DOI: 10.14704/nq.2018.16.5.1298

Brain Science and Physical Education-to Promote Harmonious Development of Students with Combination of Left and Right Brain in Physical Education

Wei Guo


This article expounds the current positive relationship between brain science and sports in many aspects. Proper aerobic training can optimize the brain structure, improve the brain function, and enhance the concentration and execution ability of the students, and ultimately to promote the development of the learning ability of the brain. Based on the rope skipping exercise experiment, this paper verifies the contralateral control of the brain to limb movement, and probes into the importance of the simultaneous participation of the left and right brain in sports to improve the coordinated development of the students. To a certain extent, the research results of this paper provide evidence for the positive relationship between brain science and limb movement, and emphasize the importance of the coordination of the right and left limbs in sports training for the coordinated development of students.


Left and Right Brain, Physical Education, Level of Emotional Cognition, EEG

Full Text:



Du X, Zhu Y, Peng Z, Cui Y, Zhang Q, Shi Z, Guan Y, Sha X, Shen T, Yang Y, Li X. High concentrations of fatty acids and β-hydroxybutyrate impair the growth hormone-mediated hepatic JAK2-STAT5 pathway in clinically ketotic cows. Journal of Dairy Science 2018; 101(4): 3476-87.

Du X, Shi Z, Peng Z, Zhao C, Zhang Y, Wang Z, Li X, Liu G, Li X. Acetoacetate induces hepatocytes apoptosis by the ROS‐mediated MAPKs pathway in ketotic cows. Journal of Cellular Physiology 2017; 232(12): 3296-308.

Dufresne RJ, Gerace WJ, Leonard WJ, Beatty, I. Assessing-To-Learn: Reflective formative assessment using a classroom communication system. In Pathways to change: An international conference on transforming math and science education in the K-16 continuum, Arlington, Virginia 2002.

Gil-Perez D, Dumas-CarréA, Caillot M, Martinez-Torregrosa J. Paper and pencil problem solving in the physical sciences as a research activity. Studies in Science Education 1990; 18(1): 137-51.

Hofstein A, Lunetta VN. The laboratory in science education: Foundations for the twenty‐first century. Science Education 2004; 88(1): 28-54.

Keogh B, Naylor S, Wilson C. Concept Cartoons: A New Perspective on Physics Education. Physics Education 1998; 33(4): 219-24.

Leonard WJ, Gerace WJ, Dufresne RJ. Concept-based problem solving: Making concepts the language of physics. University of Massachusetts Physics Education Research Group Technical Report 1999.

Mestre JP. Implications of research on learning for the education of prospective science and physics teachers. Physics Education 2001; 36(1): 44-51.

McDermott LC, Shaffer PS, Constantino CP. Preparing teachers to teach physics and physical science by inquiry. Physics Education 2000; 35(6): 411-411.

Redish EF. A theoretical framework for physics education research: Modeling student thinking. arXiv preprint physics/0411149. 2004.

Springer SP, Deutsch G. Left brain, right brain: Perspectives from cognitive neuroscience. WH Freeman/Times Books/Henry Holt & Co, 1998.

Stein FM. Re-preparing the secondary physics teacher. Physics Education 2001; 36(1): 52.

Supporting Agencies

| NeuroScience + QuantumPhysics> NeuroQuantology :: Copyright 2001-2019