• “In over twenty years of teaching infants/primary school children, one of the most amazing ‘tools’ I have used in my classroom has been Brain Gym® exercises. In my class of children aged five to seven, many students were unsettled, stressed and angry. Consequently, many were experiencing learning difficulties and displaying very challenging and disruptive behaviour. After introducing daily Brain Gym® exercises, the results have been amazing. Many of the parents have commented how their children are progressing in many different areas including coordination, balance and confidence. Parents are telling me that their children are much happier and will even do the Brain Gym® exercises at home to help themselves to relax and cope with challenging situations. One particular grade two student was experiencing difficulties with her reading and writing, was putting a lot of pressure on herself, was often very tired and was finding it difficult to relax. After three or four sessions with a local instructor/consultant, this student’s reading and writing improved greatly and she has greater confidence in herself. She has transformed from a little girl who was often upset by the ‘smallest things’, to a happy child who is so much more energetic and confident in herself and her abilities. Teacher


  • My son Evan was never interested in ball sports, he did everything he could to avoid them. I was aware of the importance of gross motor development through my studies, so I persisted and attempted time and time again to engage him. We even tried different types of sports, from catching, throwing, and kicking, to golf, basketball, handball, and soccer. Yet every time, I saw resistance, a genuine dislike and at times complete avoidance. I could sense within him an underlying desire to play, but I could also see and feel the sadness, frustration and deflation of his constant ‘trying’, many games would end in tears. It pained me to watch his constant disappointment. One day while we were playing handball, I noticed that he had a great deal of overflow of movements. ‘Overflow’ movements are those that are not required to perform the task at hand. Therefore, they are an inefficient use of available physical and mental energy. His mouth or other hand would also move when attempting to hit the ball. He was having so many of these involuntary movements, no wonder he felt so frustrated and avoided playing. I began to realise the reason he did not want to play was because he genuinely found ball sports difficult as he was not in control of his body. I decided to do a Brain Gym balance with him. He chose the goal ‘to be better at handball’. I thought this was a great goal to start with as many of his friends played handball at school and he felt left out. He chose a 3D repatterning movement sequence. After the balance was completed, I found myself excited and full of anticipation of what would transpire. Having experienced so many positive changes myself through Brain Gym balances, I was full of hope and curiosity.My expectations were surpassed and the difference that one balance made was nothing short of remarkable. Today, you rarely see him without a ball. His favourite sports are handball, soccer, AFL, and cricket. He is sport mad!!! and plays morning, noon, and night…. inside, outside, wherever and whenever he can.  However, it wasn’t all about the sports. After the balance I had a child who was more comfortable in his own body, more confident outwardly and I have seen improvements that extended to all hand-eye and hand-foot coordination activities. I am forever grateful for Brain Gym and the power it has to gently enhance a person’s natural potential, to make things easier. What more can we ask for?  AM, Instructor & mother


  • As a coach of a netball team I used Brain Gym® movements to assist the young players to improve their ability to catch the ball. After doing some of the movements, it was amazing to see the greater accuracy of  their passes and their improved confidence in there team work. Coach: AR


  • Two Brain Gym® movements, The Thinking Cap and The Owl,  released the restrictive feeling in my neck when I turned my head.  What an easy way to have not only ease of movement, but also a greater range of movement in my neck. Driver: HG


  • Brain Gym® is a simple yet very powerful ‘tool’ and it can really make a difference in children’s learning and behaviour. I would highly recommend it to other teachers and parents.”“I use Brain Gym® with my students and it greatly improved their concentration and focus on their lessons. On a personal level, the greatest success I’ve had is with my own daughter. A reluctant reader and a quiet student, Brain Gym has been instrumental in greatly increasing her self-confidence. She has improved in all academic areas and is a happier child. I strongly recommend Brain Gym to all.” Joanne, Teacher


  • Fear came up in the first Brain Gym session for a child who ran away from school.  Other sessions worked around the feeling of insecurity, the tight chest and other ‘weird’ feelings, and goals such as ‘being brave and meeting my challenges’. She often would not leave her mother to enter the classroom but after a goal ’ to feel happy to go into the classroom’, she was able to do this confidently, which was extremely pleasing for all concerned. Principal


  • Someone who couldn’t get started in one class chose a goal ‘to work faster.’ After some Brain Gym he did the task easily. Brain Gym is not just for the ‘slow learners’. A challenge for an academically bright student led to the goal to’ concentrate on my work when somebody sits next to me.’ He chose six movements he needed to achieve his goal. Another bright student’s goal was to’ hear the teacher clearly.’ A quick Listening balance and Thinking Caps and he was much more settled and able to do the learning task. Class Teacher


  • The bully said he’ wasn’t thinking properly’ at the beginning. Six sessions with the bully with much drinking of water and repatterning and the anger and annoyance was dissolving. Goals included: ‘talking to a teacher appropriately’, ‘to care for myself’, ‘to think before I do things’, ‘to work sensibly around other people’, ‘to keep my hands to myself’.  Principal


  • One 12 year old boy drew his whole body filled with anger. After a Dennison Laterality Repatterning and Positive Attitude balance he only drew his arms filled with anger. After doing The Double Doodle and Hook-ups the boy felt he was free of that anger. Several goals have been done about enjoying and concentrating on his school work. He had nine Brain Gym sessions in two months, was often not in PACE and because of the emotional challenges at home he was not in a space to be able to do this consistently. However he  noticed he was completing things on time. Many students need much  support to achieve their goals in a safe environment.  Well-being Coordinator


  • After participating in the first two days of the Brain Gym®101 course, I practised PACE, especially The Cross Crawl and did lots of Lazy 8s and The Owl when I felt my energy was not flowing. I astounded my TAFE lecturer by completing three TAFE modules in one week. adult TAFE student


  •  I cannot express enough how pleased I am that I participated in all 4 learning days of Brain Gym®101. When I arrived home Friday night I burst in the back door feeling so relaxed and energised: something I have not felt for many years. Rosemary