Scientific research into the beneficial effects of Brain Education and Brain Wave Vibration

Latest News: A research project on the effects of Brain Wave Vibration
led by Prof. John Gruzelier at Goldsmiths University of London
will start in September 2009.

There are a growing number of studies into the many positive effects of the holistic training that you can experience at a Body & Brain Holistic Fitness centre, here are just three:

Brain Wave Vibration and Serotonin

The following research was presented in June 2008 at the UN Brain Education Conference, New York. And in November 2008 at the 2nd international Brain Education Brain Wave Vibration conference in Osaka, Japan.

Professor Hideo Arita teaches integrated physiology at the Medical school of Toho University, and is a world renowned authority in serotonin research. serotonin is a chemical messenger in your brain that is also called a “happiness nerve cell”. serotonin controls adrenalin and dopamine. The more that serotonin is secreted, the happier and the more peaceful a person becomes

In Arita’s experiment, subjects did BWV training three times for 15 minutes. Here is the summary of his results.

1. When BWV is performed, more serotonin is secreted. (Before training: 186 → after training: 210 → One hour after training: 200)

2. When BWV is performed, the alpha wave 2 is increased; this awakens the cerebrum and creates a peaceful state. It is the same kind of brain wave measured when someone sits in meditation.

3. BWV increases brain blood flow, especially in the prefrontal cortex. This indicates more activity in the prefrontal cortex, which is responsible for high-level tasks such as decision-making and social interactions.

4. BWV reduces tension, uneasiness, and fatigue from a level of 6 to 0.

5. BWV increases vitality from a level of 15 to 20 (this is the highest level among experiments on various methods).

6. BWV trains serotonergic nerve cells. When trained daily, the serotonin nerve pathways can change their structure.

The prefrontal lobe that professor Arita emphasised, dominates most of the frontal lobe area and controls creativity, memory, and the power of self-restraint, which are unique to humans. The prefrontal lobe is referred to as “the brain of the brain,” “the control centre of the brain” and “the 3rd brain”. Pointing to the In Dang acupressure point, Professor Arita said that BWV increases blood flow to the prefrontal lobe.

After the experiment, professor Arita was so impressed that he said it was a miraculous result. He added “If serotonin is secreted this much in only 15 minutes, no matter how much this method costs, it is worthwhile.” One needs to train repeatedly for serotonin to keep being secreted.

Professor Hideo Arita presents the results of his research into the positive eefects of Brain Wave Vibration on Serotonin levels

The Psychological Effects of Brain Wave Vibration

The following research was presented in June 2008 at the UN Brain Education Conference, New York. And in November 2008 at the 2nd international Brain Education Brain Wave Vibration conference in Osaka, Japan.

Komiya Noburu Ph.D researched the psychological change of more than 65 new Body & Brain yoga members over a 6 month period. This research revealed positive results in all 8 of the psychological and quality of life indicators that were studied.

Members who do BWV:

1. Have higher self-respect.
2. Become less nervous about interpersonal relationships.
3. Become less obsessive about perfection.
4. Are less nervous about failure.
5. Have a higher sense of satisfaction.
6. Feel more passionate.
7. Feel less lonely.
8. Feel they became much healthier.
Komiya Noburu Ph.D presenting his findings on the beneficial effects of Brain Wave VibrationEffect of Brain Education on schoolchildren

(published October 2008)

Fourth Grade Children

at the studied school
in Timbuktu (Michigan)
performing Brain
Education movements
as part of the research

Effect of Brain Education for Enhanced Learning on Emotional Strengths and Difficulties of Fourth Graders.

Brain Education (BE) for Enhanced Learning is a supplementary educational program designed to develop children’s deep potential for life-long growth and contribution. BE integrates training for physical strength and sensory awareness, emotional self-management, self-efficacy, resilience, concentration, and imagination.

Studies in South Korea have shown that the curriculum can improve learning efficiency, increase levels of multiple intelligences, and promote positive stress copies strategies. This new pilot study aimed to investigate the effects of Brain Education for Enhanced Learning on fourth graders in an urban charter school in the United States.

In October, 2006, teachers underwent a two-day intensive training program to learn how to provide BE for Enhanced Learning. Within two weeks, a randomly selected fourth grade teacher completed the Strengths and Difficulties Questionnaire (SDQ) on a random sample of students in her classroom. The SDQ was also given to a random sample of fourth-grade students from a neighbouring school which served as a control population. BE for Enhanced Learning was subsequently taught throughout the school year. In May 2007, students in both study groups were re-administered the questionnaire.

Results: Before and after data were collected from sixteen students participating in BE, and six students from the control group school. The results are shown in the figure.

As shown, students from the BE group showed improvements in all domains of the SDQ, including fewer emotional symptoms, fewer conduct problems, less hyperactivity, fewer peer problems, and more pro-sociality. All improvements were statistically significant at the level of p<0.05. In contrast, students from the control school showed an improvement in emotional symptoms, but did more poorly or remained the same in the other domains.

In conclusion, fourth graders who participated in the Brain Education for Enhanced Learning curriculum demonstrated significant improvements in their emotional wellbeing and social behaviour. Future studies will attempt to replicate these findings in more diverse educational settings, and examine whether the improvements are also associated with heightened academic achievement.