Brain Gym®* is a method designated to enhance cognitive, mental, emotional and physical performance (1). Despite, a substantial empirical success the mode of action of Brain gym remains obscure. Recent Neurophysiologic studies in the field of Brain plasticity suggest a surprising novel explanation for the role of the balancing process, the core of the Brain Gym® program. In this review I shall present some of the emerging scientific data for the mode of action of the balancing process.



Results of recent scientific investigations demonstrate a link between physical movements and development of new neural networks. Other findings indicate activation of specific functional regions of the brain through visual experience of activities associated with these centers.

Based on these findings, it is proposed that performing Brain Gym® movements, in synchronization with visualization and simulation of a specific activity one wishes to improve, induces favorable changes in the brain that facilitate the improvement of that activity.

Techniques for Improving Personal Performance:

There is increasing number of techniques utilizing physical movements for the enhancement of subjective physical and mental performance. Some of these techniques are briefly reviewed next.

The DORE Program(2):

DORE is a personalized physical exercise program aimed at minimizing or completely eliminating Cerebellar Developmental Delay. Underlying the DORE approach is the assumption that the cerebellum is the region of the brain responsible for integrating sensory information that allows efficient learning to take place. Hence, the DORE physical exercise program is designed to stimulate the cerebellum to create new neural pathways in order to accelerate data processing and in doing so, to improve learning, language, emotional and motor skills.

Implementation of the DORE program includes practitioner's consultation and testing followed by personalized physical exercises program. As part of this program, the patient’s progress is constantly monitored and analyzed in order to determine subsequent set of assigned exercises.

A typical program extends for approximately one year. Exercises are performed twice daily for up to ten minutes per session.

The Raviv Learning Method©(3):

Developed by Mrs. Nili Raviv this method is based on a regime of repetitive physical exercises that improve reading, writing and concentration skills.

The Raviv method employs relaxation techniques Yoga-based practices and various physical exercises that center on a specific pattern of walking.

According to the Raviv theory, the method improves coordination and synchronization of neural systems in the brain. Similar to DORE, the Raviv treatment program is also individually designed.

A complete treatment program requires between twenty and twenty-four guided sessions within a period of four to six months including daily physical exercises.



Brain Gym®:

Brain Gym® was initially developed in the 1980s by educators Paul and Gail Dennison. Paul Dennison is also the developer of the Edu – kinesthetic (Edu-K) approach and is a pioneer in the field of applied brain research.

Brain Gym® is an educational program, based on four fundamentals:

Free choice of a goal, Visualization and simulation and Physical exercises

These fundamentals are implemented in a procedure termed 'Balance'. During Balance, the trainee focuses on a chosen goal and visualizes it while performing selected Brain Gym® physical movements.

The last and most important step of the balancing process is the re-simulation process where improvement in the desired performance is recognized. The improved mental and physical sensation is then imprinted into what is termed as the 'mind-body' system. Consequently, elucidation of the mechanism of the Brain Gym® Balance requires an explanation for the functional importance of coupling visualization to physical Brain Gym® exercises.

Every Brain Gym® session (Balance) consists of five steps. The first step is a set of rapid physical movements known as the 'Positive Active Clarity Energy' (P.A.C.E). This process of physical movements focuses and prepares the trainee towards the second step which is the definition and determination of the personal goal.

'Personal goal' refers to a desired improvement of specific mental, cognitive or physical performance that one wishes to improve.

In the third step, the trainee, visualizes and/or simulates the typical experience of performing the task of the personal goal

For example: if the chosen goal is to improve focus and concentration during an episode of a 'black out' during an exam, the trainee will probably undergo a familiar sensation of anxiety and confusion.

The instructor would than guide the trainee to be aware of all physical, emotional and mental aspects of his experience.

In the fourth step visualization is combined with simultaneous performance of Brain Gym physical movements

In the fifth and final step, the trainee visualizes, simulates and analyzes the performance of the task. At this stage, the trainee would often notice an improvement in attitude and performance. Subsequently, the trainee acknowledges the new experience and imprints it by sound and movement.

One should notice that Brain Gym® implements the visualization and simulation in a unique mode. During visualization and simulation of a challenging task, we always focus on the situation as we recall it from our experience. Most other methods use the visualization and simulation technique to visualize and simulate the desired end point performance.

The following example illustrates the performance enhancing potential of Brain Gym®:

I was hired by the parents of an eleven years old boy diagnosed with an Attention Deficit Disorder (ADD). The parents wanted to improve his concentration and behavior at school in order to enhance his learning achievements.

When asked to determine a personal goal, the boy chose to improve his ability to stand on his head. He chose this task as part of his ambition to excel in Capoeira. After completing a simple 60 minutes Brain Gym® Balance, the boy was able to stand on his head. He was astonished by his success and very proud of his achievement.

A few weeks later his parents were notified by the school headmaster that "miraculously", their son suddenly transformed: The boy's awareness of his behavior had improved remarkably as had his concentration.

I assume that by succeeding in the achievement of his personal goal (standing on his head), the child gained self-confidence and access to skills such as concentration focus and coordination, properties that must be exercised for the achievement of standing on ones head as well as for successful learning and self control.

Experimental evidence linking physical exercise with anatomical changes in the brain associated with improved cognitive functions:

To understand the role of Brain Gym® it is imperative to understand the relationship between physical exercise and improved cognitive and mental functions. Recent scientific findings in the field of Neurophysiology and Human behavior suggest intriguing explanations for the Brain Gym® mechanism.

Eriksson and colleagues demonstrated that new neurons are generated from dividing progenitor cells in the Dentate Gyrus of adult humans. They concluded that the human hippocampus retains its ability to generate neurons throughout life. In their discussion the researches wrote: "Our study demonstrates that cell genesis occurs in human brains and that the human brain retains the potential for self renewals throughout life." This implies that learning capabilities are potentially present even in old age (4).

Employing whole brain magnetic resonance imaging, Draganski B. and colleagues observed activation of visual centers in the brains of twenty-four subjects who have learnt to juggle.

The findings demonstrated a transient and selective structural change in brain areas associated with the processing and storage of complex visual motion. Furthermore, these results contradicted the traditionally held view that the anatomy of the human brain does not alter except for irreversible changes associated with ageing and pathological conditions. Subsequently, the authors summarized their findings by concluding that: “Learning-induced cortical plasticity is also reflected at a structural level" (5).

This research also implies that the learning associated with complicated physical activities like juggling, and perhaps some others such as bicycle riding and possibly, standing on the head, may induce new neural networking in the brain.

In another related study Pereira and colleagues demonstrated a correlation between exercise and induced neurogenesis in the adult Dentate Gyrus (6). Specifically, exercise selectively increased Dentate Gyrus Cerebral Blood Volume (CBV) in both mice and Humans. Since the Dentate Gyrus is the Hippocampal sub-region important for memory and implicated in cognitive ageing, these findings indicate that physical exercise selectively influences cognitive functions of the brain.

Brain Gym® physical exercises are performed together with visualization (cognition). It is possible that performing simultaneously these two activities activates related regions in the brain. So the routing intensity and their effectiveness may be increased. Further tests are necessary to explore this idea.

The visualization role in Brain Gym® is yet to be explored. A possible link between visualization and brain functionality is suggested by the study of Hasson et al. (7). The study used functional magnetic resonance imaging to scan the brains of experimental human subjects while watching a specific scene from a movie. The result revealed activation of identical brain regions in all experimental subjects occurring at a similar sequence. The scene that depicted delicate manual activity activated regions of the brain known to control delicate motor hand functions. Thus, the study suggests a possible connection between visual experience and the activation of specific brain regions, a phenomenon also manifested by the stimulation of regions in the brain associated with sexual stimulation while watching a pornographic scene.

Summary

In many cases, Brain Gym® improves a relatively simple individual performance and by doing so obtains a favorable long-term adaptive and behavioral effect. The emerging functional link between physical exercises, neuronal plasticity and cognitive functions may provide a mechanistic explanation for the achievements of Brain Gym®.

Apparently, a lot remains to be explored about the relationship between application of Brain Gym® and enhanced brain function. Further understanding of the mechanism by which Brain Gym® exercises and visualization combine to promote brain activity that is imprinted in the brain and achieves a long-term effect will undoubtedly advance the widespread employment of this successful yet, still empirical method.

References and Notes

(1)The Official Brain Gym® Web Site • Educational Kinesiology Foundation www.braingym.org (About Brain Gym page)

(2)The DORE official UK web site: http://www.dore.co.uk

(3)The Raviv method, Raviv learning Society web site: http://www.thelearningsociety.com

(4)Eriksson P.S., Perfilieva E., Eriksson T. B., Alborn A. M., Nordborg C., Peterson D.A., and Gage F.H. Neurogensis in the adult human hippocampus, Nature Medicine, Vol. 4, 1313 – 1317.

(5)Draganski B., Gasser C., Busch V., Schuierer G., Bogdahn U., and May A. (2004) Neuroplasticity: changes in grey matter induced by training. Nature, Vol. 427, 311 – 312.

(6)Pereira A. C., Huddleston E. D., Brickman A. M., Sosunov A. A., Hen R., McKhann G. M., Sloan R., Gage F. H., Brown T. R., and Small S. A. (2007) An in vivo correlate of exercise – induced neurogenesis in the adult dentate gyrus, PNAS, vol. 104, 5638 -5643.

(7)Hasson, U., Nir Y, Levi, I. and Malach, R. (2004) Intersubject synchronization of cortical activity during natural vision. Science, 303, 1634-1640