physical activity makes their brain function more

EXERCISE AND THE EFFECTS ON BRAIN FUNCTION IN CHILDREN

effectively and efficiently which will serve them well in school, their personal lives and their
community (Conyers).

11

EXERCISE AND THE EFFECTS ON BRAIN FUNCTION IN CHILDREN

12

Reference
Arizona Report Cards. (n.d.). Tres Rios Elementary School. Retrieved September 11, 2015.
Arizona School Rankings. (n.d.). Tres Rios Elementary School. Retrieved September 11, 2015.
Conyers, M., & Wilson, D. (2015). Smart moves: Powering up the brain with physical activity.
Phi Delta Kappan, 96(8), 38-42. doi:10.1177/0031721715583961
Donnelly, J. E., & Lambourne, K. (2011). Classroom-based physical activity, cognition, and
academic achievement. Preventive Medicine, 52, S36-S42.
doi:10.1016/j.ypmed.2011.01.021
Drollette, E. S., Scudder, M. R., Raine, L. B., & Moore, R. D. (01/01/2014).Developmental
cognitive neuroscience: Acute exercise facilitates brain function and cognition in children
who need it most: An ERP study of individual differences in inhibitory control capacity
Elsevier Ltd. doi:10.1016/j.dcn.2013.11.001
Pontifex, M. B., Saliba, B. J., Raine, L. B., & Picchietti, D. L. (03/01/2013). The journal of
pediatrics: Exercise improves behavioral, neurocognitive, and scholastic performance in
children with ADHD C.V. Mosby. doi:10.1016/j.jpeds.2012.08.036
Summerford, C. (01/01/2001). Teaching elementary physical education: What is the impact of
exercise on brain function for academic learning. Human Kinetics Publishers, Inc.

Appendix A

EXERCISE AND THE EFFECTS ON BRAIN FUNCTION IN CHILDREN

13

EXERCISE AND THE EFFECTS ON BRAIN FUNCTION IN CHILDREN

Appendix B

Appendix C

14

EXERCISE AND THE EFFECTS ON BRAIN FUNCTION IN CHILDREN

15

EXERCISE AND THE EFFECTS ON BRAIN FUNCTION IN CHILDREN

Appendix D

Appendix E

16

EXERCISE AND THE EFFECTS ON BRAIN FUNCTION IN CHILDREN

Appendix F

17

EXERCISE AND THE EFFECTS ON BRAIN FUNCTION IN CHILDREN

18

Rubric for Signature Assignment

Criteria with
Professional
Standards
Referenced
Outline
Outline Turned
In(Already
submitted for
points)

Introduction
Introduction to the
topic and
overview (In your
purpose statement
also introduce all
subtopics)
InTASC 1c,k; 5k;
9f; 10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;C
C9S8
Literature Review
Adequacy of
Knowledge
(includes 5 peer
reviewed original
research articles
references)
InTASC 1c,k; 5k;
9f; 10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;C
C9S8

5
Exemplary
(97 100%)
10 Points
Logical, detailed
outline with at
least 5 original
peer reviewed
references written
in APA format is
submitted with a
technology choice
selected to embed
the assignment.
5 x 2=10 points
10 Points
Introduction is
fully developed,
well organized,
introduces all
topics, created a
plan for the paper
and invites the
reader to read
further.

4
Highly
Proficient
(93 96%)

3
Proficient
(83 92%)

2
Approaching
Proficient
(73 82%)

1
Unsatisfactory
(72%
and below)

Brief outline
with at least 5
original peer
reviewed
references
written in APA
format is
submitted.

Brief outline
with some
references but
not 5 original
peer reviewed
references
written in APA
format are
submitted.

Brief outline
with one or no
references
submitted.

No outline was
submitted.

Introduction is
fully
developed
with all topics
introduced.

Introduction is
addressed well,
somewhat
organized and
created a plan for
the paper

Introduction is
addressed
adequately.

Introduction is
omitted or was
disorganized and
did not create a
plan for the
paper.

1. Literature
review
addresses
major issues in
the area.
2. Thorough
use of a range
of references
to support key
issues.

1. Literature
review may
address major
issues, but issues
may not be
supported with
expert
knowledge.

1. Literature
review does not
address the
major issues in
the area; the
level of support
for the issues is
not adequate.

1. Literature
review does not
have the depth of
knowledge
appropriate to
this upper level
course.

2. Good use of
references, but
additional
references may
have
strengthened the
paper.

2. Includes 3
references.

5 x 2=10 points

15 Points
1. Literature
review highlights
major issues in
the area.
2. Through use of
a range of
references to
support key
issues.
3. Description of
important studies
establishes
context for the
reader.
4. Includes more

3. Includes
descriptions of
important
studies to
provide
context for the

2. Includes less
than 2
references.

EXERCISE AND THE EFFECTS ON BRAIN FUNCTION IN CHILDREN

than 5 informative
references.
5 x 3=15 points
Synthesis of
Information
Synthesis of
Information (what
did the articles
collectively say
about the topic?
Which authors had
similar and
different
findings?)
InTASC 1c,k; 5k;
9f; 10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;C
C9S8

reader.

3. Includes 4
references.

4. Includes 5
or more
references.

15 Points
1. Studies
covering the same
topic synthesize
related research.
2. Described
similar or
differing and
detailed themes
throughout the
articles

Studies
covering the
same topic are
summarized
and integrated
level work.

Information is
presented studyby-study rather
than summarized
by topic.

The literature
review is a
mixed set of
ideas without a
particular focus.

2. Described
similar or
differing themes
throughout the
articles which
were not detailed

3. Demonstrate
thoroughly how
your research and
the data collected
supports your
stance on why
your healthy and
active school plan
is not only
important for
hope and
engagement at
your school and in
your community,
but ties to
academic success
in your classroom
as well.

The literature
review does not
demonstrate a
particular focus
and lacks ideas
based on the
subject chosen.
2. Described
similar or
differing themes
throughout the
articles, however
they were not
detailed

3. Somewhat
emonstrated how
your research
and the data
collected
supports your
stance on why
your healthy and
active school
plan is not only
important for
hope and
engagement at
your school and
in your
community, but
ties to academic
success in your
classroom as
well.

5 x 3=15 points

Practical
Implications and
Technology
infusion
Practical
Implications
(Discuss how the
findings can or
will later be
applied to your
teaching setting)
InTASC 1c,k; 5k;

19

3. Did not
demonstrate how
your research
and the data
collected
supports your
stance on why
your healthy and
active school
plan is not only
important for
hope and
engagement at
your school and
in your
community, but
ties to academic
success in your
classroom as
well.

30 Points

1. Practical
implications of
your event details
including your
teaching level and
in a particular
setting are
discussed

1. Pratical
implications
are discussed
but not related
to a particular
teaching
setting or topic
or certain

1. Pratical
implications are
discussed but not
at a particularly
level or in a
particular setting
and many details
of your event are

1. Practical
implications are
not thoroughly
discussed and
only a few
details of the
event are present

1. Practical
implications are
not discussed
and no details of
the event are
present.
2. Contained 3 or

EXERCISE AND THE EFFECTS ON BRAIN FUNCTION IN CHILDREN

9f; 10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;C
C9S8

thoroughly. A
minimum of 6
topics are applied.
2. Contains
thorough
discussion on how
each of the 6
program/compone
nts that are in
place are
organized,
conducted, and
overseen or a
detailed plan
about how each
component can be
added.
3. All
programs/compon
ents implemented
include discussion
on modifications
for those with
disabilities.
4. Contained a
detailed
description of a
special event that
promotes a
healthy and active
school
environment
5. Contained
discussion on a
specific health
behavior
highlighted by the
special event
6. Specific target
grade level was
identified and was
appropriate for
students of that
age
7. Contained
discussion on how
to involve the
entire school in
the event

details are
missing.

missing.
2. Contained at
least 4-5
components of a
comprehensive
school program;
however, some
of the needed
detail is missing.
3. Contains
thorough
discussion on
how most of the
program/compon
ent that are in
place are
organized,
conducted, and
overseen or a
detailed plan
about how the
components can
be added.
4. Most
programs/compo
nents
implemented
include
discussion on
modifications for
those with
disabilities.
5. Contained a
somewhat
detailed
description of a
special event that
promotes a
healthy and
active school
environment
6. Contained
some discussion
on a specific
health behavior
highlighted by
the event
7. Specific
target grade level
was somewhat

20
fewer
components of a
comprehensive
school program
3. Contains little
discussion on
which
programs/compo
nents are
currently in place
4. Contains little
discussion on
how each
program/compon
ent is organized,
conducted, and
overseen and
little detail about
how the
components can
be added.
5. Few
programs/compo
nents
implemented
include
discussion on
modifications for
those with
disabilities.
6. Contained
little detail on a
special event that
promotes a
healthy and
active school
environment
7. Contained
little discussion
on a specific
health behavior
highlighted by
the special event
8. Specific target
grade level was
not identified
and/or not
appropriate for
students of that
age

EXERCISE AND THE EFFECTS ON BRAIN FUNCTION IN CHILDREN

8. Embeding
Technology as a
platform to
enhance your
proposal was used
with an approved
application from
your instructor

identified and
was appropriate
for students of
that age

9. Contained
little discussion
on how to
involve the entire
school in the
event

8. Contained
some discussion
on how to
involve the entire
school in the
event

5 x 6=30 points

21

9. Technology
infusion was not
used.

9. Technology
infusion was
used but it did
not enhance the
proposal
Conclusion
Conclusion
ITASC 1c,k; 5k;
9f; 10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;C
C9S8
Writing and
Referencing Style
First Draft of all
sections submitted
with changes
made integrating
instructor
comments from
the outline

10 Points
Major issues
support and
establish
conclusions.

The major
issues are
summarized
under
conclusions.

The conclusions
are not complete.

Provides
opinions, but not
a summary of
findings.

No conclusions
are included.

Detailed draft of
all sections of the
paper with
appropriate
content, headers,
writing style, a
choice of
technology to
embed the
assignment and
references in APA
6.0 style.

Detailed draft
of ALL
sections with
some errors in
content
covered,
headings,
writing style
and/or
refernces in
APA 6.0 style.

Detailed draft of
MOST sections
with some errors
in content
covered,
headings, writing
style and/or
refernces in APA
6.0 style.

Missing sections
or paper has
regular errors
across content
covered,
headings, writing
style and/or
refernces in APA
6.0 style.

Incomplete
(missing half of
the requirements)
or completely
missing paper.

Integration of
instructor
comments from
first draft

All comments
from instructor
integrated into
final version. All
were highlighted
in yellow

Some comments
from instructor
integrated into
final version.
Most were
highlighted in
yellow

1. Cover page
included, proper
spelling and
grammar, all
references in APA

Very few
comments from
instructor
integrated into
final version.
Most were
highlighted in
yellow
1. Cover page
not included,
many
grammatical
errors and

No comments
from instructor
integrated into
final version.
The changes
were not
highlighted

Writing and
referencing style

Most
comments
from instructor
integrated into
final version.
All were
highlighted in
yellow
1. Cover page
included, few
grammatical
errors and
misspellings,

5 x 2=10 points

10 Points

1. Cover page
included, some
grammatical
errors and
misspellings,

1. Cover page
not included,
major
grammatical
errors and

EXERCISE AND THE EFFECTS ON BRAIN FUNCTION IN CHILDREN

6.0 style. Paper
was appropriate
length (at least 5
pages)
2. The file
document name
contains
Lastname.firstna
me.assignment#.c
ourse#
3. This rubric was
added to the last
page of the
document
submitted
4. All sentences
are clear and well
developed
5. Proposals and
events are
appropriate length
with standard
margins, font, and
size of text

all references
in APA 6.0
style.

some errors in
referencing style
APA 6.0.

2. Paper was
appropriate
length (at least
5 pages)

2. Paper was too

short for the
topic (3-4 pages)
3. The file name
somewhat
contains the
Lastname.firstna
me.assignment#.
course#
4. This rubric
was added but
not at the end of
the document
submitted
5. Most
sentences are
clear and well
developed
6. Proposals and
events are mostly
appropriate
length with
standard
margins, font,
and size of text

22

misspellings,
some errors in
referencing style
APA 6.0.

misspellings,
many errors in
referencing style
APA 6.0.

2. Paper was too

short for the
topic (1-2 pages)

2. Paper was too

short for the
topic (1-2 pages)
3. The file
document name
does not contain
the
Lastname.firstna
me.assignment#.
course#
4. This rubric
was not added to
the document
submitted
5. Many
sentences are not
clear and
underdeveloped
6. Proposals and
events are not of
appropriate
length with
larger than
standard
margins, font and
size of text