![]() In-Service Training for Schools, Businesses & OrganisationsĬontact a Brain Gym® Instructor or Movement Facilitator to discuss the design of a program to meet your goals. ![]() Only licensed professional members are entitled to use the Brain Gym® registered trademark. Brain Gym®101 is a prerequisite for these more advanced courses.įurther training can lead to becoming a licensed Brain Gym® Instructor/Consultant or Movement Facilitator. It covers the basic 26 Brain Gym® movements, the 5 step goal setting process and two repatterning techniques.įor those who wish to pursue further study, there are a number of intermediate, advanced and professional-level courses that build on the Brain Gym® learning model. It is recognised as a safe, effective and innovative educational and self-development tool, which integrates body and mind to bring about rapid and often dramatic improvements in many areas such as concentration, memory, reading, writing, organising, listening, physical coordination, attitude and motivation.īrain Gym®101 is the core program of Educational Kinesiology (Edu-K). It is the result of many years of research into learning and brain function by American educator, Dr Paul Dennison PhD.īrain Gym® is now used in over 70 countries. Incorporating 26 specific, easy and enjoyable activities, Brain Gym® develops the brain’s neural pathways the way nature does – through movement – and can be used to enhance academic skills, relationships and physical coordination. ![]() The simple movements integrate the whole brain, senses and body, preparing the person with the physical skills they need to live and learn more effectively.īrain Gym® is the core of Educational Kinesiology (Edu-K), the study and application of posture and movement. Note: Abstract extracted from PDF file via OCR.What is Brain Gym®? Educational Kinesiology (Edu-K)īrain Gym® is a lifelong educational, movement-based program. These findings support the notion that exercise in general may enhance cognitive performance, but they do not offer much support for the claims of the Brain Gym® program. On the arithmetic post test, participants in both exercising groups scored significantly higher than the control group, but there was no such difference between the two exercise groups. Quantitative data analysis revealed significant changes in all measures from pre to post sessions, but only the significant group effect was on arithmetic test scores. Content analysis of the teacher interviews revealed that although rating scores improved, teachers believed that most students had changed little during this time or they attributed the change to factors other than exercise. ![]() Teachers again completed the behavior rating scale and were interviewed for qualitative impressions of changes in participants' performance. At the end of five weeks, participants took the tests again. For five weeks, the groups met each morning for 15 minutes of the designated activities. All were assessed on three cognitive measures: a verbal fluency test, an arithmetic operations test and the d2 Test of Attention©. From the triads, participants were randomly assigned to one of three activity groups: Brain Gym® exercises, light aerobic exercises, or social activities, which served as a non-exercising control. Based on those ratings, and Stanford 9 Achievement Test© scores, participants were ranked for behavior and achievement and placed in matched triads. More specifically, two teachers rated each student's behavior using the Conner's Short Teacher Rating Scale-Revised. To test the efficacy of the Brain Gym® program, 30 fourth graders were assessed on a battery of behavioral and cognitive measures before and after intervention. Although many researchers have found modest support for the notion that exercise promotes cognitive functioning, the Brain Gym® claims remain largely uninvestigated. Proponents of the commercial program Brain Gym® claim that their regiment of physical exercise enhances learning and thinking.
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