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dc.contributor.authorDorson, Noah Micah
dc.date.accessioned2016-09-19T17:28:10Z
dc.date.available2016-09-19T17:28:10Z
dc.date.issued2011-07-11
dc.identifier.urihttp://hdl.handle.net/20.500.11803/477
dc.description.abstractThe growing demands of uniform assessments and social stress placed upon young individuals now compels educators to investigate the extent physical exercise helps and/or hinders student achievement and emotional well-being. This critical review of the literature examines theorists and studies that link physical fitness with academic achievement and emotional health. Results suggest that physical activity has the potential to positively impact student achievement and emotional development on a collective scale. However, research also indicates that students struggling with eating disorders or body dysmorphic disorder (BDD) do not benefit from physical exercise, but on contrary, deteriorate physically, cognitively, and emotionally as a result of over-exercise. Thus, it can be concluded that without linking physical activity to intrapersonal and interpersonal development, educators risk providing students with incomplete skills to manage academic and emotional challenges.en_US
dc.language.isoenen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectStudent exerciseen_US
dc.subjectAcademic achievementen_US
dc.titleBenefits and Dangers of Exercise to Student Achievementen_US
dc.typeThesisen_US
thesis.degree.disciplineTeachingen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster in Teachingen_US
cityu.schoolAlbright School of Educationen_US
cityu.siteSeattleen_US
cityu.site.countryUnited Statesen_US


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Attribution-NonCommercial-NoDerivs 3.0 United States