ABSTRACT
Education is about enhancing learning, and neuroscience is about understanding the mental processes involved in learning. This common ground suggests a future in which educational practice can be transformed by science, just as medical practice was transformed by science about a century ago. Most teachers consider knowledge of the brain is important when developing their practice and, given the brain’s central role in learning, this belief appears justified. Educational kinesiology draws on ideas about perceptual-motor training, that is. That learning problems arise from inefficient integration of visual, auditory and motor skills. There is an emerging body of multidisciplinary research showing the beneficial effect of aerobic exercise on selective aspects of brain function, and some of these aspects happen to be particularly important for education. Effective teachers tend to employ ‘good’ practices that have, in general terms, been identified by educational researchers as effective.
