Strengthen your Brain EXERCISE. Monday Morning. Ellen Harris President of Strategic Moves Inc.

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1 Strengthen your Brain EXERCISE Monday Morning Ellen Harris President of Strategic Moves Inc. S!

2 How Long have you been sitting? After minutes of sitting, your blood begins to drain from your brain and pool up in your thighs.!

3 So Let s Move!! STRETCH!!

4 Brain More blood means more energy and oxygen which makes our brain perform better.

5 Did you Know. S Movement and physical activities enhance the students learning in the classroom S Brain research shows a link between increased physical activity to improve cognition S Exercise positively affects the levels of neurotransmitters which stimulates cognition.

6 Did you Know S The Brain is only about 2% of the body s weight but consumes 20% of the body s energy S The Brain is composed of nearly 80% water and must be hydrated to fully function.. S You need to DRINK water to feed the brain, dehydration can affect your concentration negatively.

7 Did You Know. That when you are Stressed S There is an increase in your brain of a chemical called Cortisol S When Cortisol is high, the brain is less capable of planning, judging and problem solving. All skills necessary with the higher order of thinking.

8 Movement Affects Learning The body learns ten times faster than the brain, and forgets ten times slower. If you want to change the brain, change the body. Modified from talk given by Dr. David Richo S

9 BRAIN GYM ~ Calf pump The Calf Pump is a movement re-education process to restore the natural length of the tendons in the feet and lower legs. At times of perceived danger, these tendons shorten to prepare for the act of running. Brain Gym, Teacher'ʹs Edition Revised by Paul E. Dennison and Gail E. Dennison, Used by permission of the authors. By pressing down the heel and lengthening the tendon in the calf, one discharges this fear reflex, and the muscles can return to a normal tonus. 9

10 Simple Techniques S Hook ups easy in the chair stretching and relaxing technique S Crane stand- helps with balance and strengthens the core and brings focus S Yoga begin class with a few yoga moves opens the mind up for the day S Rocker sit on a chair with feet up and rock one way and then the other. This releases the tension in the lower back and sacrum. When the sacrum is free to move, the brain at the the other end of the central nervous system is activated as well. 10

11 Tips S Short term memory is best in the morning and least effective in the afternoon S Long-term memory is generally best in the afternoon. Lessons with repetition or emotional energy may be more meaningful later in the school day S Give students mental breaks several times a day

12 Did you Know. That doing Cross Laterial Activities S The four visual fields needed for eye tracking in reading are strengthened through navigation of space and crossing the brain and body midlines. S These exercises help spelling, listening, reading and comprehension. 12

13 Cross Laterials Useful for spelling, writing, listening, reading, math and comprehension.

14 Struggling Students S Fewer brain synapses occurring in the brain movement helps to increase the synapses allowing the brain hemispheres to communicate with each other S Visual tracking use cross laterals to reinforce the left and right side of their brain. This has shown to increase the skills the student may be lacking in reading, writing, thinking clearly and problem solving.

15 I Challenge you S Research says that we should walk at least 10 thousand steps each day. S For all those with some type of Fitness Band, the Challenge is ON!!! Let s see who can get the most steps each day while attending a Conference!! S Winners each day will receive a prize!!

16 Healthy Toad Hollow, NY and Happy!!!

17 Strengthen you Brain- EXERCISE Monday afternoon Ellen Harris President of Strategic Moves Inc. S!

18 Let s Exercise!! S Walk and discuss, before the second person can reply do 15 seconds of high knee sprinting in place and slap your opposite hand to opposite knee. S While walking punch forward with your opposite arm to your leg strides

19

20 Exercise grows our brain better than any other factor we are aware of at the present time Ratey, 2008

21 Sitting or Standing?? S Why do we make students sit so much during the day??

22 Did You Know S Standing up creates more attention arousal S Speeds up information processing by 5-20 percent S Increases blood flow and oxygen to the brain by percent

23 Grapevine

24 Exercise Increases Brain Cells (New Brain Cells Produced in Four Weeks) Series 1 Series With Exercise Without Exercise Van Praag et al, 1999, Brown, et. al, 2003

25 Hippocampus S critical for memory and learning - highly active during exerciseincreasing your cognitive function. - Exercise promotes Hippocampus blood flow in humans.

26 Hippocampus - In Alzheimer s disease, the hippocampus is one of the first regions of the brain to suffer damage - Aerobic exercise can actually reverse hippocampal shrinkage

27 Human Knot S Form group circle of people S Raise your Right hand in the air now grab hands with someone across from you. S Raise your Left hand and grab someone s hand, they can not be standing next to you. S Now untangle yoursleves..

28 Neurobics S Refers to the physiological effects of unique and non-routine ways of thinking and moving and their effects on the brain. S Routine activities become so automatic in the brain, but unique ones produce more neurotransmitters

29 Examples S Writing or using a utensil with your nondominate hand S Walking down the hallway with your eyes closed S Left leg balance S Brush your teeth with your non-dominate hand S Try something new and different

30 Physical Activities Change the Brain and Body s Chemistry Exercise increases: 1. Adrenaline-provides energy 2. Noradrenaline- enhances focus 3. Dopamine- thinking, working memory 4. Cortisol-energy, memory 5. Serotonin-attention, mood 6. Glucose-energy, memory formation

31 In Sports S When playing sports the athlete is required to use their brains for counting, planning, figuring, and problem solving.. Highly engaged in cognitive functions.

32 Healthy Toad Hollow, NY and Happy!!!

33 Strengthen you Brain- EXERCISE Tuesday Morning Ellen Harris President of Strategic Moves Inc. S!

34 Morning Yoga

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40 EXERCISE HAS AN EFFECT TO INCREASE LIFE FORCES IN MANY WAYS: 1. SYNAPTIC PLASTICITY 2. NEUROGENESIS 3. COLLATERAL CIRCULATION, 4. Also IMPROVES HBP, DIABETES, OBESITY, OTHER RISK FACTORS Cotman CW, Berchtold NC, Christie LA.Exercise builds brain health: key roles of growth factor cascades and inflammation. Trends Neurosci Sep;30(9):

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42 Play evolved to promote survival. Play makes the brain smarter - more adaptable - higher animals. Play is the basis of social contact and group interaction - fostering empathy The core of creativity and innovation. Play gives us the ability to become smarter and more creative, to learn more about the world than the genes could ever teach, to adapt to a changing world. In a world of continuously presenting unique challenges and ambiguities.. Play Prepares the Player to cope with the evolving planet. The more recess the better behaved and attentive the student or worker.

43 The species with the biggest brain size plays the most.

44 Math S Make it come alive with kinesthetic teaching strategies that increase student performance. S Jumping Addition = 15 ( addition and multiplication )

45 = S Have the class do continual squats and when they solve the problem have them. S Hop up and down if the answer is an even number S Turn circles if the answer is an odd number 45

46 = S Have the class do continual squats and when they solve the problem have them. S Hop up and down if the answer is an even number S Turn circles if the answer is an odd number 46

47 Brain Break! Ten In this activity, partners will put their arms out and display the correct number of fingers so that both add to Stand up and find a partner. Decide who is A and who is B. 2. Face your partner. 3. Person A will put both arms together in one of these four positions: straight up, directly left, directly right or straight down and display a number zero to ten with his fingers and thumb. 4. Now person B will put her arms out in the opposite direction as person A s and display her fingers and thumbs to both total 10. For instance, if person A had their hands straight up and displaying 3 fingers total with both hands, then person B put their arms straight down and displays 7 total fingers. 5. Do this as fast as you can. Once person A has led for a

48 Neurobics S Refers to the physiological effects of unique and non-routine ways of thinking and moving and their effects on the brain. S Routine activities become so automatic in the brain, but unique ones produce more neurotransmitters

49 Examples S Writing or using a utensil with your nondominate hand S Walking down the hallway with your eyes closed S Left leg balance S Brush your teeth with your non-dominate hand S Try something new and different

50 Strengthen you Brain- EXERCISE Tuesday Afternoon Ellen Harris President of Strategic Moves Inc. S!

51 Increasing Oxygen Levels through simple exercise shows a marked improvement in: S Attention levels, S Short term memory S Processing speed, planning S Sequencing and self- monitoring S Reduced stress levels

52 Tabata S 20 seconds each activity S 10 second rest period between activities S Total 4 minutes

53 Tabata!

54 Naperville Public Schools, IL A revolutionary PE program has transformed the student body into perhaps the fittest in the nation with Zero hour PE. Among one entire sophomore class, only 3% were overweight, versus the national average of 30%. In 1999, Naperville District 203 scored #1 in science and #6 in math on TIMSS (Trends in International Mathematics and Science Study) Ratey

55 Every student at Madison Junior High completes a computer- based fitness test Students spend one day a week in the school's state- of- the- art fitness center. 33% of freshmen in California were overweight or obese. 3% of freshmen were overweight or obese. 19,000 children in the district. An international benchmarking test comparing the achievement of eighth- grade students. In 1999, Naperville District 203 scored #1 in science and #6 in math. An amazing 94.1% of Naperville parents were satisfied with the PE curriculum.

56 2004 Scores in Math by Number of Fitness Standards Grade 5 371,198 Students Grade 7 366,278 Students Grade 9 63,028 Students** *California Standards Test ** Grade 9 Students who took CST geometry Source: California Physical Fitness Test, 2004 Results, Calif. Dept. of Ed., April 2005

57 2004 CST* Scores in English- Language Arts by Number of Fitness Standards Grade 5 371,198 Students Grade 7 366,278 Students Grade 9 298,910 Students *California Standards Test

58 Back to Back Squats

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61 Wall Seats

62 Healthy Toad Hollow, NY and Happy!!!

63 Strengthen you Brain- EXERCISE Wednesday Morning Ellen Harris President of Strategic Moves Inc. S!

64 Cross Laterial S NOSE S EAR

65 6 5

66 Obesity Trends* Among U.S. Adults BRFSS, 1990, 1999, 2009 (*BMI , or about 30 lbs. overweight for 5 4 person) No Data <10% 10% 14% 15% 19% 20% 24% 25% 29% 30%

67 Obesity Trends* Among U.S. Adults BRFSS, 1985 (*BMI 30, or ~ 30 lbs. overweight for 5 4 person) No Data <10% 10% 14%

68 Obesity Trends* Among U.S. Adults BRFSS, 1986 (*BMI 30, or ~ 30 lbs. overweight for 5 4 person) No Data <10% 10% 14%

69 Obesity Trends* Among U.S. Adults BRFSS, 1987 (*BMI 30, or ~ 30 lbs. overweight for 5 4 person) No Data <10% 10% 14%

70 Obesity Trends* Among U.S. Adults BRFSS, 1988 (*BMI 30, or ~ 30 lbs. overweight for 5 4 person) No Data <10% 10% 14%

71 Obesity Trends* Among U.S. Adults BRFSS, 1989 (*BMI 30, or ~ 30 lbs. overweight for 5 4 person) No Data <10% 10% 14%

72 Obesity Trends* Among U.S. Adults BRFSS, 1990 (*BMI 30, or ~ 30 lbs. overweight for 5 4 person) No Data <10% 10% 14%

73 Obesity Trends* Among U.S. Adults BRFSS, 1991 (*BMI 30, or ~ 30 lbs. overweight for 5 4 person) No Data <10% 10% 14% 15% 19%

74 Obesity Trends* Among U.S. Adults BRFSS, 1992 (*BMI 30, or ~ 30 lbs. overweight for 5 4 person) No Data <10% 10% 14% 15% 19%

75 Obesity Trends* Among U.S. Adults BRFSS, 1993 (*BMI 30, or ~ 30 lbs. overweight for 5 4 person) No Data <10% 10% 14% 15% 19%

76 Obesity Trends* Among U.S. Adults BRFSS, 1994 (*BMI 30, or ~ 30 lbs. overweight for 5 4 person) No Data <10% 10% 14% 15% 19%

77 Obesity Trends* Among U.S. Adults BRFSS, 1995 (*BMI 30, or ~ 30 lbs. overweight for 5 4 person) No Data <10% 10% 14% 15% 19%

78 Obesity Trends* Among U.S. Adults BRFSS, 1996 (*BMI 30, or ~ 30 lbs. overweight for 5 4 person) No Data <10% 10% 14% 15% 19%

79 Obesity Trends* Among U.S. Adults BRFSS, 1997 (*BMI 30, or ~ 30 lbs. overweight for 5 4 person) No Data <10% 10% 14% 15% 19% 20%

80 Obesity Trends* Among U.S. Adults BRFSS, 1998 (*BMI 30, or ~ 30 lbs. overweight for 5 4 person) No Data <10% 10% 14% 15% 19% 20%

81 Obesity Trends* Among U.S. Adults BRFSS, 1999 (*BMI 30, or ~ 30 lbs. overweight for 5 4 person) No Data <10% 10% 14% 15% 19% 20%

82 Obesity Trends* Among U.S. Adults BRFSS, 2000 (*BMI 30, or ~ 30 lbs. overweight for 5 4 person) No Data <10% 10% 14% 15% 19% 20%

83 Obesity Trends* Among U.S. Adults BRFSS, 2001 (*BMI 30, or ~ 30 lbs. overweight for 5 4 person) No Data <10% 10% 14% 15% 19% 20% 24% 25%

84 Obesity Trends* Among U.S. Adults BRFSS, 2002 (*BMI 30, or ~ 30 lbs. overweight for 5 4 person) No Data <10% 10% 14% 15% 19% 20% 24% 25%

85 Obesity Trends* Among U.S. Adults BRFSS, 2003 (*BMI 30, or ~ 30 lbs. overweight for 5 4 person) No Data <10% 10% 14% 15% 19% 20% 24% 25%

86 Obesity Trends* Among U.S. Adults BRFSS, 2004 (*BMI 30, or ~ 30 lbs. overweight for 5 4 person) No Data <10% 10% 14% 15% 19% 20% 24% 25%

87 Obesity Trends* Among U.S. Adults BRFSS, 2005 (*BMI 30, or ~ 30 lbs. overweight for 5 4 person) No Data <10% 10% 14% 15% 19% 20% 24% 25% 29% 30%

88 Obesity Trends* Among U.S. Adults BRFSS, 2006 (*BMI 30, or ~ 30 lbs. overweight for 5 4 person) No Data <10% 10% 14% 15% 19% 20% 24% 25% 29% 30%

89 Obesity Trends* Among U.S. Adults BRFSS, 2007 (*BMI 30, or ~ 30 lbs. overweight for 5 4 person) No Data <10% 10% 14% 15% 19% 20% 24% 25% 29% 30%

90 Obesity Trends* Among U.S. Adults BRFSS, 2008 (*BMI 30, or ~ 30 lbs. overweight for 5 4 person) No Data <10% 10% 14% 15% 19% 20% 24% 25% 29% 30%

91 Obesity Trends* Among U.S. Adults BRFSS, 2009 (*BMI 30, or ~ 30 lbs. overweight for 5 4 person) No Data <10% 10% 14% 15% 19% 20% 24% 25% 29% 30%

92

93

94 Activities: Maestro

95 Activities: Maestro S O = lunge S X = jump S Arrows show which direction to move one step only) S Read the notes like words on a page L to R, top to bottom and SAY THEM OUT LOUD. S Great activity for decision making, crossing the midline of the body, tracking, rhythm

96 Activities: Maestro

97 Activities: Maestro S Level 1: move and say the SAME direction as shown on the screen S Level 2: move in the SAME direction as the arrows, but say the OPPOSITE direction S Level 3: move in the OPPOSITE direction, as the arrows but say the SAME direction S Level 4: move in the OPPOSITE direction as the arrows and say the OPPOSITE direction as shown on the screen

98 S COOL MOVES: This is an example activity that not only provides movement for students but improves: ü Tracking from left to right ü Ability to focus near to far and far to near while copying from the board or word walls ü Rhythm, sequencing, and timing, which are skills linked to improvement in ADHD These statements are taken directly from the back of the S CoolMoves Focus Moves Vision Moves Poster.

99 Fitness, Hippocampus Size, and Memory Kids who were fit and who had better memory, also had larger hippocampii Fitness increases neurons, connectivity- 28 fit 21 non Not Fit Fit Chaddock L, Erickson KI, Prakash RS, Kim JS, Voss MW, Vanpatter M, Pontifex MB, Raine LB, Konkel A, Hillman CH, Cohen NJ, Kramer AF. A neuroimaging investigation of the association between aerobic fitness, hippocampal volume and memory performance in preadolescent children. Brain Res Aug 21. [Epub ahead of print]

100 Healthy Toad Hollow, NY and Happy!!!

101 Strengthen you Brain- EXERCISE Wednesday Afternoon Ellen Harris President of Strategic Moves Inc. S!

102 Tabata Time!! S Hop on one Foot S Rest S Windmill S Rest S High Knee kick S Rest S Squat and hold S

103

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105 Pre-Test Taking Activity S S S S S S S S Before starting test have students perform these warm-ups/hook-ups: 1 leg squat touch opposite hand to floor: 20 each side Spins and turns: 5 spins in each directions Knee to Elbow: 30 times for each elbow Stretches Hands over Heads Hands behind back Shoulder shrugs

106 Grapevine Time!! Link Arms Slide in one direction Then grapevine back to starting point

107 The species with the biggest brain size plays the most.

108 Activities: Same Different S Walk around room. On command get toe-to-toe with a partner S Designate one person to be same and one person to be different S Jump 10x. On the 10 th jump, both partners put one foot forward S If the feet are the same (both right feet), the same person gets a point, if they are different, the different person gets a point

109 Struggling Students S Fewer brain synapses occurring in the brain movement helps to increase the synapses allowing the brain hemispheres to communicate with each other S Visual tracking use cross laterals to reinforce the left and right side of their brain. This has shown to increase the skills the student may be lacking in reading, writing, thinking clearly and problem solving.

110 Play evolved to promote survival. Play makes the brain smarter - more adaptable - higher animals. Play is the basis of social contact and group interaction - fostering empathy The core of creativity and innovation. Play gives us the ability to become smarter and more creative, to learn more about the world than the genes could ever teach, to adapt to a changing world. In a world of continuously presenting unique challenges and ambiguities.. Play Prepares the Player to cope with the evolving planet. The more recess the better behaved and attentive the student or worker.

111 Healthy Toad Hollow, NY and Happy!!!

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