Journal of Advanced Zoology

ISSN: 0253-7214
Volume 44 Issue 03 Year 2023 Page 1053:1060

________________________________________________________________________________________________________

Brain Activation Using Brain Gym for Effective Learning

G. Maheswari1*, H. Indu2
1,2
Department of Education, Avinashilingam Institute for Home Science and Higher Education for Women,
Coimbatore 641 043, Tamil Nadu, India
*Corresponding author’s E-mail: [email protected]
Article History Abstract

Received: 06 June 2023 This study attempts to find out the effectiveness of brain activation using brain
Revised: 05 Sept 2023 gym training in learning educational psychology. Brain Gym comprised of six
Accepted: 30 Oct 2023 basic exercises that helps to improve cognitive function and learning. It consists
of a series of simple body movements that help to cajole the two hemispheres of
the brain into working in unison. This is an experimental study that compares
the impact of two teaching approaches (brain gym and conventional method).
The intervention lasted for two weeks. The post-test-only rotational group
design study included 90 students, 45 in the experimental group (Brain gym)
and 45 in the control group (Conventional method). To ensure the similarity of
the groups an entry level test was conducted and the scores obtained were
compared using t test. The data were analysed using SPSS and the results
indicated that brain gym had a significant effect on learning.
Keywords: Brain Gymnastics, Brain Gym Exercises, Cognitive Functions,
CC License Learning Process, Learner Centered Classroom
CC-BY-NC-SA 4.0

1. Introduction
Brain activation exercises are activities and techniques that can help stimulate and improve cognitive
function, memory, and overall brain health. Engaging in activities like crossword puzzles, Sudoku,
chess, and brain-teaser games and by involving in regular physical activity, such as aerobic exercises
and yoga, can improve blood flow to the brain, leading to better cognitive function. Whether it's playing
a musical instrument, learning a new language, or picking up a new hobby, acquiring new skills
stimulates the brain. This made the investigator to think of different brain exercises which enhances the
cognitive ability of the students.
In an analysis, the present-age student teachers’ perspective is different from the preceding ones. This
is attributed to various factors involved in their life, which include the residing environment,
educational, psychological and emotional conditions of the parents, their way of life, the usage rate of
electronic gadgets, everyday routine, and many other incidents occurring at the social and financial
levels and school environment. They need to satisfy the younger generation in their school classrooms.
Aparna and Smita (2014) examined that using Brain Gym exercises helped students attain academic
success and yielded outstanding outcomes.
Brain Gym exercises, commonly known as motor skills training exercises, stimulate the brain’s ability
to balance the stress caused by specific memories, situations, individuals, places, and skills. Brain Gym
exercises can improve academic and behavioural performance by activating both hemispheres of the
brain through neural repatterning to strengthen the learning process of the whole brain (Abduh and
Tahar 2018). Brain Gym exercises’ intervention is usually performed for students with developmental
disabilities such as attention deficit hyperactivity disorder (ADHD), dyspraxia, dyslexia, and autism
spectrum disorder (ASD). According to the research literature, this intervention can dramatically
improve concentration, memory, reading scientific and educational resources, writing, mathematics,
taking tests, physical coordination, relationships, personal responsibility, and organizational attitudes
and skills (Bayanfar and Tabatabaee 2019).
The student may easily be impacted in all negative ways unless these living conditions are positive.
Researchers have also proved that students of the present generation are highly stressed out due to the

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Brain Activation Using Brain Gym for Effective Learning

compulsive academic rules and regulations of the schools, which is not a good learning environment
(Lombardi et al. 2021). In one well-known recent experiment, stressful assessments and tests seem to
bring constant pressure on the students, which in turn bring an even erosive attitude toward learning in
the school environment. Since the field of education is capable to elevate new ages with the skills and
abilities to manage every one of the previously given conditions, education before all these technical
developments tend to be solely dependent on teachers’ descriptions and explanations, and this has to be
changed into a new paradigm that permits students to be autonomously attempting to discover solutions
and to be sufficient at critical thinking and different abilities. To handle the students effectively, the
researcher practiced Brain Gym training for student teachers.
Both internal and external factors might influence a student's ability to focus. Internal elements that
contribute to tension throughout the academic process at school include kids feeling uncomfortable
when they sit stationary for an hour or more in a row of desks looking forward. The lack of energy flow
to the brain caused by this strain is seen in how easily children get bored and worn-out during studying.
Students' extensive involvement in extracurricular activities, which leads them to undertake several
tasks that exhaust the brain, is one example of an external factor (Heni and Nurlika 2021). The ability
to concentrate on the subject being studied can affect how well a learning process goes. The learning
process cannot exist or function properly without focus since concentration is necessary for learning
(Kamila et al. 2022).
Brain Gym exercises makes the teacher a person who facilitates a learner-centered classroom, which
makes the class active and project-based and able to accomplish this goal, educators need to ensure that
all students are prepared to learn despite any external contemplations and issues. Student teachers take
this Brain Gym training as role model classes and the same can be implemented in the schools in the
future (Mojarad and Dehghanizade 2021). This can be achieved by the support of school administrators
and management who ought to encourage the interaction of teachers meeting and examining classroom
issues and difficulties with educational experts, psychologists, counsellors and people who are experts
in educational speculations, and interventions to assist them. To establish a proper classroom
atmosphere, a teacher must not only have an up-to-date solid knowledge base of the given subject, but
also classroom management skills.
Brain Gym is a set of exercises designed to improve and strengthen cognitive function for learning, to
link the body and the mind, and to stimulate the usage of the brain's hemispheres through physical and
mental tactics. It is a branch of kinesiology and the product of applied neuroscience research that
examines bodily motions and how they relate to brain activity. Additionally, it arouses and activates
each person's unique cognitive functions (Ramos-Galarza et al. 2023).
Humans can improve their brain function by using an exercise called Brain Gym. Brain exercises can
increase blood flow to the brain, enhancing memory, concentration, balance, and coordination. The goal
of brain gymnastics is to widen the brain's physiological channels in order to enhance learning capacity.
Concentration, attentiveness, awareness, and the brain's capacity for movement planning can all are
enhanced via brain gymnastics. Prior information helps people apply their cognitive skills more
effectively. In order to effectively finish tasks, brain gymnastics can be helpful (Kurniawan and
Maryanti, 2020).
Need and Significance of the Study
One of the fundamental goals of an educational system is to impart knowledge. In a classroom, a teacher
must successfully transmit the notion to the pupils’ minds. In education, a variety of teaching
approaches are used to impart ideas, principles and concepts. However, the traditional method is widely
used in the higher education system. The majority of student teachers in this area rely solely on
traditional study to gain expertise. Lecturing is one of the earliest teaching methods, and it is still the
most often used instructional strategy today. Students receive knowledge passively in traditional
learning. It is a transitional phase, with numerous adjustments to teacher education curricula by NCTE
2014 standards. As a result, learning should be modified from its traditional style to meet the demands
of students in the classroom. So, the researcher tried Brain Gym training before teaching the
psychological concepts in everyday classes.
Learning is made more enjoyable when there is positive student-teacher interaction. Students
comprehend faster if the lecturer presents the subject matter or teaches in a style that is appealing to
them. Most college students nowadays are unable to concentrate when lecturing. To prepare student
teachers to learn in that particular class, the investigator designed a Brain Gym training for their
research. The result of an independent variable introduced in the study is referred to as effectiveness.
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Brain Gym is a set of motions performed with the purpose of ‘waking up’ or stimulating brain activity.
Its main goal is to help students study more effectively and organise their thoughts. These are basic
workouts that everyone may do at home, at work, or at school, according to the concept. They are made
to improve the connection between the body and the mind. Educational Psychology is one of the primary
core papers in the Tamil Nadu Teachers Education University’s B.Ed. program. There is a significant
role for growth and development, as well as theories, in their development, and student teachers find it
difficult to acquire psychological terms. As a result, the researcher used Brain Gym training to get
students’ minds ready for learning. Students pursuing a Bachelor’s Degree in Education (B. Ed) in the
Indian educational system are referred to as ‘student teachers.
2. Literature Review
According to Basuki and Faizah (2020), using Brain Gym activities can make a significant contribution
to increasing the concentration in student learning. Brain Gym can be carried out by students, just before
the lesson/lecture or in the middle of the lesson, and the implementation time is approximately 10-15
minutes. Pratiwi and Pratama’s (2020) study found that students can improve their concentration in
learning by practising Brain Gym regularly. Students can practise Brain Gym exercises at least 3 times
a week at home during the ongoing pandemic situation or before starting live classes once the pandemic
has ended. Saleh and Mazlan’s (2019) study found the important triggers for better understanding of
Physics concepts and for excelling in the subject. Apandi (2019) study found that the Brain Gym method
is effective in reducing burnout in student learning. In a study conducted by Abduh and Tahar (2018),
the results showed a significant improvement in the working memory function in both intervention
groups.
Objectives of the Study
The objectives of this study were to:
● Investigate the efficacy of Brain Gym training in learning of educational psychology among
student teachers.
● Compare the efficacy of Brain Gym training in learning of educational psychology among
student teachers based on their locality.
Hypotheses of the Study
The hypotheses of the study were that:
● There is no significant effect in the mean scores of Brain Gym training for learning educational
psychology in B.Ed. curriculum between the control and experimental student teachers.
● There is no significant effect in the mean scores of Brain Gym training for learning educational
psychology in B.Ed. curriculum between the control and experimental students with respect to
locality.
3. Materials And Methods
An experimental design is used by the investigator. It allows the researcher to make the comparisons
necessary to the experiment’s hypotheses, and it allows the production of a coherent interpretation of
the study’s outcomes using statistical analysis of the data. For the current investigation, a post-test-only
rotational group design was chosen.
Study Sample
The participants in this study comprise 90 student teachers enrolled in Dr. SNS College of Education
in Coimbatore, Tamil Nadu, India. The sample was chosen using the cluster sampling method followed
by random sampling. Then the entry level test (based on their knowledge in Educational Psychology)
was conducted and the sample was divided into two groups with 45 student teachers each in
experimental group (Brain gym) and control group (Conventional method) in the first stage of
intervention.
Research Design
The Posttest Only Rotational Group Design was used for the study
Table 1: Sample distribution in the first stage of intervention
Group Sample Sample size Treatment variable
Dr. SNS College of Education
Control 45 Conventional method
SECTION A
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Brain Activation Using Brain Gym for Effective Learning

Dr. SNS College of Education

Experimental 45 Brain Gym training
SECTION B

Table 2: Sample distribution in the second stage of intervention

Group Sample Sample size Treatment variable
Dr. SNS College of Education
Control 45 Conventional method
SECTION B
Dr. SNS College of Education
Experimental 45 Brain Gym training
SECTION A
Tools Used for the Study
The investigator employed self-developed and validated Achievement tests in educational psychology
and entry level test on basic educational psychological concepts. Both the tools were checked for face
validity and content validity by giving them to four experts in the field of Education and psychology
and the reliability of the tools were found to be 0.79 and 0.82 respectively.
The investigator also used a brain gym training module adapted based on (Denison & Dennison, 1987)
with six exercises
Intervention procedure
Brain gym is the process by which the learner constructs knowledge and meaning from the collaboration
between their day-to-day activities and their reflective thoughts. The Course paper Educational
Psychology from the first year B.Ed., Syllabus, 3 units had been taken for the Intervention programmed
of the experimental research. The areas selected for the Brain Gym Module is Laterality, Focusing and
Centering. (LFC). The module is entitled as “Brain Elite–Work on you for yourself”. The researcher
followed six exercises for intervention, which are “Think of X”, “Lazy eight”, “Earth Buttons”, “Cross
Crawls”, “Cook hook up” and “the Owl”. The intervention was carried out for two weeks (6 days in a
week) with 6 basic brain exercises, of which, two exercise is related to laterality of brain, the next two
to centering and the last two exercises are related to focusing areas of brain. Although efficient
connections among various parts of the brain may foster cognitive development, the researcher utilized
all the laterality, focusing and centering exercises for both weeks for the activation of right, left front,
back, top and bottom of the brain for 45 minutes every day morning. After the intervention for two
weeks, the academic achievement test was administered and the scores were entered in data sheet.
A gap of two weeks was given and again the intervention was carried out by rotating the group. The
previous control group in first stage of intervention became the experimental group and the
experimental group was treated as control group. After two weeks of intervention a parallel achievement
test was administered and the scores were entered in data sheets and the analysis was carried out. During
the experiment, the control group was only taught using traditional methods. However, in the
experimental group, educational psychology was taught via the traditional manner, and students were
also required to do Brain Gym training prior to receiving lecture instruction. Student teachers excitedly
completed the Brain Gym training and began attentively listening to the class.
3. Results and Discussion
The data were anlysed using SPSS trial version and the results obtained are given in Table 3,4, 5 and 6.
Comparison of Achievement scores in stage one of intervention
The academic achievement scores obtained by student teachers in educational psychology of control
and experimental group in the first stage of intervention is given in Table 3.
Table 3: Achievement scores in stage one of intervention
Group N Mean S.D. df ‘t’ Value
Control 45 11.31 1.47
88 13.57*
Experimental 45 15.94 1.58
*
(p > 0.01 level), N= Number, SD= Standard Deviation
From Table 3, the t value obtained t=13.57, indicated that there is a highly significant difference in the
academic achievement of student teachers in control and experimental group. The mean value 15.94
obtained by students in the experimental group is found to be greater than the mean value 11.31 obtained
by the control group indicating that brain gym training is better than the conventional method of
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teaching educational psychology. Hence, the result shows that the Brain Gym training is effective for
learning educational psychology in B.Ed. curriculum.
Locale wise comparison of effectiveness of Brain gym
The academic achievement scores obtained by student teachers in educational psychology of control
and experimental group in the first stage of intervention based on their residential locality ws compared
and the results are given in Table 4
Table 4: Achievement scores in stage one of intervention
Variable Sub variable Group N M S.D. ‘t’ Value
Control 29 11.12 1.53
Rural 17.24*
Experimental 24 17.05 0.79
Locality Control 18 11.64 1.34
Urban 6.50*
Experimental 19 14.56 1.15
*
(p > 0.05 level), N= Number, SD= Standard Deviation
Research question 1 indicated that there will be a significant difference between control and
experimental group students in their mean scores based on student teachers’ locality at Phase 1
given the mean and SD of the rural students of the control group (M=11.12 and SD= 1.53) and
experimental group (M=17.05 and SD=0.79). The‘t’ value of rural students is 17.24 at 0.01 level of
significance. Hence, the result of the experimental group of rural students shows that the Brain Gym
training is effective for learning educational psychology in B.Ed. curriculum.
The mean and SD of the urban students of the control group is M=11.64 and SD= 1.34, and the
experimental group is M=14.56 and SD=1.15. The‘t’ value of urban students is 6.50 at 0.05 level of
significance. Hence, the result of the experimental group of urban students shows that the Brain Gym
training is effective for learning educational psychology in B.Ed. curriculum. The experimental group
is better than the control group in their mean scores both rural and urban. Hence, the Brain Gym training
is effective for learning educational psychology in B.Ed. curriculum based on locality.
Comparison of Achievement scores in second stage of intervention
The academic achievement scores obtained by student teachers in educational psychology of control
and experimental group in the first stage of intervention is given in Table 5.
Table 5: Achievement scores in second stage of intervention
Group N Mean S.D. Df ‘t’ value
Control 45 11.03 1.42
Experimental 45 15.55 1.95 88 11.87*
*
(p > 0.01 level), N= Number, SD= Standard Deviation
Research question 2 indicated that there will be a significant difference between control and
experimental group students in their mean scores at phase 2 given the mean and SD of the control group
(M=11.03 and SD=1.42) and experimental group (M=15.55 and 1.95). The‘t’ value of rural students is
11.87 at 0.05 level of significance. The experimental group is better than the control group in their mean
scores. Hence, the Brain Gym training is effective for learning educational psychology in B.Ed.
curriculum.
Table 6: Difference between control and experimental group based on locality in Phase 2
Variable Sub Variable Group N M S.D. ‘t’ Value
Control 24 11.05 1.53
Rural 7.78*
Experimental 29 15.19 2.15
Locality Control 19 11 1.33
Urban 11.09*
Experimental 18 16.21 1.31
*
(p > 0.01 level), N= Number, SD= Standard Deviation
Research question 2 indicated that there will be a significant difference between control and
experimental group students in their mean scores based on student teachers’ locality at phase 2 given
the mean and SD of the rural students of the control group (M=11.05 and SD= 1.53) and experimental
group (M=15.19 and SD=2.15). The ‘t’ value of rural students is 7.78 at 0.05 level of significance.
Hence, the result of the experimental group of rural students shows that the Brain Gym training is
effective for learning educational psychology in B.Ed. curriculum.
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Brain Activation Using Brain Gym for Effective Learning

The mean and SD of the urban students of the control group is M=11 and SD= 1.33, and for the
experimental group is M=16.21 and SD=1.31. The ‘t’ value of urban students is 11.09 at 0.05 level of
significance. Hence, the result of the experimental group of urban students shows that the Brain Gym
training is effective for learning educational psychology in B.Ed. curriculum based on urban students.
The experimental group is better than the control group in their mean scores of both rural and urban
areas. Hence, the Brain Gym training is effective for learning educational psychology in B.Ed.
curriculum based on locality.
From Phase 1 and Phase 2, student teachers who learned educational psychology through Brain Gym
training showed better performance than the student teachers who learned by the conventional method.
Fanny (2009) revealed the many benefits could be obtained by doing Brain Gym exercises. Light
movements with games through the hands and feet can provide stimulation or a stimulus to the brain.
Pratiwi and Pratama’s (2020) state that Brain Gym significantly affects elementary students’
concentration. Anggraini and Dewi (2022) states that Brain Gym is a movement done by stimulating
brain waves through light movements involving the hands and feet. Movements generated from the
brain gym can provide a stimulus to the brain to increase the ability to study and concentrate in students
because all brain parts are used to learn and concentrate. Brain Gym training is an important component
of memory, multitasking, processing speed, and audio-visual processing. The role of the cognitive
process of learning is activated only through Brain Gym training. Brain Gym’s effectiveness in training
in educational psychology has been tested and proven to be effective. The experiment proved that
training in learning educational psychology is effective. When compared to the performance of the
control group, the student teachers who received training in this mode demonstrated a greater grasp of
the psychological concepts. The observation and inference can be extended logically to other subjects,
such as contemporary India and education, teaching and learning, language across the curriculum, and
pedagogy. This study indicated that students who received ‘Brain Gym training’ as an intervention
demonstrated greater improvements in learning educational psychology concepts compared to those
who did not receive the intervention. It is recommended that the time allotted for the use of Brain Gym
training can be extended for the enhancement of learning achievement among students. Brain Gym
training can also be used to train children with disability or special needs. More research is needed to
raise awareness of ‘Brain Gym’ among educators and provide additional assurance to those considering
it. It is necessary to conduct research on the effects of ‘Brain Gym’ as a secondary and tertiary
intervention, as well as to assess efficacy with school-level students.
When brain exercises, which includes Brain physiology and brain anatomy which concentrates on the
study of the normal functioning and processes of the brain based on the structure and function of the
brain gives more clarity in deciding the type of brain exercises which stimulates the different areas of
brain, this helps in the overall development of a human being involving physical, social, emotional and
cognitive aspects.
4. Conclusion
This study found that Student, teachers who received educational psychology instruction via Brain Gym
training outperformed their counterparts who were taught using the conventional method.
Limitation:
This study was limited by its small sample size, which means that the results may not be generalizable
to the wider population. Therefore, it is important to replicate this study in other settings with larger
samples to confirm the findings.
Ethical approval:
This study was conducted in accordance with the Declaration of Helsinki-Ethical principle for research
involving human subjects. Accordingly, the ethical clearance was obtained from Institutional Human
Ethics Committee, Avinashilingam Institute for Home Science and Higher Education for women,
Coimbatore Tamilnadu vide reference no: AUW/IHEC/EDU-20-21/XPD-04 dated 07-12-2021. All
individuals who took part in the study gave their informed consent, and data confidentiality was ensured.
Data availability:
All datasets generated or analyzed during this study are included in the manuscript.
Financial support and sponsorship: This research did not receive any specific grant from funding
agencies in the public, commercial, or not-for-profit sectors.
Conflicts of interest: No potential conflict of interest was reported by the authors.
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Acknowledgments:
The authors would like to thank all the participants and the administration of Dr SNS College of
Education, Coimbatore, & Avinashilingam Institute for Home Science and Higher Education for
Women, Coimbatore Tamilnadu for granting permission to carry out the research work.
Authors’ contributions:
G. Maheshwari had the idea for this study, the principal investigator of the research work, performed
data collection and edited the manuscript. Dr.H. Indu, designed the study protocol, conducted the
analyses and drafted the manuscript. All authors approved the final manuscript as submitted and agree
to be accountable for all aspects of the work. All authors have read and agreed to the published version
of the manuscript.
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