1. Click here for Reference List of articles in Scientific Journals, published books, and unpublished University Research theses with data on the effect of Brain Gym on various cognitive and emotional parameters. Also included are press articles on the subject of Brain Gym.

2. Link to the US Brain Gym official site for download of research information: http://www.braingym.org/research.html

3. Click here for Brief Review of 8 articles from US reference list with particular interest for teachers in schools.

4. Click here for where to submit of new research data on Brain Gym, and how to set up collaborative research projects.

1. Reference list of research articles on Brain Gym in Scientific Journals, Published Books and University research theses -

also listed are other articles on movement and learning

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Scientific Journals:

Beigel, D., Steinbauer,W. & Zinke, K., 2002. The effects of brain gym on reading and comprehension. In: The Moving Classroom: Results of a Research Project with Suggestions for School Implementation. Freiburg: VAK Verlags GmbH Kirchzarten.

Donczik, J., 1994. Können edukinestetische Übungen Legasthenikern helfen? Die Sprach-heilarbeit V 39, p 297–305.

Donczik, J., 1997. "Können Brain-Gym-Übungen Legasthenikern helfen? - Kontrolluntersuchung zu einer Pilotstudie." Die Sprachheilarbeit , V42, 230-237

Hannaford, C. 1990. The Brain Gym® option for Hyperactivity, ADD, E.H, SpEd L.D. and FAS. The Australian Journal of Remedial Education, V 26. p1 - .

Khalsa, G.C.K, Morris, D. & Sifft, J.M., 1088. The effects of Educational Kinesiology on the static balance of learning-disabled students. Perceptual and Motor Skills, V 67, p 51-54.

Moore, H. & Hibbert, F., 2005. Mind Boggling! Considering the possibilities of brain gym in learning to play an instrument. British Journal of Musical Education, V 22, p 249-267.

Sifft, J.M. & Khalsa, G.C.K., 1991. The effect of Educational Kinesiology upon simple response times and choice response times. Perceptual and Motor Skills, V 73, p 1011-1915.

Wolfsont, C.A. 2002. Increasing behavioural skills and level of understanding in adults: A brief method integrating Dennison's Brain Gym® balance with Piaget's reflective processes. Journal of Adult Development, V9, p185-201.

Published Books: List of books which contain research data on the effects of Brain Gym. These are available in the UK from Body Balance Books http://www.bbbooks.co.uk . (Please note that there are many other books on Brain Gym not listed here)

  Dennison, P.E., 1981. Switching On. Ventura, CA: Edu-Kinesthetics, Inc.

Hannaford, C., 1995. Smart Moves: Why Learning is not all in your head. Arlington, VA: Great Ocean Publishers.

University Research Theses:

Dennison, P.E., 1975. Covert Speech and Beginning Reading Achievement. Unpublished Ph.D. thesis, University of Southern California Graduate School, USA.

Hailwood, V. 2003. Evaluation of a Physical Programme designed to Integrate Primitive Reflexes. Unpublished M.Sc. thesis in Educational Research, University of Manchester, England.

Irving, J., 1995. The effect of PACE on self-reported anxiety and performance in first-year nursing students. Unpublished Ph.D. thesis, Oregon State University in Corvallis, USA.

Peace, S.W., 2006. Moving Learning Along: A study of Educational Kinesiology (Brain Gym®), Unpublished M.A. thesis, University of Bangor, Wales.

Taylor, M.F., 1998. An evaluation of the effects of Educational Kinesiology (Brain Gym®) on children manifesting ADHD in a South African context. Unpublished Ph.D. thesis, University of Exeter, England.

Research and user reports on Brain Gym on the web:

Martin Brown, 2003, Wiltshire Journal of Education (online)

"Investigation of the use of Brain Gym to aid learning in a Secondary School environment" http://www.teacherresearch.net/tr_wiltsjournal2.htm#Inves

Report on Brain Gym: "Returning Teachers' Favourite techniques to gain pupil's attention, making class time valuable and enjoyable for children and teacher alike."  In:  Return to Teaching (published by Training and Development Agency for Schools (TDA)) Spring 2006.  Pages 8-9.

http://www.tda.gov.uk/upload/resources/pdf/r/return_to_teaching_magazine_spring06.pdf

Non-peer-reviewed articles on Brain Gym in the Press:

Osborn, K., 2005. Brain Gym   Massage and Bodywork, V 20, Issue 4, 138-144. (Associated Bodywork and Massage Professionals Inc., publishers)

Brooksmith, G., 2004.  Brain Gym: how a programme of physical activities can enhance learning ability  Montessori International Magazine, V 73, 18 (Montessori Centre International, publishers)

Maskell, B. Shapiro, D. R. Ridley, C., 2004. Effects of Brain Gym on overhand throwing in First Grade students. Physical Educator, V 61 (part 1), 14-22. (Phi Epsilon Kappa Fraternity, publishers)

Effect of Brain Gym on cognition. Canadian Nursing Home, 2003. V 14 (part 1) 36. (Health Media Inc., publishers) 

Diana Hinds, Times Educational Supplement 24 November 2006 "I turned my' wrong' into read and write"
         http://www.tes.co.uk/search/story/?story_id=2316562

Jennifer Hand, Times Educational Supplement 26 May 2006 "A workout suited to the grey cells"

         http://www.tes.co.uk/search/story/?story_id=2244265

Articles and books on the interaction of Brain Function, Learning and Movement:

Bower, J.M. and Parsons, L.M., 2003. Rethinking the Lesser Brain. Scientific American, July.

Goddard, S.A., 2005. Reflexes, Learning and Behaviour. Fern Ridge Press, USA.

Goddard Blythe, S.A., 2005. Releasing educational potential through movement. Child Care in Practice, Volume 11/4: 415 – 432.

Jehue, D. and Carlisle, C. (2000). Movement Integration, The Key to Optimal Development, Teaching Elementary Physical Education, 11 (1).

Jensen E., 1998. Teaching with the Brain in Mind. Association for Supervision and Curriculum Development, Alexandria, Virginia USA.

Jordan-Black J-A. 2005. The effects of the Primary Movement programme on the academic performance of children attending ordinary primary school. Journal of Research in Special Educational Needs ; 5(3): 101-111

McPhillips M, Sheehy N. Prevalence of persistent primary reflexes and motor problems in children with reading difficulties Dyslexia 2004; 10(4): 316-338.

McPhillips M. The role of persistent primary-reflexes in reading delay. Dyslexia Review 2001; 13(1): 4-7

McPhillips M, Hepper PG, Mulhern G. Effects of replicating primary-reflex movements on specific reading difficulties in children. Lancet 2000; 355: 537-541

Pica, R. and Short, K. (1999). Moving and leaning across the curriculum, Teaching Elementary Physical Education, 10(1) 5-7.

Rosenbaum, P. (1998). Physical Activity in Children with Disabilities: A Neglected Opportunity for Research? Child Development, 69 (3), 607 - 608.

Schmahmann, J.D. and Sherman, J.C., 1997. Cerebellar Cognitive Affective Syndrome. International  Reviews of Neurobiology. 41, 433-40

Taylor, M., Houghton, S., Chapman, E., 2004. Primitive reflexes and Attention Deficit Disorder: developmental origins of classroom dysfunction. International Journal of Special Education (Vol. 19/1)

Thomas, F. (1998) Une question de writing: a comparative study. Support for Learning, 13 (1), 43-45.

Van Praag, H., Shubert, T., Zhao, C., & Gage, F.H. (2005). Exercise enhances learning and hippocampal neurogenesis in aged mice. Journal of Neuroscience, 25, 8680-8685.   

3. Brief review of results of some selected research studies on the effectiveness of Brain Gym ® to aid learning.

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1. Study on response times of 52 children of Primary age with Special Needs. Comparing visual response times for a control group who engaged in random movements and a Brain Gym group who performed a specific sequence of movements. Children exposed to Brain Gym activities improved to statistically significant levels while those in the control group did not.

2. Year-long study on effect of Brain Gym on reading abilities of 205 children. Students in the experimental group did 15 minutes of Brain Gym per day, while control group did not.  Children in the Brain Gym group improved their reading abilities, as measured by standardized test, twice as much as did the control group.

3. Year-long study on effect of Brain Gym on reading, comprehension and maths. Brain Gym was incorporated into the teaching for 19 year-5 students with Special Needs. Pre- and post-testing was carried out using the Brigance Inventory of Basic Skills. Post-tests showed a 1-to-2 year growth in skills on reading, comprehension and maths, significantly greater improvement than experienced for special needs students in other schools. Behaviour patterns also improved.

4. 8-month study on word recognition, hand-eye coordination and self-esteem. Brain Gym exercises were introduced into the classroom for 10 Special Needs students in years 2 and 3. Results showed significantly greater improvement on standardized tests than the average reported improvement for these age groups.

5. Year-long study on behaviour, attention span, coordination and academic skills. 4 groups of students experienced i) Brain Gym, ii) yoga, iii) random movements and iv) no movement. Each group contained 12 Special Needs students of secondary school age. Results showed marked improvement much greater than that expected over a year’s development in the Brain Gym group in all areas, the two other movement control groups showed small areas of improvement, while the control group with no movement showed no improvement above that expected. Four years later these students were again assessed, and the Brain Gym group showed a 4-5 year growth in reading, maths and spelling (in other words they were keeping up with non-special needs students) and more than 7 years growth in comprehension.

6. Questionnaire reporting of effects of Brain Gym in the classroom. Participants were teachers who had used Brain Gym in Primary school classrooms for 6 months following a training session. All reported improvements in several areas. Some examples are: improved concentration; improved relations between teachers and children; improved performance of children in tests on motor skills, speed in solving puzzles, maths, reading, writing and sports.

7. Study of effect of Brain Gym for Special Needs students. A study of over 600 children in 10 schools incorporated Brain Gym into the school day. Perceptual tests, parent feedback and teacher and student assessments were used to evaluate the success of the programme. Results indicated many improvements for individual students and whole classes in many different areas.

8. Effect of Brain Gym on self-reported anxiety and performance in nursing students. 27 first-year nursing students were divided into 3 groups in a nine-week study. The Brain Gym group experienced a 70% reduction in self-reported anxiety and a 19% increase in performance on fourteen technical-motor skill tests was measured. The two control groups reported continuing high levels of self-reported anxiety and higher failure rates in motor control tests.

Several positive studies have been completed by Master's Students at Universities, and are in the process of being written up for publication.

4. Where to submit any new research data on the effects of Brain Gym, and how to get involved in new research projects.

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The Brain Gym Trust is actively looking at ways of getting more studies on the effects of Brain Gym  carried out and published. If you have research data that you would like to share, or if you would like to discuss possible research projects, please ring Dr Buffy McClelland on 01865 776578, contact her via the web form at this link, or contact the main UK office of the Educational Kinesiology Foundation on 020 8202 3141 or e-mail at info@braingym.org.uk