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Brain Gym Research 研究結果

For more detailed research, case studies and articles on Brain Gym, please refer to the following information 有關更詳細的研究，案例研究和有關健腦操的文章，請參考以下信息：:
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1. Bungawali Abduh, Mohd Mokhtar Tahar (2018). The Effectiveness of Brain Gym and Brain Training Intervention on Working Memory Performance of Student with Learning Disability.Journal of ICSAR, Volume 2 Number 2 July 2018
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2. Marpaung, M. G., Sareharto, T. P., Purwanti, A., & Hermawati, D. (2017). Brain Gym To Increase Academic Performance Of Children Aged 10- 12 Years Old (Experimental Study in Tembalang Elementary School and Pedalangan Elementary School Semarang). In IOP Conference Series: Earth and Environmental Science, 55(1), 12-17.
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3. Nagarkar, M. R., Rokade, P., Malwade, M., & Abdul, D. A. P. J. (2018). Effectiveness of Brain Gym® activity on quality of life in autism spectrum disorder. International J. of Healthcare and Biomedical Research, 6(02), 11-16.
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4. Rehab, Hafez (2017) Effect of Brain Gym on Manipulating Skills and Balance for Beginners in Rhythmic Gymnastics. Ovidius University Annals, Series Physical Education & Sport/Science, Movement & Health, Vol. 17 Issue 1, p66-72. 7p. 

 

5 Patrick N, Kariuki & Holly D. Kent ( 2014). The Effects of Brain Gym Activities and

Traditional Teaching Strategies on students’ performance in a 4th Grade Classroom

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6. Miraç Özar, (2013) Kinesiology and Learning: Implications for Turkish School Curriculum. Academic Journal, Vol 8, (20), pp. 1916-1923

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7. Gibbs, Karen L., "Study Regarding the Effects of Brain Gym on Student Learning" (2007). Education and Human Development Master's Theses. 413.

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8. Kirpichnikova, I. (2006). Brain Gym. Switched-On. Retrieved October 9, 2006 

 

9. Bengtson, V., & Perry, P. (2005). Effectiveness of the Brain Gym for improving the handwriting of first grade students. (Masters Thesis, The College ofSt. Scholastica, Duluth, MN, 2005). 

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10. Horsley, A. (2004). The effect of Brain Gym on reading Comprehension. (Research Project, Mercer University, Atlanta, GA).

 

11. Cohen, I. and Goldsmith, M. (2003). Hands On: How to Use Brain Gym in the Classroom (3rd ed.). Ventura: Edu-Kinesthetics, Inc.

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12. De los Santos, G. (2002). Improving the faculty’s effectiveness in increasing the success of Hispanic students in higher education—Pronto. Journal of Hispanic Higher Education, 1, 225–237.

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13. ​Jager, M. (2001). Brain Gym for All. Cape Town: Human & Rousseau Ltd.

 

14. Cammisa, K.M. (1994). Educational kinesiology with learning disabled children: An efficacy study. Perceptual and Motor Skills, 78, 105—106.

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15. Sifft and Khalsa (1991) Effect of Educational Kinesiology upon Simple Response Times and Choice Response Times.Percept Mot Skills. 1991 Dec;73(3 Pt 1):1011-5.

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16. Khalsa G. K, Morris, G.S.D. & Sifft, J. M. (1988) Effect of Educational Kinesiology on Static Balance of learning disabled students., Perceptual and Motor Skills, 67, 51-54

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Following is the list of research published by the Brain Gym Journal 以下是Brain Gym 雜誌出版的科研報告:

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1. A Study on Brain Gym and Its Effects on Academic Progress:

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  • Elisabeth Demuth, (2007). Brain Gym for All: From Pre-Birth to Old Age,  [The learning achievement of 246 Brain Gym students in 2003-2004 (average grade 8.1) compared to that of students at the same school in 2002/2003 without Brain Gym intervention (average grade 7.7). From Brain Gym® Journal, March 2007, Volume XXII, No. 1.,RN., North Sulawesi, Indonesia.

  • Elisabeth Demuth (2007) Brain Gym for All: From Pre-Birth to Old Age, [The school attended by the students in the study proved to be number one nationally among thirty-one tested.] From Brain Gym® Journal, March 2007, Volume XXII, No. 1.,RN., North Sulawesi, Indonesia

  •  ​Donczik, J., & Bocker, I. (2009). Using Dennison laterality repatterning to increase mental speed. Brain Gym Journal, 23(1-2), 4–5.

 

2. Studies on Brain Gym and Its Effects on Reading:

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  • Carmel Dodson. (2006). Gates-MacGinitie Reading Test Results (for a Fourth Grade Inclusion Classroom) reported in “I’m Not the Same Teacher I Used to Be” Florida. Brain Gym® Journal, Nov. 2006, Volume XX, No. 3.

  • Dodson, C., 2006. ”I'm not the same teacher I used to be”. The Brain Gym Journal, Vol XXX (3), p4.

  • Cheryl Carpenter (2005). TPRI Reading Scores (2004-05), reported in “Planting ‘Brain Gym Seeds’” by Texas. Brain Gym® Journal, Nov. 2005, Volume XIX, No. 3.

  • Karen “Freesia” Peterson. (2005). Giving Back ( 2001-2002 and 2002-2003). [Test results of children involved in a Brain Gym program where they were mentored by seniors showed significant improvement in reading skills: an average of .85 grades and .66 years’ improvement during the period of participation.] Brain Gym® Journal, July 2005, Volume XIX, No. 2.,Hawaii

  • Spielmann, C. (2005). “The effects of movement based learning on student achievement in the elementary school classroom”. MEd Thesis. Black Hills State University.

  • Judy Bourne (2004). Improving Reading Achievement in a Combined Second and Third Grade Classroom” (January 2000), Alberta, Canada. Brain Gym® Journal, Nov. 2004, Volume XVIII, No. 3.

  • Thad Trahan (2004). A Movement-Based Learning Lab (2002),  Texas. Brain Gym® Journal, Nov. 2004, Volume XVIII, No. 3.

  • Sheila Potter (2003).Taking a Leap of Faith in My School Reading Lab, [Reported the following growth in class averages: A nine-week study, grade six: 83 percent to 95 percent, a gain of 12 percent; grade seven: 80 percent to 94 percent, a gain of 14 percent; grade eight: 83 percent to 94 percent, a gain of 11 percent.] Brain Gym® Journal, Nov. 2003, Volume XVII, No. 3., North Carolina

  • Sheila Potter (2002). A Pilot Study: The Effect of Brain Gym® on Reading Achievement for Grades Three through Five, [Results from the paired t-test indicate a statistically significant difference in the reading achievement gain between the two groups.] Brain Gym® Journal, Nov. 2003, Volume XVII, No. 3., North Carolina

  • Dorothea Beigel (2003). The Moving Classroom: Results of a School District Research Study,  [A double-blind statistical analysis of the data indicated that the children who had done the Brain Gym activities read faster, made fewer mistakes, and had better comprehension of the test material than did the two comparison groups.] Brain Gym® Journal, Aug. 2003, Volume XVII, No. 2.Wetzler, Germany.

  • Darcy Lewis (2002). Academic Support for ‘Kids in the Middle, [Seventh graders in a special-ed classroom achieved an average of two years’ academic growth in one year]. Brain Gym® Journal, Nov. 2002, Volume XVI, No. 3.

  • Liz Jones Twomey (2002) Creating a Win-Win Situation in a Canadian Grade School, Ontario, Canada. [Between 1997 and 2000, reading scores went from 39 percent to 82 percent.] Brain Gym® Journal, Nov. 2002, Volume XVI, No. 3.

  • Koester, C. (2001).The Effect of  Brain Gym on Reading Disabilities. Britain Gym Journal, 15

  • Bundens, S.P. 2000. Brain Gym And Its Effect On The Reading Comprehension Of Third Grade Students With Learning Disabilities. MA thesis, Rowan University, Glassboro, New Jersey

  • Koester, C. (2000). A summary of a Brain Gym research project on reading. Brain Gym Journal December 2000. Retrieved October 1 , 2006  

  • Cecilia Freeman Koester (1998). The Effect of Brain Gym on Reading Abilities .

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

  • Jochen Donczik (1994& 1996).Brain Exercise Improves Reading and Memory, (translated from German by Christine M. Grimm and Sigrid Wong).

 

3. Studies on Brain Gym and Its Effects on Writing:

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  • Debra Honegger (2004). Pilot Study: First-Grade Students Improve Their Writing Skills, Ohio. Brain Gym® Journal, March 2004, Volume XVIII, No. 1.

  • Terry Sanchez (2002). Kinesthetic Learning for Young Environmental Scientists,[Fifth-grade students passed the Standards of Learning tests (SOLs) with a 12 percent gain]. Brain Gym® Journal, Nov. 2002, Volume XVI, No. 3, Virginia.

  • Liz Jones Twomey (2002). Creating a Win-Win Situation in a Canadian Grade School,”  Ontario, Canada. [Between 1997 and 2000, writing scores went from 31 percent to 82 percent.] Brain Gym® Journal, Nov. 2002, Volume XVI, No. 3.

 

4. A Study on Brain Gym and Its Effects on Mathematics:

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  • Liz Jones Twomey (2002) Creating a Win-Win Situation in a Canadian Grade School [Between 1997 and 2000, mathematics scores went from 33 percent to 92 percent.] Brain Gym® Journal, Nov. 2002, Volume XVI, No. 3.Ontario, Canada.

 

5. Studies on Brain Gym and Its Effects on Eye Movement and Vision:

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  • Dustow, J., 2007. Bilateral exercises to decrease off-task behaviors in special-needs preschoolers. The Brain Gym Journal, Vol XXI (1), p4.

  • Buffy McClelland (2007). Assessing the Effects of Brain Gym of Visual Processing Speed and Reading [In this statistically significant study in the United Kingdom, Brain Gym intervention brought the visual processing speed of a group of poor readers to the same level as a group of good readers.] Brain Gym® Journal, March 2007, Volume XXII, No. 1.

  • Buffy McClelland (2007). Changes in Visual Processing Speed with Brain Gym Movements in a School Setting [In this study done in the United Kingdom, the twenty-five children who did Brain Gym showed a significant increase at 95 percent confidence in visual processing speed (the average score increased from 4.56 to 5.54), while the twenty-five children who had only the usual school interventions showed no statistically significant change. Reading age increased by nearly one year in the Brain Gym group, but in the control group did not improve beyond the expected age-related gains.] Brain Gym® Journal, March 2007, “Assessing the Effects of Brain Gym of Visual Processing Speed and Reading,” Volume XXII, No. 1.

  • Spielmann, C. (2005). “The effects of movement based learning on student achievement in the elementary school classroom”. MEd Thesis. Black Hills State University.

  • Hannaford, 2005. Smart Moves by Carla Hannaford.

  • TRAHAN, T. (2004). A movement-based learning lab. The Brain Gym Journal XVII (3), 3 and 10-11.

  • Kathy Brown (2004). Eye Teaming with Brain Gym, Arizona (anecdotal report). [Brain Gym group and control group; significant increase in writing skill at a .10 level, based on a repeated analysis for variance (ANOVA) in each area assessed; Correct word sequences (.01 P-value) demonstrated a significant level of change while words spelled correctly (.061 P-value) and total words written (.066 P-value) demonstrated levels very close to the more stringent significant marker.] Brain Gym® Journal, July 2004, Volume XVIII, No. 2.

 

6. A Study on Brain Gym and Its Effect on Spelling:

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  • Underwood, L., 2007. Spelling, Science and SATs: What movement-based learning has brought to our school. The Brain Gym Journal, Vol XXI (3), p4.

  • Lynda Underwood (2003) Spelling, Science, and SATs: What Movement-Based Learning Has Brought to Our School, England. Brain Gym® Journal, Nov. 2007, Volume XXI, No. 3.

 

7. Studies on Brain Gym and Its Effect on Attention, Locomotion, and Fine-Motor Control:

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  • Jo Anna Shaw (Using Brain Gym with People Who Have Parkinson’s Disease,. [In the self-assessments of ten elders diagnosed as having Parkinson’s Disease who completed a long program of Edu-K balances and Brain Gym homeplay, four experienced significant improvement in breathing and mental balance, five experienced moderate improvement in physical and emotional balance, writing, quality of life, tremors, “freezing,” and physical mobility, and one experienced some improvement in reading, seeing, hearing, speaking, memory, focus, dyskinesia, and self-maintenance.]Oregon

  • Svetlana Masgutova (2004). Edu-K Opens the Door to Movement Development  [anecdotal]. Brain Gym® Journal, March 2004, Volume XVIII, No.1.Poland

  • Marian Ownbey (2003). A Movement and Music Program Featuring Brain Gym  [Kindergarten students tested on jump, hop, gallop, and skip: 71 students (65 percent) mastered four skills; 30 (28 percent mastered three skills; 8 (7 percent) master two skills; 0 mastered one skill; 0 mastered no skill.] Brain Gym® Journal, Nov. 2003, Volume XVII, No. 3.

  • Gillian Morrison (2002). Moving to Learn in Country Schools [23 kindergarten children were assessed; in March of 2000 12 were identified on the TOMI (Test of Motor Impairment) as having moderate to definite motor impairments; after a once-a-week Brain Gym program for two years and four months, post-test scores reflected improvements in motor skills as a result of the Edu-K program, and 10 of the 12 children tested as now having no significant motor problems.] Brain Gym® Journal, Nov. 2002, Volume XVI, No. 3.,New South Wales, Australia

  • Svetlana K. Masgutova (1999). A Study on the Influence of Brain Gym Movements on Muscles and on Dynamic and Postural Reflexes” (1994-1999, a five-year study). Brain Gym® Journal, July 2001, Volume XV, Nos. 1 & 2.

  • Gail Dennison and Diane Lehman (2001). Brain Gym for Preschoolers in a Headstart Program (a six-week study). Brain Gym® Journal, July 2001, Volume XV, Nos. 1 & 2.

 

8. Studies on Brain Gym and Its Effects on Level of Arousal (Biobehavioral States):

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  • Marth Vincent, (2007). Using Brain Gym with Los-Incidence Disabilities and Severe Cognitive Impairments, Brain Gym® Journal, Nov. 2007, Volume XXI, No. 3.Texas.

  • Jennifer Dustow (2005). Bilateral Exercises to Decrease Off-Task Behaviors in Special-Needs Preschoolers,  Hawaii. Brain Gym® Journal, July 2005, Volume XIX, No. 2.

 

9. Studies on Brain Gym and Its Effects on Balance, Coordination, Recall, and Vision Improvement with Seniors:

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  • Karen “Freesia” Peterson (2005). An anecdotal report: “Elders Create Community by Mentoring Other Elders,” Brain Gym® Journal, July 2005, Volume XIX, No. 2. Hawaii.

  • Elisabeth Demuth (2005). Happy, Moving Seniors [An anecdotal report: improved vertigo, muscle cramps, and headaches.] Brain Gym® Journal, July 2005, Volume XIX, No. 2.RN, North Sulawesi, Indonesia.

  • Gerda Kolf (2005). Keeping Body and Mind Active (translated from the German by Constance Carr). [An anecdotal report on the use of Brain Gym with the elderly: improvements in static and ambulatory balance, reading, writing again after a stroke. Brain Gym® Journal, July 2005, Volume XIX, No. 2.Soest, Germany

  • Sharon Tepfer (2005). Using Movement Therapy after Cardiac Surgery  [An anecdotal report on the use of Brain Gym after cardiac surgery: improvements in posture, the ability to relax and to write, and gross- and fine-motor coordination.] Brain Gym® Journal, July 2005, Volume XIX, No. 2.New York.

  • Dvora Shurman (2005). Energetics: Working with the Aging and the Aged  [An anecdotal report on the use of Brain Gym with the elderly for improvements in positive attitude, flexibility, and static and ambulatory balance.] Brain Gym® Journal, July 2005, Volume XIX, No. 2. Tel Aviv, Israel.

  • Barbara Aigen, (2005). Learning Again After Acute Brain Injury  [An anecdotal report on the use of Brain Gym with the elderly for improvements in walking ability and communication after a stroke.] Brain Gym® Journal, July 2005, Volume XIX, No. 2.RN, Virginia.

 

10. A Study on Brain Gym and Its Effects on Attention Deficit Disorder, Hyperactivity, and Problem Behaviors

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  • Karen “Freesia” Peterson (2005). Giving Back  [For 2001-2002 and 2002-2003: Test results of children involved in a Brain Gym program where they were mentored by seniors showed a significant decrease in all problematical behaviors, including symptoms of attention deficit disorder and hyperactivity during the period of participation. Brain Gym® Journal, July 2005, Volume XIX, No. 2.Hawaii.

  • 2007. Bilateral exercises to decrease off-task behaviors in special-needs preschoolers. The Brain Gym Journal, Vol XXI (1), p4.

 

11. A Study on Brain Gym and Its Effects on Discipline Referrals:

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  • Cheryl Carpenter (2005). Planting ‘Brain Gym Seeds  [Discipline Referrals for a Pittsburg pre-K classroom (2004-2005) of 32 students; referrals went from 19 per month to 0 with the use of Brain Gym.] Brain Gym® Journal, Nov. 2005, Volume XIX, No. 3.Texas.

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