Paul Dennison, reading specialist and creator of Educational Kinesiology and Brain Gym
“What we are teaches the child far more than what we say, so we must be what we want our children to become.” ―Joseph Chilton Pearce
Every child has some intrinsic genius found not only in the right genes, present not only as a gift of nature. Yes, it helps to be born with good DNA. Yet the true genius in any child is usually brought out by a magical nurturing genie: that parent, sibling, teacher, or grandparent who mentors him as he grows into his own distinct capabilities.
Learning is not a static result but a dynamic process. It relies on incremental movement patterns that allow the learner to cognate in new ways and then replicate or build on what was learned. Just as physical movement affects thoughts and feelings, so thoughts and feelings affect the physiology.
In his book The Genie in Your Genes, Dr. Dawson Church confirms this, pointing out that “. . . scientists are discovering the precise pathways by which changes in human consciousness produce changes in human bodies. As we think our thoughts and feel our feelings, our body responds with a complex array of shifts. Each thought or feeling unleashes a particular cascade of biochemicals in our organs. Each experience triggers genetic changes in our cells.” 1
Those of us who work with young people continue to learn every day as we advocate for children’s well-being and for the circumstances that will allow them to realize their potential. When we make mistakes or fall into unproductive habits, we can still grow in our mentorship by noticing what we now intend to do better.
Each child is unique, as is every family and relationship. The first step toward positive change is to notice, in the interpersonal dynamics, what’s working and what isn’t. We can notice in terms of the Learning Flow2: Am I trying beyond my means by stressing out, reacting, and adding to the chaos? Or am I setting clear new intentions, taking care of myself, and doing my personal best in interacting with my child and exploring each new challenge? I encourage parents to stay in that latter, clear state: as they gain confidence with each familiar “Got it!” aspect of parenting, they can also keep “Getting it . . .” by staying open to the emerging and often unfamiliar nuances of a child’s character.
This except of the Learning Flow shows the two elements of movement-based learning—”Got it!” and “Getting it”— that are in continual interplay. Aspects of stress-based learning are found around the Lazy 8 perimeter.
Children learn from what we do—that is, our nonverbal actions—not what we say. The ways that mentors, as models for young people, think, move, rest, connect with others, choose their foods, and care for themselves (see 3 – 7) will all contribute—for better or worse—to children’s most important learning. We don’t need to rub a magic lamp and command a genie, we need to be a genie, standing up for children everywhere by respecting and nurturing their youthful potential as we guide them in bringing forth their gifts.
You can be a genie, lighting the way for your child’s growth through who you are.
We can’t protect children from all of life’s slings and arrows. Yet a true genie ensures that her young genius charge takes part in experiences that inspire him, just as she safeguards the quiet time he needs to nurture his creativity.
Receiving this gift of mentorship, children can be free to follow their own path and discover the world in their own best way.
1 The Genie in Your Genes: Epigenetic Medicine and the New Biology of Intention, 2007, p. 25
2 In Edu-K, we describe the learning process in terms of a Learning Flow: two states of awareness that are in continual flowing interplay. The full Learning Flow chart and details of how to use it can be found in Brain Gym®: Teacher’s Edition, (C) 2010 by Paul E. Dennison and Gail E. Dennison.
3 “Remission of depression in parents: links to healthy functioning in their children,” Garber et al., 2011, Child Development, Volume 82 (1), p. 226 – 243.
4 “A gradient of childhood self-control predicts health, wealth, and public safety,” Moffitt et al., 2011, Proceedings of the National Academy of Sciences USA, Volume 108, p. 2693 – 2698.
5 Genetic heritability and shared environmental factors among twin pairs with autism,” Hallmayer et al., 2011, JAMA Psychiatry, Volume 68 (11), p. 1099 -1102.
6 “Children’s sleep and cognitive performance: A cross-domain analysis of change over time,” Bub et al., 2011, Developmental Psychology, Volume 47 (6), p. 1504-1514.
7 “Five days at outdoor education camp without screens improves preteen skills with nonverbal emotion cues,” Yalda T. Uhlsa, Minas Michikyanb, Jordan Morrisc, Debra Garciad, Gary W. Smalle, Eleni Zgourouf, Patricia M. Greenfielda. Computers in Human Behavior, Volume 39, October 2014, p. 387–392, Elsevier.
Drawing Credit: © Nuriagdb | Dreamstime.com – Genie With Lamp Photo
Click here for a translation of this article into Spanish: ¿Es usted un “Genio” para el “Genio” de su hijo?
© 2015 by Paul E. Dennison. All rights reserved.
Brain Gym® is a trademark of Brain Gym® International/the Educational Kinesiology Foundation. Click here for the name of an instructor near you.
Paul and Gail Dennison
Dear participants in the Brain Gym® International Conference 2014,
Congratulations on joining together to celebrate learning through movement and the Brain Gym program in beautiful Fort Collins, Colorado! We offer our deep appreciation to the Colorado network, Foundation staff members, International Faculty, keynote presenters, and all who will be contributing to make this year’s conference an outstanding event.
We’re excited that you’ll be meeting keynote presenter biomechanist Katy Bowman*, whose work has greatly influenced us over the last five years, and who will give you a deeper understanding of the challenges faced by the sedentary, one-sided learner in the classroom, as well as some great options for addressing these. You’ll also meet a dear and heartful inspirer of play, longtime friend of Edu-K, Fred Donaldson, who is bound to take you into new and surprising play spaces. Author and consultant Patricia Lemer will support you in expanding your thinking beyond that of symptoms and developmental labels, and give you some simple options for supporting the whole person.
Our hearts are with you as you meet for the Welcome Reception on July 25 and continue celebrating through the three days of conference events and two days of post-conference courses and workshops.
Our own new way of working has allowed Paul so far this year to teach here in Ventura, California, as well as in Arizona, Puerto Rica, Canada, and in Europe–Verona, Italy; Lausanne, Switzerland; and Avignon, France. You can see photos of Paul’s courses on Facebook. Be sure to look for the picture of Paul fulfilling a lifelong dream to do the Cross Crawl on the bridge at Avignon! Later this year he’ll also be teaching in Coyoacan, Mexico; Innsbruck, Austria; and Damme and Kirchzarten, Germany. Meanwhile, Gail continues working on blogs and the latest book project. We are delighted with the continued growth of the Edu-K and Brain Gym work.
Now that we’re connecting with so many of you on Facebook, LinkedIn, and Twitter, we’re valuing the importance of developing a presence for Brain Gym® in the social media. As we read about and reflect on the rapid changes taking place in classroom environments worldwide, we are celebrating a growing awareness of the importance of movement, play, and structural alignment in one’s everyday activities, and especially in the learning environment. Where Edu-K once pioneered the field of movement-based learning, there are now many “move to learn” programs. We believe that the 26 Brain Gym activities, the Brain Gym 101 course, Seven Dimensions of Intelligence, and our other fine courses remain unrivaled in scope, simplicity, and a regard for the learner through self-actualizing activities. Neuroscience research continues to catch up with our commonsense recognition of the interrelationship of the human body and optimal brain function.
In today’s technologically driven world that requires both near-point focus and passive sitting, the Edu-K work is becoming more important than ever—not only for schoolchildren but for people of all ages. Please acquaint yourselves with our learning resource site, Hearts at Play: Move, Learn, Bloom, that continues to offer blogs and videos to answer many of the how, what, and why questions about the Edu-K work that you’ve asked us throughout the years. We trust you’ll find this site useful in creating immediate interest in your courses and private sessions. May your lives be touched by the “Possibilities” of moving to fulfill your personal and professional goals, and may we all keep moving with joy!
Love to all, Paul and Gail
*For more about the 2014 Conference and keynote speakers, click here.
Parents can support young learners in discovering their needs and gifts.
I often hear from parents who are discouraged about their child’s learning progress. Sometimes they’ll tell me that their youngster is bright, and that he or she shows interest in learning at home during weekends or vacation time. Yet at school, they say, that same child is bored or struggling, slower than others in completing work, looking for ways to avoid assignments, and—once home—often stalling on homework or forgetting to do it.
In any case, when parents make an appointment with me for a balancing session, I tell them that the ideal situation is for me to work with the whole family on the first visit. I explain that there will be “homeplay” for the whole family to do together. Homeplay, usually drawn from the Brain Gym® activities, is not something that the child does because he has a learning problem, or that he should be required to do. The purpose of these activities is for everyone to move and play together, becoming more balanced as a family, and research shows that synchronous movement is one vital way by which we connect with our surroundings and create social bonds.
Most parents understand, and are delighted to participate. Often, during that first balance for their child the parents themselves make profound shifts in their own ability to read, write, relate, or organize—shifts that exemplify for the child what learning can be like. Through such experiences, parents gain insight into the sensory skills actually involved in the learning process, and so develop empathy for the challenges their child is facing. Often a parent discovers that he or she has the same mixed-dominant(1) learning profile as the child, and discovers how to more effectively use this pattern. I might also share with them the finding that, in a study done with 461 high school students, 80% were found to be weak or inadequate in one or more of three key visual abilities(2). Now parents can better understand why moving and accessing the whole body is essential for addressing one-sided habits, and they can advocate for their child’s gifts and abilities, as well as their own. Nearly always, the whole family discovers how much fun it is to move together, lengthening muscles or dancing around with The Cross Crawl; mirroring one another with The Double Doodle, drawing soothing shapes on one another’s backs, or self-calming with Hook-ups or the Positive Points.
I’ve found that, when the parents are aligned and in balance, the children immediately do better—even before I work with them individually. I believe this is at least in part because stress contracts muscles and restricts movement patterns, and children imitate a parent’s body posture, whether that posture appears dynamic or stressed. Most often, in one to four sessions a child will no longer feel left behind in his classroom. At schools where I’ve served as a consultant, I’ve found that, when the teachers are balanced, the students attend and focus better. If the teachers are stressed, the students will act out.
A child can do his best when he knows his parents hold a neutral space for his learning.
For more than forty years, I’ve worked with those of all ages who have been diagnosed with such labels as dyslexia, dyscalculia, autism, Asperger’s syndrome, and learning disabilities—and even with children as young as nine months who were “failing to thrive” or slow to crawl. I’ve worked with children one-on-one, with their parents or caregivers participating or looking on, and also during courses, teaching the children in front of a group of adult students.
While teaching in Europe, I’ve had parents talk with me about a son or daughter who, they said, was hopelessly far behind and completely unable to learn. I’ve done balances with these same young people, teaching them simple Brain Gym, Vision Gym®, and other Edu-K activities, and have seen them discover how to learn on their own—often in that single session. Movement is a language in itself, one that somehow communicates beyond culture and instructional translation. Once youngsters realize how they can bring attention and movement to their learning process—purposefully waking up their eyes, ears, and whole body to the joy of learning—they begin to transform not just reading, writing, and math, but also how they interact with family members and friends.
Here are three of the reasons I believe the Edu-K work is so effective:
- I ask people what they want to improve. Human beings are natural learners. But when they are overwhelmed by what they can’t do, or by analysis and information, they often forget their own interests. When we can support a person in rediscovering her innate curiosity, she naturally regains the confidence and motivation to explore the world and reclaim her place as a ready learner.
- I teach from whole to parts, providing a personal, big-picture context (such as movement itself) with which to associate specifics. I engage learners through movement and play. It’s part of our innate intelligence, as seen in infancy, to learn through movement and exploration. Infants are tremendously motivated to take the micro-actions that, done repeatedly, will eventually become a visible movement such as rolling over, turning the head, reaching, or grasping. Toddlers continue to learn sensory and motor skills, best acquired with the support but not the interference of their caregivers. Pioneering educator Maria Montessori, MD, referred to such play as “the work of the child.”
- I help learners to identify a next learning step—the specific aspect of the learning process that is challenging to them, and to understand that aspect in terms of underlying physical skills. I help a child to focus on that aspect only, until it has been mastered and integrated into the child’s functioning. Learners’ joy and pride in learning a specific ability is exciting to behold. They can readily see the commonsense logic of developing the physical skills needed for learning. This approach helps alleviate the shame and blame—any perceived need for judging skills or their lack—that has so often become associated with learning. From this more neutral place, children are able to appreciate the simple movements that help them experience the physical skills of learning and that give them the time to integrate these into function.
Learning is a lifelong process. Yes, it has its accompanying frustrations and difficulties. The pleasure is in turning such challenges into capabilities. Every person has within himself all that he needs to experience success, happiness, and the joy of learning.
Through the years, I’ve developed many learning models, sequences, and protocols that support this movement-based approach. These include the Dynamic Brain (a working model of the brain), the Learning Flow (that makes visible “the high and the low gears” of learning), the 5 Steps to Easy Learning, and the 3 Dimensions and 5 Principles for Movement-Based Learning.
I love teaching parents and educators how to do what I do. There’s nothing more wonderful than seeing the light go on in a young person’s eyes—or in the eyes of any learner, at any age!
1Rowe A. Young-Kaple, MS. Eye Dominance Difference Connection to LD Learning Disabilities. World Journal of Psychology Research, Vol. 1, No. 1, September 2013, pp: 01- 09: (mixed dominance with left-eye dominant: n= 54 LD (15%); mixed dominance with right-eye dominant: n=12 LD (6%); all right side dominant: n=38 LD (12%); n=119 or 12% of the total population of n=998 were identified as having a reported learning disability (LD). Available online
2David Grisham, OD, MS, Maureen Powers, PhD, Phillip Riles, MA. Visual skills of poor readers in high school. Optometry – Journal of the American Optometric Association: Volume 78, Issue 10 , Pages 542-549, October 2007. © 2007 American Optometric Association. Published by Elsevier Inc.
For more research on interpersonal synchrony and its effects on social bonds, see:
Cirelli, Laura K., Kathleen M. Einarson, and Laurel J. Trainor. 2014. “Interpersonal Synchrony Increases Prosocial Behavior in Infants.” Developmental Science: This study of 14-month olds “. . . support[s] the hypothesis that interpersonal motor synchrony might be one key component of musical engagement that encourages social bonds among group members, and suggest[s] that this motor synchrony to music may promote the very early development of altruistic behavior.”
Shaw DJ, Czekóová K, Chromec J, Mareček R, Brázdil M (2013) Copying You Copying Me: Interpersonal Motor Co-Ordination Influences Automatic Imitation. PLoS ONE 8(12): e84820. doi:10.1371/journal.pone.0084820
Hove MJ, Risen JL (2009) It’s all in the timing: Interpersonal synchrony increases affiliation. Social Cognition 27: 949–960. doi: 10.1521/soco.2009.27.6.949 PubMed/NCBI
Photo Credits: ID 16450697 and 17770996 © Yuri Arcurs | Dreamstime.co
© 2013 by Paul E. Dennison. All rights reserved.
Brain Gym® is a trademark of Brain Gym® International/the Educational Kinesiology Foundation. Click here for the name of an instructor near you.
Last year at Thanksgiving time, Gail and I entered a new phase of our lives. We’d enjoyed thirty years of traveling and teaching in the real, sensory world of direct contact with learners, helping them let go of the stress reflex that shows up so visibly in the body and discover what it’s like to learn with more pleasure and ease, with engaged senses. Then, last November, at our family’s encouragement, we did something we never thought we’d do: we jumped into the world of social media and began exploring movement-based learning in a virtual space! And now, one year later, we’re so grateful that the social media have come into our lives.
Yes, we’re still traveling, teaching, and writing books. And we’re also giving back now in a new way—connecting with parents and educators from a new and expanded vision of movement-based learning, through Facebook, Twitter, LinkedIn, and our new website, Hearts at Play: Move, Learn, Bloom. What a joy it is to join virtually with Brain Gym® Instructors and like-minded parents and educators from around the world! We so appreciate these new means of growing, staying in touch, offering videos and skills updates, summarizing related research, and providing new thinking about how to cultivate innate intelligence and the pleasure of learning through the Edu-K, Brain Gym®, and Vision Gym® work.
In reflecting on my life during this time of giving thanks, I’m aware of so many people who have, through the years, reached out to me with generosity and support. I’m thinking back to the early 1970s, my USC studies, and the tribute I received for my dissertation on the relationship between thinking skills and beginning reading achievement; to the five developmental optometrists who mentored me, and with whom I shared office space at my nine Valley Remedial Group Learning Centers; and to the optometric in-service training I received that sparked my interest in learning through movement.
In 1979 I was blessed to study Touch for Health with Dr. John Thie and Gordon Stokes. Shortly after, I discovered Dennison Laterality Repatterning, the unique process that has benefitted so many people worldwide by drawing out innate intelligence through movement. As I envisioned a new way of teaching, my ideas on moving to learn continued constellating. During this time I offered my first Edu-K workshop for beginning reading to 15 private school teachers. Then, enthusiastic reception of my work by adults with learning disabilities prompted me to broaden my focus to include education of the adult population—work that, in time, has reached both adults and children of all ages and abilities. That year I studied natural vision improvement techniques with the late Janet Goodrich, who in turn studied with me and became a dear friend, wholeheartedly including a chapter on my work in her first book, Natural Vision Improvement.
In 1981 I published my first book: Switching On: The Holistic Answer to Dyslexia, and taught the first basic workshop in Educational Kinesiology (later to become the Brain Gym® 101 course). In July I presented Edu-K at the Touch for Health annual meeting, receiving warm encouragement for my work. Gail Hargrove was among the crowd giving me a standing ovation.
In 1982 my work was well received as I began teaching widely across the United States, while concurrently developing the Educational Kinesiology in Depth course. In each experiential workshop and private session, I saw adults and children alike make formidable breakthroughs in their goals, including improvements in reading, writing, math, whole-body movement, and pain relief. Parents and educators appreciated the specificity of the activities, the immediacy of results, and the knowhow to teach for transfer, along with the overall playful and celebratory nature of the courses.
Now, in this time of gratitude and thanks giving, Gail and I celebrate our 30-year creative partnership, which began just before Thanksgiving of 1983*. One year previously, on a September weekend, she and I happened to be the only Touch for Health instructors in attendance at a Live and Learn conference for local holistic health and bodywork practitioners. Our meeting and discovery of mutual interests initiated a deep friendship. That year, I had taught my first two Educational Kinesiology in Depth workshops, and Gail was a student in the second. In October of 1983 we two began a correspondence to create a language and body of literature that would make the Edu-K work more available to the general public. In December a friend in Germany, Wolfgang Gillessen, sponsored me in traveling to Berlin for the first of what has become more than 50 international lecture tours on five continents. That first Berlin class was attended by future International Faculty Members Alfred Schatz, Susanne Degendorfer, and Renate Wennekes.
Meanwhile, the readership of Switching On grew with its translation into Dutch in 1982, then into German, French, and Spanish. To my delight, this was followed in subsequent years by the further translations of what would become the Brain Gym® 101, Optimal Brain Organization (OBO), and Edu-K in Depth courses, the books Edu-K for Kids and Brain Gym®: Simple Activities for Whole-Brain Learning, and, in 1986, the Creative Vision manual and the Movement Dynamics handbook, and so on. During this time, the children at my nine Valley Remedial Group Learning Centers were being mainstreamed into regular classrooms. Periodic balances and the Brain Gym activities were sustaining their learning so that they no longer required tutoring. I began to gradually reduce the number of my learning centers.
And so it has gone through the years:
1984 – Gail and I were falling in love, and entering a time of rich creativity and abundant work. We began writing, traveling, and teaching Edu-K together. With Gail’s contributions, the In-Depth work emerged as a beautifully interwoven system for honoring the learner and drawing out new learning. Combining our knowledge of dance and kinesiology, we developed the Integrated Movements. In September we co-taught in Germany, Holland, and Norway. In November we published the first edition of Edu-K for Kids. And in 1984 I closed the last of my reading centers.
1985 – In January Gail and I were both invited to join the Touch for Health faculty, and we both accepted. In July we published the book Personalized Whole-Brain Integration. Gail added her favorite moves, along with innovations on the Double Doodle and Belly Breathing, to mine, as the movements now known as the Brain Gym activities began to take on a character all their own. Together we refined these simple activities and begin teaching them in a two-part course that would later become Brain Gym® 101 and OBO. In the fall, we two taught our newly developed Creative Vision course in Germany and the Netherlands. In this course we introduced some innovative vision work with great success, including the Dennison Cover Test for Crossing the Optic Chiasm (“the Cover Test”) and Gail’s Homolateral Reflex Balance. On the last day of December, my birthday, Gail and I joined our lives and families in marriage.
1986 – Early in the year, Gail began writing the Visioncircles Teacher’s Training manual for a course in perceptual development that included the Vision Gym® activities she had created. In March we took the Educational Kinesiology in Depth course to Australia and New Zealand and begin training faculty members Glenys Leadbeater and Barbara Ward there. In April we published the book Brain Gym®: Simple Activities for Whole-Brain Learning. Envisioned as a “homeplay” manual, it soon became a bestseller beyond our wildest expectations. In June, researcher Ji Khalsa presented the first experimental study on Edu-K: The Effect of Educational Kinesiology on the Static Balance of Learning-Disabled Students, with statistically significant results for the intervention of the Brain Gym activities. This quantitative research would be followed through the years by more than a hundred pilot studies and anecdotal reports.**
In July of that year, Patti Steurer and Colleen Carroll-Gardner of the United States joined us as Edu-K in Depth Faculty Members, while Barry Summerfield, Gillian Johnson, and Tania McGregor of Australia and Coby Schasfoort of Holland became overseas Edu-K in Depth faculty members. In August a group of creative educators joined us in establishing the Edu-Kinesthetics Advisory Committee to disseminate research, provide networking, and support professional growth. In November Gail and I taught the first Visioncircles workshop, with activities offered in an Action Balance format, in San Francisco. Gail and I also taught a basic Edu-K course in Pasadena, and I had the inspiration to teach a laterality balance and a three-dimension balance, which Patti and Colleen would later name the Wonder Balance and the X-Span Balance. In this year Patti and Colleen, along with George Gardner and Gabrell Carroll, begin working closely with us to follow the Visioncircles template and distill the basic Brain Gym material into easy-to-learn Action Balances.
1987 – To this day, I’m grateful that others recognized the value of my action research, and encouraged me. In January we established the nonprofit Educational Kinesiology Foundation (now Brain Gym® International), a 501(c)(3) public-benefit corporation. In April course co-developer (with Colleen Carroll-Gardner) Patti Steurer and new Faculty Member George Gardner taught the first version of a Brain Gym Teacher Practicum. In June the first edition of Brain Gym Magazine was published, with Gail Dennison as its editor. In July the first annual Educational Kinesiology Gathering was held at California’s Murrieta Hot Springs, with more than a hundred people from around the world in our opening circle.
1980 to 2013 – Through the decades, we’ve continued to be blessed to work together with many remarkable people who have shared our vision of a world where learners are free to move and discover sensory integration and self-initiated learning. I want to name some of these visionary educators: The late Dorothy H. L. Carroll, Azasha Lindsey, Marilyn Lugaro, Rose Harrow, Don Wetsel to cite just a few of the early pioneers, freely gave of their time and imagination to help build a community, to set up the Brain Gym® trademark and balance together for the qualities it would represent, to envision how the work might be carried forward, and to support me in opening the work to the world in more than 80 countries and forty-some languages. Our work was furthered by the the insight of biologist Carla Hannaford, author of Smart Moves: Why Learning Is Not All In Your Head and several other books on learning and movement, who has been a long-time advocate, and taught us the physiology of Edu-K. Behind the scenes, John Hargrove is our art director and the graphic designer of our beautiful charts and posters. We thank him for designing our new Hearts at Play website and making it user-friendly. And for more than 20 years our editor, Sonia Nordenson, has helped polish and clarify our writings.
Now, in 2013 at this annual time of Thanksgiving, Gail and I give thanks for our partnership, the gift of this wonderful and eclectic work, and our many blessings. Most important, we’re thankful for the opportunity to use the balance process daily in our own lives, and with our grown children and our grandchildren. During this season of rest, restoration, and community, we join together with our dear friends, family members, and associates to remember, honor, and appreciate each other, and to commemorate the challenges and difficult times as well as the rewards and bountiful harvest of so many of our dreams and efforts.
The Edu-K work of movement-based learning has continued to be my mission for 40 years now, and has continually connected Gail and me with a higher purpose. What a life! We have joyfully held the vision, celebrating as people from a multiplicity of cultures have come together regularly in courses and at conferences to play and balance, sharing their enthusiasm for learning through movement. Gail and I are grateful for the hundreds of service projects that instructors have offered in their own communities through the years, projects that have touched the lives of so many—from Croatia to Ecuador, from Indonesia to Poland, from Russia to S. Africa, and also for the gift of time that we two regularly offer as volunteers, so that others who follow us may benefit from the joy possible through movement-based learning.
We invite each of you to join with us in a space of promise and gratitude. Let’s keep expressing our love, kindness, understanding, compassion, and playfulness—our authentic selves—through the gates of thanks giving.
Gail and I send a big thank-you to each one of you for your valuing and participation. We wish you an amazing Thanksgiving Day, full of love, laughter, and gratitude for all that is and can be.
*For more about the story of how Paul and Gail met, click here.
**These statistical and anecdotal studies were compiled primarily by educators—independently, voluntarily, and without benefit of grants. Few of these were peer-reviewed. The intent of making them available was to evoke interest from researchers to do more scientific studies. (To date, there is little research on the relationship between specific motor skills and/or alignment, and sensory ease for academic learning.) Click here to download the Brain Gym® Studies Packet; scroll down the FAQs on this page to read about additional, more recent studies; click here to see further newsletter reports.
ID 23150638 © Americanspirit | Dreamstime.com, used with permission.
An experiential, movement-based approach to learning, including the Edu-K balance process and the 26 Brain Gym® activities, are taught in Brain Gym® 101: Balance for Daily Life.
© 2013 by Paul Dennison. All rights reserved.
Brain Gym® is a trademark of the Educational Kinesiology Foundation/Brain Gym® International. Click here for the name of an instructor in your area.
On Saturday, August 3, at the invitation of author and instructor trainer, Matthew Thie, the director of Touch for Health Education, the two of us had the privilege of presenting at the 38th annual Touch for Health Conference, held this year at the Serra Retreat in Malibu, California. Among the 100 plus participants we saw old friends and made new ones from near and far-flung areas of the world. What an honoring of the legacy of Dr. John Thie, who developed the Touch for Health program! We were inspired by chiropractor Sheldon Deal, who introduced valuable new techniques for calming the brain as he spoke of a life of service as the key to vitality and well-being. We were honored to be part of a panel discussion with Touch for Health colleagues on the future of teaching through movement, touch, and balance.
In our own presentation, we invited participants to experience their skill at balancing on one-leg, both before and after doing some Brain Gym® activities. Many thanked us afterwards for this simple yet surprising demonstration of the power of learning through balance and motor skills. We shared with the group how we’re realizing our dream of seeing movement-based learning unfold as a worldwide reality.
We explained that many people understand education as declarative only: the taking in of information. Yet without procedural knowledge, students are unable to put new learning into action. So one essential task of skilled teaching is to create harmony between declarative and procedural knowledge. Learners access declarative knowledge by use of words . . . by reading, thinking, and conversing. Yet it’s the procedural knowledge that gives us the physical maps to carry out our thoughts and purposes. So while motivation provides the zeal to declare a goal or intention, movement gives us a map for applying the intention and following through.
Purposeful movements like the 26 Brain Gym® activities improve balance and coordination. For years, a growing body of research has related vestibular balance to school-readiness. Most recently (in 2005), researchers Stoodley, Fawcett, Nicolson, and Stein found an impaired balancing ability in dyslexic children. The One Leg Stand (Schrager, 2001) has been incorporated into a more extensive test battery to identify children who have, or are at risk of having, ADHD, dyslexia, and other specific learning disabilities. Balance beams and balance boards are being widely used by special education teachers to develop balance abilities, for the ability to keep one’s balance is known to be highly correlated with brain integration and reading-readiness. Katy Bowman, an expert on the science of biomechanics emphasizes that, to the extent that balance is lacking, the brain, visual system, and vestibular system have to work harder to compensate. In Edu-K we find that the integrity of the moving physical structure provides a context for the cognitive function necessary for focal attention and new learning.
Moving activates the brain. Dr. John Medina, director of the Brain Center for Applied Learning Research at Seattle Pacific University, says in his book Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School, “Exercise boosts brain power. Humans adapted during evolution by constantly moving (both to get food and to avoid predators).” Medina further asserts that people think better in motion.
Movement educators understand learning as a process of using activity, focus, play, and practice to make things ever more real, certain, familiar, and functional. They guide children in moving through a learning cycle that begins with an experience of openness to novelty (a goal). The next step is, through play or imagination, to perform a new function with the intention to master it. The teacher assists the learner in making a match between his goal and a previously learned skill (or familiar context) from which to move. The cycle is completed as the new skill is coded through words and expression until it becomes familiar and easy to recall. Finally, celebration of the learning provides a successful context for ever further growth. At any given moment, the teacher can lead the learner to a happy medium between exploring on his own and connecting with the group; both essential elements to the learning process.
What holds meaning and interest for learners is what will claim their attention. The learner’s entire experience consists of the places to which he directs his attention and the resultant neuropathways created in order for him to physically, mentally, and emotionally convey himself to those places. Ideally, the focuses he selects—as a self-initiating learner—will enhance his world and influence him to feel at ease and connected with others. True education is not about deficit management. Any learning challenge is recognized as the effect of effort still in motion toward a skill that has yet to be fully learned.
This blog is adapted from an article: “Movement-Based Learning for Life” by Paul and Gail Dennison, published in the Touch for Health 38th Annual Conference papers.
For more about balance and learning, see Paul’s article: Stand Up . . . Sit Down . . . Can You Do It?
© 2013 by Paul and Gail Dennison. All rights reserved.
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