The Effects of Exercise on Selected Classroom Behaviors of Behaviorally Disordered Adolescents

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Abstract
This study was an attempt to determine the effect of physical activity on the classroom behavior of behaviorally disordered adolescents. A review of the literature suggested a long held belief that vigorous exercise is related to improved behavior and emotional status. Jogging and outdoor reading sessions were participated in by 6 behaviorally disordered sixth, seventh, and eighth graders; 3 of these subjects also engaged in winning and losing football contests. Dependent measures included teacher ratings, the rate and number of talk-outs, and percentage of problems completed per class session. An examination of the data indicated that a decrease in talk-outs and increase in teacher ratings and problems completed were associated with vigorous exercise. The results of this investigation suggest that physical activity may be valuable therapeutic technique to use with behaviorally disordered youth.

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