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 BRAIN GYM

Simple Activities for Whole Brain Learning

By Paul E. Dennison, Ph.D.

and Gail E. Dennison

Illustrated by Gail E. Dennison

Published by
Edu-Kinesthetics, Inc.
P.O. Box 5002
Glendale, California 91201

Copyright 1986 £ by Paul E. Dennison, Ph.D. & Gail Dennison

FOR YOUR INFORMATION

. Although these movements have been found to be safe and effective

. .

for our students, it is always advisable to consult your licensed medical

practitioner before beginning any exercise program.

ALL RIGHTS RESERVED

This manual consists of all original material. No part of this manual may
be reproduced in any form or by any means without the prior permission
of the publisher.

The only exceptions to the above are text excerpts of 400 words or less
which may be quoted without permission for teaching purposes by cer-
tified instructors, ONLY IF FULL CREDIT IS GIVEN, including the full title,

authors' names, and publisher's name and address.

Special acknowledgements:

To thestaff members of the Touch For Health Foundation and the Valley
Remedial Group Learning Centers.

To John F. Thie, D.C. and others who pioneered the use of touch for fitness
purposes, making us aware of the importance of Energy Exercises.

To Francis Mahony for his validation of muscle activation techniques.

And, especially, to our hundreds of certified E-K consultants world wide.

Deserving special mention are: Phillip Crockford (San Francisco), Coby

Schasfoort (Holland), Trevor Savage and Barry Summerfield (Australia),
Colleen Carroll (Colorado), Patti Steurer-Lenk (Iowa), Richard Harnack
(Missouri), and Dorothy Lenk (Pennsylvania) who have enthusiastically im-
plemented this program.
 A MESSAGE TO PARENTS AND EDUCATORS:

BRAIN GYM is made up of simple and enjoyable movements and activities

that we use with our students in Educational Kinesiology (E-K) to enhance

their experience of whole brain learning. These activities make all types
of learning easier, but are especially effective with academic skills.

The word education comes from the Latin word "educere" which means
"to draw out". Kinesiology is derived from the Greek root "kinesis" which
means "motion". It is the study of movement of the human body Educa-
tional Kinesiology is a system for empowering students, of whatever age,
by drawing out potentials locked in the body.

Educators have addressed the dilemma of failure in our schools by devis-

ing programs to better motivate, entice, reinforce, drill, and "stamp in" learn-
ing. These programs succeed to a degree. However, why do some children

do so well while others do not? In E-K we see that some children "try too
hard" and "switch off" the brain integration mechanism necessary for com-
plete learning. Information is received by the back brain as an "impress"
but inaccessible to the front brain as an "express". This inability to "ex-
is

press" what is learned locks the student in a failure syndrome.

The solution, discovered by E-K research, is whole brain learning through

movement repatterning and BRAIN GYM activities which enable students
to access those parts of the brain previously unavailable to them. The
changes in learning and behavior are often immediate and profound as
children discover how to receive information and express themselves
simultaneously.
E-K FOR KIDS teaches the repatterning procedures which we recommend
for everyone who wants to improve the quality of his living, learning, and
enjoyment of movement. BRAIN GYM teaches the simple activities which
have changed so many lives since they were first introduced. Although
BRAIN GYM activities will help any student, young or old, to make better
use of his or her potential, they are most effective after Dennison Laterali-
ty Repatterning (described in E-K FOR KIDS).

Many teachers use all of the movements in this book in their classrooms
every day. Others use only the movements related to reading during the
reading hour. These movements of body and energy, gleaned from an-
cient disciplinessuch as yoga and acupuncture, have been modified and
adapted to the special needs of people learning in our modern, highly
technological, culture. This book is written so that people can experience
the energy of these movements in their daily life activities. Students tell
us they do them automatically, just "knowing" when they could benefit
from something in BRAIN GYM!

Of course, no one should ever be required to move in a way which is un-

natural or uncomfortable for him. The student should work within his own
limitations and be encouraged, yet never forced, to do any of these
activities.

When students are led to BRAIN GYM, they seem to love it, request it,

teach it to their friends, and integrate it into their lives, without any coaching
or supervision. The skilled teacher, who him/herself enjoys movement, will

transfer that motivation without effort!

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 TABLE OF CONTENTS

I
INTRODUCTION 1 - 2
p
'^
MIDLINE MOVEMENTS 3-15
X 3
Cross Crawl 4
Lazy 8's 5
Double Doodle 6
Alphabet 8's 7
The Elephant 8
Neck Rolls 9-10
The Rocker 11

Belly Breathing 12
Cross Crawl Sit-ups 13
The Cobra 14
.
^ LENGTHENING ACTIVITIES 16-22
The Owl 17
Arm Activation 18
Footflex 19
Calf Pump 20
Gravity Glider 21
I
The Grounder 22
ENERGY EXERCISES 23-30
^ Water 24
Brain Buttons 25
Earth Buttons 26
Balance Buttons 27
Space Buttons 28
Energy Yawn 29
) Thinking Cap 30
^ DEEPENING ATTITUDES 31-32
Cook's Hook-ups 31
Positive Points 32
BRAIN GYM AT WORK AND PLAY 33-35
Reading Skills 33
Thinking Skills 33
Writing Skills 34
Self Awareness Skills 34
Study Skills 35
Personal Ecology 35
CROSS REFERENCE FOR PARENTS AND EDUCATORS 37-40
Hi!We're all going to the BRAIN GYM. A few minutes there gives
us high mental fitness energy all day long!

We used to hate reading, writing, and learning. We watched TV all

day long.
Now we love to learn and have energy for all our activities. Best
of all; when we get stuck, we know what to do to get moving again!
Hi! I'm Jodie. I go to the BRAIN GYM. School used to be
love to
hard work for me. got good grades but had no time for myself.
I I

BRAIN GYM is like turning on my motor. can feel my whole brain

I

buzzing. Everything comes easy to me now!

Midline
l\/lovements

^ muiic ^ To«e '

reflex
##^

This a picture of my brain as face you. The left hemisphere is

is I

active when use the right side of my body. The right hemisphere
I

is active for the left side of my body. Thinking of an X tells my brain

I want to use both sides at the same time. The MIDLINE

MOVEMENTS are BRAIN GYM activities that help me practice us-
ing both hemispheres together, in harmony, making the X work better
and better!
We CROSS CRAWL and SKIP-A-CROSS every morning to music.
Icoordinate the movement so that when an arm moves, the leg on
the opposite side of the body moves at the same time. move toI

the front, sides, and back and move my eyes in all directions. It helps
to touch my hand to the opposite knee occasionally to "cross the
midline". When my brain hemispheres work together like this, really
I

feel open to learning new things.

Dad does the LAZY 8's with me. He says he used to forget words
and lose his place whenever he read. Now we take turns reading
to each other. We go to the library together and have so much fun
with books! Do the 8 three times with each hand, then three times
with both hands together
I never thought I had art talent before I did the BRAIN GYM. Now
I do the DOUBLE DOODLE, drawing with both hands at the same
time, "in," "out," "up," and "down!" I'm always surprised by the in-
teresting shapes create, and at how relaxed my arms and eyes
I

feel. Writing is much easier for me now, too.

 rv\\d l\ v\^ avacX

v~\ aW"!".
5^

Whenever my writing feels messy, I practice my ALPHABET 8's fit-

ting each letter into its place in the Lazy 8. I can think creatively
and write at the same time!
Mom and I do the ELEPHANT together. She says it relaxes her neck
and eyes. like to write my spelling words (and times tables) in the
I

air with my "trunk". This way never forget them! The ELEPHANT
I

helps me be a better listener, too. Bend your knees, "glue" your head
to your shoulder, and point across the room. Use your ribs to move
your whole upper body as you trace a Lazy 8. Look past your fingers
(if you see two hands, that's okay!) Repeat with the other arm.

8
First, with shoulders up

I do NECK ROLLS with my shoulders shrugged feel the ten-

until I

sion relax. Drop your head forward, and from side to

gently roll it
side, breathing out the tightness. Drop your head back and continue
rolling. Repeat with shoulders down. Afterwards my voice sounds

much stronger when read or speak!

I
then with shoulders pulled down.
10
I like to do the ROCKER at home after school. It my hips
relaxes
after sitting alot taking notes. I lean back onto my hands and
massage my hips and the back of my legs, rocking myself in circles,
back and forth, until the tension melts.

11
Dad does BELLY BREATHING before dinner, to relax so his food
will digest better. I do it whenever I feel a little tense or nervous.
Now can I get right to the restful place, very fast! Rest your hand
on your abdomen. Blow out all the old air, in short, soft little puffs
(like keeping a feather airborne). Take a slow, deep breath, filling up

gently, like a balloon. Your hand softly rises as you inhale and falls

as you exhale. If you arch your back after inhaling, the air goes even
deeper

12
CROSS CRAWL SIT-UPS are my favorite warm-up for sports and
games! pretend that am riding a bicycle as touch my elbow to
I I I

the opposite knee. My mind and body feel so alert!

13
Mom does the COBRA to relax after a hard day. She says it refreshes

her for evening activities. Sometimes we do together. Pretend to

it

your upper body

be a snake, quietly lifting your head back and letting
follow. Keep the muscles below the
waist still and relaxed.

14
 I

-e, ..nK o, an X
. so ..a. , pS^' '^^l^'l^'^ ^S'
15
Lengthening
Activities

LENGTHENING ACTIVITIES from BRAIN GYM help me assume a

forward moving posture that gets me where am going. Whenever
I

Ifeel like I'm holding back, or can't express what know, do my

I I

LENGTHENING ACTIVITIES. Afterwards, I feel more animated, and

can enjoy participating again.

16
The OWL releases those little tensions that develop from sitting and
reading alot. Josh takes a short break to do the OWL, so he will
be refreshed for the next lesson. Grasp the shoulder and squeeze
the muscles firmly. Turn your head to look back over your shoulder.
Breathe deeply, and pull your shoulders back. Now look over the other
shoulder, opening the shoulders again. Drop your chin to your chest,
and breathe deeply letting the muscles relax. Repeat with hand
squeezing the opposite shoulder

17
The ARM ACTIVATION helps handwriting, spelling, and creative
writing, too! Hold one arm next to your
ear Exhale gently through
the arm against
pursed lips, while activating the muscles by pushing
the other hand in four directions (front,
back, in, and away). Nikko
ready to work.
says her shoulders feel released and she is

18
Sometimes Nikko cannot find the words, even when she knows the
answers. When this happens she does the FOOTFLEX. It works fast
to "switch on" her language brain. Grasp the tender spots in the
ankle, calf, and behind the knee, one at a time, while slowly pointing
and flexing the foot.

19
The CALF PUMP helps you to be more motivated and ready to move.
We do whenever we feel "stuck." As you lean forward and exhale,
it

press the back heel gently to the ground. As you release, lift your
heel up and take a deep breath. Repeat three times on each side.
The more you bend the forward knee, the more lengthening you feel
in the back of the calf.

20
Dad says he GRAVITY GLIDER after a day of sitting at
likes the
work do before my soccer or other sports game.
or driving his car. I it

Cross your ankles. Keep your knees loose. When you feel steady,
bend over and reach out in front of you, letting your arms glide down
as you exhale, and up as you inhale. Repeat three times, then change
legs. My body feels lighter whenever Ido this movement.

21
The GROUNDER helps Josh focus his energy on what he is doing.
Start with your legs comfortably apart. Point your right foot towards
the right. Keep the left foot pointed straight ahead. Now bend the
right knee as you exhale and, then, inhale as you straighten the right
leg. Keep your hips tucked under This strengthens the hip muscles
(you feel it in the straight-leg side) and helps stabilize the back. Repeat
three times, then repeat on the left side.

22
Energy
Exercises

In science class we learned that the brain has billions of tiny nerve
cells called neurons. Like telephones, they hook up different cir-
cuits in the body. When do ENERGY EXERCISES, feel like am
I I I

hooking up these connections, so my inner system of communica-

tion will work even better!

23
Nikko and help Mom with shopping.
I We feel best when we eat
foods that contain natural WATER, like fruitsand vegetables, and
drink plenty of good, clear WATER. In science we read that the body
is made up of 2/3 WATER — a necessary conductor for all electrical
and chemical reactions. More important, I know how clean and clear
I feel inside, thanks to WATER!

24
Gramps does BRAIN BUTTONS before he reads or uses his eyes.
Reading is never a strain for him anymore. While holding his navel,
he rubs deeply just below the collarbone, to the right and left of his
sternum.

Sometimes, while doing my BRAIN BUTTONS, pretend there's a

I

paintbrush on my nose and paint a "BUTTERFLY 8" on the ceil-

ing, or TRACK my eyes across the line where the wall meets the
ceiling. Afterwards my eyes just glide over the words when read.
I

25
Grandmother likes the ENERGY EXERCISES best. She does
EARTH BUTTONS when she balances the checkbook. "I can
calculate quicker than when was a girl back in college," she tells
I

me, "and more precisely!" Hold two fingers under the lower lip and
rest the other hand on the upper edge of the pubic bone. Breathe
the energy up the center of the body.

26
BSTONf,.".^
""^ '°."'^ "'^ ^""^P"'^--- We use the BALANCE

27
Mom says that SPACE BUTTONS clear her head for the type of quick
decision making she needs at work. Put two fingers above the up-
per lip and rest tfie other hand on the tail-bone. Hold for a minute,

breathing the energy up the spine. Sometimes do EARTH and

I

SPACE BUTTONS together. I massage above my upper lip

firmly
and below my lower lip while I focus down and then up, several times.

28
Josh and I have our own band - "The Bluejays". We do the ENERGY
YAWN together, to relax our voices. helps us create music, too!
It

Pretend to yawn. Put your fingertips against any tight spots you feel
on your jaws. IVIake a deep, relaxed, yawning sound, gently stroking
away the tension.

29
 h

"Let's puton our THINKING CAPS, Josh!" remind him. (Sometimes

I

he gets distracted and doesn't listen to what I'm saying). put mine
I

on too, because it helps me hear the resonant sound of my own

voice when talk or sing. Gently unroll your ears, three times from
I

top to bottom.

30
 Deepening
Attitudes

PHASE II

•^H-*

We do COOK'S HOOK-UPS whenever we confused, or

feel sad,
angry. This cheers us up in no time. The done in two parts.
activity is
Grandpa is doing part 1. Grandma is doing part 2. First, put your
left ankle over your right knee. Next, hook
your right hand around
your left ankle. Then put your left hand over the ball of the left foot.
(Some people will feel better sitting with the right ankle over the left).
way for one minute, breathing deeply with your eyes closed
Sit this
and your tongue on the roof of your mouth. During the second part,
uncross your legs and put your finger tips together, continuing to
breathe deeply for another minute.

31
 'C'^^^**^^

I am holding my Dad's POSITIVE POINTS. We hold these points

for ourselves or for each other whenever we nervous
feel or afraid.
We know we can achieve our goals when we stop worrying about
things and start working on them. In less than a minute, we begin
to feel peaceful about planning for the future. The positive points
are tield lightly, with just enough pressure to pull the forehead skin
taut. The points are just above the eyeballs, halfway between the
hairline and the eyebrow.

32
 Brain Gym at Work
—Reaaing sKiiK
Brain Buttons - p. 25
Cross Crawl - p. 4
Lazy 8's - p. 5
Butterfly - p. 25
Tracking - p. 25

Neck Rolls -
p. 9
Energy Yawn -
p. 29
Cross Crawl - p.
4
Rocker - p. n
Belly Breathing -
p. 12

Calf Pump -
p. 20
Footflex -
p. 19 MATH SKWV- S^

Grounder - p. 22 \3 -7 q

>i.+ V3^ il

Elephant - p. 8
The Owl -
p. 17
Calf Pump -
p. 20
Neck Rolls -
p. 9
Gravity Glider - p. 21
 . and Play!

Lr\r»TN^ ^VC't^

X-p. 3
Cross Crawl - p. 4
Balance Buttons - p. 27
Rocker - p. 11
Space Buttons - p. 28
Cobra - p. 14
Positive Points - p. 32
Cook's Hook-ups - p. 31
Balance Buttons - p. 27

Thinking Cap - p. 30
Cross Crawl - p. 4
Elephant - p. 8

I Cook's Hook-ups - p

^hr^Jm-
_Sti%_5^iii^
ih
^J V^

Lazy 8's - p. 5
Cross Crawl - p. 4
Any Lengthening -
p. 17.22
Cross Crawl - p. 4
Balance Buttons - p. 27
Positive Points - p. 32
Neci< Rolls - p. 9

Fotv^S

V to
^ re\.o~y

4
Cross Crawl - P-
-
Any Lengthening
p. 17-221 Water - p. 24
Cobra P- - 14 Lazy 8's - p. 5
Rocker -p_J1 Earth Buttons - p. 26
Space Buttons - p. 2i
Cook's Hook-ups-p. 31J
Cross Crawl - p. 4

* -Jf -^

6 vs. CAr a. *r ptft.r>.<

Lazy 8's - p. 5
Balance Buttons - p. 27
Positive Points - p. 32
Water - p. 24 Cook's Hook-ups - p. 31
Cook's Hook-ups - p. 31
Neck Rolls - p. 9
Neck Rolls - p. 9

35
 Ue\totv\ ^
-to

Some days are busier than others.we don't have time to do any
If

other BRAIN GYM activities, we make sure we do the Basic Three;

drink WATER, rub BRAIN BUTTONS, and do COOK's HOOK-UPS.
This helps us achieve a minimal level of balance and, at least,
minimizes any stresses until we have time to do more for ourselves.

36
CROSS REFERENCE FOR PARENTS AND EDUCATORS

READING SKILLS

CROSSING THE VISUAL MIDLINE

(Moving eyes horizontally without inhibiting the receptive brain)

Brain Buttons - p. 25
Cross Crawl - p. 4
Lazy 8's - p. 5
Butterfly on the ceiling - p. 25
Tracking - p. 25

ORGANIZATION SKILLS
(Moving eyes vertically, as well as horizontally without confusion)

Earth Buttons - p. 26
Space Buttons - p. 28
Balance Buttons - p. 27

CROSSING THE AUDITORY MIDLINE

(Active listening involving both internal and external feedback and
feedforward)

Thinking Cap - p. 30
Cross Crawl - p. 4
Elephant - p. 8
Cook's Hook-ups - p. 31

READING COMPREHENSION
(Focused reading involving anticipation and internalization of language)

Calf Pump - p. 20
Footflex - p. 19
Gravity Glider - p. 21
The Grounder - p. 22

ORAL READING
(Expressive reading with emotion and interpretation)

Neck Rolls - p. 9
Energy Yawn - p. 29
Cross Crawl - p. 4
Rocker - p. 11
Belly Breathing - p. 12

37
WRITING AND MATH SKILLS
HAND-EYE COORDINATION
(Penmanship, cursive writing and drawing in the left, right, up, and down
visual fields)

Lazy 8's - p. 5
Alphabet 8's - p. 7
Arm Activation - p. 18
Double Doodle - p. 6

CREATIVE WRITING
(The ability to integrate back brain experiences into language)

Calf Pump - p. 20
Footflex - p. 19
Allhand-eye coordination activities (see above)
Energy Yawn - p. 29

SPELLING
(The ability to access the visual memory store and to build auditory con-
structs at the same time)

Elephant - p. 8
Thinking Cap - p. 30
The Owl - p. 17

MATH
(The ability to work in a multi-dimensional, multi-directional medium)

Elephant - p. 8
The Owl - p. 17
Calf Pump - p. 20
Neck Rolls - p. 9
Gravity Glider - p. 21
Double Doodle - p. 6

38
INDEPENDENT LEARNING SKILLS
HOME STUDY SKILLS
(Integration for silent speech and inner vision, often referred to as thinking)

Cross Crawl - p. 4
Balance Buttons - p. 27
Positive Points - p. 32
Neck Rolls - p. 9
The Owl - p. 17
Elephant - p. 8

CREATIVE THINKING
(The ability to integrate the work of others into one's own life and thought)

Think of an "X" - p. 3
Cross Crawl - p. 4
All Lengthening Activities - p. 17-22
Cobra - p. 14
Rocker - p. 11
Double Doodle - p. 6

TEST TAKING
(Relaxing the butterflies)

Water -
p. 24
Belly Breathing - p. 12
Cross Crawl - p. 4
Positive Points - p. 8
Cook's Hook-ups - p. 31
Balance Buttons - p. 27
Footflex - p. 19
Double Doodle - p. 6

SPEED READING
(Skimming and scanning abilities made accessible)

All Lazy 8's - p. 5, 7

Cross Crawl - p. 4
Think of an "X" - p. 3
All Lengthening - p. 17-22

39
PERSONAL ECOLOGY SKILLS
PRODUCTIVITY AT THE TYPEWRITER OR COMPUTER TERMINAL
(Shielding from the possible negative influences of electronic devices)

Water - p. 24
Lazy 8's - p. 5
Cross Crawl - p. 4
Brain Buttons - p. 25
Cook's Hook-ups - p. 31
Neck Rolls - p. 9
Calf Pump - p. 20

BUS, PLANE, AUTOMOBILE RIDING

(Crossing the moving midline)

Lazy 8's - p. 5
Balance Buttons - p.27
Positive Points - p. 32
Cook's Hook-ups - p. 31
Neck Rolls - p. 9

SELF AWARENESS SKILLS

SELF-CONCEPT
(The ability to be self-directed in all situations)

Positive Points - p. 32
Cook's Hook-ups - p. 31
Balance Buttons - p. 27

WHOLE BODY COORDINATION FOR SPORTS AND PLAY

(The brain/body connections required for decision making while in motion)

Think of an "X" - p. 3
Cross Crawl - p. 4
Balance Buttons - p. 27
Rocker - p. 11
Space Buttons - p. 28
Cobra - p. 14

*See E-K for Kids and Personalized Whole Brain Integration for more com-
prehensive information on crossing the midline and its relationship to
academic skills.

40
ABOUT THE AUTHORS:
Paul Dennison Ph.D. is the developer of Educational Kinesiology and a leading
pioneer in brain dominance patterns today. For 17 years Dr. Dennison has been
Director of the Valley Remedial Group Learning centers. He and his colleagues
have applied E-K techniques to learning disabled children with amazing results.

Dr. Dennison has been in education all life. He earned his

of his professional
Doctorate in Education Southern California, where he wrote
at the University of
his dissertation on covert speech and beginning reading achievement. He is
on the faculty of the Touch for Health Foundation.

Dr. Dennison is an international lecturer and author. He has published

Switching On, E-K for Kids, and Personalized Wtiole Brain Integration in col-
laboration with Gail Dennison.

Gail Dennison is a holistic health educator and leader of growth-oriented

groups since 1971. She has taught Touch for Health at community colleges,
holistic centers, and women's groups throughout the Los Angeles area since
1977. She is presently Director of Integrated Movement for E-K. Her discovery
of Dr. Paul Dennison's methods was the realization of a life-long dream to work
creatively with mind/body integration. She brings a background of art, dance,
and play to her work.

The mother of two very creative children, (also ardent E-K practitioners!) she
is traveling internationally and working on books and other E-K projects with
Dr. Dennison.

Classes offered by Edu-Kinesthetics, Inc.

• E-K For Kids: The induction course to Educational Kinesiology emphasiz-

ing Dennison Laterality Repatterning and crossing the midline for eyes,
ears, and hand-eye co-ordination.

• Personalized Whole Brain Integration: A more in depth experience of

hemisphere integration techniques, including correction of homolateral
muscle systems and interpretation of brain dominance patterns.

• Advanced Edu-Kinesthetics: A certification course qualifying the student

to teach E-K basic classes. Includes back-brain/front-brain integration,
centering, breathing reflex, and a multi-dimensional correction system that
works at causative levels.

E-K is a curriculum offering at the Touch for Health Foundation in Pasadena,

California (818) 794-1181, or for information about an E-K class in your city,

please call (818) 846-9721.

 $6.00

What people are saying about the Brain Gym:

"Improvement in reading is remarkable! Students who did not like to read

before are now enthusiastic and energetic readers."
Fifth grade teacher, California.

"I've been doing cross crawl daily with my mother ever since her repattern-
ing. Her memory has really improved and she converses clearly now! I
especially enjoy our figure 8's together."
Nurse, California.

"After doing the alphabet 8's with my (third grader) all last week, he wrote
a fantastic story, with no reversal-!"
Mother, Pennsylvania.

"We do Brain Gym on our soccer team so we don't have to think about how
to play Then the other team thinks too hard."
Student, age 9, Holland.

"The daily activities helped me to reinforce my goal; even during times of

stress."

Doctoral candidate, Colorado.

"(After twc weeks) of lengthening activities, I feel as if movement is effortless.

I^y feet and legs just know what to do when I give them the green light."
Retired army sargeant, Louisiana.

"/ discovered that I am a speed reader I can see the whole story coming
at me without noticing the words."
Student, age 16, Australia.

"Brain Gym has definitely increased my productivity. used to I coast after

lunch. I was too out of breath to work. Now I use the energy exercises to
clear my thinking and get my second wind."
Business executive. New Vbrk.