1

HOT TOPIC

Individual Hot Topic Summation

Paul Soriano
Arizona State University

SED464: Middle School Curr/Org

Lori Lovitt
Hot Topic Assignment
September 29, 2016

2
HOT TOPIC

Across the country schools physical education classes has been

decreasing. Students are getting less time to be active. And why is
that? Is it because of budget cuts? Or is it because of a focus of
academic performance of students? Maybe its the pressure of being
an A+ school? The resources I have discovered is very discouraging
and well explain why students need a structured physical education
class.
Al Bakers article, Despite Obesity Concerns, Gym Classes Are
Cut (2012), explains and goes in depth to why physical education
classes have been decreasing through the past decade. In the article it
states, Principals most frequently blame budget cuts, and in New York,
they also cite pressures to devote resources to test preparation, and
what one union leader called a lack of interest from the department
headquarters (Baker, 2012). Throughout the schools the lack of
promoting and support of even the head departments of physical
education have been an issue as well, especially from the middle
schools and high schools.
While physical education and the decrease of physical activity
has been an all time low, the increase of obesity has risen to an all
time high. Childhood obesity can lead to diabetes, high blood pressure,

3
and high cholesterol. Obesity has affected children between the ages
of 3-18 (Google, Childhood Obesity).
And while the decrease of physical education and activity has
students sedentary in their classrooms for hours focusing on the main
subjects such

HOT TOPIC

as reading, writing, mathematics, and science, students brain activities

have become hindered in the process. Studies have shown correlation
between both in academics and physical education and activity.
Studies and experiments have demonstrated that aerobic exercise can
have an effect on brain activity during cognitive tasks and that, over
time, can also increase the size of the hippocampus and prefrontal
cortex. Furthermore, it can improve learning, memory and executive
functions both immediately and in the long-term. Some researchers
have also demonstrated a correlation between exercise-induced brain
changes and improvements in cognitive performance (Atherton, 2014).
Not only does proper exercise benefit both academics and the
cognitive skills, but it also improves classroom behavior and social
skills. Students who get the proper physical education class and
physical activity time also use a lot of oxygen that is essential for brain
function that enhances blood flow (Jenson, 2005).

4
Therefore, not only does the decrease of physical education
classes and activity time at school damage the students when it comes
to obesity, but it also does not support in their academics. Yes, the
principals and school districts nationwide have become more pressured
than ever for better test scores and higher performances from their
teachers. And by cutting off physical education because of budgets or
trying to become more focus on classrooms, this hampers the students
in many ways. Students need exercise because strong evidence has
shown a

HOT TOPIC

correlation between movement and learning. We need to better

allocate resources to harness the hidden power of movement,
activities, and sports. This attitude has become more and more
prevalent among scientists who study the brain in the recent years
(Jenson, 2005).

Reference:

Baker, A. (2012, July 10) Despite Obesity Concerns, Gym Classes Are
Cut. New York Times. Retrieved from
http://www.nytimes.com/2012/07/11/education/even-as-schoolsbattle-obesity-physical-education-is-sidelined.html?_r=0
(2016) Childhood obesity. Google. Retrieved from
https://www.gstatic.com/healthricherkp/pdf/childhood_obesity.pdf

6
Atherton, K. (2014, December 4) Fit to Study: The Effects of Exercise on
the Brain. Welcome Trust. Retrieved from
https://thinkneuroscience.wordpress.com/2014/12/04/fit-to-studythe-effects-of-exercise-on-the-brain/
Jenson, E. (2005, May) Chapter 4. Movement and Learning. Teaching
with the Brain in Mind, 2nd Edition. Retrieved from
http://www.ascd.org/publications/books/104013/chapters/Movem
ent-and-Learning.aspx