The Effects of Aerobic Activity on Brain Structure

Adam G Thomas,Peter A Bandettini,Heidi Johansen-Berg,Andrea Dennis

doi:10.3389/fpsyg.2012.00086

Abstract

Aerobic activity is a powerful stimulus for improving mental health and for generating structural changes in the brain. We review the literature documenting these structural changes and explore exactly where in the brain these changes occur as well as the underlying substrates of the changes including neural, glial, and vasculature components. Aerobic activity has been shown to produce different types of changes in the brain. The presence of novel experiences or learning is an especially important component in how these changes are manifest. We also discuss the distinct time courses of structural brain changes with both aerobic activity and learning as well as how these effects might differ in diseased and elderly groups.

Highlights

The effects of aerobic activity on brain structureReviewed by: Karen Zentgraf, University of Muenster, Germany Keith Lohse, University of Colorado at Boulder, USA
The benefits of exercise and physical fitness on mental health and cognitive performance are well documented
Animal studies have demonstrated that exercise or physical activity produces very specific changes in the brain that are distinct from those produced by learning or novel experiences (Black et al, 1990)

Summary

The effects of aerobic activity on brain structure

Reviewed by: Karen Zentgraf, University of Muenster, Germany Keith Lohse, University of Colorado at Boulder, USA. Aerobic activity is a powerful stimulus for improving mental health and for generating structural changes in the brain. We review the literature documenting these structural changes and explore exactly where in the brain these changes occur as well as the underlying substrates of the changes including neural, glial, and vasculature components. Aerobic activity has been shown to produce different types of changes in the brain. The presence of novel experiences or learning is an especially important component in how these changes are manifest. We discuss the distinct time courses of structural brain changes with both aerobic activity and learning as well as how these effects might differ in diseased and elderly groups

INTRODUCTION

Findings

CONCLUSION