How dancing CAN HELP stave off dementia
... not to mention learning the piano and even singing karaoke
We use 100 per cent of our brains 100 per cent of the time — even when we’re sleeping — but some activities present specific challenges to different brain functions, making them particularly effective at building a cognitive reserve. The most complex activities, such as those listed below, challenge multiple brain functions simultaneously, building significant reserve and protecting against decline. studies show that to work really well, brain-boosting activities should be challenging enough that they cause some discomfort (though not considerable stress). It is pushing through these challenges that leads to successful cognitive age-proofing. Learning a language
THERE is evidence that being fluent in a second language could offer protection against Alzheimer’s. Studies have shown that bilingual elderly people who were diagnosed with mild Alzheimer’s disease have stronger brain networks and maintain better cognitive reserve than people who are fluent in only one language. In fact, speaking two languages throughout your life could be enough to delay the onset of dementia by about four-and-a-half years. This is because learning a different language uses different parts of the brain as you work to master new words and expressions. These are memory centres to retain what you’re learning as well as calling upon old memories to understand new material; areas to understand the language in context; and problem-solving areas to help you form coherent written or verbal responses.
Reading music
STUDIES show reading and playing music has physiological effects similar to those of exercise. Playing the piano for instance, requires the brain to co-ordinate its efforts across many areas: motor skills (so you press the right keys), visual-spatial skills (moving the fingers and reading the notes), attention (the particular timing of the music), mood (the way in which you play or respond to the music), executive function (following multiple steps in a complex sequence) and language (how to transform notes on a page into sound).
Computer programming
YOU’LL be challenging your memory centres as you memorise new codes; processing centres as you work out how to put the codes together; attention centres when you select which codes to use, and motor skills to input them into your computer.
Writing a book
WRITING of any kind involves attention and focus to type or write passages, memory centres to recall research or stories and ideas, processing areas to help organise and structure things, mood (to help recreate emotion on the page) as well as motor skills for the actual typing or writing.
Karaoke
SINGING in a public setting exercises your brain’s language centres (so you can read the lyrics and then perform them), mood centres (which get involved in your interpretation of the song) as well as memory centres when you remember a particular tune and any personal associations it might have for you.
Stand-up comedy
NOT ONE for the faint-hearted, but, if you can manage it, this is great for the memory, mood (you need to read the audience) as well as the motor skills required to create a presence on stage.
Dancing
STUDIES have linked regular dancing to a lower risk of dementia, probably because it is a complex activity involving co-ordination, motor control, memorisation (to remember the choreography), mood (as you respond to the music with appropriate moves), processing (to understand different dance techniques) and an intricate understanding of music — particularly if you continually challenge yourself to learn new numbers and moves.
Chess club
GETTING together with friends to play chess, bridge, gin rummy, poker or similar games is a great way to boost your memory centres (remembering your cards and the rules for each game), boost processing power (as you develop step- by-step strategy), attention and focus (concentrating on the game) and problem-solving (planning how you will beat your opponents).
Mentoring
WHEN researchers assessed the link between job complexity and dementia risk, they found that occupations involving mentoring others (such as social worker, school counsellor, psychologist and priest) were especially protective, as were more intellectually demanding jobs such as doctor or engineer. People in these professions appear to develop more cognitive reserve than those who work as cashiers, shelf stackers and machine operators. It is worth investigating the possibility of expanding part of your role into a training or guiding capacity, or considering taking on volunteering work to teach a subject you enjoy to others. Giving instruction appears to draw on memory centres (remembering and drawing from your expertise), demands attention (focusing on the mentoring activity), mood skills (reading another person’s emotions and motivations), as well as problem-solving (coming up with options and solutions).
Art and crafting
MANY art projects such as painting and jewellery-making or model ship building demand visual spatial skills (so you can understanding complex designs or follow written instructions), rely on strong memory centres (so you can memorise techniques and patterns), attention and focus (enabling you to concentrate on the activity) and motor skills (the physical act of assembly).
Adult education
SEVERAL studies have found an inverse relationship between formal education and the incidence of Alzheimer’s. Higher education and other complex cognitive activities appear to protect your brain against decline, even late in life. It could be that a lack of access to formal education is one contributing factor to the disproportionate number of women who develop Alzheimer’s (two-thirds of patients are women). Most people in their 60s, 70s and 80s who are now developing this disease grew up in a time when women weren’t encouraged to pursue a formal education. Later in life, these women have less of a cognitive reserve and thus less protection against Alzheimer’s. But education doesn’t have to take place early in life to be protective: one study in Brazil found that formal education begun after the age of 60 improved cognitive performance. That’s because learning involves the memory centres (memorising new words and concepts), processing (understanding multistep thinking), as well as problemsolving (applying new theories to find solutions).