So, while our bodies may be adapted to constant exercise, our brains have in many ways adapted to avoid it. And we’ve built a world for ourselves where avoiding physical activity is a viable option.
Thankfully, the human brain is a terrifyingly complex organ, so has a few tricks up its metaphorical sleeve. Most obviously, it isn’t ruled by its more primitive, immediate instincts and drives. While many species’ thought processes are limited to ‘Food, eat it!’, ‘Danger, run!’, ‘Pain, avoid!’, we’ve evolved beyond that. Source: Science Focus BBC. Dean Burnett Published: January 20, 2024 at 10:00 am
Standards:
- H-LS2.1.c (Grades 6-8): Develop and implement a personal plan for increasing physical activity and reducing sedentary behavior.
- CCSS.ELA-LITERACY.SL.6.1 (Grades 6-8): Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and evidence.
Learning Objectives:
- Students will understand the evolutionary basis for humans’ unique adaptations f
- Students will learn about the brain’s “effort-reward” system and how it influences exercise behavior.
- Students will identify strategies to overcome the brain’s resistance to exercise and develop a personal plan for increasing physical activity.
Warm-up
- Engage students in a brief discussion about the importance of exercise and its benefits for physical and mental health.
- Ask students to share their own experiences with exercise, including challenges they may have faced in maintaining a regular exercise routine.
Reading and Discussion
- Have students read the article individually or in small groups. Encourage them to highlight or note down key points or anything they find interesting or surprising.
- Discuss the article as a class. Some guiding questions could be:
- Why are humans uniquely adapted for long-distance running?
- How does the brain calculate the effort required for actions?
- Why might the brain resist regular exercise?
- How can understanding this help us overcome resistance to exercise?
- Divide students into groups and have each group create a presentation on strategies to overcome the brain’s resistance to exercise, using information from the article.
Presentation
- Have each group present their strategies. After each presentation, facilitate a brief discussion and ask other students to provide feedback.
Wrap-up
- Summarize the key points from the lesson. Discuss how students can apply what they’ve learned to their own lives.
- Do one of more or these.
Essay questions
1: Discuss the evolutionary basis for humans’ unique adaptations for long-distance running. How does our evolutionary history explain our tendency to resist regular exercise? Explain how our modern lifestyle can exacerbate this resistance.
2: Outline the brain’s “effort-reward” system and how it influences exercise behavior. Describe how this system can lead to exercise resistance. Propose strategies for overcoming exercise resistance by manipulating the brain’s reward system.
3: Identify and discuss various strategies for overcoming exercise resistance. Explain how each strategy works and provide examples of how it can be implemented. Evaluate the effectiveness of each strategy and suggest additional considerations for selecting and implementing an effective exercise plan.