http://braingym.

org/history

Founders - Paul and Gail Dennison

Paul E. Dennison, Ph.D., is a professional educator, a pioneer in the field of kinesiology, and an authority on the
breakthrough attainment of cognitive and academic skills. In the 1960s Dr. Dennison began the seminal research into
reading achievement and its relation to brain development that would form the basis for the Brain Gym work - the
remarkable movement-based learning program that has helped people of all ages turn their learning challenges into
successes. Working alongside developmental optometrists, Dennison offered his students a full program in sensory
development, including a few simple movements that seemed to help with equilibrium and perceptual skills. These
movements would someday spark the idea for Brain Gym.

In 1975, at the University of Southern California, Paul received the Phi Delta Kappa award for Outstanding Research.
He was granted a Doctorate in Education for his research in beginning reading achievement and its relationship to
cognitive development and silent speech (thinking) skills. He began to develop what would later become Educational
Kinesiology (Edu-k) —basing his discoveries on his unique understanding of the interdependence of physical
development, language acquisition, and academic achievement.

In the early 1980s, Paul joined forces with Gail, an artist and movement educator, who would later become his wife and
collaborator. They co-founded and co-created Educational Kinesiology, the Brain Gym® activities, and the Learning-
through-Movement series of books and manuals, including Vision Gym®: Playful Activities for Natural Seeing. Gail E.
Dennison is the originator of the Visioncircles, Double Doodle Play, and Movement Dynamics courses. She has served
for twenty-three years as Executive Editor of the Brain Gym® Journal.

Both Paul and Gail are members of the International Faculty for Brain Gym International, and are committed to a
renewal and redefinition of the learning process for people of all ages and abilities.

Brain Gym program

Sensing the need for a self-teaching element, the Dennisons gathered some of their favorite activities for learning and
moving, gave them playful names, and organized them according to the three dimensions from the advanced courses.
These activities were published in a little orange book called Brain Gym: Simple Activities for Whole-Brain Learning in
1986. This series of activities is known today as the Brain Gym movements, and forms the core of the Brain Gym
program.

Many of the Brain Gym activities, such as the Owl, the Elephant, and Alphabet 8s, were developed from Paul’s
knowledge of the relationship of movement to perception and the impact of these on fine-motor and academic skills.
Others were learned during his training as a marathon runner, his work with developmental optometrists doing vision
training, and his study of Jin Shin Jitsu (a form of acupressure). Dennison Laterality Repatterning and Three Dimension
Repatterning are Paul’s original contributions to the field of education. Gail brought in her own movements from her
background in dance, natural vision training, acupressure, and Touch for Health.

Today the work is carried on by the International Faculty, each of whom is licensed by Brain Gym International.

Educational Kinesiology Foundation

In 1987, along with a small group of fellow educators dedicated to making self-initiated learning available to children
and adults, the Dennisons founded the Educational Kinesiology Foundation, a 501(c)3 non-profit organization in
Ventura, California. Doing business as Brain Gym® International, the organization is committed to the principle that
intentional movement is the door to optimal living and learning. Its mission is to support self-awareness and the ease of
living and learning through safe, simple, and effective movement.

Source: writings of Paul and Gail Dennison

What is "BRAIN GYM"?

The phrase BRAIN GYM usually modifies a noun. Whether used by itself or as a modifying phrase, it describes a
specific set of movements, processes, programs, materials, and educational philosophy. It is a registered trademark of
the Educational Kinesiology Foundation (Brain Gym® International) in Ventura, California, USA. Below is a list of its
most common usages:

Brain Gym® International is the nonprofit organization committed to the principle that intentional movement is the
door to optimal living and learning. Its mission is to support self-awareness and ease of living and learning through safe,
simple, and effective movement. The organization was founded in 1987 under the name of the Educational Kinesiology
Foundation and in 2000 began doing business as Brain Gym® International. The Brain Gym® work is being used in
over 87 countries and has been translated into more than 40 languages.

Brain Gym® movements, exercises, or activities refer to the original 26 Brain Gym movements, sometimes
abbreviated as the 26. These activities recall the movements naturally done during the first years of life when learning to
coordinate the eyes, ears, hands, and whole body. The twenty-six activities, along with a program for “learning through
movement” were developed by educator and reading specialist Paul E. Dennison and his wife and colleague, Gail E.
Dennison who say that the interdependence of movement, cognition, and applied learning is the basis of their work.
Clients, teachers, and students have been reporting for over 20 years on the effectiveness of these simple activities. Even
though it is not clear yet "why" these movements work so well, they often bring about dramatic improvements in areas
such as:

• Concentration and Focus

• Memory
• Academics: reading, writing, math, test taking
• Physical coordination
• Relationships
• Self-responsibility
• Organization skills
• Attitude

The Brain Gym® 101 course refers to our basic introductory course that teaches the 26 movements and how to apply
them using specific Brain Gym processes and techniques. This course introduces the concepts and supporting language
for the entire Brain Gym® program. Brain Gym® 101 is a prerequisite to any 200 level course or higher.

Brain Gym® techniques, processes, or strategies are more general terms that may encompass the 26 movements as
well as other components from our larger curriculum.

Brain Gym® courses or curriculum include all of our approved classes. The curriculum is wide and varied due to the
expertise brought by our course authors as well as our International Faculty. While each course does build upon the
Brain Gym® principles, each may or may not use the Brain Gym movements. There are five levels in the Brain Gym®
curriculum, each deepening a different aspect of the Brain Gym® work. Visit our Getting Started page for more
information.

Brain Gym® program or work encompasses the 26 movements, the processes/techniques, and the educational theory
behind the work. The Brain Gym program, as an entity, references the:
 • Educational model of drawing out and honoring the individual
• Value of goal setting and noticing
• Importance of movement as it relates to optimal living and learning

1. What is the Educational Kinesiology Foundation/Brain Gym® International and what is its mission?
2. What is Educational Kinesiology (Edu-K)?
3. How do I learn more about the 26 Brain Gym® movements?
4. What is the philosophy?
5. What evidence is there to support the Work?
6. Who can benefit from the Brain Gym® work?
7. How is Edu-K and the Brain Gym® program used in the classroom?
8. How long do the effects last?
9. How do I Get Started?
10. Are courses available online?

What is the Educational Kinesiology Foundation/Brain Gym® International and what is its mission?
The Educational Kinesiology Foundation, doing business as Brain Gym International, is a California, USA 501(c)3 non-
profit public benefit corporation which owns the registered trademark BRAIN GYM. Most widely known as Brain
Gym® International, our organization is committed to the principle that movement is the door to optimal living and
learning. The Edu-K curriculum of over 500 hours reflects this value.

Mission:

We support self-awareness and the ease of living and learning through safe, simple, and effective movement.

Mission Goals:

We utilize the Brain Gym® educational model to:

• Promote play and the joy of learning

• Draw out and honor innate intelligence
• Build awareness regarding the value of movement in daily life
• Emphasize the ability to notice and respond to movement-based needs
• Encourage self-responsibility
• Leave each participant appreciated and valued
• Empower the individual to better take charge of his own learning
• Encourage creativity and self expression
• inspire an appreciation for music, physical education and the fine arts

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What is Educational Kinesiology (Edu-K)?

The word education comes from the latin root "educere" which means "to draw out" while the word kinesiology means
"movement". Therefore, Edu-K is the study of drawing out innate intelligence through natural movement experiences.

The Educational Kinesiology Foundation is a California, USA 501(c)3 non-profit public benefit corporation which owns
the registered trademark BRAIN GYM. More widely known as Brain Gym® International, our organization is
committed to the principle that movement is the door to optimal living and learning. The Edu-K curriculum of over 500
hours reflects this value.
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How do I learn more about the 26 Brain Gym® movements?

The most common way to experience the Brain Gym activities is to attend the introductory 24 hour course, Brain Gym®
101. This course addresses the physical skills associated with learning and achievement. Participants experience a five
step learning process called a balance and the twenty-six Brain Gym® movements, which are divided into four
categories: Midline Movements, Energy Exercises, Deepening Attitudes and Lengthening Activities.
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What is the philosophy?

The work is based upon empirical experience rather than neurological research. Influences include child development
and movement experts, innovative educators, specialists in developmental vision, and chiropractic movement educators.

Edu-K’s philosophy encourages self-responsibility and self-assessment. Participants are invited to explore and discover
their own learning processes. To meet this objective, the courses and individual sessions are built around activities that
encourage experience, initiative and evaluation. This is the heuristic model of education, the "drawing out" model of
learning.

The philosophy is further based on the knowledge that humans learn through movement. As founder Paul Dennison
says, "Movement is the door to learning." Throughout life, stress can affect the capacity to move and inhibit the ability
to comprehend, organize, and communicate. At certain times, people may notice that thinking, feeling, or sensing may
influence performance. In Edu-K, we observe and address movement patterns with the intention of restoring the skills
associated with successful achievement.

The Edu-K Foundation has an ongoing commitment to evaluate, assess, and develop its practices and principles. We
emphasize the use of a wide variety of "noticing" tools that teach self-responsibility through self-observation of
physical, emotional, and intellectual systems.
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What evidence is there to support the Work?

Our primary evidence comes from the countless anecdotal stories reported to us since 1986. A few examples are
showcased on our testimonials page. Additionally, we have Brain Gym® studies available in these three sources:

• A Chronology of Annotated Research Study Summaries in the Field of Educational Kinesiology.

• The Brain Gym® Journal, generally published three times yearly, offers in-depth articles as well as reports of an
anecdotal, statistical, or theoretical nature, written by instructors about their use of the Brain Gym® program in
diverse settings.
• The Research Packet offers more extensive versions of the studies in the Research Chronology.

Visit our Brain Gym® Studies page for more information.

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Who can benefit from the Brain Gym® work?

This simple, yet powerful, program is used by people of all ages and abilities for a variety of reasons.

It is probably best known for its effectiveness in school classrooms, the arena for which it was first developed.
Additionally, people with special needs and learning challenges benefit from Edu-K and the Brain Gym® program by
using modifications of some of the movements and activities. The Edu-K Foundation makes no medical claims nor
diagnoses.

However, the Brain Gym® work is not limited to the educational field and special needs. It is also being used
successfully by corporations, athletics, health professions, families, and individuals.

The Educational Kinesiology Foundation encourages people to use, play with, and explore information learned.
However, only licensed instructor/consultants can teach, advertise, or collect fees for the Brain Gym® program.
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How is Edu-K and the Brain Gym® program used in the classroom?
It enhances, rather than replaces, existing programs and curricula. Initially, teachers guide the students through the
movements and processes, supporting growing movement skills. The ultimate aim of the program is to encourage each
student to notice when they might be "stuck" on a particular learning task and for the student to choose an appropriate
activity. Such an empowering approach encourages each student to be self-responsible.

It can be integrated into classrooms around the world in a variety of ways:

• The movements can be done as a whole group activity.

• A skilled teacher may identify and work with individual students.
• Students learn to notice when they could benefit from the various movements and initiate the use of them
independently.

As a result of using Brain Gym® movements regularly in the classroom, many teachers report significant improvements
in the basic skills of reading, writing, spelling, and math as well as in areas such as concentration, attention, confidence,
and creativity.
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How long do the effects last?

Individual results may vary. Doing the Brain Gym® activities every day reinforces positive movement and postural
habits. Individuals are encouraged to notice senses, feelings, and thoughts to determine what may be beneficial at any
particular moment. Both the balance process and the fun, easy, energizing movements can be especially helpful during
times of stress.
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How do I Get Started?

Edu-K and the Brain Gym® program can be experienced with licensed Brain Gym® Instructors/Consultants through
private sessions, courses, and presentations. Books are also available.

Private sessions typically last 1 -2 hours and allow a client to focus on a specific goal. In a private session, Brain Gym®
activities may be experienced as well as the more advanced work, as is appropriate. You can search for an instructor via
last name, country, state, or willingness to travel.

Courses and presentations are offered by licensed Brain Gym® Instructors/Consultants around the world. You can
search for courses using any combination of the following: course level, course number, instructor last name, country,
state/province, and date.
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Are courses available online?

The Edu-K program and Brain Gym courses are experiential by nature, which creates several challenges for the
development of online courses. However, the Foundation understands the importance of alternative course formats in
our technological world and is exploring ways to implement such concepts.

Visit our licensing page for detailed information about becoming a licensed instructor.

Brain Gym Studies

Click here to download the Brain Gym Studies Packet.

To view the file, you will need to have Adobe Acrobat Reader installed on your computer.

Research FAQ

1. Does Brain Gym® International have research on the effects of the Brain Gym activities?
2. What books or other sources will give me research on the validity of using movement to support
the learning process?
 3. What’s the difference between the two kinds of research studies in your chronology of annotated
research studies?
4. Is the foundation’s research on the Brain Gym® movements and processes scientific?
5. Does the foundation sponsor research?
6. Why isn’t there more quantitative research?
7. Why aren’t there more peer-reviewed articles?
8. What value is there in small classroom studies like the ones mentioned in the chronology?
9. Isn’t quantitative, peer-reviewed research a standard requirement for any program used in
schools?
10.What kinds of factors are usually measured in Brain Gym research?

Does Brain Gym® International have research on the effects of the Brain Gym activities?
Yes, we offer three primary publications that summarize our research: (1) A Chronology of Annotated Research Study
Summaries in the Field of Educational Kinesiology, on the braingym.org website, offers summaries of research studies
done by a number of our instructors through the last twenty years. (2) Brain Gym Journal, published three times yearly,
offers in-depth articles as well as reports of an anecdotal, statistical, or theoretical nature, written by instructors about
their use of the Brain Gym program in diverse settings. (3) The Research Packet offers expanded abstracts of some of
the studies in the Research Chronology.

Many books also detail the effects of learning on movement.

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What books or other sources will give me research on the validity of using movement to support the learning
process?
Here are a few good examples from the many existing resources:

• Smart Moves: Why Learning Is Not All in Your Head by Carla Hannaford. Salt Lake City: Great
River Books, 2005.
• The Dominance Factor: How Knowing Your Dominant Eye, Ear, Brain, Hand and Foot Can Improve
Your Learning, by Carla Hannaford. Alexander, N.C.: Great Ocean Publishers, 1997.
• “Three Papers on New Discoveries in Brain Function,” by Susan Diamond. [Dr. Diamond
synopsized three of her recent papers: “Educational Kinesiology, Movement, and Sensory
Integration: A Review of Recent, Relevant Neuroscientific Literature”; “NLP and the Brain: Some
Issue Areas, Findings, and Hypotheses”; and “A Review of Brain Gym Literature and Study Design
Proposal.”] Brain Gym® Journal, July 2001, Volume XV, Nos. 1 & 2.

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What’s the difference between the two kinds of research studies in your chronology of annotated research
studies?
The foundation’s existing studies are categorized under two research designs: Experimental (with three subcategories)
and Descriptive (with two subcategories). The difference between these two has largely to do with the method of data
collection and how the research is set up to isolate a particular variable. As you can imagine, the more stringent the
methodology, the less room there is for human error. Yet those who conduct research studies on Brain Gym tend to be
individuals who work with young people, so their research subjects tend to be classroom students. And, because of the
nature of children, for whom stringent methodology can actually influence testing results, descriptive or anecdotal
research serves best.
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Is the foundation’s research on the Brain Gym® movements and processes scientific?
Some academics consider only experimental research (statistical research with control groups) to be scientific. You’ll
find the studies that most adhere to this standard in our Annotated Research subcategories “Quasi-Experimental
Research” and “True Experimental Research”.

To our knowledge, two have been published in a peer-reviewed journal:

 • G.C.K. Khalsa’s, Don Morris’s, and Josie M. Siift, Ph.D.’s study on static balance, 1990) “The
effects of Educational Kinesiology on the static balance of learning-disabled students“
• Josie M. Siift, Ph.D.’s and G.C.K. Khalsa’s study “The effect of Educational Kinesiology upon
simple response times and choice response times”.

Other academics consider descriptive research to be of equal scientific value to experimental research, because it
identifies trends and provides a sound basis for controlled experimental research. You’ll find many examples of such
pilot studies that use qualitative or anecdotal research. These latter studies have not yet been peer- reviewed, although
some of them are qualified for such review. Both qualitative and quantitative studies are acceptable for peer review.
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Does the foundation sponsor research?

No, we do not financially sponsor research projects at this time. Our choice is to disseminate information about the
relationship of movement to learning. To this end, we publish research and pilot studies as they become available to us.
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Why isn’t there more quantitative research?

Quantitative research or scientific research follows a medical model, not an educational one. A medical model studies
the effects of one intervention (such as a medication or a teaching method) when all other factors are controlled. In our
case, this requires that two or more groups in the study be established as uniformly as possible, preferably by random
selection, and do very similar things, with only one group receiving the benefits of the Brain Gym® program.

Quantitative statistics are derived from testing and then comparing the results achieved by different groups. In the few
such statistical studies that we already have, you’ll see that the Brain Gym group usually does better than the control
group. Yet few of our instructors have the background or funding to do statistical research. Universities usually conduct
such studies; they receive grants from government sources, for-profit and non-profit corporations, private sources, or
some combination thereof to do such studies. Also, since most of our instructors are teachers who use the Brain Gym®
program in the classroom, they’re working to make a difference for all children, and they question the ethics of not
offering equal opportunities to all participants. We anticipate further quantitative research from academia at large as the
validity of our work’s premise that movement enhances learning is further established. (See also Answer No. 7.)
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Why aren’t there more peer-reviewed articles?

Articles published in peer-reviewed journals are generally required to be based on scientific studies. Such studies must
prove that an intervention made a statistically significant difference and didn’t happen by chance, and this necessitates a
control group. Some are longitudinal studies requiring personnel to administer them over time. For the ethical reasons
mentioned above, and because of the expertise required for statistical work and the high costs of doing such research
over time, we haven’t yet seen many such studies. We anticipate further peer-reviewed articles from academia at large
as the validity of our work’s premise that movement enhances learning is further established. (See also Answer No. 6.)
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What value is there in small classroom studies like the ones mentioned in the chronology?
The foundation is creating a body of literature that validates research hypotheses about the Brain Gym® work on which
larger studies can then be based. Some of our instructors are currently developing such larger studies. We invite
impartial researchers with an interest in how learning occurs to validate or disprove our established hypotheses.
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Isn’t quantitative, peer-reviewed research a standard requirement for any program used in schools?
No. For example, there are no quantitative or peer-reviewed articles that support the idea that children learn best by
being tested or being grouped by age levels, yet programs that involve testing and age grouping are standard procedure
in most schools.
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What kinds of factors are usually measured in Brain Gym research?

The Brain Gym work is seen to positively impact a broad variety of skills and behaviors (for examples, see Brain
Gym®: Teacher’s Edition by Paul and Gail Dennison, © 1994). If you refer to any of our research publications (see
answer No. 1, above) you’ll see that, in the last twenty years, a full range of skills, including reading, writing, spelling,
mathematics, attention, memory, and fine-motor and postural skills, have been measured in pilot studies. Because the
Brain Gym program offers such multifaceted results, the descriptive and anecdotal research studies are best suited to
typical study purposes.

Along with the many anecdotal reports included in Brain Gym® Journal, the following are some representative studies
that cite statistics.

A Study on Brain Gym and Its Effects on Academic Progress:

• “Brain Gym for All: From Pre-Birth to Old Age,” by Elisabeth Demuth, RN., North Sulawesi,
Indonesia. [The learning achievement of 246 Brain Gym students in 2003-2004 (average grade
8.1) compared to that of students at the same school in 2002/2003 without Brain Gym
intervention (average grade 7.7). From Brain Gym® Journal, March 2007, Volume XXII, No. 1.
• “Brain Gym for All: From Pre-Birth to Old Age,” by Elisabeth Demuth, RN., North Sulawesi,
Indonesia. [The school attended by the students in the study proved to be number one nationally
among thirty-one tested.] From Brain Gym® Journal, March 2007, Volume XXII, No. 1.

Studies on Brain Gym and Its Effects on Reading:

• Gates-MacGinitie Reading Test Results (for a Fourth Grade Inclusion Classroom) reported in “I’m
Not the Same Teacher I Used to Be” by Carmel Dodson, Florida. Brain Gym® Journal, Nov. 2006,
Volume XX, No. 3.
• TPRI Reading Scores (2004-05), reported in “Planting ‘Brain Gym Seeds’” by Cheryl Carpenter,
Texas. Brain Gym® Journal, Nov. 2005, Volume XIX, No. 3.
• “Giving Back,” by Karen “Freesia” Peterson, Hawaii ( 2001-2002 and 2002-2003). [Test results of
children involved in a Brain Gym program where they were mentored by seniors showed
significant improvement in reading skills: an average of .85 grades and .66 years’ improvement
during the period of participation.] Brain Gym® Journal, July 2005, Volume XIX, No. 2.
• “Improving Reading Achievement in a Combined Second and Third Grade Classroom” (January
2000), © 2004 by Judy Bourne, Alberta, Canada. Brain Gym® Journal, Nov. 2004, Volume XVIII,
No. 3.
• “A Movement-Based Learning Lab” (2002), © 2004 by Thad Trahan, Texas. Brain Gym® Journal,
Nov. 2004, Volume XVIII, No. 3.
• “Taking a Leap of Faith in My School Reading Lab,” by Sheila Potter, North Carolina. [Reported the
following growth in class averages: A nine-week study, grade six: 83 percent to 95 percent, a gain
of 12 percent; grade seven: 80 percent to 94 percent, a gain of 14 percent; grade eight: 83
percent to 94 percent, a gain of 11 percent.] Brain Gym® Journal, Nov. 2003, Volume XVII, No. 3.
• “A Pilot Study: The Effect of Brain Gym® on Reading Achievement for Grades Three through Five”
(2002), by Sheila Potter, North Carolina. [Results from the paired t-test indicate a statistically
significant difference in the reading achievement gain between the two groups.] Brain Gym®
Journal, Nov. 2003, Volume XVII, No. 3.
• “The Moving Classroom: Results of a School District Research Study,” by Dorothea Beigel,
Wetzler, Germany. [A double-blind statistical analysis of the data indicated that the children who
had done the Brain Gym activities read faster, made fewer mistakes, and had better
comprehension of the test material than did the two comparison groups.] Brain Gym® Journal,
Aug. 2003, Volume XVII, No. 2.
• “Academic Support for ‘Kids in the Middle,’” by Darcy Lewis, Michigan. [Seventh graders in a
special-ed classroom achieved an average of two years’ academic growth in one year]. Brain
Gym® Journal, Nov. 2002, Volume XVI, No. 3.
• “Creating a Win-Win Situation in a Canadian Grade School,” by Liz Jones Twomey, Ontario,
Canada. [Between 1997 and 2000, reading scores went from 39 percent to 82 percent.] Brain
Gym® Journal, Nov. 2002, Volume XVI, No. 3.
• The Effect of Brain Gym on Reading Abilities, © 1998 by Cecilia Freeman Koester.
• Brain Exercise Improves Reading and Memory, © 1994 and 1996 by Jochen Donczik (translated
from German by Christine M. Grimm and Sigrid Wong).
Studies on Brain Gym and Its Effects on Writing:

• “Pilot Study: First-Grade Students Improve Their Writing Skills,” by Debra Honegger, Ohio. Brain
Gym® Journal, March 2004, Volume XVIII, No. 1.
• “Kinesthetic Learning for Young Environmental Scientists,” by Terry Sanchez, Virginia. [Fifth-grade
students passed the Standards of Learning tests (SOLs) with a 12 percent gain]. Brain Gym®
Journal, Nov. 2002, Volume XVI, No. 3.
• “Creating a Win-Win Situation in a Canadian Grade School,” by Liz Jones Twomey, Ontario,
Canada. [Between 1997 and 2000, writing scores went from 31 percent to 82 percent.] Brain
Gym® Journal, Nov. 2002, Volume XVI, No. 3.

A Study on Brain Gym and Its Effects on Mathematics:

• “Creating a Win-Win Situation in a Canadian Grade School,” by Liz Jones Twomey, Ontario,
Canada. [Between 1997 and 2000, mathematics scores went from 33 percent to 92 percent.]
Brain Gym® Journal, Nov. 2002, Volume XVI, No. 3.

Studies on Brain Gym and Its Effects on Eye Movement and Vision:

• “Assessing the Effects of Brain Gym of Visual Processing Speed and Reading,” by Buffy
McClelland. [In this statistically significant study in the United Kingdom, Brain Gym intervention
brought the visual processing speed of a group of poor readers to the same level as a group of
good readers.] Brain Gym® Journal, March 2007, Volume XXII, No. 1.
• “Changes in Visual Processing Speed with Brain Gym Movements in a School Setting,” by Buffy
McClelland. [In this study done in the United Kingdom, the twenty-five children who did Brain Gym
showed a significant increase at 95 percent confidence in visual processing speed (the average
score increased from 4.56 to 5.54), while the twenty-five children who had only the usual school
interventions showed no statistically significant change. Reading age increased by nearly one
year in the Brain Gym group, but in the control group did not improve beyond the expected age-
related gains.] Brain Gym® Journal, March 2007, “Assessing the Effects of Brain Gym of Visual
Processing Speed and Reading,” Volume XXII, No. 1.
• “Eye Teaming with Brain Gym,” by Kathy Brown, Arizona (anecdotal report). [Brain Gym group
and control group; significant increase in writing skill at a .10 level, based on a repeated analysis
for variance (ANOVA) in each area assessed; Correct word sequences (.01 P-value) demonstrated
a significant level of change while words spelled correctly (.061 P-value) and total words written
(.066 P-value) demonstrated levels very close to the more stringent significant marker.] Brain
Gym® Journal, July 2004, Volume XVIII, No. 2.

A Study on Brain Gym and Its Effect on Spelling:

• “Spelling, Science, and SATs: What Movement-Based Learning Has Brought to Our School” (2003),
by Lynda Underwood, England. Brain Gym® Journal, Nov. 2007, Volume XXI, No. 3.

Studies on Brain Gym and Its Effect on Attention, Locomotion, and Fine-Motor Control:

• “Using Brain Gym with People Who Have Parkinson’s Disease,” by Jo Anna Shaw, Oregon. [In the
self-assessments of ten elders diagnosed as having Parkinson’s Disease who completed a ___long
program of Edu-K balances and Brain Gym homeplay, four experienced significant improvement
in breathing and mental balance, five experienced moderate improvement in physical and
emotional balance, writing, quality of life, tremors, “freezing,” and physical mobility, and one
experienced some improvement in reading, seeing, hearing, speaking, memory, focus,
dyskinesia, and self-maintenance.]
• “Edu-K Opens the Door to Movement Development,” by Svetlana Masgutova, Poland [anecdotal].
Brain Gym® Journal, March 2004, Volume XVIII, No.1.
• “A Movement and Music Program Featuring Brain Gym,” by Marian Ownbey. [Kindergarten
students tested on jump, hop, gallop, and skip: 71 students (65 percent) mastered four skills; 30
 (28 percent mastered three skills; 8 (7 percent) master two skills; 0 mastered one skill; 0
mastered no skill.] Brain Gym® Journal, Nov. 2003, Volume XVII, No. 3.
• “Moving to Learn in Country Schools,” by Gillian Morrison, New South Wales, Australia. [23
kindergarten children were assessed; in March of 2000 12 were identified on the TOMI (Test of
Motor Impairment) as having moderate to definite motor impairments; after a once-a-week Brain
Gym program for two years and four months, post-test scores reflected improvements in motor
skills as a result of the Edu-K program, and 10 of the 12 children tested as now having no
significant motor problems.] Brain Gym® Journal, Nov. 2002, Volume XVI, No. 3.
• “A Study on the Influence of Brain Gym Movements on Muscles and on Dynamic and Postural
Reflexes” (1994-1999, a five-year study), © 1999 by Svetlana K. Masgutova. Brain Gym® Journal,
July 2001, Volume XV, Nos. 1 & 2.
• “Brain Gym for Preschoolers in a Headstart Program,” © 1996 by Gail Dennison and Diane
Lehman (a six-week study). Brain Gym® Journal, July 2001, Volume XV, Nos. 1 & 2.

Studies on Brain Gym and Its Effects on Level of Arousal (Biobehavioral States):

• “Using Brain Gym with Los-Incidence Disabilities and Severe Cognitive Impairments,” © 2007 by
Marth Vincent, Texas. Brain Gym® Journal, Nov. 2007, Volume XXI, No. 3.
• “Bilateral Exercises to Decrease Off-Task Behaviors in Special-Needs Preschoolers” (2005), by
Jennifer Dustow, Hawaii. Brain Gym® Journal, July 2005, Volume XIX, No. 2.

Studies on Brain Gym and Its Effects on Balance, Coordination, Recall, and Vision Improvement with Seniors:

• An anecdotal report: “Elders Create Community by Mentoring Other Elders,” by Karen “Freesia”
Peterson, Hawaii. Brain Gym® Journal, July 2005, Volume XIX, No. 2.
• “Happy, Moving Seniors,” by Elisabeth Demuth, RN, North Sulawesi, Indonesia. [An anecdotal
report: improved vertigo, muscle cramps, and headaches.] Brain Gym® Journal, July 2005,
Volume XIX, No. 2.
• “Keeping Body and Mind Active,” by Gerda Kolf, Soest, Germany (translated from the German by
Constance Carr). [An anecdotal report on the use of Brain Gym with the elderly: improvements in
static and ambulatory balance, reading, writing again after a stroke. Brain Gym® Journal, July
2005, Volume XIX, No. 2.
• “Using Movement Therapy after Cardiac Surgery,” by Sharon Tepfer, New York. [An anecdotal
report on the use of Brain Gym after cardiac surgery: improvements in posture, the ability to relax
and to write, and gross- and fine-motor coordination.] Brain Gym® Journal, July 2005, Volume XIX,
No. 2.
• “Energetics: Working with the Aging and the Aged,” by Dvora Shurman, Tel Aviv, Israel. [An
anecdotal report on the use of Brain Gym with the elderly for improvements in positive attitude,
flexibility, and static and ambulatory balance.] Brain Gym® Journal, July 2005, Volume XIX, No. 2.
• “Learning Again After Acute Brain Injury,” by Barbara Aigen, RN, Virginia. [An anecdotal report on
the use of Brain Gym with the elderly for improvements in walking ability and communication
after a stroke.] Brain Gym® Journal, July 2005, Volume XIX, No. 2.

A Study on Brain Gym and Its Effects on Attention Deficit Disorder, Hyperactivity, and Problem Behaviors

• “Giving Back,” by Karen “Freesia” Peterson, Hawaii. [For 2001-2002 and 2002-2003: Test results
of children involved in a Brain Gym program where they were mentored by seniors showed a
significant decrease in all problematical behaviors, including symptoms of attention deficit
disorder and hyperactivity during the period of participation. Brain Gym® Journal, July 2005,
Volume XIX, No. 2.

A Study on Brain Gym and Its Effects on Discipline Referrals:

• “Planting ‘Brain Gym Seeds,’” by Cheryl Carpenter, Texas. [Discipline Referrals for a Pittsburg pre-
K classroom (2004-2005) of 32 students; referrals went from 19 per month to 0 with the use of
Brain Gym.] Brain Gym® Journal, Nov. 2005, Volume XIX, No. 3.