![]() Human health has suffered a lot as a result of changing times and technological advances. Future studies are warranted to further confirm our findings with a larger sample. Results from PAS-TC showed significant improvement in anxiety levels after the intervention in the intervention group ( p = 0.048, ϕ = 0.344, p = 0.037).Ĭonclusions: Our findings suggest a plausible anti-anxiety effect of educational kinesiology in kindergarteners with special needs by elevating the oxytocin levels. ![]() Results: After controlled for the effect at baseline, gender and types of special needs, the changes in oxytocin levels were significantly higher in the intervention group compared with control, whereas no significant between-group difference in changes of cortisol levels was observed. Because of the small samples, non-parametric tests such as Mann-Whitney U test, Quade test, and Fisher's exact tests were used in this study where appropriate. Scores of Parent-rated Preschool Anxiety Scale (PAS-TC) were also collected at pre- and post-intervention. Saliva samples were collected at baseline and after the completion of intervention programme for the measurement of cortisol and oxytocin levels. Thirty-seven kindergarteners (3.5–6.5 years old) who were either diagnosed with one type of special needs or referred by school principals due to the requirement of special supports at school were assigned to either the intervention group, which received 1-h educational kinesiology intervention weekly for a total of 10 weeks, or the wait-list control group. Methods: A quasi-experimental design was adopted in this study. This study explores the effect of educational kinesiology on the changes in salivary cortisol and oxytocin levels in kindergarteners with special needs. Cortisol and oxytocin levels in saliva have been reported to be reliable stress and anxiety markers that provide unbiased objective data. Previous studies that evaluated the effectiveness of educational kinesiology relied mainly on subjective measures, in which subjective bias is inevitable. Given the popularity of educational kinesiology in school settings, it is important to revisit its effectiveness through scientific research. ![]() Yet, it lacks supporting scientific evidence and is regarded as pseudoscience. Brain Gym is a great source of personal development, enabling individuals to obtain rapid transformations and also improve quality of life in different age group.īackground: Educational kinesiology is a popular intervention that aims to improve brain functioning via physical movements. Exercise can stimulate the brain in such a way that neurons are often in a condition to handle the different data from outside and are capable of responding to a "corporate member" of their duty in compliance with parts of brain activity by means of the principle of "brain-body link". The study describes the importance of brain gym exercise in physiotherapy. Intervention of brain gym consists of integrated, cross-lateral, balance-requiring movements that mechanically activate both hemispheres of the brain through the motor and sensory cortexes. Brain Gym is a curriculum basically focused on theories of neuroscience and educational kinesiology. ![]() Much attention has been put on connecting advances in neuroscience research with educational approaches to boost learning. This is not unprecedented that a whole industry, effectively promoted, has grown to promote the notion of 'brain-based' learning among other ideas. ![]()
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