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Educating the Student Body
levels. Although more studies are needed to specify the exact neurologi-
cal pathways that mediate this relationship, it appears that the favorable
impact of physical activity on the prevention and treatment of depression
may be the result of adaptations in the central nervous system mediated in
part by neurotropic factors that facilitate neurogenerative, neuroadaptive,
and neuroprotective processes (Dishman et al., 2006). It has been observed,
for example, that chronic wheel running in rats results in immunological,
neural, and cellular responses that mitigate several harmful consequences
of acute exposure to stress (Dishman et al., 2006). A recent study found
that children who were more physically active produced less cortisol in
response to stress, suggesting that physical activity promotes mental health
by regulating the hormonal responses to stress (Martikainen et al., 2013).
Psychological mechanisms that may explain why physical activity
improves mental health include (1) distraction from unfavorable stimuli,
(2) increase in self-efficacy, and (3) positive social interactions that can
result from quality physical activity programming (Peluso and de Andrade,
2005) (see also the discussion of psychosocial health above). The relative
contribution of physiological and psychological mechanisms is unknown,
but they likely interact. Poor physical health also can impair mood and
mental function. Health-related quality of life improves with physical
activity that increases physical functioning, thereby enhancing the sense of
well-being (McAuley and Rudolph, 1995; HHS, 2008).
Physical activity during childhood and adolescence may not only be
important for its immediate benefits for mental health but also have impli-
cations for long-term mental health. Studies have shown a consistent effect
of physical activity during adolescence on adult physical activity (Hallal et
al., 2006). Physical activity habits established in children may persist into
adulthood, thereby continuing to confer mental health benefits throughout
the life cycle. Furthermore, physical activity in childhood may impact adult
mental health regardless of the activity’s persistence (Hallal et al., 2006).
Summary
Physical activity can improve mental health by decreasing and prevent-
ing conditions such as anxiety and depression, as well as improving mood
and other aspects of well-being. Evidence suggests that the mental health
benefits of physical activity can be experienced by all age groups, genders,
and ethnicities. Moderate effect sizes have been observed among both youth
and adults. Youth with the highest risk of mental illness may experience
the most benefit. Although evidence is not adequate to determine the ideal
regimen, aerobic and high-intensity physical activity are likely to confer the
most benefit. It appears, moreover, that a variety of types of physical activ-
ity are effective in improving different aspects of mental health; therefore,
Copyright © National Academy of Sciences. All rights reserved.
Educating the Student Body: Taking Physical Activity and Physical Education to School
Relationship to Growth, Development, and Health
139
a varied regimen including both aerobic activities and strength training
may be the most effective. Frequent episodes of physical activity are opti-
mal given the well-substantiated short-term effects of physical activity on
mental health status. Although there are well-substantiated physiological
bases for the impact of physical activity on mental health, physical activity
programming that effectively enhances social interactions and self-efficacy
also may improve mental health through these mechanisms. Quality physi-
cal activity programming also is critical to attract and engage youth of all
skills level and to effectively reach those at highest risk.
Sedentary activity may increase the risk of poor mental health status
independently of, or in addition to, its effect on physical activity. Television
viewing in particular may lead to a higher risk of such conditions as
depression and anxiety and may also increase violence, aggression, and
other high-risk behaviors. These impacts are likely the result of program-
ming and advertising content in addition to the physiological effects of
inactivity and electronic stimuli.
In conclusion, frequently scheduled and well-designed opportunities for
varied physical activity during the school day and a reduction in sedentary
activity have the potential to improve students’ mental health in ways that
could improve their academic performance and behaviors in school.
SUMMARY
Good health is the foundation of learning and academic performance
(see Chapter 4). In children and youth, health is akin to growth. An
extensive literature demonstrates that regular physical activity promotes
growth and development and has multiple benefits for physical, mental,
cognitive, and psychosocial health that undoubtedly contribute to learning.
Although much of the evidence comes from cross-sectional studies showing
associations between physical activity and various aspects of health, avail-
able prospective data support this cross-sectional evidence. Experimental
evidence, although more limited for younger children, is sufficient among
older children and adolescents to support the notion that children and
young adults derive much the same health benefits from physical activity.
Moreover, many adult diseases have their origins in childhood. This
finding, together with the finding that health-related behaviors and disease
risk factors may track from childhood into adulthood, underscores the need
for early and ongoing opportunities for physical activity.
Children’s exercise capacity and the activities in which they can success-
fully engage change in a predictable way across developmental periods. For
example, young children are active in short bursts, and their capacity for
continuous activity increases as they grow and mature (see Figure 3-2). In
adults and likely also adolescents, intermittent exercise has much the same
Copyright © National Academy of Sciences. All rights reserved.
Educating the Student Body: Taking Physical Activity and Physical Education to School
140
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