Brain Gym®For ALL!

Pamela Fox Denzler OTR/LLicensed Brain Gym Instructor/Consultant

Do you move with …….STRESS or with FUN?

• BRAIN GYM• This Power Point Presentation is intended to introduce educators at to Brain Gym

Activities.• Activities can be used to improve the quality of living, learning and moving for all

ages.• Activities are not intended as a diagnosis or prescription for any ailment. • All Brain Gym information is copyright protected and is presented here for

educational purposes only, with consent of the Educational Kinesiology Foundation in Ventura, California.

Let’s begin our journey

• Relax

• Enjoy

• Use what you feel your

body is telling you.

• We do not force…..only invite

What is high gear? Learned state

“good feeling” relaxed, ready to move

DO OUR BEST!

What is low gear? Not yet learned

uneasy, stress, difficult to move freely Over-focus

Unable to make choices

Let’s just NOTICE and trust our bodies

How do you NOTICE? Do you trust what your body is telling YOU?

Stress Based vs. Movement Based Learning

• What is Brain Gym?• Brain Gym brings activities to our “educational” programs that

will energize and prepare learners for thinking and coordinationof skills.

• Brain Gym Activities will be used to help with all types of learning but they are especially effective with academic skills.

• Brain Gym’s solution to learning blocks is whole brain learning, through movement repatterning. Activities enable students to access parts of the brain unused.

• Teachers, Therapists, and Individuals may want to use Brain Gym and integrate it into their lives and throughout their day. Licensed classes are listed on www.braingym.org.

Brain Gym

•• Brain Gym movements are safe and Brain Gym movements are safe and simple developmental exercises that simple developmental exercises that help reduce stress in the individualhelp reduce stress in the individual’’s s system. system.

•• Help with particular patterns of stress, Help with particular patterns of stress, help the child become aware of the help the child become aware of the stress.stress.

•• Help the child use successful Help the child use successful strategies.strategies.

Who should participate in Brain Gym?

• Those of ALL ages

Babies? Toddlers? School age? TEENS?

Adults? Even those above the age of 65+?

YES…..YES……..YES!!

Brain GymBrain Gym

•• We need to think We need to think ––

PlayPlay………………..(for all ages)..(for all ages)

(think) Flexibility(think) Flexibility……………………

Be Casual (relax)Be Casual (relax)………………....when we use Brain Gym with folks of all ages.when we use Brain Gym with folks of all ages.

Morning Wake-Up time

• How do you wake up in the morning?

• What does your body need to get going?

• Are you the same as the person sitting next to you?

Let’s start with PACE• Positive- Can I be open to my goal?

• Active- Does the goal get me moving?

• Clear- Does the goal offer a clear, simple next step?

• Energetic- Does the goal inspire me?

First we drink water

• Drinking water gives us energy!

Next we do Brain Buttons• Brain Buttons help us use our eyes to

cross the midline. This helps us see more clearly!

Then we do Cross Crawl

• Cross crawl movements help us activate both sides of our brain.

We finish with Hook Ups

• Hook Ups help release tension and allow us to try to experience a whole body relaxation.

What is YOUR P.A.C.E.?

• What PACE means to me …..really is something different to YOU!

• Find your own way to establish PACE

Where? Where do you feel is the right place

When? When do you feel you need to

complete PACE

How? How often? How will you do it?

I enjoy music do you? It is your choice!

Dimensions~Penguins = Focus

Lengthening/Comprehension

~Swimmers = Centering

Energy/Organization

~Robots = Laterality

Midline/Communication

FOCUS DIMENSION

BRIDGE BETWEEN….. BRAIN STEM

AND………

PREFRONTAL CORTEX

CENTERING DIMENSION

BRIDGE BETWEEN …..

EMOTIONAL LIMBIC SYSTEM

AND…….

RATIOAL CEREBRAL CORTEX

LATERALITY DIMENSION

BRIDGE BETWEEN…..

LEFT HEMISPHERE

AND…..

RIGHT HEMISPHERE

Our wonderful BRAIN!

The Lengthening Activities(Comprehension)

THE OWLThe bird for which this movement is named has a

large head, large eyes, and soft feathers that enable him to fly noiselessly. The owl turns his head and eyes at the same time, and has an extremely full range of vision, as he can turn his head over 180 degrees. He also has radar-like hearing. The Owl movement addresses these same visual, auditory,

and head-turning skills. It releases neck and shoulder tension that develops under stress, especially when holding a heavy book or when coordinating the eyes for reading or other near-point skills. Further, the Owl

releases neck tension caused by sub-vocalization during reading. It lengthens neck and shoulder

muscles, restoring range of motion and circulation of blood to the brain for improved focus, attention, and

memory skills.

Younger kids often really enjoy making the sound of the owl when completing this movement!! We need

to be relaxed to learn.

ARM ACTIVATION

Arm Activation is an isometric self-help activity which lengthens the muscles of the upper chest and shoulders. Muscular control for both gross-motor and fine-motor activities originates in this area. If these muscles are shortened from tension, activities

related to writing and the control of tools are inhibited.

This is an important move to use to get ready for writing activities, or when getting ready to complete fine motor tasks…..playing with blocks, holding a paint brush for

painting, when beginning to use scissors and tying those shoes!

THE CALF PUMPThe Calf Pump, like the Footfiex, is a movement

re-education process to restore the natural length of the tendons in the feet and lower legs.

At times of perceived danger, these tendons shorten to prepare for the act of running (see

page 16). By pressing down the heel and lengthening the tendon in the calf, one

discharges this fear reflex, and the muscles can return to a normal tonus.

The Energy Exercises(Organization)

WATERWater is an excellent conductor of electrical

energy. Two-thirds of the human body (about seventy percent) is made up of water. All of the electrical and chemical actions of the brain and central nervous system are dependent on the conductivity of electrical currents between the brain and the sensory organs, facilitated by

water. Like rain falling on the ground, water is best absorbed by the body when provided in

frequent small amounts.

BRAIN BUTTONSThe Brain Buttons (soft tissue under the clavicle to the left and right of the sternum) are massaged deeply with one hand while holding thenavel with the other hand.

EARTH BUTTONSBoth hands rest on the front lateral midline of the body, bringing the learner’s attention to this central point of reference, necessary for making decisions regarding the positions of objects in space. When the learner can organize her visual field in terms of her own body, her eyes, hands, and whole body become better coordinated. The fingertips of one hand rest under the lower lip; the other fingertips rest at the upper edge of the pubic bone (about six inches below the navel). Experiencing this connection between the body’s upper and lower halves allows the learner to coordinate them for increased stability.

BALANCE BUTTONSThe Balance Buttons provide a quick balance for all three dimensions: left/right, top/bottom, and back/front. Restoring balance to the occiput and the inner-ear area helps to normalize the whole body. The student holds the Balance Buttons, located just above the indentation where the skull rests over the neck (about one and one-half to two inches to each side of the back midline) and just behind the mastoid area.

SPACE BUTTONSBoth hands rest on the midline of the body—one above the upper lip on the front midline, the other on the back midline just above the tailbone. In some situations, individuals may feel more comfortable holding any point on the back midline.

THE ENERGY YAWNYawning is a natural respiratory reflex that increases circulation to the brain and stimulates the whole body. Ideally, we should cover a yawn but avoid stifling it, which can create jaw tension. Yawning is good manners at the Brain Gym! Yawning while holding tense points on the jaw helps balance the cranial bones and relaxes tension in the head and jaw.

THE THINKING CAPThis activity helps the student focus attention on his hearing. It also relaxes tension in the cranial bones. The student uses his thumbs and index fingers to pull the ears gently back and unroll them. He begins at the top of the ear and gently massages down and around the curve, ending with the bottom lobe.

POSITIVE POINTSThe student lightly touches the point above each eye with the fingertips of each hand. The points are

on the frontal eminences as illustrated, halfway between the hairline and the eyebrows.

HOOK-UPSHook-ups connect the electrical circuits in the body, containing and thus focusing both attention and disorganized energy. The mind and body relax as energy circulates through areas blocked by tension. The figure 8 pattern of the arms and legs (Part One) follows the energy flow lines of the body. The touching of the fingertips (Part Two) balances and connects the two brain hemispheres.

Hook - Ups

• Carla Hannaford Ph.D.

Students were encouraged to complete hook –ups before discussing an altercation that had occurred.

Often this would help them calm down, and see the situation clearly.

How can this help young, teens, you, me,

the aged population?

The Midline Movements(Communication)

Left and Right Brain Functioning

Left RightLogic Thinking Creative

Details – facts Whole Picture

Sequencing Intuitive

Time Emotions & Feelings

Auditory Visual

Language Comprehension

Fine Motor Skills Gross Motor Skills

Short Term Memory Long Term Memory

UnintegratedLeft Brain Stuck Right Brain StuckLeft Brain Stuck Right Brain StuckOver-focused Day dreams

Obsessive – tries hard Procrastinates – difficulty starting

Worries about making mistakes Poor organizational skills

Serious – unfeeling Poor auditory processing

No new ideas – only facts difficulty expressing feelings

Poor long term memory Poor short term memory

Lacks imagination Wriggles and moves alot

Poor co-coordination Super sensitive – easily upset

Clumsy – lacks rhythm Irrational - gullible

Poor comprehension Guesses at words, sings words

Difficulty LearningDifficulty Learning Difficulty LearningDifficulty Learning

How many feel this way? How often? What do you dHow many feel this way? How often? What do you do?o?

CROSS CRAWLIn this contralateral exercise, similar to walking in place, the student alternately

moves one arm and its opposite leg and the other arm and its opposite leg. Because

Cross Crawl accesses both brain hemispheres simultaneously, this is the ideal warm-up for all skills which require

crossing the body’s lateral midline.

LAZY 8sDrawing the Lazy 8 or infinity symbol enables the reader to cross the visual midline without interruption, thus activating both right and left eyes and integrating the right and left visual fields. The 8 is drawn on its side and includes a definite midpoint and separate left and right areas, joined by a continuous line.

DOUBLE DOODLEDouble Doodle is a bilateral drawing activity which is done in the midfield to establish direction and orientation in space relative to the body. When the learner has developed a sense of left-and-right discrimination, as she draws and writes she experiences herself in the center, and movement toward, away from, up, and down is interpreted in relationship to that center. Prior to developing this sense, the child fumbles to recreate a shape from memory. The Double Doodle is best experienced with the large muscles of the arms and shoulders. Stand behind the student and guide her arms and hands through a few simple movements. Teach the student to refer to her physical midline for directional reference. Say “Out, up, in, and down” as you guide the student to draw squares with both hands simultaneously. Set the student free when both hands are able to move together, mirroring each other easily.

ALPHABET 8sAlphabet 8s adapt the Lazy 8 form to the printing of lower-case letters from a through t (these letters

evolved from the Arabic system; letters u through z come from the Roman alphabet). This activity integrates the movements involved in the formation of these letters, enabling the writer to cross the visual midline without confusion. Each letter is clearly superimposed on either one side or the other

(see illustration). A downstroke either ends the letter or begins another letter. For most students, when the printing of the lower-case letters improves, handwriting also becomes easier.

NECK ROLLSNeck Rolls relax the neck and release tensions resulting from an inability to cross the visual midline or to work in the midfield. When done before reading and writing, they encourage binocular vision and binaural hearing. Roll the head in the forward position only. Complete rotations to the back are not recommended.

BELLY BREATHINGBelly Breathing reminds the student to breathe

instead of holding his breath during focused mental activity or physical exertion. The breath should expand the rib cage front to back, left to right, and top to bottom, including the abdomen.

When breathing is shallow, lifting only the rib cage, the oxygen supply to the brain is limited. When one breathes correctly, there is abundant

oxygen for higher brain functions.

We need to look at Biological Needs

How is the child/individual feeling?

Sick?

New medication?

Difficulty with self regulation?

Change in schedule?

Difficulty with modulation skills?

Biological Needs cont….

A few reflexes to look at:

*Fear Paralysis

*MORO

*STNR

*Palmar

What about active reflexes?

Integrating early and primitive reflexive movements are essential for progression for more mature and advanced skills

Reflexes :

Need to emerge to begin to processDevelop for intended purpose and functionIntegrate into the system

Integration of primitive reflexes allow for the next group of reflexes

Primitive to Postural reflexes

New learning can be hard on the Central Nervous System and can result in OVERLOAD!

Brain Gym has been helpful in tolerating and development of strategies for the OVERLOAD!

Fear Paralysis Reflex*Usually has low tolerance to stress

*Continuous anxiety

*Tends to be every emotional

*Over/under reactive to fears

*Reacts badly to change of routine

*Insecure

*Difficulty verbalizing feelings of an overwhelming nature.

MORO reflex*May lose control and lash out and wear but

feels fine a few moments later.

*Poor adaptability-dislikes surprises

*Reacts badly to change of routine

*Difficult to settle at bedtime

*Nightmares and/or night terrors

*Eye sight problems

*Adverse reactions to drugs

Palmar (Infant grasp) Reflex*Problems with fine motor skills

*Poor handwriting

*May hold pen or pencil too tightly

*Press heavily

*Broken crayons, pencils are common

*Palm of hand may be oversensitive

*May make movements of mouth while trying to write or draw.

STNR*Poor posture

*Hands often used to prop head up

*Difficulty and slowness copying from the board.

*When sitting legs tend to stretch out and head tilt backwards.

Finds sitting in any ONE position uncomfortable.

So…what do we do if…….Consult with your therapistsEncourage use of movement throughout the

students day.Work on developmental patterns as part of

lessons.*Use of stories that incorporate movement

patterns.*This may help other students….not just the

student that you are thinking about.

BALANCE

Let’s experience a balance

→

Action Balance

• Action Balances- Interaction between a learner and a facilitator using a 5-step process to anchor and celebrate a goal.

• Find your PACE• Set and PACE your goal• Pre-Activity• Learning Menu• Post Activities CELEBRATE!

5 LEARNING PRINCIPLESDraw Out: Intelligence in Inborn

Focus: Attention Follows Intention

Notice: We Learn What We

Actively Experience

Move to Learn: Growth Is a Search for Balance, Imbalance a search for Growth

Interconnect: Each of Us is

Affected by Every Other

Action Balances

• Positive Attitude• Seeing• Listening• Writing• Accessing the Midfield

Action Balance for SeeingPACE

PACE the goalFor what action or situation would you like to use Like to use your vision more effectively?

Do Pre ActivityPut goal into action and/or role play the situation.

-Look UP, DOWN, LEFT and RIGHT-Track Eyes left to right-READ orally or silently if appropriate

DO Learning MenuBelly Breathing Space Buttons Neck RollsBrain Buttons Balance ButtonsEarth Buttons Lazy Eights

DO POST ACTIVITYRepeat all pre-activities and notice positive changes………ANCHOR THE GOAL.

Action Balance for WritingFind YOUR PACE

Set and PACE the goal

Do Pre Activity

*Put the goal into action.

*Do in-depth checks for writing skills:

*Hold your pencil

*Think of or write letters of the alphabet.

*Think of what you want to say.

*Write your thoughts.

Optional: Explore other fine-motor skills related to manual expression. (drawing, needlework, keyboarding, playing a musical instrument are just a few ideas)

Writing Balance (continued)Choose from the Learning Menu

Energy Yawn Arm Activation The Double Doodle Alphabet 8’s The Energizer

DO Post-Activities

*Anchor the in-depth checks for

writing skills.

*Put the goal into action again.

Choose homeplay. Apply the learning to new situations. CELEBRATE!

Catch A Brain Wave

• LET’S GET MOVING!!!

Catch A Brain Wave!Fitness Fun

•Catch a Brain Wave

•Do the Dragon

•The Dolphin Promise [relaxing, 60 bpm]

•I Can Care [cool down, stress relief 60 bpm]

Recommended Reading

• Brain Gym Teacher’s Edition

• Hands On Isabelle Cohen

• Smart Moves Carla Hannaford

www.braingym.com

Music

PACE music available from Brain Gym.org

Just a few ideas:

Catch A Brain Wave

Hearts of Peace

•BE CREATIVE –what music is beneficial to you and the those that you work or interact with.

Every day…opportunity is an adventure.

• Think of Brain Gym as an adventure…..

• We can learn to stop, think and do……can it be possible to feel comfortable enough to stop, think and do at the same time? Or be able to filter out extraneous information and concentrate on a specific task?

• Our mind and bodies can work together…especially when we have tools.

Brain Gym

• Any questions?

• Information on classes

• For more information or presentations

• Contact me: pdenzler@att.net440.892.9232

Thanks…

Pam