Haidi Thun (2010). Koppla på hjärnan! En studie kring hur Educational Kinesiology och Brain Gym används i arbetet med barn och deras lärande. Malmö: Lärarutbildningen, Malmö Högskola. Syftet med mitt arbete har varit att ta del av fyra pedagogers erfarenheter av att arbeta med Educational Kinesiology och Brain Gym med elever i åldrarna 6-12 år. Jag har genom min empiri försökt närma mig en förståelse för Educational Kinesiology och Brain Gyms fördelar alternativt nackdelar. Metoder jag använt har varit i form av intervju, observation, elevstudier och enkät. Educational Kinesiology och Brain Gym bygger på att genom enkla övningar kunna stimulera höger och vänster hjärnhalva att samarbeta lösa upp eventuell hjärnstress och blockeringar som kan sätta stopp för en människas optimala utveckling och kunskapsinhämtning. Jag har fokuserat på metodens inverkan i samband med elevers läs- och skrivinlärning men även fått en inblick i några av metodens övriga konsekvenser. Parallellt med min undersökning har jag testat några utvalda övningar på egna elever och VFT-elever under fyra veckors tid för att se vilken respons jag skulle få. Jag har överlag mött en positiv syn på metoden men insett att det också finns en viss skepsis kring dess effekter. Vad gäller forskning är det ett komplicerat område att göra mätbara resultat på. I slutändan handlar det i grunden om att se till hela individen ur ett holistiskt perspektiv och hitta nya verktyg för pedagoger att använda i mötet med sina elever.

Title: The effect of "brain gym" exercise on tennis players' postural stability Aims: The aim of this diploma thesis is to find out whether "brain gym" exercise completed for 30 days has an impact on tennis players' postural stability Summary: Altogether 12 women, 18-30 year olds, participated in the pilot study. The probands had completed a 30-day exercise intervention program which included a daily exercise for a maximum of 10 minutes. The postural stability was measured before and after the intervention using Neurocom Smart EquiTest System (Sensory Organization Test, Motor Control Test, Limits of Stability) and Standing Stork Test which evaluace the ability to balance vertically on the tip of one lower limb. The measured data were processed by the program Neurocom Data Analyzer, from which the data were subsequently transferred to Microsoft Excel 2010, SPSS 2007 and GPower 2019. To evaluate the effect of intervention the statistical methods - Shapiro-Wilk test, Student's paired t-test, Wilcoxon test were used and Cohen's d was used to determine clinical significance. The level of statistical significance was determined to α = 0,05, when p < 0,05 - statictical significance, p > 0,05 - statistical insignificance. The values of clinical significance were set to: high significance - d > 0,80, medium...

Die doel van hierdie ondersoek was om vas te stel of Opvoedkundige Kinesiologie deur die Opvoedkundige Sielkundige gebruik sou kan word as 'n psigoterapeutiese benadering ten einde emosionele welsyn te verhoog. Volgens Edu-K is die brein-liggaam sisteem onlosmaak:lik verbind en emosionele blokkerings is nie slegs in die denke en intellek van die mens gelee nie, maar ook op sellulere vlak vasgele. Navorsing aan die hand van die idiografiese benadering is gedoen. Vyf proe:tpersone, wat aangemeld is met emosionele probleme, het elkeen 'n reeks Edu-K balanserings ontvang volgens individuele behoeftes. Die doel daarvan was om te bepaal ofEdu-K balanserings sou lei tot verhoogde welsyn. Na die reeks balanserings is daar beduidende positiewe veranderinge waargeneem ten opsigte van emosionele probleme, sowel as verbeteringe in ak.ademiese prestasie. Daar is ook algemene prak.tiese riglyne gegee vir ouers, onderwysers en Opvoedkundige Sielkundiges. / The aim of this investigation was to ascertain whether Educational Kinesiology could be applied by the Educational Psychologist as a psychotherapeutic tool in order to enhance emotional wellbeing. According to Edu-K the mind-body system is inseperably one: emotional blocks are not only situated in the mind and intellect of a person, but are recorded on cellular level as well. Research was done by way of an idiographic approach. Five subjects with emotional problems received a series of balances according to their individual needs. The aim was to ascertain whether Edu-K balances could enhance emotional wellbeing. A significant positive improvement in emotional problems as well as in academic performance were noted. General guidelines for parents, teachers and Educational psychologists are also given. / Psychology of Education / M. Ed. (Voorligting)

Die doel van hierdie ondersoek was om vas te stel of Opvoedkundige Kinesiologie deur die Opvoedkundige Sielkundige gebruik sou kan word as 'n psigoterapeutiese benadering ten einde emosionele welsyn te verhoog. Volgens Edu-K is die brein-liggaam sisteem onlosmaak:lik verbind en emosionele blokkerings is nie slegs in die denke en intellek van die mens gelee nie, maar ook op sellulere vlak vasgele. Navorsing aan die hand van die idiografiese benadering is gedoen. Vyf proe:tpersone, wat aangemeld is met emosionele probleme, het elkeen 'n reeks Edu-K balanserings ontvang volgens individuele behoeftes. Die doel daarvan was om te bepaal ofEdu-K balanserings sou lei tot verhoogde welsyn. Na die reeks balanserings is daar beduidende positiewe veranderinge waargeneem ten opsigte van emosionele probleme, sowel as verbeteringe in ak.ademiese prestasie. Daar is ook algemene prak.tiese riglyne gegee vir ouers, onderwysers en Opvoedkundige Sielkundiges. / The aim of this investigation was to ascertain whether Educational Kinesiology could be applied by the Educational Psychologist as a psychotherapeutic tool in order to enhance emotional wellbeing. According to Edu-K the mind-body system is inseperably one: emotional blocks are not only situated in the mind and intellect of a person, but are recorded on cellular level as well. Research was done by way of an idiographic approach. Five subjects with emotional problems received a series of balances according to their individual needs. The aim was to ascertain whether Edu-K balances could enhance emotional wellbeing. A significant positive improvement in emotional problems as well as in academic performance were noted. General guidelines for parents, teachers and Educational psychologists are also given. / Psychology of Education / M. Ed. (Voorligting)

No description available.