User:Pedro.torres26/Neurobiological effects of physical exercise: Difference between revisions
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| ⚫ | The neurobiological effects of physical exercises on brain structure, function, and cognition are innumerable. Several research has shown that that consistent exercise, can improve certain cognitive functions, healthy alterations in [[gene expression]] in the brain, and beneficial forms of [[neuroplasticity]] and [[Behavioral plasticity|behavioural plasticity]] <ref>{{Cite journal|last=Altmann|first=Lori J. P.|last2=Stegemöller|first2=Elizabeth|last3=Hazamy|first3=Audrey A.|last4=Wilson|first4=Jonathan P.|last5=Bowers|first5=Dawn|last6=Okun|first6=Michael S.|last7=Hass|first7=Chris J.|date=2016/10|title=Aerobic Exercise Improves Mood, Cognition, and Language Function in Parkinson’s Disease: Results of a Controlled Study|url=https://www.cambridge.org/core/journals/journal-of-the-international-neuropsychological-society/article/aerobic-exercise-improves-mood-cognition-and-language-function-in-parkinsons-disease-results-of-a-controlled-study/11FA0506E77649C685995FDC62761040|journal=Journal of the International Neuropsychological Society|language=en|volume=22|issue=9|pages=878–889|doi=10.1017/S135561771600076X|issn=1355-6177}}</ref>. Exercise can also have some long-term effects, some of this are: increased neurone growth, increased neurobiological activity, improved stress coping, enhanced [[Cognitive control of behavior|cognitive control of behaviour]], improve declarative, spatial, and working memory, and structural and functional improvements in brain structures and pathways associated with cognitive control and memory.<ref>{{Cite journal|last=Saraulli|first=Daniele|last2=Costanzi|first2=Marco|last3=Mastrorilli|first3=Valentina|last4=Farioli-Vecchioli|first4=Stefano|date=2017-5|title=The Long Run: Neuroprotective Effects of Physical Exercise on Adult Neurogenesis from Youth to Old Age|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5543673/|journal=Current Neuropharmacology|volume=15|issue=4|pages=519–533|doi=10.2174/1570159X14666160412150223|issn=1570-159X|pmc=5543673|pmid=27000776}}</ref> The effects of exercise on cognition have important implications for improving [[academic performance]] in children and college students, improving adult productivity, preserving [[cognitive function]] in old age, preventing or treating certain [[Neurological disorder|neurological disorders]], and improving overall [[quality of life]]. |
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| ⚫ | The neurobiological effects of physical exercises on brain structure, function, and cognition are innumerable. |
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My draft: |
My draft: |
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Children who do aerobic exercises are shown to promote their Executive Function which is responsible for better cognition and behaviours. A research made by Sibley and Etnier in 2003, they performed a meta-analysis that looked at the relationship between physical activity and cognitive performance in children. They reported a beneficial relationship in the categories of perceptual skills, intelligence quotient, achievement, verbal tests, mathematic tests, developmental level/academic readiness and other, with the exception of memory, that was found to be unrelated to physical activity. The correlation was strongest for the age ranges of 4–7 and 11–13 years. On the other hand, Chaddock and colleagues (2011) found results that contrasted Sibley and Etnier's meta-analysis. In their study, the hypothesis was that lower-fit children would perform poorly in executive control of memory and have smaller hippocampal volumes compared to higher-fit children. Instead of physical activity being unrelated to memory in children between 4 and 18 years of age, it may be that preadolescents of higher fitness have larger hippocampal volumes, than preadolescents of lower fitness. According to a previous study done by Chaddock and colleagues (Chaddock ''et al.'' 2010), a larger hippocampal volume would result in better executive control of memory. They concluded that hippocampal volume was positively associated with performance on relational memory tasks. Their findings are the first to indicate that aerobic fitness may relate to the structure and function of the preadolescent human brain. In Best’s (2010) meta-analysis of the effect of activity on children’s executive function, there are two distinct experimental designs used to assess aerobic exercise on cognition. The first is chronic exercise, in which children are randomly assigned to a schedule of aerobic exercise over several weeks and later assessed at the end. The second is acute exercise, which examines the immediate changes in cognitive functioning after each session. The results of both suggest that aerobic exercise may briefly aid children’s executive function and also influence more lasting improvements to executive function. Other studies have suggested that exercise is unrelated to academic performance, perhaps due to the parameters used to determine exactly what academic achievement is. This area of study has been a focus for education boards that make decisions on whether physical education should be implemented in the school curriculum, how much time should be dedicated to physical education, and its impact on other academic subjects. |
Children who do aerobic exercises are shown to promote their Executive Function which is responsible for better cognition and behaviours.<ref>{{Cite journal|last=Best|first=John R.|date=2010-12|title=Effects of Physical Activity on Children’s Executive Function: Contributions of Experimental Research on Aerobic Exercise|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3147174/|journal=Developmental review : DR|volume=30|issue=4|pages=331–551|issn=0273-2297|pmc=3147174|pmid=21818169}}</ref><ref>{{Cite web|title=(PDF) The Relationship between Physical Activity and Cognition in Children: A Meta-Analysis|url=https://www.researchgate.net/publication/235913924_The_Relationship_between_Physical_Activity_and_Cognition_in_Children_A_Meta-Analysis|access-date=2020-11-13|website=ResearchGate|language=en}}</ref>A research made by Sibley and Etnier in 2003, they performed a meta-analysis that looked at the relationship between physical activity and cognitive performance in children<ref>{{Cite journal|last=Sibley|first=Benjamin A.|last2=Etnier|first2=Jennifer L.|date=2003-08|title=The Relationship between Physical Activity and Cognition in Children: A Meta-Analysis|url=http://dx.doi.org/10.1123/pes.15.3.243|journal=Pediatric Exercise Science|volume=15|issue=3|pages=243–256|doi=10.1123/pes.15.3.243|issn=0899-8493}}</ref>. They reported a beneficial relationship in the categories of perceptual skills, intelligence quotient, achievement, verbal tests, mathematic tests, developmental level/academic readiness and other, with the exception of memory, that was found to be unrelated to physical activity. The correlation was strongest for the age ranges of 4–7 and 11–13 years. On the other hand, Chaddock and colleagues (2011) found results that contrasted Sibley and Etnier's meta-analysis. In their study, the hypothesis was that lower-fit children would perform poorly in executive control of memory and have smaller hippocampal volumes compared to higher-fit children. Instead of physical activity being unrelated to memory in children between 4 and 18 years of age, it may be that preadolescents of higher fitness have larger hippocampal volumes, than preadolescents of lower fitness. According to a previous study done by Chaddock and colleagues (Chaddock ''et al.'' 2010), a larger hippocampal volume would result in better executive control of memory. They concluded that hippocampal volume was positively associated with performance on relational memory tasks. Their findings are the first to indicate that aerobic fitness may relate to the structure and function of the preadolescent human brain. In Best’s (2010) meta-analysis of the effect of activity on children’s executive function, there are two distinct experimental designs used to assess aerobic exercise on cognition. The first is chronic exercise, in which children are randomly assigned to a schedule of aerobic exercise over several weeks and later assessed at the end. The second is acute exercise, which examines the immediate changes in cognitive functioning after each session. The results of both suggest that aerobic exercise may briefly aid children’s executive function and also influence more lasting improvements to executive function. Other studies have suggested that exercise is unrelated to academic performance, perhaps due to the parameters used to determine exactly what academic achievement is. This area of study has been a focus for education boards that make decisions on whether physical education should be implemented in the school curriculum, how much time should be dedicated to physical education, and its impact on other academic subjects. |
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A brain cancer or tumor occurs when a mass or an abnormal cell forms in the brain. This cancer can be benign (not cancerous), and malign (cancerous). There are different types of brain cancer, this are: |
A brain cancer or tumor occurs when a mass or an abnormal cell forms in the brain. This cancer can be benign (not cancerous), and malign (cancerous). There are different types of brain cancer, this are: |
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# Acoustic neuroma |
# [[Vestibular schwannoma|Acoustic neuroma]] |
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# Astrocytoma |
# [[Astrocytoma]] |
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# Brain metastases |
# [[Brain metastasis|Brain metastases]] |
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# Choroid plexus carcinoma |
# [[Choroid plexus carcinoma]] |
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# Craniopharyngioma |
# [[Craniopharyngioma]] |
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# Embryonal tumors |
# [[Embryoma|Embryonal tumors]] |
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# Ependymoma |
# [[Ependymoma]] |
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# Glioblastoma |
# [[Glioblastoma]] |
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# Glioma |
# [[Glioma]] |
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# Medulloblastoma |
# [[Medulloblastoma]] |
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# Meningioma |
# [[Meningioma]] |
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# Oligodendroglioma |
# [[Oligodendroglioma]] |
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# Pediatric brain tumors |
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# [[Pinealoblastoma|Pineoblastoma]] |
# [[Pinealoblastoma|Pineoblastoma]] |
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# [[Pituitary adenoma|Pituitary tumors]] |
# [[Pituitary adenoma|Pituitary tumors]] |
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During the diagnosis of this cancer, patients are affected physically, cognitively and emotionally provoking changes in their life. Some research has shown that exercise can help reduce the side effects presented |
During the diagnosis of this cancer, patients are affected physically, cognitively and emotionally provoking changes in their life. When patients are diagnosed with brain cancer, commonly they suffer from depression and fatigue<ref>{{Cite web|title=The benefits of exercise when living with a brain tumour {{!}} The Brain Tumour Charity|url=https://www.thebraintumourcharity.org/living-with-a-brain-tumour/health-fitness/benefits-of-exercise/|access-date=2020-11-13|website=www.thebraintumourcharity.org|language=en}}</ref>. Some research has shown that exercise can help reduce the side effects presented during diagnosis. After treatment, patients suffer from fatigue and a way to reduce it is by doing cardiovascular or aerobic exercises. On the other side, exercise has been demonstrated to make people feel better. This occurs because while exercising, it increases [[endorphins]], [[dopamine]], [[adrenaline]] and [[Endocannabinoid system|endocannabinoid]], which all are brain chemicals associated with feeling happy, confident, capable, less anxiety and stress, and also less physical pain. |
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== References == |
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Different types of exercises, can help the patient recover what they lost during treatment; some of this are: fatigue, which can be enhance by doing cardiovascular exercises, strength and bone strcutre |
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https://europepmc.org/article/med/9651240 |
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Revision as of 01:42, 13 November 2020
The neurobiological effects of physical exercises on brain structure, function, and cognition are innumerable. Several research has shown that that consistent exercise, can improve certain cognitive functions, healthy alterations in gene expression in the brain, and beneficial forms of neuroplasticity and behavioural plasticity [1]. Exercise can also have some long-term effects, some of this are: increased neurone growth, increased neurobiological activity, improved stress coping, enhanced cognitive control of behaviour, improve declarative, spatial, and working memory, and structural and functional improvements in brain structures and pathways associated with cognitive control and memory.[2] The effects of exercise on cognition have important implications for improving academic performance in children and college students, improving adult productivity, preserving cognitive function in old age, preventing or treating certain neurological disorders, and improving overall quality of life.
Effects in childrens:
My draft:
Children who do aerobic exercises are shown to promote their Executive Function which is responsible for better cognition and behaviours.[3][4]A research made by Sibley and Etnier in 2003, they performed a meta-analysis that looked at the relationship between physical activity and cognitive performance in children[5]. They reported a beneficial relationship in the categories of perceptual skills, intelligence quotient, achievement, verbal tests, mathematic tests, developmental level/academic readiness and other, with the exception of memory, that was found to be unrelated to physical activity. The correlation was strongest for the age ranges of 4–7 and 11–13 years. On the other hand, Chaddock and colleagues (2011) found results that contrasted Sibley and Etnier's meta-analysis. In their study, the hypothesis was that lower-fit children would perform poorly in executive control of memory and have smaller hippocampal volumes compared to higher-fit children. Instead of physical activity being unrelated to memory in children between 4 and 18 years of age, it may be that preadolescents of higher fitness have larger hippocampal volumes, than preadolescents of lower fitness. According to a previous study done by Chaddock and colleagues (Chaddock et al. 2010), a larger hippocampal volume would result in better executive control of memory. They concluded that hippocampal volume was positively associated with performance on relational memory tasks. Their findings are the first to indicate that aerobic fitness may relate to the structure and function of the preadolescent human brain. In Best’s (2010) meta-analysis of the effect of activity on children’s executive function, there are two distinct experimental designs used to assess aerobic exercise on cognition. The first is chronic exercise, in which children are randomly assigned to a schedule of aerobic exercise over several weeks and later assessed at the end. The second is acute exercise, which examines the immediate changes in cognitive functioning after each session. The results of both suggest that aerobic exercise may briefly aid children’s executive function and also influence more lasting improvements to executive function. Other studies have suggested that exercise is unrelated to academic performance, perhaps due to the parameters used to determine exactly what academic achievement is. This area of study has been a focus for education boards that make decisions on whether physical education should be implemented in the school curriculum, how much time should be dedicated to physical education, and its impact on other academic subjects.
Brain Cancer
A brain cancer or tumor occurs when a mass or an abnormal cell forms in the brain. This cancer can be benign (not cancerous), and malign (cancerous). There are different types of brain cancer, this are:
- Acoustic neuroma
- Astrocytoma
- Brain metastases
- Choroid plexus carcinoma
- Craniopharyngioma
- Embryonal tumors
- Ependymoma
- Glioblastoma
- Glioma
- Medulloblastoma
- Meningioma
- Oligodendroglioma
- Pineoblastoma
- Pituitary tumors
During the diagnosis of this cancer, patients are affected physically, cognitively and emotionally provoking changes in their life. When patients are diagnosed with brain cancer, commonly they suffer from depression and fatigue[6]. Some research has shown that exercise can help reduce the side effects presented during diagnosis. After treatment, patients suffer from fatigue and a way to reduce it is by doing cardiovascular or aerobic exercises. On the other side, exercise has been demonstrated to make people feel better. This occurs because while exercising, it increases endorphins, dopamine, adrenaline and endocannabinoid, which all are brain chemicals associated with feeling happy, confident, capable, less anxiety and stress, and also less physical pain.
References
https://europepmc.org/article/med/9651240
- ^ Altmann, Lori J. P.; Stegemöller, Elizabeth; Hazamy, Audrey A.; Wilson, Jonathan P.; Bowers, Dawn; Okun, Michael S.; Hass, Chris J. (2016/10). "Aerobic Exercise Improves Mood, Cognition, and Language Function in Parkinson's Disease: Results of a Controlled Study". Journal of the International Neuropsychological Society. 22 (9): 878–889. doi:10.1017/S135561771600076X. ISSN 1355-6177.
{{cite journal}}: Check date values in:|date=(help) - ^ Saraulli, Daniele; Costanzi, Marco; Mastrorilli, Valentina; Farioli-Vecchioli, Stefano (2017-5). "The Long Run: Neuroprotective Effects of Physical Exercise on Adult Neurogenesis from Youth to Old Age". Current Neuropharmacology. 15 (4): 519–533. doi:10.2174/1570159X14666160412150223. ISSN 1570-159X. PMC 5543673. PMID 27000776.
{{cite journal}}: Check date values in:|date=(help) - ^ Best, John R. (2010-12). "Effects of Physical Activity on Children's Executive Function: Contributions of Experimental Research on Aerobic Exercise". Developmental review : DR. 30 (4): 331–551. ISSN 0273-2297. PMC 3147174. PMID 21818169.
{{cite journal}}: Check date values in:|date=(help) - ^ "(PDF) The Relationship between Physical Activity and Cognition in Children: A Meta-Analysis". ResearchGate. Retrieved 2020-11-13.
- ^ Sibley, Benjamin A.; Etnier, Jennifer L. (2003-08). "The Relationship between Physical Activity and Cognition in Children: A Meta-Analysis". Pediatric Exercise Science. 15 (3): 243–256. doi:10.1123/pes.15.3.243. ISSN 0899-8493.
{{cite journal}}: Check date values in:|date=(help) - ^ "The benefits of exercise when living with a brain tumour | The Brain Tumour Charity". www.thebraintumourcharity.org. Retrieved 2020-11-13.