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Transcript of BrainGym® and Cross-lateral Activities 1juliekrause-singh.evitae.org/BrainGymActionResearch.pdf ·...
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BrainGym® and Cross-lateral Activities 1
BrainGym® and cross-lateral activities: The effect of use in a 6th
grade keyboarding classroom.
Julie Singh
University of Colorado at Denver
May 5, 2007
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BrainGym® and Cross-lateral Activities 2
Table of Contents
Section Page No.
Abstract 3
Literature Review:
How We Learn 4
How can we enhance learning? 5
What happens when whole-body learning occurs? 6
Cross-lateral Movement and BrainGym® 7
Keyboarding, BrainGym® and Cross-lateral Activities 8
Research Methodology Plan:
Participants 9
Independent Variables 9
Dependent Variables 10
Procedures & Data Collection 11
Planning 13
Results:
Typing Speed 15
Number of Lessons Completed 16
Average Number of Minutes per Lesson 17
Average Accuracy 18
Participant Observation Results 19
Participant Survey Results 20
Endo of Study Test Results 22
Discussion of Results 23
Conclusion 25
References 26
Literature Review Matrix 28
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BrainGym® and Cross-lateral Activities 3
Students in school generally enter a classroom, sit down in a chair or at a desk and remain
seated for the remainder of the period. They have been trained since an early age to remain
sitting until the class period is finished. Contrary to this norm, research says this sedentary
classroom practice is not the optimum learning environment. According to Dr. Dennison,
“Movement is the door to learning” (Hannaford, 2005, p. 96).
The purpose of this study is to examine the effect in productivity when incorporating short
breaks with BrainGym® and cross-lateral activities in a sixth grade classroom at Erie Middle
School. Specifically the study will look at changes in productivity in terms of typing speed,
typing accuracy, and the number of lessons completed by forty-four students.
Dr. Dennison observed interdependence between physical development, language
acquisition, and academic achievement (Hannaford, 2005). Zull (2002) recounts that physical
movement is necessary to link abstract thoughts with new concrete experience. Jensen (1998, p.
38), a leader in brain-compatible research, finds that “all learning is mind-body” and that the part
of the brain that processes movement is the same part of the brain that processes learning .
Furthermore, researchers have purported that physical exercise and movement are the key to
learning. Gammon and Bragdon (1998, p. 65) state that “Physical exercise helps the brain grow
more effective cells”. Levine also supports this finding stating that “expending physical energy
often stimulates the flow of mental energy” (Levine, 2003, p. 223).
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BrainGym® and Cross-lateral Activities 4
How We Learn
Learning occurs as we interact with our environment. As outside stimuli are encountered,
there are multitudes of communications occurring between the neurons (cells) in our brain. The
neurons communicate by firing off signals (electrical and chemical) to other neurons through
gaps (or synapses) in thread-like extensions called dendrites. These dendritic extensions become
the superhighways through which our sensory stimuli are processed into action. The process of
the nerve cells firing, connecting, and networking is, in fact, learning and thought. The pathways
in which the neuron signals travel, and thereby communicate, are varied and dynamic and can
change with each stimulus (Hannaford, 2005). There are approximately 100,000,000 neurons in
a human brain. Each neuron has the potential to be connected to thousands of other neurons
making an infinite number of pathways for communication to occur. (OECD, 2002). New
experiences and exposure cause the dendrite extensions on the neurons to branch out and grow.
These extensions provide different pathways for the signals to move. As long as these extensions
are still in use, the dendrite extensions continue to grow and become larger and healthier. If these
extensions are not used, they are lost. The phrase “use it, or loose it, is the ultimate truth of the
healthy brain’s capacity to learn, change and grow as long as we are alive” (Weiss, 2000, p. 4).
Plasticity is the extraordinary ability of the brain to change its structure and chemistry in
response to the environment (Weiss, 2000). Restak (2003) says that through brain research,
neuroscientists have found that the brain changes everyday. Most neuroscientists had largely
believed that the brain’s plasticity ceased after adolescence or early adulthood, but now believe
that to be a misrepresented idea. Brain plasticity is important because it provides potential for
growth in unused portions of our brain and helps reroute the pathways in which neural
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BrainGym® and Cross-lateral Activities 5
communications are sent when brain damage occurs. For learning to occur, physical change in
the brain must occur (Zull, 2003).
Research into brain function reveals that the brain is divided into left (cerebral cortex)
and right hemispheres, front and back cortexes, various lobes, forebrain, the brain stem and more
(Zull, 2002). Most of the functions or tasks for which the brain are responsible, require both
hemispheres of the brain to work together in parallel (OECD, 2002). Therefore, communication
and interaction between the neurons in the various parts of the brain is a necessity to integrate
functions into seamless action.
How can we enhance learning?
Hunter (c.f., Templeton & Jensen, 1996) indicates that most teaching strategies favor
teaching to the left side of the brain. Hunter explains that schools are handicapping all learners
by this approach. She goes on to say that a better approach is using brain-based learning
environments that teach to the whole brain. Wesson (2006) states that the human brain is
capable of establishing trillions of interrelated neural networks which render our capacity to
learn virtually limitless as long as the brain is stimulated and challenged on a continual basis.
Wesson also states that humans of all ages learn easiest when learning experience is hands-on
along with whole-body integrative movements. Whole-brain learning enables students to access
areas of the brain that were previously unavailable to them. This experience provides
improvements into learning and behavior that are immediate and profound. The result is
significantly improved education and performance (Cohen & Goldsmith, 2002).
Effective brain activity requires efficient communication between the various functional
areas located throughout the brain. When this communication does not occur freely, stress
develops and learning blockages occur. The use of cross-lateral movement facilitates the flow of
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BrainGym® and Cross-lateral Activities 6
information to the brain so that we function at top efficiency (Cohen & Goldsmith, 2002).
Hannaford (2005, p. 97) notes that “every time we move in an organized, graceful manner, full
brain activation and integration occurs and the door to learning opens naturally”.
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BrainGym® and Cross-lateral Activities 7
What happens when whole-body learning occurs?
Attention, memory, behavior, speed of recall and clarity, stress reduction, and building of
a healthier brain are all factors that are positively affected when whole-body learning occurs.
“Movement awakens and activates many of our mental capacities. Movement integrates and
anchors new information and experience into our neural networks” (Hannaford, 2005, p. 87).
Amen (2005) in his book Making a Good Brain Great, provides insight into enhancing the
cerebellum through coordination exercises. These exercises will provide improvement in
judgment, attention, the ability to think more clearly and faster as well as overall brain health.
Jensen (2003) discusses the relation between certain movements that increase stabilization of
images on the retina, alertness, attention and relaxation in the classroom. Sensory-motor
activities have an impact on the brain, are fun for students and feed directly into the brain’s
pleasure center.
Gammon and Bragdon (1998), point out that physical exercise promotes the production
of a growth factor which preserves the function and survival of brain neurons. They site
experimental studies with rats that show brain-derived neurotrophic factor (BDNF) is increased
with exercise especially in the areas associated with memory formation and the translation of
cognition into action. Hannaford (2005) provides recent research findings to explain how
movement directly benefits the nervous system through the production of neurotrophins, or
natural substances, that stimulate the growth of nerve cells and increase the number of neural
connections in the brain.
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BrainGym® and Cross-lateral Activities 8
Cross-lateral Movement and BrainGym®
After observation of the interdependence between physical development, language
acquisition, and academic achievement, Dennison (c.f., Hannaford, 2005) developed
BrainGym® in the 1970’s at the Valley Remedial Group Learning Center in CA. BrainGym®
consists of a series of movements that works through three functions: 1. Laterally – by
coordinating the left and right sides of the brain to communicate effectively; 2. Centering – by
coordinating the top and bottom areas of the brain for organization of thoughts and actions; 3.
Focusing – by coordinating the receptive brain stem with the forebrain for comprehension and
perspective (Cohen & Goldsmith, 2002). BrainGym® works by stimulating both the expressive
and receptive hemispheres of the brain to facilitate integrated learning (Amen, 2005). Metzler
(2003) discusses using brain-based learning using whole-body cross-lateral movements to
stimulate different parts of the brain to work together. The cross-lateral movements are
movements which occur when one or more limbs move repetitively across the body’s vertical
midline. The theory is that the repetition opens up neural pathways that facilitate a readiness to
learn and the ability of the brain to develop.
The success of using BrainGym® and other cross-lateral movements have been shown to
enhance brain functions in and outside of classroom settings. In a 1989 study, Hannaford (2005)
used BrainGym® in a 5th
grade special education classroom 5-10 minutes daily. Using the
Brigance Inventory of Basic Skills, the majority of the students showed growth of one to two
years in reading comprehension and more than half of the students showed a growth of one year
in math skills. At the 1995 annual Society of Neuroscience Conference nearly 80 studies
demonstrated that physical movement and games boosted cognition (Jensen, 1998).
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BrainGym® and Cross-lateral Activities 9
Keyboarding, BrainGym® and Cross-Lateral Activities
Keyboarding is a motor function according to Levine (2003). According to Rabin and
Gordon (2003), rapid fine motor skills are used in typing. Keyboarding requires eye-hand motor
coordination (Hopkins, 1998). Studies have shown that the successes of children who develop
gross and fine motor proficiency are highly related to proficient typing skills (Contes, 1983).
BrainGym® and cross-lateral activities have been found to enhance motor skills and eye-hand
coordination. Research indicates that anyone can achieve expert performance in sports, athletics
or academic pursuits using brain-based guidelines (Restak, 2003). Active learning is
accomplished by doing movements that crossover the midline of the body and activate the left
and right hemispheres of the brain. Examples of cross-lateral activities that cross over the
midline of the body would be as simple as crossing the left hand over to touching the right knee
or moving the right foot up to the left hand. Given that cross-lateral and BrainGym® activities
have been so successful in enhancing learning in other situations, this study will look at the
effectiveness of incorporating a five minute break with these activities into a sixth grade
keyboarding classroom. The study student of keyboarding productivity will be compared to data
from a previous group of students who did not participate in these activities.
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BrainGym® and Cross-lateral Activities 10
Research Methodology Plan
Research Question and Hypotheses:
This study will assess the effects of incorporating a short break with BrainGym® and
cross-lateral activities into a sixth grade keyboarding classroom on student productivity in terms
of typing speed, the number of lessons completed and typing accuracy.
Participants:
The study will be done using two 6th
grade keyboarding classes at Erie Middle School.
The classes meet every other day (Alpha and Beta Days) for 55 minutes from 2:05 PM to 3:00
PM. The students in the study are enrolled in a semester-long, required keyboarding class that
began in January of 2007. The Alpha group consists of twenty-one students: 8 male and 13
female. The Beta group consists of twenty-three students: 10 male and 13 female. The study will
keep the identity of the students confidential. The Alpha group will participate in the
BrainGym® and cross-lateral activities and the Beta group will be used as a control group. I will
act as a “participant observer”. There are no ethical problems that will need to be addressed with
this study.
Independent Variables
The independent variables in the study will be having breaks with and without
BrainGym® and cross-lateral activities. Each class will have a break from 2:35-2:40 PM. The
Beta group’s break will consist of free-time: students can move about the room, and get a drink
from the water fountain if desired. The Alpha group will break and do a few minutes of cross-
lateral and BrainGym® activities followed by a few minutes of free-time. The students will be
highly encouraged to get a drink from the water fountain before returning back to work.
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BrainGym® and Cross-lateral Activities 11
Dependent Variables
The dependent variables will be the student’s typing speed, typing accuracy, and number
of lessons completed. The keyboarding software program that the students use is called
SouthWestern Keyboarding: MicroType Pro. Each lesson is divided into a number of categories
including a section called “Build Skill”. Upon completion of each lesson, the students print out a
“Lesson Report” and grade it for typing accuracy. The grading rubric is as follows:
BUILD SKILL RUBRIC (Accuracy):
# Mistakes Grade (1-4) Proficiency Level Description
0 4 Advanced Exceeds Expectations
1 to 3 3 ½ Proficient + Meets Expectations
4 to 6 3 Proficient Meets Expectations
7 to 10 2 Partially Proficient Working Toward Expectations
11 or More 1 Not Proficient Does Not Meet Expectations
These grades are recorded for each lesson each student completes.
Initial keyboarding data reports were be printed by all students on 2/20 and 2/21. These reports
will continue to be printed at the end of each week throughout the duration of this study. The
reports include the average typing speed in words/minute (wpm) for the Build Skill section for
each lesson along with the number of lessons completed after each week.
I will act as a participant observer and I will take field notes noting the time when
students begin to fidget or become inattentive before and after each break. I will also write down
antidotal observations. I will also tally the number of times I remind students to continue to
remain quiet and stay on-task before and after their break.
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BrainGym® and Cross-lateral Activities 12
Student attendance will be recorded on a daily basis.
At the conclusion of the study, each student will take a one-minute timed test which will
be graded for both accuracy and speed. The Alpha group will also take a survey about their
thoughts on the BrainGym® and cross-lateral activities.
The table below shows study’s data gathering plan:
Data Source
1 Alpha Group 2 Beta Group 3 Teacher
Typing Speed Build Skill Typing Speed Build Skill Observation Notes
Typing Accuracy Build Skill Typing Accuracy Build Skill Attendance Records
No. of Lessons Completed No. of Lessons Completed No. of Reminders Given
Typing Speed Final Test Typing Speed Final Test
Typing Accuracy Final Test Typing Accuracy Final Test
Post Study Survey
Efforts for reliability and validity in the study include gathering the same data from both
the control group and the study group of students. Student attendance will be monitored so that
absences can be accounted for.
Procedures and Data Collection
The MicroType Pro keyboarding software allows each student to complete lessons at
their own pace. At the beginning of the class period (when the bell rings at 2:05 PM), the stop-
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BrainGym® and Cross-lateral Activities 13
watch will be started. Students will proceed with class following their normal routine. This
means that as class begins, students boot-up and log into their computers. They will begin
working on the lesson at the point they left off last. Thirty minutes into class (at 2:35 PM), a
break will be given. The Alpha group will proceed with one to three teacher-assigned and led
Brain-Gym® and cross-lateral activities lasting approximately 2-3 minutes, and the Beta group
will proceed with five minutes of free-time.
During break, the Beta group will be allowed to move around the room and mingle with
their peers. They will be allowed to leave the classroom one at a time to get a drink of water.
When the five minute period is over, the Beta group will be directed back to continue with their
keyboarding lessons until approximately 2:58 at which time they will shut down their computers,
push in their chairs, return their keyboard covers to the box and wait until the bell dismisses
them.
At break time, the Alpha group will be directed to get up out of their seats, push in their
chairs and then will be led in the Brain-Gym® and cross-lateral activities. Each activity will be
repeated for five to ten repetitions depending on the activity. Most days, students will participate
in three separate activities. The first activity will be simple such as the “Energy Yawn”, “Brain
Buttons” or “The Energizer”. The second activities done each day will include some version of
the “Cross Crawl” activity. In the “Cross Crawl” activities, the limbs extend across the vertical
midline of the body (right hand to left knee, etc.). The third activity will include activities such as
“Hook-ups” or “The Elephant”. These activities also cross the vertical midline of the body in an
effort to activate all areas of the brain to work together. Other activities involving movement
such as shooting soft balls at buckets, etc. may also be incorporated into the breaks depending on
the response of the students. Specific BrainGym® exercises are available in various references
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BrainGym® and Cross-lateral Activities 14
including: Cohen, I. & Marcelle, G. (2002). Hands On: How to use Brain-Gym® in the
Classroom, A practical Photo Manual for Educators, Parents, and Learners. Ventura, CA: Edu-
Kinesthetics, Inc.
Once these activities are complete, the class will be directed to get a drink of water, one
at a time, and spend a couple of minutes of free-time before getting back to work on their
keyboarding lessons. At approximately 2:58, students will be directed to shut down their
computers, push in their chairs, return their keyboard covers to the box and wait until the bell
dismisses them.
At the conclusion of the study, the various data collected will be recorded in Microsoft
Excel. The data will be statistically analyzed and compared at the 95% and 99% confidence
levels using a two-tailed Student’s t-test to determine if the data for the Alpha and Beta groups
are different. Other statistical and graphical presentations of the data may also be made
depending on the results.
Planning
It is estimated that this study will take place over a six-week period beginning February
20, 2007 and ending March 30, 2007. Most of the BrainGym® and cross-lateral activities do not
require any special resources. There may be some cross-lateral activities that will use balls,
buckets, etc. A stopwatch will be used to track the time between the beginning of class to the
break, and from the conclusion of the break until the end of class.
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BrainGym® and Cross-lateral Activities 15
Results:
The results for typing speed, typing accuracy, the number of lessons completed, and the
number of minutes required to complete each lesson are presented in tabular and graphical form
in Tables 1 through 4 and Figures 1 through 4. Note that the Alpha group had BrainGym®
incorporated into their short breaks and the Beta group is functioning as the control group.
Results for the Participant Observation which include the average number of daily
warnings given before and after breaks to remind students to remain quiet and stay on-task and
the average number of actual incidents of students’ off-task and fidgety behaviors are given in
Table 5.
Results for the end of the study participant survey and the timed tests are presented in
Tables 6 and 7. Figures 5and 6 give a graphical view of the timed test results.
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BrainGym® and Cross-lateral Activities 16
Typing Speed
The results for typing speed comparisons are summarized in Table 1 and Figure 1.
Table 1
Results for Typing Speed with (Alpha) and without (Beta) BrainGym® Breaks
Week Of:
Alpha Group Average Typing Speed
(WPM)
Beta Group Average Typing Speed
(WPM)
February 12-16 18.87 17.23
February 19-23 17.41 14.61
February 26-March 2 18.89 14.79
March 5-9 20.51 15.36
March 12-16 22.14 17.47
March 19-23 22.81 16.58
March 26-30 24.40 18.90
Average 20.72 16.42
Std. Dev. 2.51 1.58 Probability Null Hypot (t-test) 0.00
Typing Speed Comparrison
0.005.00
10.0015.0020.00
25.0030.00
Feb
12-16
Feb
19-23
Feb
26-
Mar2
Mar
5-9
Mar
12-16
Mar
19-23
Mar
26-30
Week of:
Typ
ing
Sp
eed
(W
PM
)
ALPHA
BETA
Figure 1: Results showing typing speed comparison between two 6th
grade classrooms. The
Alpha group had short breaks with BrainGym® and the Beta group had short breaks that were
unstructured.
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BrainGym® and Cross-lateral Activities 17
Number of Lessons Completed:
The results for the number of lessons completed comparisons are summarized in Table 2
and Figure 2. Note that these results do NOT take into account the attendance of the students. A
comparison between the average number of lessons completed by forty-three students in first
semester keyboarding class are included in the table as well.
Table 2
Results for Lessons Completed with (Alpha) and without (Beta) BrainGym® Breaks
Week Of:
Alpha Group Average Lesson Number
Completed
Beta Group Average Lesson Number
Completed
February 12-16 6.19 6.26
February 19-23 8.05 7.43 February 26-March 2 9.29 8.78
March 5-9 11.33 10.30
March 12-16 12.14 12.43
March 19-23 15.10 13.43
March 26-30 16.38 15.57
Average 11.21 10.60
Std. Dev. 3.69 3.38
Probability Null Hypot (t-test) 0.75
Average Lesson Number Completed Results for First Semester after 10 weeks of class (no BrainGym®) 11.95
Average Lesson Number Completed
0.00
5.00
10.00
15.00
20.00
Feb
12-16
Feb
19-23
Feb
26-
Mar2
Mar 5-
9
Mar
12-16
Mar
19-23
Mar
26-30
Week Of:
Lesson NumberALPHA
BETA
Figure 2: Results showing the comparison between the average number of lessons completed for
two 6th
grade classrooms. The Alpha group had short breaks with BrainGym® and the Beta
group had short breaks that were unstructured.
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BrainGym® and Cross-lateral Activities 18
Average Number of Minutes per Lesson:
The comparative results for the average number of minutes required to complete one
lesson are summarized in Table 3 and Figure 3. Note that these results take into account the
attendance of the students.
Table 3
Results for the Average Number of Minutes/Lesson with (Alpha) and without (Beta)
BrainGym® Breaks
Week Of:
Alpha Group Average Number of Minutes
per Lesson Completed
Beta Group Average Number of Minutes
per Lesson Completed
February 12-16 89.93 83.96
February 19-23 74.04 90.20
February 26-March 2 75.60 88.47
March 5-9 72.38 87.97
March 12-16 85.31 87.98 March 19-23 76.32 93.39
March 26-30 75.22 87.43
Average 78.40 88.83
Std. Dev. 6.56 3.59
Probability Null Hypot (t-test) 0.00
Average Number of Minutes per Lesson Comparrison
0.0020.0040.0060.0080.00
100.00120.00
Feb
12-16
Feb
19-23
Feb
26-
Mar2
Mar 5-
9
Mar
12-16
Mar
19-23
Mar
26-30
Week Of:
Min
ute
s/L
es
so
n
ALPHA
BETA
Figure 3: Results showing the comparison between the average number of minutes required to
complete one lesson for two 6th
grade classrooms. The Alpha group had short breaks with
BrainGym® and the Beta group had short breaks that were unstructured.
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BrainGym® and Cross-lateral Activities 19
Average Accuracy Grades:
The comparative results to date for average accuracy grades for each lesson to are
summarized in Table 4 and Figure 4.
Table 4
Results for the Average Accuracy Grades with (Alpha) and without (Beta) BrainGym® Breaks
Week Of: Alpha Group
Average Accuracy Grade Beta Group
Average Accuracy Grade
February 12-16 3.67 3.63
February 19-23 3.60 3.68
February 26-March 2 3.56 3.69
March 5-9 3.70 3.75
March 12-16 3.68 3.79
March 19-23 3.65 3.85
March 26-30 3.79 3.85
Average 3.66 3.75
Std. Dev. 0.07 0.09
Probability Null Hypot (t-test) 0.07
Typing Accuracy Comparrison
3.00
3.20
3.40
3.60
3.80
4.00
Feb
12-16
Feb
19-23
Feb
26-
Mar2
Mar 5-
9
Mar
12-16
Mar
19-23
Mar
26-30
Week Of:
Ac
cu
rac
y G
rad
e
ALPHA
BETA
Figure 4: Results showing the comparison between the average accuracy grade for each lesson
for two 6th
grade classrooms. The Alpha group had short breaks with BrainGym® and the Beta
group had short breaks that were unstructured.
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BrainGym® and Cross-lateral Activities 20
Participant Observation Results:
The number of times the whole class was reminded before and after breaks to remain
quiet and on-task are shown in Table 5 along with the average number of actual incidents and the
average time of the first incident recorded for individual students who were off-task and
fidgeting in class.
Table 5
Results for the Participant Observation Results with (Alpha) and without (Beta) BrainGym®
Breaks
Alpha Group Beta Group
Average for the Number of
Whole Class Reminders per
Class 3.11 4.57 Std. Dev. for Average
Number of Whole Class
Reminders per Class 1.37 1.91 Average for Number of
Incidents for Individual
Students per Class 3.83 4.54 Std. Dev. for the Number of
Incidents for Individual
Students per Class 1.74 2.06
Average Time after
transition* of warning
(min.) 12.09 13.09 Std. Dev. for the Ave. Time
after transition* of warning
(min.) 6.52 7.33
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BrainGym® and Cross-lateral Activities 21
Participant Survey Results:
The survey and survey results that was administered to the Alpha group are presented below.
Table 6
Survey of Alpha Group After BrainGym® Study
1. BrainGym Survey
1. What is your gender?
Response Percent
Response Total
Male 26.7% 4
Female 73.3% 11
Total Respondents 15
(skipped this question) 0
2. Approximately how many words/minute (GWAM) do you type?
0-10 11-15 16-20 21-25 25 or more Response Average
Approximate GWAM typing speed
7% (1) 27% (4) 33% (5) 7% (1) 27% (4) 3.20
Total Respondents 15
(skipped this question) 0
3. Please rate how well you liked doing BrainGym activities in your keyboarding class:
I liked it very
much I sort-of liked
it It was ok I didn't really
like it I hated it! Response Average
Rating Scale:
7% (1) 0% (0) 33% (5) 20% (3) 40% (6) 3.87
Total Respondents 15
(skipped this question) 0
4. Please rate if you feel doing BrainGym helped you to feel more attentive:
Yes, I felt very
attentive I felt pretty attentive
I didn't feel any different
I felt less attentive
I couldn't stay on task
afterward
Response Average
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BrainGym® and Cross-lateral Activities 22
Ratings: 13% (2) 27% (4) 33% (5) 13% (2) 13% (2) 2.87
Total Respondents 15
(skipped this question) 0
5. Please rate whether you believe doing BrainGym helped you to type faster:
Yes, I definately typed faster
after BrainGym
I think I typed faster after BrainGym
I don't think I typed any faster or
slower after BrainGym
I think I typed slower after BrainGym
I am sure I typed slower
after BrainGym
Response Average
Ratings: 29% (4) 21% (3) 36% (5) 7% (1) 7% (1) 2.43
Total Respondents 14
(skipped this question) 1
6. Please rate how well you think BrainGym activities helped you to type more
accurately:
I am sure I typed more accurately.
I think I typed more
accurately.
I don't think it made a
difference in my accuracy.
I think I typed less
accurately.
I am sure I typed less accurately.
Response Average
Ratings: 33% (5) 7% (1) 33% (5) 20% (3) 7% (1) 2.60
Total Respondents 15
(skipped this question) 0
7. Please feel free to give any comments you have about BrainGym.
Total Respondents 9
(skipped this question) 6
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BrainGym® and Cross-lateral Activities 23
End of Study Timed Test - Typing Speed
0.00
5.00
10.00
15.00
20.00
Group
Avera
ge C
lass S
peed
(GW
AM
)
Alpha
Beta
End of Study Timed Test
The results for the timed test given at the end of the study are presented in Table 7. The
results are given as the number of words typed per minute (GWAM) and the number of errors
made.
Table 7
Results for the Participant Observation Results with (Alpha) and without (Beta) BrainGym®
Breaks
Alpha Group Beta Group
Average for the Number of
Words per Minute Typed
(GWAM) 18.88 14.91 Std. Dev. for Average
Number of Words per
Minute Typed (GWAM) 9.06 5.62 Median Words per Minute 16 14
Probability Null Hypot (t-test) 0.15
Average for Number of
Errors 1.60 1.57 Std. Dev. for the Average
Number of Errors 1.64 1.31 Median Number of Errors 1 1
Probability Null Hypot (t-test) 0.94
End of Study Timed Test - # Errors
0.00
0.50
1.00
1.50
2.00
Group
Avera
ge N
um
ber
of
Err
ors
Alpha
Beta
Figures 5 and 6: Results showing the comparison between the average speed and number of
errors for a timed test given at the end of the study for two 6th
grade classrooms. The Alpha
group had short breaks with BrainGym® and the Beta group had short breaks that were
unstructured.
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BrainGym® and Cross-lateral Activities 24
Discussion of Results The results clearly indicate that the use of BrainGym® in the 6
th grade keyboarding
classroom was effective in increasing students’ typing speed and decreasing the number of
minutes required to complete one lesson. A paired, two-tailed student t-test was conducted on the
two sets of data indicating that at the 95% confidence level, there is a significant difference in the
results for the students with BrainGym® (Alpha group) and without BrainGym® (Beta group)
(see Tables and Figures 1 and 3 and box plots below). Both box charts below show that a little
less than 75% of the Alpha group averaged a faster typing speed and also averaged fewer
minutes per lesson than the Beta group.
The t-test results do not indicate a significant difference at the 95% confidence level for
the average number of lessons completed and the average typing accuracy during the lessons and
for the typing accuracy for the post lesson test (see Tables and Figures 2 and 4 and the box plots
below).
Average Typing Speed Average Minutes/Lesson
Words per Minute Average Number of
Minutes Required to
Complete One
Lesson
Alpha Alpha BetaBeta
Alpha Alpha Alpha Beta BetaBeta
Lesson
Number Completed
Number of
Errors
Average
Accuracy Grade
Average Number of
Lessons Completed
Average Typing
Accuracy
Typing Accuracy
Post Study Test
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BrainGym® and Cross-lateral Activities 25
The results for the post lesson test in terms of typing speed also did not prove to be
significant at the 95% confidence level, however, the results do indicate differences between the
groups with and without BrainGym® at about the 85% confidence level (refer to Table 7 and
Figure 5 and the box plot below).
The results for the number of whole class reminders and incidents for the number of
individuals fidgeting were lower for the Alpha group (BrainGym®), but not by a significant
amount.
The post-study survey results do not show any trend in terms of whether students felt that
they benefited from having BrainGym® incorporated into their breaks during class. Interestingly
enough, a few students have actually asked to continue using BrainGym® during their breaks.
Since the conclusion of the study, BrainGym® has not routinely been incorporated into breaks
and I have noticed that although students generally suspend the keyboarding program during
their break time, most students remain sedentary in their chairs usually browsing on the World
Wide Web.
Beta Alpha
Typing Speed
Post Study Test
Typing Speed in
Words per Minute
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BrainGym® and Cross-lateral Activities 26
The results that were compiled throughout the study were organized by weekly periods
with the first weekly period (February 12-16) listed giving a baseline comparison of the two
classes prior to beginning the BrainGym® with the Alpha group. These results show that the
overall average typing speed decreased slightly for the Beta group and increased slightly for the
Alpha group throughout the study. It must be noted that throughout the lessons, students are
continually learning new letters and numbers and also practicing the keys that they have learned
in previous lessons. This may account for the slight overall changes in typing speed for both
groups. The average number of minutes to complete each lesson decreased by about ten minutes
for the Alpha group from the onset of the study to the conclusion, and for the Beta group, the
average increased by about five minutes.
Conclusion
The study indicates that leading students in a few minutes of BrainGym® prior and
during to keyboarding class is an effective way to help students increase and maintain faster
typing speeds and complete more lessons per minute. This finding is supported by several
different researchers who indicate that using cross-lateral movements and physical movement
enhances learning by improving judgment, attention and the ability to think more clearly. Ideally
the study should be extended for a longer time period and with other classes to truly understand
if the differences that were observed are due to the groupings of students or can be attributed to
outliers in the data.
In the future, I plan to incorporate BrainGym® or similar activities in my classroom to get
students up and out of their seats. Next year, I will be teaching mathematics for 90 minute
blocks and knowing how effective using BrainGym® was in the 6th
grade keyboarding
classroom, I believe it will be effective helping students refocus during the long class sessions. I
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BrainGym® and Cross-lateral Activities 27
am very encouraged that just by adding a few minutes of BrainGym®, significant improvements
were made in student’s typing speed and the time to complete one lesson and am looking
forward to seeing how it can enhance learning in other classroom settings.
References:
Bevill, K. (2003). Gray Matters Brain Educational Cards. Learning in Motion:
K.G. Bevill.
Cohen, I. & Marcelle, G. (2002). Hands On: How to Use Brain Gym® in the
Classroom A Practical Photo Manual for Educators, Parents, and Learners.
Ventura, CA: Edu-Kinesthetics, Inc.
Cowles, M. (1983). An Analysis of Young Children Learning Keyboarding Skills.
ERIC # ED238542.
Gamon, D. & Bragdon, A. (1998). Building Mental Muscle: Conditioning
Exercizes for the Six Intelligence Zones. South Yarmouth, MA: Allen D. Bradon
Publishers, Inc.
Hannaford, C. & Pert, C. (2005) Smart Moves: Why Learning Is Not All in Your
Head. Great River Books.
Hopkins, G. (1998). Keyboarding Skills: When Should They Be Taught?
Education World.
Howard, P. (2000). The Owner's Manual for The Brain: Everyday Applications
from Mind-Brain Research. Austin, TX: Bard Press.
Jarrett, O.; Maxwell, D.; Dickerson, C.; Hodge, P.; Davids, G.; Yetley, A. (1998)
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BrainGym® and Cross-lateral Activities 28
Impact of Recess on Classroom Behavior: Group Effects and Individual
Differences. The Journal of Educational Research 92.
Jensen, E. (1998). Introduction to Brain-Compatible Learning. San Diego, CA:
The Brain Store, Inc.
Jensen, E. (1998). Study Guide for Teaching with the Brain in Mind. National
Urban Alliance
Levine, M. (2003). The Myth of Laziness. New York, New York: Simon &
Schuster
Metzler, M.; Williams, S. (2003). A Classroom-Based Physical Activity and
Academic Content Program: More than a Pause that Refreshes? Dissertation
Georgia State University, Atlanta, GA.
Organisation for Economic Co-operation and Development (OECD) (2002).
Understanding the Brain: Towards a New Learning Science.
Rabin, E.; Gordon, A. (2004, April). Tactile feedback contributes to consistency
of finger movements during typing, Experimental Brain Research, 155,3.
Resak, R. (2003). The New Brain. USA: Rodale Inc.
Weiss, R. (2000, July). Brain-Based Learning The wave of the brain. Training &
Development. ASTD Magazines
Wesson, K. (2006). From Synapses to Learning: Understanding Brain
Processes. Excerpted from the Faculty Guidebook: A Comprehensive Tool for
Improving Faculty Performance. San Jose, CA
Zull, J. (2002). The Art of Changing the Brain. Sterling, Virginia: Stylus
Publishing, LLC.
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BrainGym® and Cross-lateral Activities 29
Literature Matrix Review
Changes in: Author Attention Memory Negative
Behavior Emotion & Pleasure
Speed of
Recall &
Clarity
Enhanced Performance & Learning
Brain Plasticity - Chemical Production and Structure Change
Builds Healthier Brain
Relieves Stress
Keyboarding Relationship
Amen, D. ; 2005 X X X X
Bevill, K.; 2003 X X X X X X
Cohen, I. & Marcelle, G. ; 2002 X X X
Contes; 1983 X
Gammon, D. & Bragdon, A. ; 1998 X X
Hannaford, C.& Pert, C.; 2005 X X X X X
Hopkins; 1998 X
Howard, P. ; 2000 X X X X
Jarrett, O.; Maxwell, D.; et. al X X X
Jensen, E. ; X X X
Jensen, E. ; 1998 X X X X X X
Levine, M. ; 2003 X
Metzler, M. ; Williams, S. X X
OECD, 2002 X X X
Rabin and Gordon; 2003 X
Restak, R. ; 2003 X Templeton, R.& Jensen, R. ; 1996 X X X X
Weiss, R. ; 2000 X X X X X X X
Wesson, K. ; 2006 X X X
Zull, J. ; 2002 X X