What the Research says


Academic outcomes of using movement in the classroom


1. Improved auditory discrimination skills using Brain Gym activities versus the use of random movement in the classroom (Sifft & Khalsa).
2. Improved visual response time for struggling and non-struggling students (Sifft & Khalsa).
3. Improved reading, writing and math scores and academic performance with the use of Brain Gym movements and Dennison Laterality Repatterning activities (Twomey & Freeman).
4. Improved self-esteem and ability to focus on tasks (Hannaford).
5. Improved social and affective development among students with behavioral, attention and/or hyperactivity disorders (Hannaford).
Positive Impact on: Classroom climate, Student's self-esteem, Internal locus of control, and time spent on task.
Research compiled by Jami Guercia, M.A. (2003).



Thomas crosses over the (mid) line


Like cross laterals, this movement focuses on crossing the midline.



Tracking Lazy Eights in the air


You don't need to have a white board or pencil and paper, you can track Lazy 8's in the air.



Lazy 8 tracking exercise for the eyes


Tracking Lazy 8's is a great way to get both eyes working together. Good binocular tracking is essential for reading!



Thomas Goes for a spin


Spinning is a great way to wake up the vestibular system



Quotable Quotes


From Research


Movement stimulates the brain for new learning (Hannaford, C.)


Movement assists in the formation of key developmental concepts such as standing, walking, vision and hearing, which are all related to academics (Hannaford, C.)


Touch anchors learning (Bailey, B.)


All learning is a sensory-motor event (Diamond, M.)


Up to 90% of vision occurs due to proprioception and touch (Jensen, E.)


Quotes compiled by Jami Guercia, M.A. (2003). Sources: Bailey, B. (2000), Conscious Discipline: 7 basic skills for brain smart classroom management. Diamond, M. (1985), The Human Brain Coloring Book. Hannaford, C. (1995), Smart Moves: Why learning is not all in your head. Jensen, E. (1998), Teaching with the brain in mind.



Why is perceptual-motor development important?

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