Brain Gym® Research

The effect of Educational Kinesiology on

response times of learning-disabled students

G.C.K. Khalsa and Josie M. Sifft, Ph.D. ©1990

Published in Brain Gym® Magazine, Volume II, No. 3,

as “Effects of Brain Gym® on Response Time”

This study was completed with 52 children selected

from special day classes. The Brain Gym group

performed a sequence of activities, while the control

group engaged in random movements for about

seven minutes. All children were tested for visual

response time before and after the movement

activities. The results indicated that those children

exposed to the Brain Gym movements improved on

the response time, while those in the control group

did not.

 

Brain Gym® and its effect on reading abilities

Cecilia Koester, M.Ed. (formerly Cecilia K. Freeman)

and Joyce B. Sherwood, M.A. ©2000

Published in Brain Gym® Journal, Volume XV, Nos. 1

and 2, 2001 as “The effect of Brain Gym® on reading

abilities”

Developed and completed by Cecilia Koester, M.Ed,

and Joyce B. Sherwood, M.A., this research study used a non-equivalent control group design. A total of 205 students were assigned to either the Brain Gym group or the control group. Throughout the 1998-99

school year, 12 teachers incorporated Brain Gym in

the classroom curricula. The students and teachers

did a minimum of 15 minutes of Brain Gym per day.

An equal number of students were randomly

selected for the control group, which did not use

Brain Gym. Their test scores were compared, and

the results indicated that those children in the Brain

Gym group doubled their reading abilities over the

control group, as measured by a standardised test.