Importance of Exercise in Memory retention for Adolescents Essay Example

also indicated that the section of the brain responsible for thinking and memory (medial temporal cortex, and prefrontal cortex) are larger in individuals who exercise as compared to individuals who do not exercise. In addition, consistent moderate exercise for a duration of at least six months results to the growth of the medial temporal cortex, and prefrontal cortex (Glisky, 2007; Yuen et al., 2009).

Exercise enables the generation and growth of new hippocampal neuron; the hippocampus is the region of the brain responsible for learning and memory. Studies show that moderate aerobic exercise enables the growth of the hippocampus, and also prevents the potential risk of an individual suffering from the Alzheimer disease. A normal human brain generates approximately 700 brain cells in the hippocampus. However, most of this cells die because they require adequate nutrition and plenty of oxygen ( Katz & Rubin, 1999; Kokalas, 2004; Leite et al., 2011). The most efficient way to ensure that the brain in nourished and aerated is through ensuring one eats a balanced diet and regular exercise.

The human hippocampus can also reduce in size as drastically as it grows, obesity, anxiety, depression, unmonitored diabetes, and eating unhealthy (Ambrose et al., 2012). Exercise has over the years been used as the most efficient strategy and intervention in combating stress, obesity, anxiety, depression, unhealthy eating and diabetes that reduce the size of an individual's hippocampus (Fotuhi, 2015). Are there variations in exercise methods that can help in improving the level of retention or are the exercise methods universal? Exercise increases the secretion of Brain Derived Neurotropic Factor (BDNF), the molecule ensures the growth of the brain cell, rejuvenates neurons and

ensures that the brain functions optimal (Rovio et al., 2005). This effect of exercise on BDNF improves analytic and learning skills in healthy individuals, improves memory and analytical skill in persons suffering from mild cognitive impairment and Alzheimer and delays or slow the progression of Alzheimer disease in individuals that are prone to suffering from the disease (Petersen, 2014).

Acute Physical stressors that are inclusive of exercise causes the human brain to release a hormone called cortisol. Cortisol is beneficial to the brain if it is secreted in small doses since it promotes the transmission of a neurotransmitter, glutamate. Increase in glutamate increases cognitive functioning, small impulses of cortisol also improves memory (Eunice et al., 2009). Aerobic exercise has particularly proven by studies to have a tremendous impact of the brain from a variety of both a molecular perspective and behavioral perspective.

Aerobic exercise is oxygen intensive which pushes the heart to pump blood faster when the plus rate is high more oxygen and nutrients gets to the brain (Voss et al., 2010). Aerobic exercise also promotes neuroplasticity that promotes growth and connection between brain cells and cortial areas (Manjonatha ; Nanda, 2013). Are there other exercise methods that have a similar effect and how do they affect the memory? In adolescents there are different factors that are in play and although most of the aspects listed above are true it is important to conduct a research that identifies the individual attributes among adolescents. Age matters in health since the body reacts differently raising the question of whether exercise helps all people similarly and if it can be cited as a direct link to improvement in memory

retention among adolescents.

Although there is evidence supporting the fact that there is improved attributes among adolescents it is important to assess the effects of these aspects among adolescents. Are there ways to improve memory retention? Are there ways to measure differences in memory retention among adolescents? This paper aims to highlight the importance of exercise among adolescents and its relationship to memory retention through applying a methodology that draws from different students who were monitored and tested over a period of time. However, the paper establishes the fundamental and basic concepts and models through a literature review that examines past research that has been conducted on the same subject.

Literature Review

While assessing the literature on the relationship between memory and exercises it was critical to focus on experiments and research on these subjects.

One of the research was by Lindsay and others (2013) who focused on the retention and cognitive ability of people through enhanced exercises. Report on findings on the effects of exercise in old adults with Mild Cognitive Impairment discovered that exercise improves cognitive functioning and is an efficient strategy to improve memory in people who have begun to experience cognitive deficiency. The research was carried out among random selected 86 women with cognitive impairment aged between the ages of 70-80, the research participants were divided into three groups depending on the physical activity they were to engage in; aerobic exercise, resistance training, and balance control. The research was conducted in a duration of 6 months in which the participants exercised twice a week.

The research discovered that twice-weekly aerobic training increased verbal memory on the verbal memory test, spatial memory capabilities directly correlate

to aerobic physical activity and exercise improves reaction during spatial memory tests. The Lindsay research is an indication on the positive effects exercise has on memory however the findings of this research may only apply to older persons with mild cognitive impairment. Research has also proven than there are cognitive differences between young and old people; as individual's age they experience a decline in attention, decline in working memory, a decline in long-term memory, perceptual function is reduced, slower processing time for speech and language (Clark & Squire, 2013). Therefore, the findings of this particular research even though has substantial information they cannot be exclusively used in researching on how exercise affects memory of adolescence due to the cognitive variance that exists between adolescents and older people (Glisky, 2007). According to Sung-Eun Kim and others (2010), there are differences in the memory inhibitors between people due to age. Exercises helps in enhancing the level of memory retention since as one gets older so too does their short-term and long-term memory get thinner.

However, tread mill exercises enhance short-term and spatial memories in rats. The same id similar and common among people since they have the same form of memory retention dynamics and are influenced by similar factors. A similar research by Winter and others (2007) on learning and the importance of neurological attributes revealed that the short-term memories are enhanced through active participation in exercises. Sung’s research on exercise effect on aging-induced memory and suppression of dead cells in rat hippocampus is very informative for this research, however, the findings of the study might not be applicable in this study.

Despite the similarities that exist between the

human and the rat brain, there are some difference that might create a varied outcome if humans were subjected to similar studies because there are neuroanatomical differences between the human and the rat brain. Humans have a posterior lobe that is absent in rats; it is only the human cerebrum that extends over the cerebellum. Humans also have a cornu locates in their lateral ventricles that are absent in the rat, finally humans unlike rats have a hippocampus minor (Clark & Squire, 2013). These neuroanatomical differences between the human brain and the rat brains limit the extent to which studies conduct on the effects of exercise on rats memory can be applicable in the human context. Weinberg and others conducted a research on how memory can be affected by exercises among groups. The research discovered that acute aerobic exercise is beneficial to episodic memory because exercise and physical stressors produce a similar psychological response.

Acute aerobic exercise and physical stressors mostly impact emotional memory, exercise during consolidation increases recognition accuracy particularly memories that impact you negatively. Similar observations have been shared by Andrew and others in their research on the effect of aerobic exercises and their relationship to memory retention. The limitations of this particular study is that it fails to measure cortisol response during the physical exercise; cortisol levels are an indicator of the level of activity in HPA. High HPA activity during physical exercise is an indication that the activity is a physical stressor, which supports the argument that exercise is a physical stressor. Depending on the type of exercise there are different results that can be obtained therefore measuring the level of physical

stressor and its effect on cortisol levels is critical.

There are different models that are used making it critical to come up with a single attribute that helps promote integral aspects of activity and modelling through individuals (Barrouillet and Galliard, 2010).

Theoretical perspective

Multicomponent model of working memory

The theory was developed by Baddeley and Hitch in 1974 and speculates that; a central executive is responsible for directing an individual's attention to spatial objects that relevant and suppressing attention towards objects perceived as irrelevant, and coordinating cognitive processes when an individual multi-tasks. The central executive is responsible for decoding information and coordinating the relay of information to slave systems responsible for the short-term maintenance of information (Baddeley, 2003). The slave systems include; phonological loop, Episodic buffer, and visuo-spatial sketchpad.

The phonological loop maintains information relating to sound and language and prevents its decay by refreshing it in the rehearsal loop. The visuo-spatial sketchpad maintains visual information, the visual subsystem handles shape, color and texture, while the spatial subsystem maintains information that relates to location. The episodic buffer is a temporary store that maintains information not stored in the phonological loop or Visuo-spatial sketchpad (Baddeley, 2003).

Miller’s Law

The law states that, an individual can only process or retain 7 (-/+2) chunks of item in their correct serial order in their working memory (Mandler, 2013). This theoretical perspective is important in understanding and coming up with the models or methods needed in conducting the test. Since the method of working out a specific process or law are defined, they offer a chance for other processes to be developed and used accordingly in conducting a specific test aimed at

making the best analysis for the methods and relationships that have been identified.

Ericsson and Kintsch

Ericsson and Kintsch argued that individuals use skilled memory in their everyday task, and skilled tasks such as reading require individuals to maintain more than seven chunks. If individual’s memories were limited to seven chunks, people could never be able to read entire sentences and decode the information presented. Individuals accomplish comprehension by storing most of what is read in long term memory and linking them together when they are encountered through retrieval structures known as long-term working memory. Individuals retrieval structures vary depending on there are of expertise ( Barrouillet ; Gaillard, 2010). There exist three types of retrieval structures; domain knowledge retrieval structures, episodic text structures, and generic retrieval structures.

Episodic text structures function during text comprehension, domain knowledge retrieval structures function while experiencing familiar patterns and schema, generic knowledge retrieval structures function when an individual experiences a familiar location (Dehn, 2013).

Cowan

Cowan regards working memory as a part of both long-term and short-term memory and not an entirely separate system. The representation of working memory is both a subset of long and short term memory. The working memory is divided into two levels; long-term memory activations which have no theoretical limits of representation, and the focus attention which is limited in capacity to hold a maximum of four representations (Cowan, 2008).

Oberauer

Oberauer extends Cowan’s model by adding a third element, narrow focus of attention that only maintains one chunk at a time.

Say under Cowan’s model and individual focus on attention can hold up to a maximum of four digits (Oberauer, 2002), under narrow focus if the

individual wanted to use the digits for simple Algebra, the individual would focus processing each digit individually, and shift attention to the next digit continually.

Purpose of study

The objective of this research is to discover how exercise improves memory within adolescents, memory is very vital to the adolescent segment of the population because it is at this age when most of them are pursuing basic education, and a good memory is vital in grasping course contents and attaining good grades to ensure their chances of going to college and pursuing their professional goals. A good memory is not only vital in the education of adolescent, but it also improves the value of life and the ability to build and maintain social networks for this demographic group. The research answers the questions; how does exercise improve the memory of adolescent? What is the effect of aerobic exercise on the memory of adolescent? What is the effect of resistance exercise on the memory of adolescent? Do coordination and stability exercises have an effect on memory? What sort of exercises are the most efficient in improving memory in an adolescent? The research questions are geared to discover how exercise impacts the memory of adolescent, and if indeed exercise does improve memory how does aerobic, balance and resistance exercises improve the memory, and specifically which sort of exercises are most conducive in improving memory amongst adolescent.

Significance of study

The findings of the study will provide adequate information on how exercise improves the memory of adolescent, and specifically which types of exercises are most conducive for memory improvement. The nature of this findings is vital to the general public,

policy makers, parents, adolescents, and educators. Educators and policy makers will use these findings to develop more efficient policies that incorporate exercise in the education curriculum. The general public and adolescents will apply the findings of this research on their daily lives to enjoy the benefits of exercise on memory to be competitive in school and to be happier, healthier people.

Nature and Limitation

This study is qualitative in nature, and involves the use of recognition testing to gather primary data, and published literature from similar research and scholarly publications that are relevant to the research as secondary sources of information. The primary source of data was 40 students from Eden high school, St. Catherine's Ontario, Canada. Which is a limited sample size, the research findings may also prove only relevant to the adolescent in similar climatic conditions and similar culture because both the above variables have an influence on long-term memory.

Methodology

This study is qualitative and assesses the how exercise improves memory in adolescents.

Given the psychological inclination of this study, the study is not primarily based on the primary source of data but also incorporates findings of similar conducted researches. Theories on working memory are an important reference point in this study so as to be able to understand how exercise improves memory in an adolescent. There were two groups of people who were drawn from a set of teenage students who were to take the test. The two groups that consisted of 8students for each group were to be taken through different tests and their scores measured after the tests.

The memory tests were to be gauged according to the memory test and procedures

that would determine the best method at the end of the test. The data consisted of a printed array of images and words, which were shown to the participants to gauge their memory and a rating score that indicated the participant's performance after the recognition test. Other sources of data included educators' reports on the subjects' level of comprehension and memory during learning activities throughout the day.

Target population

The research was conducted on 16 teenagers who were separated in two groups. The teenagers were randomly selected and the groups were divided depending on individual aspects and potential that could be identified among the students.

The students were however, drawn from different potential and not the same memory capabilities as could be adjudged from individual test scores from the past. The teenagers were from the age of 15 to 19years and included specific resistance regimen that was unique to every group.

Research design and procedure

The objective of this study is to discover how exercise improves memory within adolescents. The test was to be conducted and delivered to the teenagers who were between 15 and 19years to draw the results and make inferences after highlighting the differences between the groups.

The tests were therefore separated into two different groups that had similar qualities and potential to make a sound research that was not biased and did not have a huge gap in terms of the results that were identified. Since there are different methods of exercise that have different results the research was conducted through the use of two different approaches and models of test methods. The research used an aerobic exercise model and a specific resistance

regimen that were tested to identify the results of the different models. Eight students from the group were taken through the resistance regimen that included 5 repetitions of 30 second plank, with 15lb each arm for 15times with 5repetitions then 20lb dumbbell swing with 16arm rotation in a 3 repetition exercise. This was mainly looking to test the strength and fortitude of the students since they were being taken through a hard and involving task. After the exercise the results were recorded and individual attributes and strengths that were identifiable from the results were compiled on a daily and weekly basis to draw a comparison.

This gave a chance for all the students in the group to be measured and the average scores for their tests on a daily and weekly basis were drawn for comparisons. The other group was taken through a different method that was differentiated through the use of an individual model that was identifiable through an aerobics system. The aerobics exercise included 3repetitions of 5minute warm up jog then a 50 second sprint with a 90second cool down around a 400-meter track. The methods were differentiated to draw different results that would later be used in identifying exercise as an important method of improving memory but also assess the best method that could draw the best results from individual exercises. The students were required to have a test before and after the exercise to determine the effects of the exercise in influencing the memory capability of an individual.

Ethical consideration

The students who engaged in this study had the consent of their parents and guardians to participate in the study. The consent forms

that they took home to their parents had a consent segment that informed the parents the name of the researcher, the institution of the researcher, the duration of the research and the nature of the research, the parents had the option not to consent. The local authorities were informed of the study, and they permitted the researcher to conduct the study under their jurisdiction as long as the study was professional and ethical. The school administration was informed of the study and its intentions, and the desire of the researcher to use their facility and students and they approved the request. The names of the participants of this study will not be published in this research or any other article related to the research findings. The findings of this research will be purely for the intended objective of the research that is to assess the impact of exercise on the memory of adolescent.

Any personal information of the participant that the research had access to will be discarded safely to ensure the privacy of the participants, and during the research information that was personal was kept safe and securely in incorruptible devices.

Results

There was a marked difference between the two groups with the group that was taking the specific training regimen scoring lower than the other group. The two groups however showed a marked improvement in their test scores after they had the exercise. There was a major difference in the approach that was used and all the models that were used identified a specific difference since some students scored higher than expected due to the exercises.

The daily and weekly results were also different with

the students scoring higher in the weekly results in comparison to the daily results that could be identified. The exercises were identified to improve the output of individuals within the research in the long-run if the students continued with the models that were used. It is important to reiterate that there was a huge difference between the specific training model and the aerobics training model since they were differentiated by the work input into the different systems.

Discussion of results

The results indicate that exercise is generally good for memory, which is in accordance with the literature from the scholarly articles and research that are analyzed in the paper. From the results on figure 1.1 all the participants have shown an extent of gradual improvement in their recognition tests during the four-week period of the study.

Group A that participated in aerobic activity has shown a tremendous extent of improvement in through the four weeks, in the first week of study they scored an average of 5.1, the second week 5.8, the third week 6.9 and the fourth week 8.2. Group B that participated in resistance activity has shown an extent of improvement, during the first week of the study they scored an average of 5.0, the second week they scored 5.4, the third week they scored an average of 6.3, and scored an average of 7.1 on the fourth week. Group C that participated in coordination and stability exercises also showed improvement in the recognition test, though not as much as A. in the first-week group C scored 5, in the second week 5.25, in the third week 5.75 and 6 in the final week.

Group

D that participated in the study but never participated in any form of physical exercise did not show much improvement in memory. In the first-week group D scored 5, in the second week they scored 5.1, in the third scored 5.2 and in the final week scored 5.3. Group D merge improvement in performance can be attributed to the daily recognition testing, the brain like any tissue improves in performance if exercised, even though this group did not engage in physical exercise, recognition testing was a mental exercise and over time their brain was getting conditioned and their scores improving (Nichol, Camaclang ; Cotman, 2009; Smith ; Robinson, 15) The performance of group A, B and C clearly indicate that exercise improves memory in the adolescent. The question that we ask ourselves now is, how does exercise improve memory? There are numerous perspectives to which the question can be answered. Exercise increases the pulse rate of an individual that increases blood flow and oxygenation of the entire body cells which is inclusive of brain cells, healthier brain cells is results into better memory (Yaffe et al., 2001; Winter et al, 2007; Weske et al., 2004; Szivak et al., 2013). It can also be said that exercise improves an individual mood, prevents stress, diabetes, anxiety and obesity that are factors that if left unchecked can result into poor memory (Cassilhas,2012; Fernandes et al., 13).

Exercise is also a physical stressor, and when individuals are under stress, the brain produces cortisol that aids in the transmission of glutamate improving cognitive function and memory (Vosse et al., 2010). Exercise also promotes the growth of medial temporal cortex, and prefrontal

cortex the regions of the brain that are responsible for memory and thinking. Exercise also promotes the growth of hippocampal neuron that are critical in memory and thinking (Smith ; Robinson, 15). Exercise increases the secretion of Brain Derived Neurotropic Factor, which promotes rejuvenation of brain matter and optimal brain functioning (Kokalas, 2004). On the question of does, aerobic exercise has an effect on memory, the findings of group A show that aerobic exercise is the most efficient in improving memory. This is attributed to the nature of aerobic exercise being oxygen intensive in nature, among the other benefits of exercise on the brain.

Aerobic exercise also requires an extent of coordination and rhythm that engages the brain (Katz ; Rubin, 1999). With high amounts of oxygen reaching the brain and the rhythm created by aerobic exercise, aerobic exercise is better at improving memory due to the stressors it causes the brain and nourishment and aeration that comes along with it (Smith ; Robinson, 2015). So how then does resistance training affect memory, resistance exercise does not send so much air to the brain however it acts as a physical stressor. When lifting weights, the brain secretes cortisol while the body also secretes hormones (Ambrose et al., 2012).

Some of the hormones that are secreted by both the brain and the body promote the retention of memory which explains the gradual improvement of memory by group B. What is the effect of stabilization and coordination exercises on memory? Stabilization and coordination exercises do not cause a lot of physical stress neither do they increase the level of oxygen reaching the brain, but they have the therapeutic effect

of exercise. Like other exercises the improve mood, relieve stress, improve sleep and rejuvenate the mind. Stress, lack of sleep and foul mood are known to inhibit the growth of memory (Godman, 2014), and since Stabilization and coordination exercise counters these effects Group C registered some improvement in memory. Therefore, the most efficient exercises in improving memory are aerobic exercises.

If wondering specifically what sort of aerobic exercise, the most common are jogging and cycling, however, that does not restrict them as the only efficient exercises in improving memory, as long as you participate in any aerobic exercise that has rhythm and increases your pulse then your memory is already improving.

Situating back discovery into the field

Similar studies on humans and rodents have indicated that exercise improves memory and prevents the onset of cognitive impairment. Exercise has shown to increase the hippocampus, and hippocampal neuron and promote the brain secretion of cordial, and keep the brain aerated and nourished (Nasse et al., 2003). Based on the findings of this study it is apparent that any form of exercise impacts the brain positively due to the therapeutic effects of exercise, however, aerobic exercise is the most efficient because it does not only act as a physical stressor, it keeps the brain engaged in the rhythm created by the exercise, and ensures oxygen and nutrients reach the brain.

Implication

The findings of this study indicate that exercise particularly aerobic exercise is very efficient in improving the memory of adolescents.

Moreover, from previous studies as the frequency of performing aerobic exercises increases so does the memory improve. Exercise has also proved to be efficient in preventing or delaying the

onset of cognitive impairments. Following such extensive research and studies on the benefits of exercise, it is in the best interest of the public to embrace exercise as part of their lifestyle, and public policy makers and educators to include exercise in the education curriculum.

Future research

Most of the research conducted on the effects of exercise on the brain have mostly been focused towards aerobic exercise with little emphasis on the effect of resistance exercise on memory.

There is very limited information on how the brain responds to resistance exercise and the impact it has on memory. Given that resistance training is more popular among the adolescent and young adults, adequate research in this field will be very beneficial to the young segment of the population since it may open discoveries on how individuals can tailor their resistance exercise to reap more than just physical gains but also some mental gains.

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