A Pilot Study Concerning Student Perceptions of Brain Gym® in the Classroom

Abstract

In education, movement is important in building physical, mental, communicative, cognitive and social skills needed to help students be successful learners (Dennison & Dennison, 2010). According to Hyatt (2007), movement is necessary for effective learning, as it promotes a positive image of self and ability. Brain Gym® is a kinesthetic program that teaches students specific activities that promote the use of movement to engage students in the learning environment, strengthen areas of weakness, and promote whole-brain learning (Dennison & Dennison, 2010). The present study examined the academic, emotional, and behavioral benefits of Brain Gym. Twenty students from a rural elementary classroom who participated in Brain Gym activities for 12 weeks were surveyed. Analysis of a pre and post survey as well as a weekly snapshot survey indicated some students believed Brain Gym had academic (e.g. grades) and behavioral (e.g. concentration) benefits and others did not. In terms of emotional benefits, the analysis indicated the program increased positive emotions while also decreasing negative emotions. Given the relationship between positive emotions and student engagement (Reschly et al., 2008) as well as the role of engagement in learning, implementing Brain Gym activities could potentially lead to improved learning outcomes for students.