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Using Total Physical Response and Brain Gym Exercises to Increase

Mindfulness in the English Language Learning Classroom

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Using Total Physical Response and Brain Gym
Exercises to Increase Mindfulness in the English
Language Learning Classroom

Elena Kováčiková, Eva Reid

Constantine the Philosopher University in Nitra, Slovakia

Mindfulness in Education
Contemplative pedagogy shifts the focus of teaching and learning in such a way that
students are encouraged to become more aware of their internal world and connect
their learning to their own values and sense of meaning in relationships towards
themselves, their peers and community. Mindfulness in the classroom involves
techniques that can provide a very different learning experience by opening up new
ways of knowing. Mindfulness teaching methods aim to cultivate a deepened awareness,
concentration, and insight (Centre for Teaching, 2017). Various mindfulness techniques
have been successfully introduced in teaching and learning practices at all educational
levels.
Barbezat and Bush (2014), Kabat-Zinn (2013), and Nhat Hanh (2014) all provide
theoretical background and practical application of simple mindfulness techniques
which have been appropriately implemented in educational settings. The aim of
incorporating such natural techniques as breathing exercises, meditation, and yoga is to
help both teachers and learners focus their attention, enjoy the present moment, limit
stress, and build awareness of happiness and satisfaction. These are the factors which
enhance the learning process and allow it to be more focused, pleasant and effective.
Shapiro, Brown and Astin (2008) discuss positive contribution of meditation in
enhancement of attention and concentration in cognitive and academic performance. As
they say, apart from management of academic stress it helps development of the “whole
person.” Barbezat and Bush (2014) present several effective techniques which can be
useful in different study programmes in higher education.
Ackerman (2017) shares that a mindfulness practice for children specifically,
enhances focus in children with ADHD, increases attention, improves mental health and
wellbeing, and improves social skills. However, it is important for educators to provide
age-appropriate mindfulness practices. The author suggests fostering mindfulness
through small tools such as pictures, simple movements, and music. These can help
learners develop an ability to focus their attention not knowing the aim of the exercise
as it is a short, simple and playful game. The techniques introduce simple games
concentrating on breathing, moving their bodies, exploring senses, relaxing, etc.
 Teenagers, on the other hand, are able to realize the benefits of mindful
techniques, therefore, with this age group, Ackerman (2017) clearly explains what
mindfulness is and what it is not (i.e., introspection, chasing thoughts down the “rabbit
hole”). Such an approach increases students’ understanding, as does Ackerman’s
practicing mindfulness with the students. After finishing any of the practices it is
important to ensure they have had a positive experience (Ibid.). Cowan (2010) also
offers tips on successfully incorporating mindfulness in the classroom. She prefers to set
a daily routine for practicing mindfulness where the students are involved in the process
of preparing the environment. Mindfulness practices are never used as a disciplinary
tool, and students are taught to appreciate how mindfulness can be applied outside the
classroom.
In conclusion, simple techniques focusing on breathing, movement, and music
enhance mindfulness in the classrooms at primary, lower secondary, and also higher
levels of education. The remainder of this article will review how commonly used
techniques, such as Total Physical Response, and more specifically Brain Gym, can be
employed as mindfulness practices to facilitate foreign language learning.

Total Physical Response as Body Movement in Language Lessons

Total physical response (TPR) as a language learning method was developed by
James Asher. In TPR, learning is activated through body movements as it is based on
coordination of language and physical movement. Teachers give instructions to learners
in the target language, and the learners respond with their whole-body actions. TPR was
developed as a result of observing young children learning their first language. Asher
noticed interactions between parents and children in which the parents talked to the
children who physically responded even before they started speaking. Asher
hypothesised three things: language is learned primarily by listening, language learning
must engage the right hemisphere of the brain, and learning must not involve any stress.
As for the second hypothesis Asher says that effective language learning must
engage the right hemisphere of the brain. Physical movement is controlled primarily by
the right hemisphere, and Asher sees the coupling of movement with language
comprehension as the key to language acquisition. He says that “left-hemisphere learning
should be avoided, and that the left hemisphere needs a great deal of experience of right-
hemisphere-based input before natural speech can occur” (Richards and Rogers, 2001:
75).
The advantages of TPR for language learning are many. Studies reveal that
students enjoy getting out of their chairs and moving around. TPR is aptitude-free; it
works well with a mixed-ability class, including physically-challenged students. It is
good for kinaesthetic learners who need to be active. Due to its participative approach,
TPR is also useful for the learners with dyslexia, or related learning challenges as these
learners in particular, typically experience difficulties in language learning.
TPR techniques are used in language lessons for introducing or practicing new
vocabulary, including phrases or dialogues, as well as imitating and simulating
conversation. Many English language teacher methodologists (Scrivener, 2011; Harmer,
2004; Larsen-Freeman, 1984) are proponents of warm-up activities in the classroom.
Short TPR activities such as body movements, simple actions, songs, or imitating
activities release tension, enhance attention, and promote balance and focus. According
to Beilock cited by Schwarts (2015)
“Movement correlates with the robustness of the corpus callosum, a part of the brain that
facilitates quick communication between the left and right hemispheres (…). This connection may be part
of the reason why learning to play music is often correlated with math ability.” (ibid.)

Following this conviction, the movement switches on the brain and opens the gate to
mindfulness in the classroom in case it is used purposefully and with certain aims.
TPR as an already existing paradigm offers various practical techniques in the
language learning classroom. As such, an appropriately-used TPR technique or activity
in the language lesson might have the same effects of mindfulness practices, even when
instructions are presented in a foreign language. However, this is only the case when the
language has been already acquired, not for novice learners. Thus, the chosen
mindfulness or TPR technique should be age-level and language-level appropriate.
These activities, which can be led in English (or the students’ native language if
that is more appropriate), build listening skills and comprehension competence in the
foreign language. Sorádová and Kráľová (2015), Horváthová (2013) and Kohútová
(2016) all mention the anxiety that teenagers or adult language learners experience
when learning a language. Since anxiety has a negative relationship to communicative
competence, bringing mindfulness into English lessons can be a practical and effective
way to lower stress and increase confidence. Simple breathing techniques and body
movements help students relax, focus attention, and increase awareness, even in a
foreign language lesson, thus the learning process becomes more valuable and effective.
Based on Asher´s hypothesis that language learning should not be stressful and that
movement enhances stress relief, targeted mindfulness movement techniques during
language lessons can contribute to cognitive, social, and emotional development as well
as develop foreign language competences through listening, understanding, and
speaking.

Brain Gym Exercises as Mindfulness Techniques

Linking mindfulness with approaches that are already familiar and proven to be
effective, such as TPR, further inspires open-minded curiosity for language teaching.
Simply put, we know that doing anything while focusing on the present moment is
engaging in mindfulness. We also know that some things help us to stay grounded and
rooted in the present moment. Many of the following Brain Gym exercises described in
this section do precisely that; they link movement with breath, and as a result, the mind
is better able to focus on the present moment.
The guiding principle of Educational Kinesiology is that, “moving with intention
leads to optimal learning” (retrieved from www.braingym.org). Brain Gym exercises
were developed in the 1990s by Dennison, primarily to assist individuals recovering
from brain injuries. These exercises which connect movement and learning help brain
function by interconnecting both hemispheres, thus enabling concentration and focus on
given tasks (Alexander, 2011). Brain Gym movements directly target and stimulate the
brain to help learners reach their academic potential. Parents and teachers can use these
movements to help their child or student based on his or her behaviour, comprehension
or retention, organization, and communication.
Over the past years as Brain Gym exercises have been used in British and
American schools, it has become clear that Brain Gym is helpful for all learners. First, the
exercises ignite the brain laterality (responsible for auditory processing, note-taking,
speaking, critical thinking, problem solving, creativity, information retention). Next, the
exercises assist with centering (attention, following directions, listening to the teacher,
executive functioning). Finally, the exercises calm the area of the brain responsible for
focus (responsible for anxiety, anxiousness, tantrums, meltdowns, sensory overload,
stress in the area of education). With these in mind, midline movements, energy
exercises and lengthening exercises were developed (ILS Learning, 2017).
The eight exercises described below take only a few minutes at most, therefore
doing them during English lessons can be refreshing and entertaining for students. Brain
Gym exercises have been proven to have a calming effect in addition to increasing
students’ focus and concentration (Alexander, 2011). The exercises introduced below
are described in more detail at www.braingym.org.uk or www.ilslearningcorner.com.
Sets of exercises are recommended depending on the learning goal or activity.
First, Alexander (2011) claims that simple belly breathing and exhaling through
the mouth in short little puffs as if keeping a feather in the air increases energy levels. In
terms of classroom performance, belly breathing can also help improve both reading and
speaking activities. Apart from other benefits, Varner (2013) shares that belly breathing
reduces negative stress by lowering the stress hormone cortisol, which improves mood
by elevating the “feel good” hormone, serotonin, and other positive endorphins. It also
improves mental focus and concentration by increasing blood flow to the pre-frontal
cortex. These physiological outcomes are especially beneficial for highly anxious or
special needs learners. Belly breathing could be implemented in the classroom in the
form of either a warm-up activity or purposeful pre-activity before more demanding
reading or speaking tasks. It can be used at any level and at any time when students feel
they would benefit from it.
Brain Buttons, a technique to connect the left and right hemispheres of the brain
is done by resting one hand over the navel with the thumb and fingers of the other hand
rubbing the hollow areas under the collar bone. The lower hand stimulates the
vestibular system (via the solar plexus) and the upper hand stimulates the carotid
baroreceptor causing a mild parasympathetic shift This technique redirects messages
from parts of the body to the brain, thus improving reading, writing, speaking and the
ability to follow directions (Hannaford, 2005). The Brain Buttons exercise is particularly
beneficial for students with learning difficulties, such as dyslexia or dysgraphia, or
students who struggle with focus, such as those with ADD or ADHD. Since these learners
have difficulties in reading and writing in their mother tongue, foreign language learning
can be even more challenging. According to ILS Learning (2017) the Brain Buttons
exercise is meant to stimulate blood flow to the brain and activate the Reticular
Activating System (RAS) which acts such as a student´s internal alarm clock to signal the
brain that it is time to learn. Therefore, this simple technique can focus a learner’s
attention (no matter the students age) by connecting the right and left hemisphere.
Based on age, learners are instructed in the target language, and the exercise is also
demonstrated by the teacher who explains the benefits of the exercise. Students can be
advised to employ this technique when they find it necessary.
The Cross-crawls exercise entails marching in place touching the opposite knees
alternatively. These midline movements targeting the lateral area of the brain, activate
auditory centres, as well as speech, retention, critical thinking areas (ISL Learning,
2017). Alexander (2011) claims that the Cross-crawls exercise is helpful for improving
productive skills and the memory. It also coordinates the whole brain. The purpose of
this exercise is to improve communication between the right and left hemispheres of the
brain for higher level reasoning such as problem solving, auditory, organization and
more. When this activity is used in a language class, learners may rush through the
exercise. Thus, the teacher´s role is to ensure the movements are slow and purposeful –
in essence, mindful. In cases where students cannot do this exercise or they place their
same hand on their same knee a teacher needs to help them place their hand on the
opposite knee until they are able to do it on their own (ISL Learning, 2017). Again,
learners are instructed in the target language and thus even the language competence is
developed.
The Grounder exercise is done standing with the legs apart, pointing the left foot
straight ahead and pointing the right foot towards the right. It is then followed by
bending the right knee with keeping the knee straight while the body faces squarely to
the front while exhaling. The Grounder strengthens hip muscles and helps to stabilize
the back to help the student better focus. Performing this movement over three or more
complete breaths and then following with the opposite direction should increase
comprehension, short-term memory, self-expression and organisational skills (ISL
Learning, 2017). Since this exercise is more demanding, it may be more suitable for
lower-secondary, higher levels, or adults. It is necessary for a teacher to be aware of how
to do this exercise properly and help the learners to perform it so they don’t injure
themselves. From the language instruction point of view, this exercise can be performed
as a TPR technique, instructed in the target language and performed with the whole
class. With higher age-level groups it seems to be crucial to explain the aims and
possible benefits of this activity. Additionally, appropriate timing of this exercise is
before a challenging task, such as writing essays or giving oral presentations.
Next, a very simple movement can have a host of benefits. The Lazy Eights
exercise is performed by extending one arm straight out in front of the body with the
thumb pointing toward the ceiling. In the air, the shape of a lateral figure 8 is slowly
traced, at eye-level, with the hand. The eight should cross the midline of the body. With
the head held upright and still, the eyes focus on the thumb as it moves. Repeat the
action using the other hand. Finally, do the action with both hands clasped together.
This intergradation of both visual fields, improves balance and coordination, as well as
strengthens vision. Noticing one’s ability to follow the flow of Lazy 8 or more
importantly, noticing any areas of resistance, may illuminate the areas where the brain
experiences ease (or challenge) and how both hemispheres of the brain work together.
Dr. Dennison encourages learners to trace the Lazy 8 in whichever direction they are
most inclined, especially at first. To make the exercise even more playful, a whole-body
Lazy 8, or the Elephant (so named because the movement resembles an elephant’s
trunk) can be practiced. Dennison considers the Elephant to be especially effective with
delayed learners who have a good sense of their body, but needed a more integrated
brain function (Ibid.). Brown (2012) reports that these uncomplicated exercises reduce
or eliminate letter-writing reversals as well as increase ease in reading and writing.
Intuitive Neck Rolls are done by relaxing the shoulders and dropping the head
forward while breathing deeply. With the eyes closed, the head is rolled from side to
side, and at any point of tension, the head relaxes while making small circles with the
nose. This exercise, which can be done with any type of learner, relaxes the neck and
releases tensions resulting from an inability to cross the visual midline or to work in the
midfield. Spellman (2002) reports that when this activity is performed before reading
and writing, it encourages binocular vision and binaural hearing. By centring, grounding
and relaxing the central nervous system, neck rolls activate the brain for binocular
vision and the ability to read and write in the midfield. Since neck rolls are helpful for
thinking as well as verbalization, this movement can be used any time – from silent
reading to oral communication (Ibid).
Finally, Double Doodle is a drawing made using both hands – the drawing can be
on paper, in the air, or even traced with the fingers on any surface. Most Double Doodles
are symmetrical with each side mirroring each other. Spielmann (2002) points out the
benefits of bilateral drawing for hand-eye coordination in different visual fields,
kinaesthetic midline crossing, visual discrimination and spatial orientation relative to
the body. Therefore, this activity is effective for the development of academic skills such
as following directions, decoding and encoding of written symbols, writing, spelling and
math. Because the exercise relies on instructing a learner what, and how, to draw (e.g.,
“draw a large heart on the paper in front of you”), in language lessons this activity can be
perceived as a TPR task, providing focus on language competencies such as
understanding and later on, speaking and self-evaluation. Double Doodle, which is
suitable for any learner, might be used as a funny warm-up or as a way to practice
vocabulary.
Brain Gym exercises provide movement tasks with benefits of bringing
mindfulness into the classroom for any learner. The use of the above-mentioned
exercises, individually or in combination, can be used either as a warm-up, pre-activity
or as a learning break designed to enhance attention focus, build positive self-esteem,
increase self-awareness, and relieve stress. Since Brain Gym activities are not time
consuming they can be practised whenever needed, and through practice they become
automatic for the learner. The benefits of Brain Gym exercises in the language
classroom include social, emotional, and personal growth as well as language
acquisition. No matter how and when they are used, it is important to select the Brain
Gym exercise which complements the learning goal. For instance, before a reading task
which requires comprehension, exercises such as Brain Buttons or the Grounder might
be practised. And, as previously noted, instructions and activity variations will depend
on the age and level of the learner.

Conclusion
Movement tasks such as TPR (total physical response) and more specifically,
Brain Gym, reach the mindfulness aims of focused attention and personal readiness to
learn. TPR activities of all types can be considered mindful techniques as they focus
learners´ attention, help students concentrate, and enhance learning through action in
that moment of being. In addition to the added value of “switching on the brain,” these
simple activities can provide motivation for the learner. Thus, particularly through a
lens of mindfulness, routinely offering Brain Gym exercises and explaining their benefits
may inspire students to practice mindfulness at home. And a home practice can help
create life-long learners.

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Contact Data:
Mgr. Elena Kováčiková, PhD.
Drážovská 4, Nitra, Slovakia
e-mail: ekovacikova@ukf.sk

Mgr. Eva Reid, PhD.

Drážovská 4, Nitra, Slovakia
e-mail: ereid@ukf.sk

"The paper includes research results gained as a part of the project

APVV-15-0368 Practice in the centre of the subject field didactics, subject field didactics in
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