DANCE - Brain Gym

The door into the world of Brain Gym was opened for me at this year’s Early Childhood Teachers’ Association (ECTA) Conference, during which I attended a workshop by Laurie Kelly entitled Maintaining sanity in times of change. When he asked how many people knew of Brain Gym, I think I must have been the only person in the room shaking my head.

I have since learned much about this movement-based practice in schools. Brain Gym is used as part of the daily morning routine in my Field Experience prep class. The children seem to engage well with the choreography, and learn important skills such as finding a ‘safe space’ to move and being able to negotiate that space effectively.

Brain Gym International (2015, para. 2) claim in their mission statement that ‘moving with intention leads to optimal learning’. It is certainly exciting to think that simple, repetitive body movements can have a profound impact on cognitive functioning, mood and behaviour. Recent research (Hyatt, 2007; Stephenson, 2009), however, suggests that Brain Gym and other perceptual motor programs do not contribute to academic learning outcomes. This research must be taken into account, but so must all the positive feedback from teachers and other industry professionals using this resource in their classrooms. The most recent came from my Cultural Studies lecturer Grace Sarra, who recently endorsed the use of Brain Gym as a positive behaviour management strategy. Undoubtedly, if we look at it from a dance/movement perspective, there are several benefits to be gained from Brain Gym.

When the children in my Field Experience prep class engage with Brain Gym, they are using dance elements of time, space, relationships, and dynamics. They are rehearsing choreographed movements to a consistent beat, using a routine which includes both energetic and relaxed segments. The small classroom space means they must be aware of their positioning in relation to other children, and be able to move in reasonable unison with the group so as not to collide with each other. These technical skills will greatly contribute to children’s competence in dance, and will be useful when they are asked to create their own and respond to others’ dance sequences.

Key curriculum links:

Australian Curriculum: The Arts (Dance)

• ACADAM002 – use fundamental movement skills to develop technical skills when practising dance sequences

Early Years Learning Framework

• Outcome 3.2 – Children take increasing responsibility for their own health and physical wellbeing

TheXeons for Physical Education's Brain Gym Youtube video (2011), used in the prep class I am currently working with