불교 명상을 통한 심신치유의 뇌과학적 이해

김종욱(Kim, Jong Wook),안지영(An, Ji Young) 韓國佛敎硏究院 2014 불교연구 Vol.41 No.-

오늘날 명상이 스트레스나 우울증 등 심신 관련 질환을 치료하는데 매우 유용하게 활용될 수 있다는 사실들이 속속 알려지고 있다. 그런데 불교의 명상 관련 기존의 논문들은 명상 수행이 어떤 치유효과를 가져 오는가를 증명하는데 주안점을 두었을 뿐, 그런 치유효과가 과연 어디에 기반을 두고 이루어지는가에 대해서는 큰 관심이 없었다. 본 논문은 불교 명상을 통한 심신치유의 효과가 뇌의 가소성에 기반하여 이루진다는 점을 보여 주기 위해 작성되었다. 뇌가 생각과 활동 혹은 경험과 훈련을 통해서 스스로의 기능과 구조를 변경할 수 있는 것을 일러 가소성이라 한다. 뇌의 가소성은 뇌가 마음을 일으키고 형성하지만, 마음이 변화하면 뇌 역시도 변화한다는 것을 함축한다. 명상은 이런 마음의 변화를 통해 뇌파의 변화와 뇌구조의 변화를 가져온다. 지속적인 명상의 수행은 통찰이나 직관적 깨달음에서 나타나는 세타파와 명료한 생각이나 사랑·공감에서 일어나는 감마파의 발생을 활성화한다. 또한 명상을 하면 긍정적 정서와 관련된 좌측 전전두피질 부위가 강화되며, 기억을 담당하는 해마와 감정 조절을 담당하는 안와전두피질 등의 크기가 보통 사람보다 더 커지고, 흥분이나 긴장과 관련된 교감신경계의 반응성은 낮아지면서 억제나 이완작용을 하는 부교감신경계는 활성화된다. 이뿐만 아니라 뇌 속 스트레스 호르몬인 아드레날린이나 노르에프네프린 또는 코티솔 같은 신경전달물질은 감소하는 대신, 일종의 평화의 호르몬인 도파민과 엔도르핀 그리고 행복의 감정을 전달하는 세로토닌 등의 신경전달물질 분비는 촉진된다. 명상을 통한 마음의 변화가 이처럼 뇌파와 뇌구조와 신경전달시스템의 변화를 가져온다는 것은 뇌가 그만큼 유연하고도 개방적인 체계라는 것에 대한 증거이며, 뇌가 가소성을 지닌 체계라는 것에 기반하여 이루어지는 현상이다. 뇌가 마음을 형성하지만, 마음은 뇌를 변화시킨다는 것을 함축하는 뇌의 가소성이야말로 불교의 명상을 통해 스트레스나 우울증이나 강박장애 같은 질환을 치유할 수 있는 근거가 된다. 명상은 마음을 변화시키고, 마음의 변화는 가소적인 뇌를 변화시켜, 심신을 치유하고 삶을 바람직한 방향으로 변화시킨다. These days the meditation is broadly utilized for the purpose of curing the mental disease like the stress, hypochondria and obsessive compulsive disorder. In this article I explicate that the mental and physical healing by the Buddhist meditation is founded on the brain plasticity. The brain plasticity means that the brain can make alterations in its structure and function through the experience and practice or the thinking and acting by itself. This concept implies that the brain raises and forms the mind, but the change of mind causes the change of brain. Through the meditation the change of mind lead to the change of the brain waves and brain structure. The continuant practice of meditation activates the occurrence of the theta waves and gamma waves. The theta waves appear in the state of insight and intuitional awareness, and gamma waves come out in the state of clear thought and sympathy. The meditation practice strengthens the left prefrontal lobe part related to the positive feeling, and enlarges the hippocampus and orbitofrontalcortex related to the memory and emotion control, and activates the parasympathetic nervous system related to the inhibitory and relaxant action. In the state of meditation the stress hormones like adrenaline, norepinephrine and cortisol neurotransmitter decrease, but a kind of happiness hormones like dopamine, endorphin and serotonin neurotransmitter increase. The fact that the change of mind by meditation causes the change of brain waves and brain structure and neurotransmitter system is the evidence of the flexibility and openness in the brain system, and is foundeded on the brain plasticity. The brain plasticity is the basis of cure of the mental disease like the stress, hypochondria and obsessive compulsive disorder through the Buddhist meditation. The meditation changes the mind, and the change of mind causes the change of the plastic brain. And so this change heals the mind and body in the desirable direction of life.

Brain-lung interaction: a vicious cycle in traumatic brain injury

Ariana Alejandra Chacón-Aponte,Érika Andrea Durán-Vargas,Jaime Adolfo Arévalo-Carrillo,Iván David Lozada-Martínez,Maria Paz Bolaño-Romero,Moscote-Salazar Luis Rafael,Pedro Grille,Janjua Tariq 대한중환자의학회 2022 Acute and Critical Care Vol.37 No.1

The brain-lung interaction can seriously affect patients with traumatic brain injury, triggering a vicious cycle that worsens patient prognosis. Although the mechanisms of the interaction are not fully elucidated, several hypotheses, notably the “blast injury” theory or “double hit” model, have been proposed and constitute the basis of its development and progression. The brain and lungs strongly interact via complex pathways from the brain to the lungs but also from the lungs to the brain. The main pulmonary disorders that occur after brain injuries are neurogenic pulmonary edema, acute respiratory distress syndrome, and ventilator-associated pneumonia, and the principal brain disorders after lung injuries include brain hypoxia and intracranial hypertension. All of these conditions are key considerations for management therapies after traumatic brain injury and need exceptional case-by-case monitoring to avoid neurological or pulmonary complications. This review aims to describe the history, pathophysiology, risk factors, characteristics, and complications of brain-lung and lung-brain interactions and the impact of different old and recent modalities of treatment in the context of traumatic brain injury.

Analysis of factors involved in brain-death donor processing for face transplantation in Korea: How much time is available from brain death to transplantation?

Hong, Jong Won,Chung, Soon Won,Ahn, Sung Jae,Lee, Won Jai,Lew, Dae Hyun,Kim, Yong Oock Korean Society of Plastic and Reconstructive Surge 2019 Archives of Plastic Surgery Vol.46 No.5

Background Face transplantation has naturally evolved from reconstructive procedures. However, few institutions perform face transplantations, because it is time-consuming and it is necessary to justify non-vital organ transplantation. We investigated the process of organ donation from brain-dead patients and the possibility of incorporating face transplantation into the donation process. Methods A retrospective review was performed of 1,074 brain-dead patients from January 2015 to December 2016 in Korea. We analyzed the time intervals from admission to brain death decisions (first, second, and final), the causes of brain death, and the state of the transplanted organs. Results The patient base (n=1,074) was composed of 747 males and 327 females. The average period between admission to the first brain death decision was 8.5 days (${\pm}15.3$). The average time intervals between the first brain death decision and medical confirmation using electroencephalography and between the first brain death decision and the final determination of brain death were 16 hours 58 minutes (${\pm}14hours$ 50 minutes) and 22 hours 57 minutes (${\pm}16hours$ 16 minutes), respectively. The most common cause of brain death was cerebral hemorrhage/stroke (42.3%), followed by hypoxia (30.1%), and head trauma (25.2%). Conclusions When face transplantation is performed, the transplantation team has 22 hours 57 minutes on average to prepare after the first brain death decision. The cause of brain death was head trauma in approximately one-fourth of cases. Although head trauma does not always imply facial trauma, surgeons should be aware that the facial tissue may be compromised in such cases.

뇌기반 뉴스포츠 프로그램이 초등학생의 체력과 뇌파 및 두뇌활용능력에 미치는 영향

이용락,신재한 한국체육교육학회 2019 한국체육교육학회지 Vol.24 No.3

Purpose: The purpose of this study was to verify the effectiveness of brain-based new sports program on physical fitness, brain wave and brain utilization ability of elementary school students. Method: The subjects of this study were 60 males and females of 3rd and 4th grade in B elementary school located in D metropolitan city, and thirty people were randomly allocated to the experimental group participating in the brain-based new sports class program and thirty people to the comparison group participating in the general new sports class program. The experimental group applied a brain-based new sports class program based on the principle and strategy of the brain-based new sports class developed by this researcher, and the comparative group conducted the class as a universal new sports with the same contents as the experimental group. Results: The results of this study are as follows. First, the experimental group applying the brain-based new sports class program showed a significant difference in brain utilization ability and physical fitness compared to the comparative group, confirming that the program was effective. Second, the brain waves of anxiety and a state of tension of students who applied brain-based new sports class program in brain waves test were lower than those of comparison groups and the brain waves that showed concentration in relaxed condition were higher than those of comparison groups, which showed overall effectiveness. Third, the brain-based new sports class program was found to be effective in improving cognitive strength, cognitive speed, concentration and reduction of brain stress, which are sub-elements of students' brain utilization ability. Conclusion: This study could be a good model for brain-based new sports classes in the future because it explored the possibility that brain-based new sports class program for elementary school students are effective and verified that teaching methods applied with principles and strategies of brain-based new sports class are effective in improving brain utilization ability and physical fitness. 본 연구는 뇌기반 뉴스포츠 프로그램이 초등학생의 체력과 뇌파 및 두뇌활용능력에 미치는 효과성을 검증하는데 목적이 있었다. 본 연구의 대상은 D광역시에 소재한 B초등학교 3, 4학년 남, 여 60명으로 뇌기반 뉴스포츠수업 프로그램에 참여하는 실험집단에 30명, 일반 뉴스포츠 수업프로그램에 참여하는 비교집단에 30명씩 임의배정 하였다. 실험집단에는 본 연구자가 개발한 뇌기반 뉴스포츠 수업원리 와 전략을 바탕으로 한 뇌기반 뉴스포츠 수업 프로그램을 적용하였고 비교집단에는 실험집단과 같은 내용으로 보편적인 뉴스포츠로 수업을 진행하였다. 본 연구의 결과는 다음과 같다. 첫째, 뇌기반 뉴스포츠 수업프로그램을 적용한 실험집단은 비교집단에비해 두뇌활용능력과 체력에 유의미한 차이를 보여 프로그램이 효과가 있음을 확인하였다. 둘째, 뇌파검사에서 뇌기반 뉴스포츠 수업프로그램을 적용한 학생들의 불안과 긴장상태의 뇌파는 실험집단이 비교집단에 비해낮게 났으며 이완된 상태에서의 집중력을 나타내는 뇌파는 실험집단이 비교집단에 비해 높게 나타난 것으로보아 전반적으로 효과가 있는 것으로 나타났다. 셋째, 뇌기반 뉴스포츠 수업프로그램이 학생의 두뇌활용능력의 하위요소인 인지강도, 인지속도, 집중력 향상과 두뇌스트레스 감소에 효과가 있는 것으로 나타났다. 초등학생을 대상으로 한 뇌기반 뉴스포츠 수업프로그램이 효과적이라는 가능성을 탐색하였다는 점과 뇌기반 뉴스포츠 수업 원리와 전략을 적용한 교수법이 두뇌활용능력과 체력을 향상시키는데 효과적임을 검증하였으므로향후 뇌기반 뉴스포츠 수업의 좋은 모델이 될 수 있을 것으로 생각한다.

뇌과학 연구 성과를 반영한 교육과정 개발 연구

한진호 ( Jinho Han ),홍후조 ( Hoojo Hong ) 한국교육과정학회 2021 교육과정연구 Vol.39 No.3

본 연구는 오늘날 진일보를 거듭하는 신경과학기술의 수혜로 규명된 뇌 관련 지식을 활용하여, 교육과정을 개발하는 데 적용될만한 원리나 그 시사점을 도출하는데 목적을 두었다. 이를 위해 먼저 교육학에 적용될 수 있는 뇌의 주요 특성을 ‘가소성, 층위 포위성, 다양성, 사회성, 통합성’의 5가지로 정리하고, 문헌연구를 토대로 뇌기반 교육과정 개발 단계별 지침을 ‘교육목표 수립, 교육내용 선정, 교육내용 조직, 교육평가, 잠재적 교육과정’ 등 5개 영역의 틀로 총 84개의 항목을 개발하여 제시하였다. 이후 뇌과학에 대한 연구를 수행한 교육학자 25명을 패널로 구성하여 이들을 통한 내용타당도비율(CVR) 검증을 거쳐 2개 항목을 제외하고 최종 82개 항목을 교육과정 개발에 유관한 것으로 추출하였다. 또한 중요도-수행도 분석(IPA) 기법을 활용하여 항목별로 교육적 필요성의 우선순위에 대한 의사결정 토대를 구축하였으며, 중요성에도 불구하고 잘못 실행되거나 실행되지 않는 항목 23개를 중심으로 교육과정 실행지침 부분에 이들을 반영할 필요를 권고하였다. 그리고 이것이 장차 교육과정기준 문서의 개발에 줄 수 있는 시사점으로, ① 개별 학생의 독특한 뇌의 특성 존중, ② 역량을 뇌의 관점에서 해석, ③ 이성 뇌의 활성화를 위한 환경 조성으로서 안전 및 정서 함양 강조, ④이성 뇌의 효율적인 활용 강조, ⑤ 잠재적 교육과정에 대한 가이드라인 제시, ⑥ 뇌(신경)기반 문제행동 개선을 위한 학교와 전문기관의 협업 등을 논하였다. 본 연구는 학생들의 뇌 작동원리와 학습기제에 적합한 교육과정 계획 및 운영의 관점을 강조하며, 뇌기반 교육연구를 교육과정의 관점에서 재해석하고 종합하여 교육과정 개발과 교육활동 수행에 구체적이고 풍부한 지침을 제공하였다는 면에서 의의를 갖는다. The purpose of this study was to elicit the principles or implications applicable to the curriculum development by using the brain-related knowledge. For this first, the major features of brain which can be applied to a study of education were classified into brain plasticity, enveloping of layer, variety, sociality, and integrity. From a literature review, this study developed and presented total 84 items of guidelines in each stage of developing the brain-based curriculum through the five-domain frame: establishment of educational goals, selection of educational contents, organization of educational contents, educational evaluation, and latent curriculum. After going through the verification of CVR by 25 panels composed of educationalist who tries to link brain science research to education, this study finally extracted total 82 items related to the curriculum development. Also, using the IPA technique, established the decision-making foundation regarding the priority of educational necessity in each item. And as the implications for the curriculum standards development in the future, this study discussed ① the honor for unique brain characteristics of each individual student, ② the interpretation of competency in the perspective of brain, ③ the emphasis of safety and cultivating the emotion as an environment for the activation of rational brain, ④ the emphasis of efficient use of rational brain, ⑤ the presentation of guidelines for latent curriculum, and ⑥ the collaboration between school and specialized institution for the improvement of brain(nerve)-based problem behaviors. The significance of this study is to provide the concrete and abundant guidelines for the curriculum development and the performance of educational activities by emphasizing the perspective of planning and operating the curriculum suitable for the brain operation principles and learning mechanism of students, and then reinterpreting and putting together the brain-based education researches in the perspective of curriculum.

Temperature Difference between Brain and Axilla according to Body Temperature in the Patient with Brain Injury

오종양,조광욱,주원일,유도성,박해관 대한신경손상학회 2020 Korean Journal of Neurotrauma Vol.16 No.2

Objective: Commonly, brain temperature is estimated from measurements of bodytemperature. However, temperature difference between brain and body is still controversy. The objective of this study is to know temperature gradient between the brain and axillaaccording to body temperature in the patient with brain injury. Methods: A total of 135 patients who had undergone cranial operation and had the thermaldiffusion flow meter (TDF) insert were included in this analysis. The brain and axillatemperatures were measured simultaneously every 2 hours with TDF (2 kinds of devices:SABER 2000 and Hemedex) and a mercury thermometer. Saved data were divided into 3 groupsaccording to axillary temperature. Three groups are hypothermia group (less than 36.4°C),normothermia group (between 36.5°C and 37.5°C), and hyperthermia group (more than 37.6°C). Results: The temperature difference between brain temperature and axillary temperaturewas 0.93±0.50°C in all data pairs, whereas it was 1.28±0.56°C in hypothermia, 0.87±0.43°Cin normothermia, and 0.71±0.41°C in hyperthermia. The temperature difference wasstatistically signifcant between the hypothermia and normothermia groups (p=0.000), butnot between the normothermia and hyperthermia group (p=0.201). Conclusion: This study show that brain temperature is signifcantly higher than the axillarytemperature and hypothermia therapy is associated with large brain-axilla temperaturegradients. If you do not have a special brain temperature measuring device, the results of thisstudy will help predict brain temperature by measuring axillary temperature.

Potential role of phytochemicals in brain plasticity: Focus on polyunsaturated fatty acids

( Jang Soo Yook ),( Minchul Lee ) 한국운동영양학회 2020 Physical Activity and Nutrition (Phys Act Nutr) Vol.24 No.1

[Purpose] Functional foods are thought to strongly influence the structure and function of the brain. Previous studies have reported that brain-boosting diets may enhance neuroprotective functions. Certain foods are particularly rich in nutrients like phytochemicals that are known to support brain plasticity; such foods are commonly referred to as brain foods. [Methods] In this review, we briefly explore the scientific evidence supporting the neuroprotective activity of a number of phytochemicals with a focus on phenols and polyunsaturated fatty acids such as flavonoid, olive oil, and omega-3 fatty acid. [Results] The aim of this study was to systematically examine the primary issues related to phytochemicals in the brain. These include (a) the brain-gut-microbiome axis; (b) the effects of phytochemicals on gut microbiome and their potential role in brain plasticity; (c) the role of polyunsaturated fatty acids in brain health; and (d) the effects of nutrition and exercise on brain function. [Conclusion] This review provides evidence supporting the view that phytochemicals from medicinal plants play a vital role in maintaining brain plasticity by influencing the brain-gut-microbiome axis. The consumption of brain foods may have neuroprotective effects, thus protecting against neurodegenerative disorders and promoting brain health.

두뇌이론에 기반한 실과교육의 정당화 및 실천 전략

김용익 한국실과교육학회 2011 한국실과교육학회지 Vol.24 No.3

Purposes of this study were to justify and search for action strategies of practical arts education based on brain theory. This study was carried out through literature review. The result of this study were as follows. 1. Educational efforts for activities of brainstem which is called 'brain of life' should be made throughout reorganization of practical arts curriculum from the viewpoint of tripple structures(brainstem-limbic system-cerebral cortex) of brain. 2. Practical arts educational activities such as making something, growing flowers, and bringing up animals contributes to the activation of right brain. Eventually, balanced development of left brain and right brain could be made throughout practical arts education. In order to maximum use of the brain, vertical integration of tripple brain structures, horizontal integration of left brain and right brain should be made. To integrate the segregated brains, integrative problems should be treated in practical arts subject, integrative activities of hands, hearts, and brains should be made. 3. Brain dominance theory would be used in searching for students' career or organizing teams for teaching and learning. Brain dominance investigation could inform students brain dominance inclination. So, students could plan their career or future job based on brain traits and inclination. And, it could be used in organizing teams by considering various brain dominance types. 4. Practical arts education was justified from the viewpoint of neurotransmitter and electroencephalogram. Serotonin neurotransmitter and alpha electroencephalogram which are good for our health are emitted a lot when experiencing practical arts activities such as forest experience, nature sounds and flavor experience, sunshines experience, and walking experience. 실과교육은 손놀림 활동을 기반으로 하는데, 손놀림 활동은 두뇌와 밀접히 관련되어 있어 결국 실과교육은 두뇌이론과 관련을 맺을 수밖에 없다. 실과는 우뇌중심 성향의 교과내용, 자연친화적 체험활동을 기반으로 하며, 세로토닌이라는 신경전달물질과 알파파라는 뇌파 등과도 밀접한 관련을 맺고 있다. 이 연구는 두뇌이론의 관점에서 실과교육의 당위성을 체계화하고, 두뇌이론의 관점에서 실과교육의 실천 전략을 구체화하기 위하여 문헌연구에 의하여 수행되었으며, 연구의 결론은 다음과 같다. 첫째, 뇌의 3층(뇌간-변연계-대뇌피질) 구조 이론의 관점에서 실과교육은 ‘생명의 뇌’인 뇌간과 ‘감정의 뇌’인 변연계의 강화를 위한 실천적 노력이 요구되며, 궁극적으로 3층 구조의 뇌가 수직적인 통합 기능이 발휘되도록 함으로써 창의적 문제해결 능력을 극대화시키는 방향으로 실과 교육과정 내용을 구성하고 운영할 필요가 있다. 둘째, 대뇌피질의 좌ㆍ우뇌 이론의 관점에서 실과교육은 만들고, 가꾸고, 기르는 등의 활동을 통하여 아동들의 우뇌 성향을 강화해줌으로써 좌뇌와 우뇌의 균형적 발전에 기여한다. 위에서 언급한 뇌의 3층 구조의 기능이 통합되고, 좌뇌와 우뇌의 기능이 통합될 때 두뇌의 역량은 최대한 발휘된다. 뇌기능은 정신과 마음과 몸이 혼연일체가 되어 문제해결을 위해 집중할 때, 그리고 범교과적인 통합 문제를 다둘 때 통합된다. 즉, 실과교육의 실천적 방법론에서 뇌기능 통합을 위한 비밀의 열쇠를 찾을 수 있는 것이다. 셋째, 두뇌우성 이론은 아동들의 두뇌우성 조사를 통한 진로교육 활용 방안을 모색하거나 팀 구성 시 다양한 두뇌성향을 가진 아동들로 구성하는 데 활용할 수 있다. 두뇌우성 영역은 더 발달되도록 격려하거나 열성 영역은 보완하기 위한 자료로 활용 가능하다. 팀별 역량을 극대화하기 위해서는 다양한 두뇌 성향을 가진 구성원들로 구성해야 하므로, 두뇌우성 조사 결과를 참고할 필요가 있다. 넷째, 신경전달물질과 뇌파 이론의 관점에서 실과교육은 인간의 건강과 긍정적인 삶에 매우 유용한 영향을 미친다. 인간을 행복하고 긍정적인 마음을 갖게 하는 데 결정적인 요인이 바로 세로토닌이라는 신경전달물질과 알파파라는 뇌파이다. 숲속 체험, 친환경적 활동, 몸 움직이기, 햇빛 바라보기, 자연의 소리 듣기와 향기 맡기 등을 통하여 세로토닌과 알파파가 많이 생성되는데, 이것은 실과교육이 추구하는 본질적 목표와 방법을 충실히 실천하는 것과 일맥상통한다.

뇌기반 맨발리듬트레이닝이 청소년의 뇌파와 두뇌활용능력에 미치는 영향

김태훈(Kim, Tae Hoon),김동화(Kim, Dong Hwa),신재한(Shin Jae Han) 한국체육교육학회 2021 한국체육교육학회지 Vol.26 No.1

본 연구는 ‘뇌기반 맨발리듬트레이닝’이 청소년의 뇌파와 두뇌활용능력에 어떠한 영향을 미치는지 기존의 맨발리듬트레이닝을 실시한 그룹과 비교하여 효율적이고 검증된 뇌 활성화 운동프로그램을 개발하는데 그 목적이 있었다. 본 연구의 목적을 당성하기 위해 D광역시 G중학교 2학년 학생 53명의 연구대상 중 통제그룹(n=18)과 맨발리듬트레이닝 그룹(맨발그룹, n=17), 뇌기반 맨발리듬트레이닝 그룹(뇌기반 그룹, n=18)으로 나누어 2020년 9월 초부터 총 12주간 1주일에 3회 이상의 빈도로 1일 준비운동과 정리운동 각 5분씩, 본 운동 30분으로 총 40분의 운동 처치를 하였고 뇌파와 두뇌활용능력은 운동 처치 전·후 평소 운동시간대에 측정하였다. 연구결과 안정상태의 뇌파에서 Gamma파와 High-Beta파에서 뇌기반그룹이 두 그룹보다 유의하게 낮게 나타났고, SMR파에서 뇌기반그룹이 두 그룹보다, 맨발그룹이 통제그룹보다 유의하게 높게 나타났다. 각성상태의 뇌파에서 SMR파와 Alpha파에서 뇌기반그룹이 통제그룹보다 유의하게 높게 나타났다. 좌뇌 유발뇌파에서는 Mid-Beta파에서 뇌기반그룹이 통제그룹보다, SMR파와 Alpha파에서는 뇌기반그룹이 통제그룹보다 유의하게 높게 나타났다. 우뇌 유발뇌파에서는 뇌기반그룹이 통제그룹보다 SMR파, Alpha파에서 유의하게 높게 나타났고 두뇌활용능력에서는 집중력에서 뇌기반그룹이 맨발그룹과 통제그룹보다 높게 나타났다. 결론적으로 뇌기반 맨발리듬트레이닝은 청소년의 뇌파를 긍정적으로 변화시키고 집중력을 향상시킬 수 있는 효과적인 운동프로그램으로 판단된다. Purpose: The purpose of this study was to investigate the effects of brain-based barefoot rhythm training on brain wave and brain utilization in adolescents and to develop an efficient and verified exercise program with activated brain compared to previous normal barefoot rhythm training. Methods: Total 53 sophomore G middle school students in D metropolitan were randomly assigned to among control group(n=18), barefoot rhythm training group(n=17) and brain-based barefoot rhythm training group(n=18). From the beginning of September 2020, the training had performed for 12 weeks with 3 times per week and 40 minutes per session(5 minutes in each warm-up & cool-down and 30 minutes in main exercise). Brain waves and brain utilization capabilities were measured at PRE and POST training period. Results: Studies have shown that at the stable status, the Gamma and High-beta waves in the brain-based group were significantly lower than two other groups, the SMR wave in the brain-based group was significantly higher than two other groups and the SMR wave in the barefoot group was significantly higher than the control group. At the awake status, SMR and Alpha waves in the brain-based group were significantly higher than the control group. In the left-side of induced brain, the mid-beta, SMR and Alpha waves in the brain-based group were significantly higher than the control group. In the right-side of induced brain, the SMR and Alpha waves in the brain-based group were significantly higher than the control group. Also, in the brain utilization, the concentration in the brain-based group was significantly higher than the barefoot and control groups. Conclusion: In conclusion, brain-based barefoot rhythm training is considered an effective exercise program that can positively change brain waves and improve concentration in adolescents.

The Effect of Music Education Based on Brain Research and the Utilization of Music as Brain-Based Educational Methods

승윤희 한국교원대학교 뇌기반교육연구소 2018 Brain, Digital, & Learning Vol.8 No.3

Research on brain science emphasize balanced development of both right and left hemispheres in terms of education. After Roger Sperry announced his spilt-brain theory, it was generally thought that processing music information was the role of the right hemisphere. However, in reality, both hemispheres intervene in the process of music information and recent brain research proved that music education is activities that effectively develop the whole brain. Thus, the purpose of this study is to present the positive effects of music education based on research results of the brain science field related to music, and the fact that utilizing music in other subjects is a useful brain-based teaching method of 21st century education. For this, this study first reviewed the main brain theories and then described the concept of learning science, a concept combining brain science research findings to education. Afterwards, this study focused on literature contents suggesting the active usage of music and movement in learning. Such literature contents are about brain-based learning strategies, principles or ideas. Music education itself is a meaningful arts education and utilizing music in other subjects is a brain-based educational method where learning-enhancement and whole brain development can be expected. Therefore, the need for further research on other subjects utilizing music has been presented.