Moving, Learning, and Wellness 48
MovesThatImprove
MovesThatImprove
Movingthebodyimprovesmental,physical,andemotionaldomains.Seitz
(1993,ascitedinChestnut,2003)hasproposedthat“oneofthemosteffectivewaysto
relievestressandirrationalthoughtsandfeelings,isthroughso‐calledbody
therapies”(p.86).Body‐therapiessuchaschiropractics,physiotherapy,massage,and
osteopathyhavebecomemainstreaminterventionsforthephysicalbody.Andothers
suchasyoga,SomaticPsychotherapy,andCraniosacralarebecomingpopulartoolsfor
emotionalandinterpersonalchange.Infact,allbody‐therapiesandotherformsof
movement,especiallysensory‐motorandproprioceptive(movementofthejoints)
movement,affectthenervoussystem,thusreducingthestressresponse,increasing
theimmunesystem,andproducingahomeostaticeffectoncognition,emotions,and
organfunction(Schmahmann,1996,ascitedinChestnut,2003).
Movementssuchasrunning,walking,jumping,dancing,skipping,yoga,TaiChi,
andBrainGym®(whichwillbementionedinthenextsection),seemtoplayapartin
theminoradjustmentsneededtoenablethe‘stressed’bodytocontinuewiththe
learningprocess(Hannaford,2005).Dr.Coulter(1993,ascitedinHannaford,2005),
aneuroscientist,concurredwithHannafordandsuggestedthattheseminor
adjustmentsaremicro‐interventionsthatbringaboutchangebecausetheyenablethe
learnertointegratenewinformationwhenpreviouslyitwasstuckorblockeddueto
stressors.
Moving, Learning, and Wellness 49
Ratey(2008)hassuggestedthatitisimportanttoincludebothaerobicactivity
andcomplexcoordinatedmovementsintoadailyregimenaseachformofexercise
hasdifferentadvantageouseffectsonthebrain.“Whileaerobicexerciseelevates
neurotransmitters,createsnewbloodvesselsthatpipeingrowthfactors,andspawns
newcells,complexactivitiesputallthatmaterialtousebystrengtheningand
expandingnetworks.Themorecomplexthemovements,themorecomplexthe
synapticconnections”(p.55).Activitiessuchastennis,whichcombinecomplex
movementsandaerobicexercisearethebest;however,interspersingphysical
activitieswithsomethingthatrequiresmorecoordination,suchasyoga,Karate,or
golfintoaweeklyroutinecanbejustasbeneficial(Ratey,2008).
BrainGym®andEducationalKinesiology
AnotheractivitythatimprovesbrainfunctionisBrainGym®.Itisamovement‐
basedprogramforpeopleofallages,withinanareaofstudycalledEducational
Kinesiology.TheRandomHouseUnabridgedDictionary(2006)definesKinesiologyas
“thesciencedealingwiththeinterrelationshipofthephysiologicalprocessesand
anatomyofthehumanbodywithrespecttomovement”.Simplyput,Educational
Kinesiology(Edu‐K)isthestudyofbodymovementanditsimpactonlearning
(socially,emotionally,andcognitively).Thisfieldofstudydelvesintotheself‐
explorationofone’sownpotentialbyeliminatingphysical,emotional,orcognitive
‘blocks’throughmovement(Masgutova&Ahmatova,2004).Dr.PaulDennison
(2007),thecreatoroftheEducationalKinesiologyFoundation,offeredthat“Edu‐K,as
Moving, Learning, and Wellness 50
itispopularlyknow,demonstratesthat,whentheneuropathwaysformovementare
fired,theyactivateandconnectthewholebraininthesynergisticwaynecessaryfor
growthandchange”(p.1).
Dr.DennisondevelopedEdu‐KandBrainGym®throughhisresearchand
experimentationworkingwithchildrenandadultsinhisRemedialReadingClinics
overaperiodof19yearsinCalifornia.Duringthistime,Dr.Dennisonwasableto
investigatespecificmovementsthatpositivelyimpactlearninginavarietyof
academicskills(BrainGym®International,2003).Aswell,Edu‐Kwasbasedona
synthesisofresearchfromremarkablescientistsandresearchersofhumanand
intellectualdevelopmentsuchasJeanPiaget,CarlRogers,HowardGardner,Thomas
Armstrong,and
others(Masgutova&
Ahmatova,2004).
TheBrainGym®
movementswere
derivedfromawide
rangeofdisciplines
including
developmental
optometrists,
TraditionalChinese
Medicine,andtheprinciplesofacupuncturerelatedtothecentralnervoussystem,
Figure6.Theprimarymovementarchetypes.
Note.Fromwww.masgutova.institute.com;www.masgutovamethod.combyS.Masgutova.
Moving, Learning, and Wellness 51
athleticwarm‐upexercises,moderndance,andposturalbalancing(BrainGym®
International,2003).
BrainGym®isalearning‐readinessprogramthatdevelopsthe‘physicalskills’
neededtosucceedinschool.Theseexercisestargettheprimarymovement
archetypes(seeFigure6)thatbabiesandtoddlersutilizeastheyexploretheworld
withtheirbodies.Forexample,atoddlerneedstosidestepbeforeheorshecanwalk
inaforwarddirection.Thismeansthatthetoddlermustbeabletomove
homolaterally(sameside)aswellascross‐laterally(crossingthemidlineofthebody).
Thesemovementsincorporatedevelopmentalmilestonesandwillestablishreflex
patternsthatchildrennormallycompleteontheirown.The‘BuildingBlocksof
Learning’(seeFigure7)adaptedfromBarbara
Pheloung’swebsite,MovetoLearn(2006),has
suggestedthatitisimportanttoaddressthe
neurologicaldevelopmentalbuildingblocks
suchasbalance,midline,touch,speech,
hearing,vision,andmemory.Eachbuilding
blockisnecessaryinorderforlearningtobe
successful.TheBrainGym®exercisestarget
these‘physicalskills’thatarenecessaryand
later“becomethebasisforcomplexmovement
(patterns)…specificallyneededforreading,
Figure7.Thebuildingblocksoflearning.
Note.Adaptedfromwww.movetolearn.com.aubyB.Pheloung,2006.
Moving, Learning, and Wellness 52
writing,calculating,andotherskills”(Masgutova&Ahmatova,2004,p.17)suchas
memory,attention,andconcentration.
Variousstressors,asmentionedpreviously,canintroduceobstructionsthat
hinderthelearningprocess.Theseblockscanbeemotionaldifficulties,physical
ailmentssuchascoldsandsinusproblemsthatprogresstoconstantearinfections,
andenvironmentalfactorssuchaspoornutrition–stressorsthatimpactlearning
achievement.Thestressedlearnerhasdifficultyintegratingandassimilatingnew
information,neededtobelearned,remembered,andappliedappropriately
(Hannaford,2005).
BrainGym®Research
Therehasbeenlimitedresearchorarticleswrittenaboutthepositiveeffectsof
BrainGym®inacademicpublications;however,therearemanypartsoftheworld
whereBrainGym®hasbeenacceptedandanumberofexperimentalstudies
published.IntheUSAwhereEducationalKinesiologywasfirstpioneered,Brain
Gym®waschosenbythe“NationalLearningFoundationasa‘SuccessfulLearning
Innovation’eachyearsince1990”(Hibbert&Moore,2005,p.251).Thereisalso
researchfromAustralia(Hannaford,1990,2005),Russia(Masgutova,1995,1996,
2001;Kusnetsova&Kudryavtseva,2002),Germany(Donczik,1994,Drabben‐
Theimannetal.,2002),Bangladesh(Winkelman,2001a)andIndonesia(Winkelmann,
2001b).Allthesepublishedstudieshaveconcurredandhavediscussedthepositive
Moving, Learning, and Wellness 53
outcomesofBrainGym®;someofthesestudieswillbediscussedinmoredetailinthe
followingsection.
Forexample,anexperimentalresearchstudyonthestaticbalanceof60
learningdisabledstudents,Khalsa,MorrisandSifft(1988),demonstratedthatthe
repatterned(theDennisonLateralityRepatterningwillbediscussedintheBrain
Gym®Exercisessection)groupshowedsignificantlybetterbalance,ascomparedto
themovementgroup(performingfivebasicBrainGym®movements),whichinturn
wasmoreimprovedthanthecontrolgroup.Bothmovementgroupsparticipatedin
BrainGym®movementsforfiveminutes,twotimesaday,fivedaysaweek,forsix
weeks.
Likewise,inanotherstudy,KhalsaandSifft(1991)examinedtheresponse
timesandchoiceresponsetimesin60adultsattendinguniversity.Theadultswere
dividedintothreegroupslikethepreviouslymentionedstudy:thecontrolgroup
(restedforfiveminutes),themovementgroup(performedsevenBrainGym®
exercisesforfiveminutes),andtherepatternedgroup(receivedaDennisonLaterality
RepatterningandperformedthesevenBrainGym®exercisesforfiveminutes).The
resultsofthestudyconcludedthatthegroupsimprovedby1%,3½%,and6%
respectively.ThisstudysuggestedthatafteronlyoneexposuretoBrainGym®
movements,theprocessingcapacityofthecentralnervoussystemcanbeincreased.
Thesetwostudies,thathadsubjectsrangingfrom7to40years,indicatedthatBrain
Gym®activities,especiallytheDLR(DennisonLateralityRepatterning),improved
Moving, Learning, and Wellness 54
certainperceptual‐motorskillssuchasstaticbalanceandresponsetimestoavisual
stimulusregardlessofdurationorgender.
Inaquasi‐experimentalstudy(subjectswerepickedspecificallybecausethey
hadlearningdisabilitiesinreading),Donczik(2001)foundthattheBrainGym®DLR
hadaprofoundimpactonreadingskills.Donczik’s(2001)pilotstudyin1994
involved81studentsconsideredtobedyslexic.Hedividedthestudentsintocontrol
groupsandagroupthatwasgivenaDLR.Theresultsshowedsignificant
improvementsinreadingerrorrate,readingspeed,readingcomprehension,aswellas
shorttermandlongtermmemoryofthestudentsthathadaDLR,ascomparedtothe
controlgroups.
Twopre‐experimentalstudies(containingnocontrolgroup)hadmixedresults
fromBrainGym®andtherewasnosignificantimprovementinstudents’academics,
orattitudestowardclassroomenvironment.AstudybyJensenandTempleton(1996)
focusedonagradefourclassroomwith28studentstoseeifperformanceand
attitudesaboutlearningenvironmentscouldimprovethroughtheassistanceofadaily
BrainGym®programforsevenweeks.Duringthestudy,themajorityofthestudents’
gradeseitherdeclinedorstayedthesameinallsubjectsexceptspellingandEnglish,
andtheirattitudesabouttheirclassroomenvironmentdidnotimprove.However,
onelimitationwiththisresearchisthattheteacher,whowasresponsiblefor
performingtheBrainGym®exerciseswiththestudents,wasreluctanttoperformthe
activitiesanddidnotbelieveinmovementintheclassroom.Theteacher’sbeliefsand
attitudesaboutlearningaffectedandinfluencedtheresults.
Moving, Learning, and Wellness 55
InanotherstudybyCammisa(1994,ascitedbyWitcher,2001),learning
disabledstudentsinaprivateschoolweregiveninstructionineducationalkinesiology
movementsbyanEducationalKinesiologistforayear.Students’perceptual‐motor
skillssignificantlyimproved;however,theirgainsinacademicswerenotsignificant.
Itshouldbenotedherethatthereweresomelimitationswiththeexperiment:it
lackedacontrolgroup,andthetestthatwasusedforassessingacademicskillswas
usedonstudentsthatdidnotmatchthepopulationonwhichitwasnormed.
StudieshavealsobeenpublishedintheBrainGymJournalthathavenotbeen
academicallypeer‐reviewed.Onesuchexperimentalresearch(Irving,1995)
investigated27first‐yearnursingstudents’self‐reportedanxietyandperformance
duringweeklytechnicaltests.Thisnine‐weekstudydividedthenursesintotwo
controlgroupsandonegroupthatperformedPACE(anacronymforfourBrainGym®
activities:positive,active,clear,andenergetic).Theresultsshowthatoverthenine
weeks,thenursesinthePACEgroupdecreasedtheiranxietyby69.5%andincreased
theirperformanceby18.7%ascomparedtoafive‐weekbaselineoftheirperformance
anxietyandskilllevel.
Anothersuchnon‐peerreviewedexperimentalresearchbyKoesterand
Sherwood(2001)divided205studentsingradesthree,fourandfiveintotwogroups:
acontrolgroupandaBrainGym®group.TheBrainGym®studentsperformedthe
movementsfifteenminutesaday,fivedaysaweekforaschoolyear.Bothofthe
groups’readingabilitieswerepost‐tested,andtheBrainGym®groupsineachgrade
levelimprovedtheirtestscoresbytwiceasmuchasthecontrolgroup.Anecdotal
Moving, Learning, and Wellness 56
commentsbyteachersandstudentsthatusedBrainGym®inthestudymentioned
howcalmtheclasseshadbecome,andstudentsreportedhowmucheasieritwasfor
themtoread(Koester,2006).
Peoplefromacrosstheworldhaveexperiencedamultitudeofbenefitsfrom
theuseofBrainGym®activities;however,therehavebeenrelativelyfew
experimentalresearchstudiesconductedinthisarea.Manyofthestudieshavebeen
conductedandpublishedindependentlyoftheBrainGymJournal(Khalsaetal.,1988;
Hannaford,1990;Khalsa&Sifft,1991;Donczik,1994;Wolfsont,2002),although,it
shouldbementionedthatresearchthusfarisoftenself‐referencingandgenerallyhas
beenexcludedfromscholarlyfields.
Manyofthestudiesconductedrecommendfurtherresearchtodeterminethe
usefulnessofBrainGym®(Khalsa&Sifft,1991;Hibbert&Moore,2005;Jensen&
Templeton,1996)andorganizationssuchasTheBrainGym®Trust(McClelland,
2007)areactivelylookingforwaysthatmorestudiesontheeffectsofBrainGym®
canbecarriedoutandpublished.HibbertandMoore(2005)havecalledformore
researchoftheusefulnessofBrainGym®asaneffectivetoolforlearning;however,
theyalso“contendthatfindingswithinexistingresearcharesignificantenoughto
warrantfurtherinvestigations”(p.252).
Overall,BrainGym®exercisesassistthemind‐bodyinmakingimprovements
inattention,concentration,reading,andacademicskills.BrainGym®exercises
decreaseanxietyaswell.Asmentionedearlier,theseexerciseshelptoeliminate
blocksinthemind‐bodysystemandpromotewhole‐brainlearning.Thesesimple
Moving, Learning, and Wellness 57
movementsstrengthenandintegratetheconnections,notonlybetweenthebrain’s
twohemispheresbutalsothefrontallobes,andhelptoactivatetheauditory,visual,
andkinestheticcentresforeaseoffunctioning(Dennison,1980,1989,allascitedin
Hannaford,1990).
Fromwhathasbeenstatedpreviously,whensomeoneisinastateofdistress,
hisorherbodygetsreadyfora‘fightorflight’response.Thebodyisin‘survival’
mode,readytodashoutthedoororpreparetofight.Nowadays,stressismoretodo
withadangerthatisonlyperceivedratherthantheactualneedtorunawayfromsay,
aSaber‐toothtiger.However,thebodycreatesastrongphysicalresponseeven
thoughtheremaynotbeanimmediatedanger.Hannaford(1990)hassuggestedthat
BrainGym®activities,whichstimulatethemotoractivityinthefrontallobes,helpto
reducethephysical,mental,andemotionalimpactsofstressby“bringingattention
awayfromthesurvivalcentres[which]mayactuallyhelptoactivate,developand
myelinatetheseareasofthebrainallowingforcontrolledattention,self‐regulating
behaviourandultimatelyformalreasoning”(p.3).
Thisfollowstheresearchnotedearlieronthebenefitsofaerobicexerciseand
thebrain,aswellasperformingcomplex,coordinatedseriesofmovementpatterns
thatincorporatebalance.Toreiterate,thesemovementsincreaseneurotrophins
(naturalneuralgrowthfactors)andcreatenewneurongrowth,aswellasmanymore
neuralconnections,particularlyinthefrontallobesandhippocampus(Brink,1995,as
citedinHannaford,2005)whichareresponsibleforlearningnewinformation,
memory,inhibitingstimuli,andinitiatingaction,justtonameafew(Ratey,2008).In
Moving, Learning, and Wellness 58
Edu‐Kterms,thisprocessismovingfromstressfullearning,to‘whole‐brained’or
‘dynamic’learning,wherethereiseasyaccessfromthesurvivalbrain(brainstem,
cerebellum)tothelimbicbrainandcerebralcortex,aswellasgoodcommunication
betweenthehemispheresandpre‐frontalcortex.Simplyput,goodcommunication
withinthebrainresultsineasylearningandliving.
BrainGym®Activities
ThefollowingwillgiveasamplingofBrainGym®activities.Thefourmain
exercisesarealearningreadinesssequencethatIusewheneverIworkwithagroup
ofstudentsorbeforeanyactivityIwanttobetotallyattentivefor.Itisagoodwayto
beginalearningactivitybecauseitallowsthelearnertimetoreflectonhowhisorher
bodyisfeeling,whatitmaybeneeding,andalsohelpsthelearnerbecomefocused,
calm,andattentivetothetaskathand.Thesequenceinvolvesdrinkingwaterand
performingtheBrainButtons,CrossCrawl,andHook‐ups.Theseactivitiesare
referredtoasPACE,anacronymforpositive,active,clear,andenergetic(seeFigure
8).
Moving, Learning, and Wellness 59
Figure8.PACE–ThefourmainBrainGym®learningreadinessactivities.
Note.FromBrainGym®101:BalancefordailylifebyP.E.Dennison&G.Dennison,2007,Ventura,CA:Edu‐Kinesthetics,Inc.
Moving, Learning, and Wellness 60
Water,whichisconsideredtheenergeticactivity,isincludedintheseactivities
foravarietyofreasons.Watercanrestorethebody’shydrationbetterwhenitis
sippedratherthangulped(Dennison&Dennison,2007).Watermakesup70%ofour
bodies,anditisthoughttocompriseapproximately90%ofthebrain(Hannaford,
2005).Itistheelectricalconductorinthebody,carryingtheelectricalpotentialfrom
electrolytesacrosscellmembranes.Learningdependsonthiselectricalexchange
becauseitiscriticalwhennewneuralnetworksarebeingcreated(Dennison&
Dennison,2007).
ThenextexerciseinthesequenceistheBrainButtons,whichstandsforclear.
TheBrainButtonsareperformedbyplacingonehandonthenavel,whiletheother
handispositionedjustbelowtheclavicle.Thethumbandfirsttwofingersfinda
hollowbetweentheribsoneithersideofthesternumjustbelowthecollarbone.The
handonthenavelprovidesgravitationalinformationtothebody,andasaresult,the
vestibularsystemactivatestheRASwhichalertsthebodyforlearning.Astheother
handmassagesthepointsbetweentheribs,itisthoughtthatthis,infact,stimulates
thebloodflowtothebrain,bringingwithitmorenutrientsandoxygenatedblood
(Hannaford,2005).IfindthatIbecomemorealertwhenIdomyBrainButtons,and
byaddinghorizontaleyetrackingexercises,myeyesfeelmorerelaxed.Ioftenyawn
whenIdothisexercise,whichmeanstomethatIhavehadaslightenergychangein
mybody,andoftenfeelmorerelaxed,yetatthesametimeattentive.
ThenextactiveexerciseistheCrossCrawl.TheCrossCrawlconsistsofwalking
inplacewhiletouchingtheoppositekneetotheoppositehand.Itisbestdoneslowly
Moving, Learning, and Wellness 61
toactivatethefrontallobesandvestibularsystem;however,itmaybechallengingfor
somechildrentobalanceononefootwhiletouchingtheoppositeknee(Hannaford,
2005).WhenIamworkingwithchildren,Iusuallystartoffataquickpaceandthen
seehowslowwecango.Therearemanycross‐lateralactionsthatcanbedeveloped
withsomecreativity.DennisonandDennison(2007)havesuggestedthattheCross
Crawlmovementstimulatescommunicationbetweentheleftandrightcerebral
hemispheresbecausebodymovementscrossthemidline.Walking‐gaitreflexesare
alsosupportedbythismovementasitallowsforshoulderandpelvisstabilization.
Hook‐upsarethepositiveexercise,crossingoneankleovertheother,andthen
crossingandclaspingthehandstogether.Thisexercisecanbedonestandingupor
sittingdown;handscanbehangingdownorinvertedonthesternum.Thetongueis
placedontheroofofthemouth.Thevestibularsystem,motorcoordinationsystem,
andbothbrainhemispheresarestimulatedbythisexercise,eliminatingthesurvival
reactionbyunifyingthebody.Thebenefitsareimprovedmemory,focus,and
supportedlearning(Hannaford,2005).ThesecondpartoftheHook‐upsisuncrossing
thehandsandfeet,gentlyplacingfingerstogether,asifthehandsaregraspingalarge
ball.AnumberofthestudentsthatIhaveworkedwithmadecommentsaboutthis
exercise.Itisoftentheveryactiveboysthatsay,‘Ilovethisone’,or‘Idothisoneall
thetime’.Personally,Ifeelverycalm,yetalert,aftertheHook‐ups,especiallyifIhave
donethewholePACEsequence.
Hannaford(2005)alsohasrecommendedtheEnergyYawnwhichexercises
specificskillsdevelopment.TheEnergyYawnisdonebyyawningandthenmassaging
Moving, Learning, and Wellness 62
thetemporal‐mandibularjoint(TMJ),whichisrightwheretheupperandlowerjaw
meetinfrontoftheear.DennisonandDennison(1995)haveexplainedthatsensory
informationfromthemouth,tongue,eyemuscles,andalloverthefacearedistributed
bythecranialnervesthataregatheredattheTMJ.Musclesfortheface,eyemuscles,
vocalization,andspeechexpressionarealsoactivatedhere.Relaxingtheentrywayfor
thesenervesimprovesskillssuchascommunication,verbalization,tracking,hearing,
andmemory.
Personally,IlovethePositivePoints,becauseitissuchaneasystressdiffusing
technique.ThePositivePointsarelocatedabouttwofingerwidthsabovethemiddle
oftheeyebrow.LightlyplacethreefingersabovetheeyebrowandthePositivePoints
arewherethereisaslightindentationontheforehead.Aneasierwaytofindthe
PositivePointsisbysimplycoveringtheforeheadlightlywithonehand.Promislow
(2005),anEnergyKinesiologist,hassuggestedusingthistechniqueasitisbeneficial
whenhurt,understress,pressure,orshock.Thesepointshavebeenusedinother
KinesiologymodalitiessuchasTouchForHealth,anddiffuseemotionalstressby
balancingtheStomach(emotional)andCentral(mental)energymeridians.Promislow
(2005)explainedthatthePositivePointscounteractthestressresponse(bloodflow
movingfromthefrontbraintobackbrainorsurvivalareas)bykeepingthepre‐
frontallobesactive,simplybytouchingthesesites.Ihaveseenastudentsowoundup
inheremotionaldistressaboutaparticulareventthatshecouldnotstoptalking
aboutitforfiveminutes.WhenIaskedhertoputherhandtoherforehead,
approximatelyfivesecondslatershesaid,“Okay,whatwasitthatyouwantedmeto
Moving, Learning, and Wellness 63
do?”andbeganquietlytogettoherwork.Thislittleanecdotesumsupthepowerof
thePositivePoints.
TheDennisonLateralityRepatterning(DLR),aspreviouslymentionedina
numberofstudiesinthispaper,alsohaspowerfuleffectsonlearningandself‐
awareness.WhilePACEandotherBrainGym®exercisesprovidea‘re‐boot’tothe
bodysystem,theDLRcanbethoughtofasa‘re‐programming’offeringlongerlasting
effects(Hibbert&Moore,2005).ThecomponentsoftheDLRareasfollows:doingthe
CrossCrawlwhilehummingandwitheyeslookinguptotheleft;doingthe
homolateralcrawl(onesided)whilecountingandwitheyeslookingdowntothe
right;joiningtheleftandrightarmsandhandstogether;doingtheCrossCrawlwhile
lookinginalldirections;doingthehomolateralcrawlwhilelookinginalldirections;
andfinishingwiththeCrossCrawl.DennisonandDennison(2007)haveexplained
thatanindividualcanhaveamoreefficientlearningstateifthebodycanmove
beyondone‐sidedmovementandone‐sidedsensoryprocessing(generallyrelyingon
thedominanthemispheretoprocessinformation).TheDLR‘re‐programs’thebody
systemformultidimensionalbrainprocessing,thuscreatingmore‘whole‐brained’
learningandwhole‐bodycoordination.
AnotherEdu‐Ktechniqueisa‘balance’,whichincorporatesestablishingagoal
thattheindividualidentifiesandwantstoworktowards.Thisisfollowedbyapre‐
activitythatallowstimetoexperiencehowthegoalfeelsatthismomentand
establishesabaselineforgrowthattheendofthe‘balance’.Then,oneormoreBrain
Gym®activitiesareselected,dependingonthespecificsofthegoal.Finally,inthe
Moving, Learning, and Wellness 64
post‐activityphase,thepre‐activityisrepeatedandprogressandchangeisnotedand
celebrated(Dennison&Dennison,2007).Overall,BrainGym®movementshave
manybenefitsforallages,especiallyassistingthebodytoahomeostaticstatefor
learningandemotionaldevelopment.
UsingEducationalKinesiologyinCounsellingSessions
EducationalKinesiologyhasmanyimplicationsforuseinthecounselling
setting.Although,therehasbeenlimitedresearchspecifictoEducationalKinesiology,
therehavebeenmanyclinicalstudiesprovingbenefitsinotherEnergyPsychology
methods,suchastheEmotionalFreedomTechnique(EFT),andbodyoriented
psychologymodalitieslikeSomaticPsychologyandCraniosacralTherapy.In
Wolfsont’s(2002)study,asinglegoalorientedBrainGym®balancesessionwas
integratedwithPiaget’sconservationtasks.Thestudyfoundthatasaresultthere
wereincreasesintheadultparticipants’abilitiestoconceptualizethebehavioural
skills(theplan)neededforattainingtheirgoals.
Duringcounsellingsessionswithadults,Icanseetheusefulnessofsuggesting
someBrainGym®activitiesthatmayassistinspecificareas,suchastheHook‐upsor
PositivePoints,toaidindiffusingemotionallychargedevents.Aswell,personalgoals
couldbesupportedwithaBrainGym®‘balance’andDLR,iftheindividualwas
receptive.Ihavenoticedtremendousgrowthinmymentalandemotionalprocesses
sinceIbegangivingmyselfKinesiology‘balances’.
Moving, Learning, and Wellness 65
Whencounsellingchildren,PACEandBrainGym®exerciseswouldbelikely
becomearitual,aschildrengenerallylovethemovementactivitiesandareso
receptivetothesetechniques.Icanseechildrenutilizingtheseexercisesinstinctively
astoolsforself‐improvement.Hannaford(2005),inherroleasaschoolcounsellor,
usedHook‐upsforchildrenthathadbeensenttoherforfighting,orbeingdisruptive
intheclassroom.HannafordexplainedthataftertwominutesofHook‐ups,the
childrenwereabletoseetheirownperspectivesandothers’viewpointsmoreclearly.
Theywerealsoabletotalkcalmlyabouttheproblemratherthanescalatingagainto
anger.
BrainGym®‘balances’wouldalsobeeasytodowithchildreninacounselling
situationandwouldmostlikelybeutilizedwhentherewasaspecificgoalthechild
hadidentifiedandchosetoworktowards.Sincecounsellingandworkingwith
childrencanbequiteaplayfulprocess,IseethatBrainGym®isagoodfit.Moreover,
becausethe‘balance’processofBrainGym®acceptsandunconditionallyhonoursthe
individual,itfitswithmyviewofmyroleasacounsellor.Hannaford(1990)found
thatusingBrainGym®incounsellinghelpedthechildrensheworkedwithgaina
greaterperspectiveofthemselves,othersaroundthem,andtheirrespectiveworlds.
ShesuccinctlysummedupherexperienceofBrainGym®inacounsellingsettingwith
childrenandstated:“BrainGym®isoneofthemostelegantwaysIhaveofsupporting
themexperiencinghappinessintheirlivesandreachingtheirfullunlimitedpotential”
(p.4).
Moving, Learning, and Wellness 66
ExerciseanditsImplicationsinCounselling
Theimpactofdailyexerciseonchildren’sandyouths’learningandmental
healthistoosignificanttoignore.Itishopedthatresearchwillcontinuetodelveinto
howexerciseaffectsthebrain‐body,especiallystudiesthatindicatethe‘dose’of
weeklyexerciseneededtomaintainahealthybody‐mind.Perhapswhenscientists
candefinitivelyeducateusonthebenefitsandundeniableevidenceofexercise,the
educationsystemwillchangethePhysicalEducationcurriculumtooneofafitness
model,asdiscussedbyRatey(2008),whichiscurrentlytakingplaceinafewschool
districtsintheUS.Teachingchildrenabouttheimportanceofexerciseforcognitive,
physical,andemotionalhealthandwell‐beingwhentheyenterelementaryschool,
andcontinuingtoemphasizethisthroughfitnessactivitiesinP.E.allthewaythrough
tosecondaryschool,canbeviewedasapreventativehealthcaremeasuresavingboth
thegovernmentandtaxpayersmoney.
Ifeelsostronglyabouttheimportanceofexerciseanditsimpactonlearning
andwellbeingthatIhavebeguntogiveworkshopsinBritishColumbiaS.D.#62.Asa
teacherinS.D.#62,Iusealotofmovementto‘warmup’children’smindsandhelp
thembecomemoreattentiveandreadytolearn.Icanseethevalueofusingthis
approachforelementaryschoolcounsellorsaswell,utilizingmovementtoengage,
activate,andestablishasafeandfunatmosphereandclient‐counsellorrelationship.
Witholderchildrenandyouth,Iseevalueinwalkingandtalkingorplayingasport
duringthecounsellingsession.Notonlyisitawaytobondwithyouth,butalsoit
Moving, Learning, and Wellness 67
providesanoutletforstress,whichcouldbeanunderlyingreasonfortalkingtoa
counsellor.
Lookingatcounsellingfromanexerciseandstressreductionframeworkmakes
meconsciousofhowimportantitisformetoeducatechildrenandyouthonits
benefits.Teachingchildrenandyouthaboutstressandhowthebodyresponds,as
wellasthecommonsideeffectsofchronicstressonhealth,isanimportantlifeskill
foryouthtobeawareof,ifnottofullycomprehend.Socialskillsgroupsinthe
elementarygrades,orhealthandwellnessclassestaughtbyaschoolcounsellorinthe
juniorhighandhighschoolgrades,areperfectvenuesinwhichtodiscussstress,as
wellashowtobecomemorephysicallyactive.Providingpositive,socialoutletssuch
asadrop‐inbasketballorsoccergamesatlunchwouldalsobeopportunetimesfor
workingonsocialskillsdevelopmentwithchildrenandyouththatrequireassistance.
Aswell,inmyfuturecapacityasaschoolcounsellor,Iwillbetalkingtoparents
aboutconcernstheymayhavefortheirchildrenregardingtheirbehavioursand
emotionalproblems.Thiswouldbeaperfecttimetodiscusspreventativemeasures
suchasahealthybalanceddietandhavingenoughroughandtumbleplayorregular
physicalexercise.Educatingparentsaboutthestressreducing,mood‐enhancing
effectsofphysicalactivitymaynotonlybehelpfulfortheirchild,butwouldlikelybe
beneficialforthemaswell.
Regularexerciseisnotacure‐allforcognitiveandemotionaldeficitsin
childrenandyouth,butitisthenaturalwayfortheirbodiestoregulatethedaily
stressestheytakeinfromtheirhecticenvironments.Movementimprovesone’s
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