Brain Gym

The ten classroom behavior concerns most often reported were

acting out, aggression, hyperactivity, poor social relations, defiance,
immaturity, poor academic achievement, poor attention span, and
inadequate self-concept (Wilhite et al., 2007 as cited by Nussbaum, 2010).
'Brain Gym' allow educators to proactively address behaviors without the
need for diagnosing/labeling children and resorting to punitive disciplinary
approaches (Dennison, 1997 as cited by Nussbaum, 2010). There is a
substantial amount of sound studies indicating that physical activity has
positive effects on the brain and cognitive functioning, and classroom
behavior. However, little is known regarding the type, frequency, or
intensity of physical activities that are most efficient and effective in
promoting cognition and brain health (Hillman et al., 2008 as cited by
Nussbaum, 2010). ‘Brain Gym’ is an educational kinesiology program
founded by Dr. Paul and Gail Dennison in 1987. ‘Brain Gym’ movements
are designed to improve cognitive and behavior performance across
diverse populations. In the study of Nussbaum (2010), students who
received ‘Brain Gym’ as a general education classroom management
strategy demonstrated statistically significant improvements in maladaptive
behaviors (e.g., aggression, hyperactivity, inattention, depression, anxiety,
somatization, and atypicality) and adaptive behaviors (e.g., social skills,
functional communication, and adaptability). The author concluded that
educators may confidently use ‘Brain Gym’ as a general education
classroom management strategy for primary grade-level students.
In the study of Spaulding (2004) as cited by Nussbaum (2010), ‘Brain
Gym’ was implemented for eight weeks exploring teachers and students in
the general education classroom. The study included 16 teachers and 63
students from 11 public and private schools in Colorado and Minnesota.
After implementation, teachers participating in the study gave positive
responses when asked about the effects of ‘Brain Gym’ in the classroom.
They described students as calmer and better able to maintain appropriate
focus when using ‘Brain Gym’. Teachers also reported that accidents
decreased, classroom behaviors improved, peers become more supportive
of each other, and students' self-esteem and leadership skills improved.

Dennison found that when the brain works laterally (from side to
side), bilateral integration is possible (both sides of the brain work
together). When this happens, one crosses the central midline of the body
to work in the midfield. The midline of the body is the line that separates
one visual field from another. It also parts the two hemispheres, causing
them to work separately. Working in the midfield (the area where the two
visual fields overlap) allows a person to process and understand codes and
written information while using both hemispheres of the brain. By physically
moving the body, people are able to work in the midfield. Young children
and babies do these movements naturally, developing the neural
connections of the brain. As the neural connections are formed, learning
occurs (Kirpichnikova, 2006 as cited by Gibbs, 2007).
Additionally,·it has been shown that the physical function of the brain and
nervous system has an impact on behavior, abilities and self-image. These
three areas can be altered through neurological stimulation. As a person
moves, blood circulation increases. As this happens, oxygen moves to cells
throughout the entire body. The increased flow of blood and oxygen help to
transport messages through the nervous system. The more quickly the
message is received by the brain, the more adept the brain is to react
adequately and efficiently (Jager, 2001 as cited by Gibbs, 2007).

Motivation
According to Ryan and Deci (2000), instrinsic motivation depicts an
activity done only for own contentment without any external anticipation.
Intrinsic motivation directs an individual to participate in academic activities
only to experience the fun, challenging and uniqueness without any
external pressure or compulsion rather than expecting external rewards,
gifts or under any compulsion or pressure (Ryan and Deci, 2000; Yardimci,
et al., 2017; Legault, 2016). In contrast, extrinsic motivation depicts
external activities such as a reward, compulsion and punishment (Ryan
and Deci, 2000; Tohidi and Jabbari, 2012; Riaz, Rambli, Salleh, and
Mushtaq, 2010). An individual is extrinsically motivated if they are receiving
any reward or under any pressure or compulsion. According Tohidi and
Jabbari (2012), motivation can be extrinsic at the initial stage and
transforms into intrinsic motivation in the learning process as it goes
deeper. If they are continuously motivated through the use of external
rewards or compliments, it could be habitual for students to perform only to
gain the rewards and not for own sake or to mastery skills or knowledge.
Either intrinsic motivation or extrinsic motivation, both have its own unique
features to motivate students. Both intrinsic and extrinsic motivation is
needed in a learning process (Li and Lynch, 2016; Ozcelik, Cagiltay, and
Ozcelik, 2013; Liu, Cheng and Huang, 2011). Intrinsic motivation leads to
self-motivation in pursuing the learning meanwhile extrinsic motivation
gives the purpose to pursue the learning (Li and Lynch, 2016).
Seating Arrangement

Seating arrangements are important classroom setting events because they have

the potential to help prevent problem behaviors that decrease student attention and

diminish available instructional time. Hammang, A. (2012) stated that the majority of

the studies sought to describe the use of seating arrangements to minimize disruptive

behavior or maximize on-task behavior during individual activities.

Numerous studies have shown that a student sitting in the front of the class will

outperform students seated in other areas of that class. This has been shown to be true

regardless of a student's preference. Minchen, B. (2007) stated that although some

students would prefer to sit towards the back, when they are brought up to the front,

performance increases markedly. It is believed that the front of the room offers fewer

distractions which allow the student to be more focused on the teacher.

Classroom arrangement affects pupil behavior, and influencing their attainment

as well (Pace and Price, 2005 as cited by Haghighi, M. and Jusan, M. 2011).

Furthermore, as they grow older, behavioral patterns of children tend to modify (Slavin,

2003 as cited by Haghighi, M. and Jusan, M. 2011); therefore pupil behavioral reactions

may also change with age based on seating organizations.

Altering student seating arrangement can have several beneficial effects in a

classroom including class participation, behavior, and academic performance. Bicard et

al., (2012) as cited by Szparagowski, R. (2014) stated that altering classroom seating

positions and arrangements is an easy way to effectively minimize or eliminate student

misconduct and behavior without the use of consequence intervention or other

differential reinforcement or punishment. By identifying problem behaviors and

arranging both desks and students, altering seating arrangement can become an

effective classroom management tool.

Brain Gym is an educational curriculum that promotes whole-brain learning

through movement re-patterning to improve students’ performance and
attitudes about the learning process.
Dennison proposes that 'Brain Gym' movement-based programs can effectively
meet the diverse needs of students struggling with academics and behavior problems
with
only minimal loss of instruction time (Brain Gym International, 2008). Therefore, 'Brain
Gym' may be a viable component to address many of these educational needs.
Unfortunately, the current body of research does not provide conclusive support for the
claims of the Brain Gym Institute (Hyatt, 2007). This limits educators' ability to utilize
'Brain Gym' as an intervention in the Rtl process. This information identifies a need for
scientifically-based research evaluating the efficacy of 'Brain Gym' as an academic and
behavior intervention.

*There were noted improvements in areas such as displaying appropriate

activity levels, attending to tasks independently, following directions,
working with normal .classroom distractions, group participation and task
completion. The information I found in my study is important for teachers,
administrators, students and families to understand because if there is a
way that we can help students enjoy school and.achieve at a higher rate,
more people should be doing it. Brain Gym is a fairly new program that may
have benefits that many do not know about. Raising awareness of this
program and its impact on student learning can help others to provide rich
learning environments for their students and children as well.
After researching this topic, my professional beliefs regarding Brain Gym
have strengthened. It is common knowledge that students need to move. I,
as an adult, find it hard.to sit through long periods of instruction. By
incorporating movements that are meaningful and ones that create neural
pathways, we can help students on multiple levels. They learn how to focus
their energy and learn techniques they can employ even when they are not
in school. When they learn Brain Gym techniques and the purpose behind
them, the students are able to take that knowledge and apply it later on
their own.