Kinesiology - many readers have never heard of about this fascinating work! The word Kinesiology is originated in the Greek language, meaning the study of motion; in particular it is monitoring co-ordinated muscle movement.
Kinesiology techniques can be applied in order to identify stress and imbalances within the body. Imbalances which may relate to injuries, nutritional deficiencies, food intolerances or emotional stress, and most important for parents, it can help identify and correct learning difficulties.
In the early sixties Dr. George Goodheart, an American Chiropractor began using muscle testing to evaluate posture and general body imbalances. His discovery was called the Applied Kinesiology. He made the genial connection between western and eastern medical practices.
At first only doctors, mainly chiropractors studied this new system. In the early seventies however Dr. John Thie, a formidable Chiropractor with wonderful humanitarian insight started to teach Touch for Health, a System which was designed for "Lay People", and self help. Since then millions of people from all walks of life have studied this system. Many have been so inspired and encouraged by it, that they evolved their own systems within the Kinesiology field.
Educational Kinesiology, was developed for parents, teachers and all people working with children in schools or other therapeutic environments, such as Speech Pathologists, Physiotherapists and Occupational Therapists.
Brain Gym is a series of simple and enjoyable movements used with students in Educational Kinesiology to enhance their experience of whole- brain learning.
EDU-K is a result of over twenty years or research by its founder Dr. Paul Dennison phD. His committment to children at risk led him to explore different ways of teaching, reading and learning skills. He pioneered reading clinics which used movement and vision training. In 1979 after learning Kinesiology he made the intuitive leap to use the muscle monitoring test as a teaching and anchoring tool. Today EDU- K explores life skills as well as academic skills.
Brain- Gym has been named as one of the top two in the area of innovative methods for taking learning into the next century by a White House committee in the USA.
Brain-Gym activities make all types of learning easier, and are especially effective with academic skills. Whole-brain learning, through movement repatterning and through Brain- Gym activities, enable students to access those parts of the brain previously inaccessible to them. The changes in learning are often immediately and profound, as children discover how to receive information and express themselves simultaneously.
For more than fifty years, pioneers in behavioral optometry and sensorimotor training have provided statistical research showing the effects of movement upon learning.Dr. Dennison's familiarity with this research, oriented mainly toward children with specific language disabilities, led him to extrapolate this information into quick, simple, task-specific movements that benefit every learner.
These movements of body and energy are appropriate to the special needs of people learning in our modern, highly technological culture. Many teachers use all of the Brain-Gym movements in their classroom everyday. Others use only the movements related to reading.
When students are introduced to Brain-Gym, they seem to love it, request it, teach it to their friends, and integrate it into their lives.
Parents can easily learn the Brain-Gym movements with their children and support them with exercising them at home - a very good way to get started in the morning or before getting into homework! Parents actually are benefitting from it too ! When teaching the exercises to the teachers on PD- days I often find that they themselves discover movement paterns, which are not yet fully integrated within their own brains! Very refreshing to see that even teachers are learning a lot for themselves, about their own preferred learning patterns and those areas presently not yet integrated!
Teaching Brain- Gym can be an enormous enrichment for both parties, students and teachers, involved.! When talking to teachers, they often tell me, that now they have actually found a new approach to teaching "difficult" children. They feel better equipped to deal with attention disorders or they tell me that, after the workshop, they had to actually seriously learn the exercises for themselves - it helped them to be better teachers first !
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The information provided in this article is intended for general use and for personal interest only. It should not be used or understood as suggestion or medical advice.