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31-01-2023 | Original Paper

Mindful Movement Intervention Applied to at Risk Urban School Children for Improving Motor, Cognitive, and Emotional-Behavioral Regulation

Auteurs: Laura C. Rice, Alyssa C. Deronda, Sylee Kiran, Kate Seidl, Kerianne Brown, Keri S. Rosch, Martha James, Stewart H. Mostofsky

Gepubliceerd in: Mindfulness | Uitgave 3/2023

Abstract

Objectives

Preliminary evidence has supported the notion that mindful movement-based practices may offer benefits for self-regulation, particularly for vulnerable children. However, this evidence has principally stemmed from subjective assessments of behavioral change, leaving the underlying mechanisms undetermined. The present study aimed to investigate the efficacy of an in-school mindful movement intervention (MMI) for at-risk children within an urban public school for enhancing motor, cognitive, and emotional-behavioral regulation, including control of disruptive and inattentive behaviors characteristic of ADHD.

Method

Participants included 38 (age 7–8 years) children who received twice weekly, in-school MMI, including a modified Tai Chi sequence, yoga and biomechanical warm-ups, imaginative play, and reflection. Parent and teacher ratings of disruptive behaviors, and objective measures of motor and cognitive control, were collected at baseline and after 5 months of MMI.

Results

Significant improvements in teacher ratings of inattentive, hyperactive/impulsive, oppositional, and other disruptive behaviors were observed. Significant improvements were also observed for objective measures of both cognitive control and motor control with particular reductions in both right and left dysrhythmia.

Conclusions

MMI was associated with improvements across objective and subjective assessments of motor, cognitive, and behavioral control. This proof-of-principle investigation provides preliminary support for the efficacy and feasibility of a novel MMI implemented as part of the school day in an urban school setting with 7–8-year-old children to augment development of at-risk youth.

vorige artikel Be Kind to Yourself: the Implications of Momentary Self-Compassion for Affective Dynamics and Well-Being in Daily Life

volgende artikel The Role of Mindfulness, Mind Wandering, Attentional Control, and Maladaptive Personality Traits in Problematic Gaming Behavior

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Titel: Mindful Movement Intervention Applied to at Risk Urban School Children for Improving Motor, Cognitive, and Emotional-Behavioral Regulation
Auteurs: Laura C. Rice
Alyssa C. Deronda
Sylee Kiran
Kate Seidl
Kerianne Brown
Keri S. Rosch
Martha James
Stewart H. Mostofsky
Publicatiedatum: 31-01-2023
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 3/2023
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-022-02063-7

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Abstract

Objectives

Method

Results

Conclusions

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