THE NEUROGYMNASTICS AS AN EFFECTIVE METHOD OF IMPROVING THE COGNITIVE FUNCTIONS OF SCHOOLCHILDREN: AN ANALYTICAL REVIEW
DOI:
https://doi.org/10.31470/2786-6327/2023/3/115-122Keywords:
neurogymnastics, kinesiology, neuropsychology, cognitive functions, schoolchildrenAbstract
The Covid-19 pandemic influenced on various aspects of life, including the cognitive sphere of personality of the pupil. From mid-march 2020 year, educational activities which used to be carried out every day turned in on-line platforms. Therefore, children feel bored and less interested in participating of teaching, which negatively influence their concentration during the education process. Additional challenge for the intellectual, psychological, and physical development became the fullscale of russian invasion and war. Consequently, cognitive functions – memory, cognitive activity, attention, motivation, and volition have significantly are deteriorated. The research of the effectiveness of neurogymnastics as a method for improving cognitive functions in schoolchildren is dedicated in the article. Through an analysis of relevant scientific literature, including studies, experiments, and peer-reviewed articles, the article aims to evaluate the impact of neurogymnastics on cognitive skills among school age children. The neurogymnastics is an effective method by directing of cognitive functions in schoolchildren is established. It involves of physical exercises designed to stimulate different areas of the brain, leading to improvements in memory, attention, concentration, and other cognitive processes. The article provides an analytical review of scientific researches supporting the effectiveness of the brain neurogymnastics program «Brain Gym» for cognitive development in schoolchildren. In particular, these researches demonstrated that regular using of Brain Gym enhances memory, attention, motor skills, speech, and other cognitive abilities in children. The neurogymnastics can be effective and useful as for children with educational disabilities and those with typical level development. The article will come in handy for teachers, parents, and professionals seeking to enhance cognitive functions in schoolchildren and incorporate neurogymnastics as an effective method within the educational process. Based on the findings, it is recommended to introduce neurogymnastics as an additional tool in educational institutions to support children's cognitive development. The need for further research and improvement of neurogymnastics techniques to maximize its benefits for schoolchildren is emphasized in the article.
References
Andi, P., Kusuma, K., Purwanto, E., Firdaus, R., Loriana, R. (2019). The intervention of Brain Gym in increasing the quality of life on the elderly. Asian Commun. Health Nurs, 1, 30–35. 2. Anggraini, S. & Dewi, S. (2022). Effect of Brain Gym in increasing the learning concentration of 6th grade on online learning during the Covid-19 pandemic. Malaysian Journal of Medicine and Health Sciences, 18, 86–90. 3. Arbianingsih, H., Hidayah, N., Musnayni, S., Afiifah, N., Amal, A. (2021). Brain Gym effectively reduces anxiety in school and preschool-aged children in hospitals. Jurnal Keperawatan Indonesia, 24, 140–148. 4. Bürgin, D., Anagnostopoulos, D., et al. (2022) Impact of war and forced displacement on children’s mental health – multilevel, needs-oriented, and trauma-informed approaches. Eur Child Adolesc Psychiatry, 31, 845–853. 5. Dennison, P., Dennison, G. (1989). Brain Gym Teacher’s Edition. Edu Kinesthetics. 135. 6. Dennison, P., Dennison, G. (1992). Brain Gym: Simple Activities for Whole Brain Learning. Edu Kinesthetics. 40. 7. Ismayenti, L., Suwandono, A., Denny, H. M., & Widjanarko, B. (2021). Reduction of Fatigue and Musculoskeletal Complaints in Garment Sewing Operator through a Combination of Stretching Brain Gym and Touch for Health. International Journal of Environmental Research and Public Health, 18 (17), 8931. 8. Jalilinasab, C., Khandale, S. (2019). Effect of Brain Gym exercises on the attention span in young adults. International Journal of Advanced Research and Development, 4, 71–75. 9. Jalilinasab, S., Saemi, E., Abedanzadeh, R. (2021). Fundamental motor and social skills of children: the role of Brain Gym exercise. Early Child Development and Care, 192, 2256–2267. 10. José, M. (2019) Propuesta de estrategias didácticas provenientes del Brain Gym, tendientes a mejorar la atención y concentración en los niños de 4 a 5 años, de la institución «Kinder Gym» en el año lectivo 2018–2019. Retrieved from: http://repositorio.puce.edu.ec:80/handle/22000/18240 11. Kulkarni, C., Khandale, S. (2019). Effect of Brain Gym exercises on the attention span in young adults. International Journal of Advanced Research and Development, 4, 71–75. 12. Merzenich, M. (2013) Soft-Wired: How the New Science of Brain Plasticity Can Change Your Life. Parnassus Publishing, 266. 13. Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63 (2), 81–97. 14. Panse, R., Deshpande, M. Y., Pawar, P. (2018). Effect of Brain Gym® exercises on balance and risk of fall in patients with diabetic neuropathy. International Journal of Science and Healthcare Research, 3, 257–262. 15. Pratiwi, W., Pratama, Y. (2020). Brain Gym optimizing concentration on elementary students. STRADA: Journal Ilmiah Kesehatan, 9, 1524–1532. 16. Ramos-Galarza, C., Cruz-Cárdenas, J., Bolaños-Pasquel, M., Acosta-Rodas, P. (2021). Factorial structure of the EOCL-1 scale to Asess executive functions. Frontiers in Psychology, 12, 1–14. 17. Ratey, J. J., & Hagerman ,E. (2008) Spark: The revolutionary new science of exercise and the brain, 294. 18. Surita, G., Afniwati, A., Yufdel, Y. (2021). The effect of Brain Gym on dementia and depression reduction of the elderly. Journal of Advanced Pharmacy Education and Research, 11, 40–44. 19. The Brain Gym Program (2023). Breakthroughs International. Retrieved from: https:// breakthroughsinternational.org/programs/the-brain-gym-program/ 20. Watson, A G. & Kelso, G. L. (2014). The Effect of Brain Gym on Academic Engagement for Children with Developmental Disabilities. International journal of special education, 29, 75–83. 21. Varyvoda, К. S. (2022) Vprovadzhennia maindfulnes-praktyk v shkolakh: analiz zdoroviazberezhuvalnoho potentsialu [Implementing mindfulness interventions in schools: analysis of health protection potential]. Збірник наукових праць «Scientia et societus» - The collection of scientific articles «Scientia et societus», 1, 114–121 [in Ukrainian]. 22. Hrytsenko, O. V., Kudrya, O. P. (2019). Gymnastics for the brain. Harmonious development of the cerebral hemispheres. System of intellectual development for children from 4 to 8 years old. Kyiv [in Ukrainian]. 23. Gryshchenko, O. V., Kudrya, O. P. (2018). Gymnastics for the brain. Harmonious development of the cerebral hemispheres. The system of intellectual development for adults from 10 to 99 years old in 20 days. Kyiv [in Ukrainian]. 24. Denizhna, S., Sova, M. (2020). Orhanizatsiia diialnosti universytetiv iz zapobihannia psykhichnykh rozladiv u studentskoi molodi v period pandemii [Organization of universities’ activities to prevent mental disorders in students during the pandemic]. European humanities studies: State and Society, 3(II), 150–165 [in Ukrainian]. 25. Kravchenko, O. (2022). Inkliuzyvnyi turyzm yak tekhnolohiia sotsialno-psykholohichnoi reabilitatsii ditei ta molodi vnaslidok voiennykh dii [Inclusive tourism as a technology of social and psychological rehabilitation of children and youth resulting from military action]. Zbirnyk naukovykh prats Umanskoho derzhavnoho pedahohichnoho universytetu – Collection of Scientific Papers of Uman State Pedagogical University, (2), 155–165 [in Ukrainian]. 26. Kudria, O. P. (2018). Obedient hands. Harmonious development of both cerebral hemispheres: a textbook. Ternopil: Mandrivets [in Ukrainian]. 27. Livatsky, O. (2021). Vykhovannia fizychnykh yakostei zdobuvachiv vyshchoi osvity v umovakh pandemii [Education of Physical Qualities of Applicants for Higher Education in a Pandemic]. Visnyk LNU imeni Tarasa Shevchenka – Bulletin of Luhansk Taras Shevchenko National University, 2 (340), 110–118 [in Ukrainian]. 28. Milevska, O. (2017). Sutnist poniattia «lohopedychna himnastyka»: suchasnyi pohliad [The essence of the concept of training of speech skills: a modern approach]. Aktualni pytannia korektsiinoi osvity (pedahohichni nauky): zbirnyk naukovykh prats – Topical issues of correctional education (pedagogical sciences): a collection of scientific papers, 10, 180–188 [in Ukrainian]. 29. Pidlypniak, І. (2022). Tekhnolohii mind-fitness yak zasib rozvytku kohnityvnoi sfery u ditei doshkilnoho viku [Mindfitness technologies as a means of developing cognitive sphere of preschool children]. Věda a perspektivy, 8 (15), 123–134 [in Ukrainian]. 30. Riabchykov, M., Riabchykova, O., Alexandrov, A., Korolyova, N. (2022). Shliakhy zabezpechennia efektyvnosti navchalnoho protsesu v umovakh boiovykh dii [Ways of ensuring the efficiency of the educational process in combat conditions]. Problemy inzhenerno-pedahohichnoi osvity – Problems of engineering and pedagogical education, 74, 57–72 [in Ukrainian]. 31. Slyusarevskyy, М. М. (2022). Sotsialno-psykholohichnyi stan ukrainskoho suspilstva v umovakh povnomasshtabnoho rosiiskoho vtorhnennia: nahalni vyklyky i vidpovidi: Stenohrama dopovidi na zasidanni Prezydii NAN Ukrainy 4 travnia 2022 roku [Socio-psychological state of Ukrainian society in the context of a full-scale Russian invasion: urgent challenges and responses: Transcript of scientific report at the meeting of the Presidium of NAS of Ukraine, May 4, 2022]. Visnyk NAN Ukrainy – Bulletin of the National Academy of Sciences of Ukraine, 6, 85–92 [in Ukrainian]. 32. Yatsyna, O. F. (2022). Vplyv viiny na psykhichne zdorovia: oznaky travmatyzatsii psykhiky ditei ta pidlitkiv [Impact of war on mental health: signs of psychological trauma of children and adolescents]. Perspektyvy ta innovatsii nauky – Prospects and innovations in science, 7 (25), 554–567 [in Ukrainian].
