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We’ve recognized since time immemorial that regular physical activity can avert and address a wide array of mental and physical ailments. Yet nowadays, exercise does not play a pivotal role in contemporary health-care frameworks. Why is that? This intriguing question fuels MIT’s course STS.041/PE&W.0537 (Exercise is Medicine: From Ancient Civilizations to Modern Healthcare Systems) — a partnership between the MIT Program in Science, Technology, and Society (STS) and the Department of Athletics, Physical Education, and Recreation (DAPER).
Going beyond MIT’s tradition of experiential learning, Exercise is Medicine (EIM) provides full-body immersive education, merging readings, lectures, and physical engagement at the Zesiger Center and MIT’s athletic fields. Students explore themes such as obstacles to exercise, social isolation as a public health concern, and societal determinants of health through partner acrobatics, broomball, and sailing. During the midterm period, they contemplate the mental health ramifications of various activities, including meditation and pickleball. They also gain insights into the principles of traditional Chinese medicine via Qigong.
Co-instructed by professors Jennifer Light and Carrie Moore, in collaboration with additional DAPER instructors, EIM was first introduced in spring 2024 for 20 undergraduates. Students from all disciplines are encouraged to join — the subsequent offering quickly filled, expanding to 40 students, accompanied by a long waitlist.
Exercise is Medicine is one of three courses that Light and Moore co-provide as a segment of the MIT Project on Embodied Education, initiated in 2022. Professor Light was enthusiastic about creating an academic course where students spend at least 50 percent of their learning time engaged in physical activities that reinforced the academic goals she was presenting.
“I was developing a novel research initiative on ancient wisdom and contemporary science regarding movement and learning, and sought to create courses that implemented this approach. Through Anthony Grant, athletic director and DAPER head, I connected with Carrie. We are enjoying our collaboration immensely; one course swiftly turned into two, and now three,” states Light.
Courses on the history of medicine and health care systems have long been fundamental to the STS program. In EIM, students engage with MIT Chief Health Officer Cecelia Stuopis, who provides insights into the role of exercise in health care throughout the Institute’s history. Conversations also address the economic factors that might influence ideas and innovations emerging from STEM fields.
The collaboration with DAPER enhances students’ grasp of the readings and discussions, and Light hopes it encourages them to discover methods to incorporate movement into their lives after the course concludes. Moore adds, “This course enables students to reflect on how movement affects their cognition — noticing improvements in motivation, mood, attention, and community, alongside enhanced information retention by engaging more areas of the brain.”
“DAPER instructors possess an incredible ability to make a wide range of physical activities accessible to beginners, allowing students to leave the course with an appreciation for new pursuits they can embrace while on campus or as they transition into the broader world,” remarks Light.
Nathan Kim, a senior majoring in Course 15 (Management), states, “When I reflect on my MIT education, I primarily consider problem sets and exam preparation. Learning is often perceived as a cognitive output and performance. Even in hands-on classes, there’s minimal focus on the body’s role in understanding. However, this course shattered that perception. Rather than treating the body as separate from the mind, it regarded it as a vital partner in learning.”
“I appreciate that this class challenges both students’ minds and bodies simultaneously. They have the opportunity to engage with serious academic material, explore various new physical activities, all within a framework designed to make their learning personally relevant throughout their college experience and beyond. The realization that their bodies serve not just to transport their heads around campus — but can also be instruments for academic learning — is an awakening for nearly everyone in the class,” Light observes.
Emily Zhou, a senior studying computer science and engineering, adds, “After learning about team sports’ influence on reducing loneliness and enhancing mental health, I didn’t expect the connection to resonate so immediately. Yet, the moment I was slipping and tumbling on the ice [while playing broomball] with teammates, some of whom I had never met before, it struck me. As we devised strategies and celebrated together every time we scored, I gained a deeper comprehension of the readings, and why collaborative physical activities forge meaningful bonds. I could genuinely sense how community evolves differently when I’m entrusting others with my physical self.”
“It’s a distinctive and enriching opportunity for students to incorporate experiential learning into the course. Not only does it foster shared memories of something special that we hope will last a lifetime, but it’s also immensely enjoyable. It liberates their minds from to-do lists and other tasks, providing them with extra vitality throughout the day. Their minds may be weary at day’s end, but not their bodies,” asserts Moore.
The class also satisfies MIT’s General Institute Requirements. Students completing the course successfully earn HASS credit and two points in Physical Education and Wellness.
Earlier this year, Light and Moore shared findings from their ongoing course collaborations at the National Association for Kinesiology in Higher Education conference. The duo showcased how they intertwined the academic aspect of MIT with the activity sector of campus, hoping to motivate others to pursue a similar path. They’re also striving to assist other MIT educators in bridging the two realms of Massachusetts Avenue.
“Professor Light and I have forged a synergy of what education could encompass,” states Moore. “The model we’ve developed thrives at MIT and is well-received by our students, prompting us to assist faculty in reshaping their teaching methods to enhance learning and the student experience. We aspire that when our students emerge as leaders in their careers, they will impart the lessons learned in our classes to their colleagues. If that occurs, then we’ve accomplished our mission.”
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