Carl Gabbard Texas A&M University

1. The Role of Movement in Brain Development Children’s Motor Development Symposium 2009, Portugal Carl Gabbard Texas A&M University

2. Early brain development research Are there critical periods (windows of opportunity) for development? role of movement School-age children / academic performance Do physically fit children perform better in school? Movement Optimizes Brain Development

3. 7 wk old fetus… wiring of the brain: 100 billion + neurons, trillion connections, 62,000 miles of wire!!

4. New Perspectives Brain circuitry (wiring) concept Early experience (stimulation) is vital Critical periods (windows) for optimal development

6. Quotes on ExperienceEffect (neuroscience researchers) “experience is the chief architect of the brain” (Perry) “experiences are so powerful that they can completely change how we turn out” (Chugani) “experiences are like a sculptor’s chisel...” (Rakic)

7. Selected Research Animal models visual cortex stimulation enriched settings(e.g., Greenough et al.) enriched 25% > size, more synaptic connections

8. Selected Research Children Neuroimaging studies Enriched / Deprived settings brain size studies - smaller structures > 25% (e.g. Chrisholm, Perry, Singer)

9. Human Models Evidence for critical period in brain development glucose metabolism& synaptogenesis (e.g. Chugani)

11. e.g., synapses 2,500 - 18K per neuron Huttenlocher & Dabholkar

12. dendritic development

13. developmental milestones pre birth 10 yrs proliferation# size exuberant connectivity pruning cell death Gabbard, Lifelong Motor Development, 2008

14. Pruning “experience determines which neurons will be retained and which will be pruned away…..”

15. Windows of Opportunity critical periods (movement and early brain development) gross-motor skills 2 5 pre fine-motor 9 birth years

16. Windows of Opportunity

17. Early intervention Abecedarian, CARE, IHD projects (Ramey & Ramey) intervention- ages 4 mo. to 8 yrs < 5 years more enduring long-term results in school achievement: reading and math

18. Taking advantage of the windows • Focus on “early” experience • Provide affordances* in and outside the home (toys, plays, space, activities) • Variety of general gross-motor activities stimulates motor patterns and energy source to the brain (glucose)

19. Provide a flood of sensory-motor activities (experiences) • Include gross and fine-motor activities that stimulate visual/ tactile/ kinesthetic awareness • Promote visual motor integration manipulatives obstacle course activities, music activities

20. School-age Children Do physically fit children perform better in school? if so, what is the mechanism?

21. Research • State of California (2001) • 1 million students - grades 5, 7, and 9 • Stanford Achievement Test / Fitnessgram • “higher academic achievement (reading and math) was associated with higher levels of fitness”

22. State of Michigan [6th graders] phys. ed. & outside phys. activity higher grades correlate with higher vigorous phys. activity (Coe et al. (2006) Med. Sci. Sport & Exercise) • State of Illinois - 500 3-, 4- and 5th graders (math and reading / fitness) “kids with the fittest bodies were the ones with the fittest brains.” (Hillman, Univ. of Ill., 2008)

23. “Physical education may boost girls academic achievement” kindergarten to 5th grade girls with highest levels of physical activity scored significantly higher on reading and math test (J. of American Public Health, 2008)

24. “no causal inference, but physical activity appears to enhance academic performance.” (Dwyer et al., 2001) • What mechanism? • Calming effect (concentration) post exercise • Self-esteem • Blood flow to cortex (BDNF) • Miracle-Gro for the brain (Ratey, 2008)

25. The Mature Brain Does exercise boost brain function?

26. Exercised (Running) mice: • more effective learners (than sedentary mice) • had 2.5 times growth of new neurons*

27. “exercise is a means of enhancing and protecting brain function” in essence, physical activity nourishes neurons via neurotrophic (growth) factors such as BDNF Cotman & Engesser-Cesar (2002)

28. Research (humans) Kramer et al. (Nature, 1999) Exercised humans (initially sedentary 60-75 yrs) Six months of walking or anaerobic Walking:p < improvement in executive control (planning, memory) Colcombe & Kramer (2003) Review of 18 studies found p < for executive control

29. “Together the group of studies suggests that an active lifestyle, …... plays an important role in maintaining the function of the brain. Furthermore, specialized exercise regimens may help repair damaged or aged brains.”

30. Conclusions Environmental manipulations affect neurogenesis (physical activity / learning tasks) Exercise maximizes brain function via blood flow (glucose) and promotion of gene expression Physical activity (fitness) enhances delivery system

31. Rich environments produce rich brains MUITO OBRIGADO! EU GOSTEI MUITO DE ESTAR AQUI!