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Background <p>The early primary school years provide a unique opportunity for improving executive functions on a classroom-wide scale. While mindfulness, music, and movement have each demonstrated effectiveness in enhancing executive functions in early primary classrooms, no previous studies have integrated these modalities into a single program. The aim of this study was to assess the feasibility, acceptability, and preliminary impact of a novel program that combines mindfulness with movement to music: the Mindful Movement Program (MMP).</p> Methods <p>This single-arm within-subjects study evaluated the feasibility of teachers delivering the MMP within the early primary years classroom setting. The program was integrated into the classroom curriculum and delivered across two school terms, to seven primary school classes, with&#xa0;a total of 133 students (mean age 6.61&#xa0;years; standard deviation 0.90).</p> Results <p>High rates of student recruitment (91%), and both student and teacher retention were obtained (98% and 100% respectively). Fidelity of implementation was moderate for core practices (68%) and video resource use (66%); and acceptability of the intervention high, despite teacher absences due to COVID-19 restrictions. Mixed-effects modelling showed that teacher-reported global executive functioning (<i>b</i> = -2.95, <i>p</i> &lt; .001), externalising (<i>b</i> = -1.06, <i>p</i> &lt; .001), and internalising (<i>b</i> = -0.52, <i>p</i> &lt; .01) behaviour problems significantly reduced from baseline after receiving the intervention. A subset of students (<i>n</i> = 50) who were directly assessed on general motor skill and specific body coordination skills also showed significant improvements (<i>p</i> &lt; .001) with medium to large effects.</p> Conclusions <p>This study demonstrated the feasibility and acceptability of a structured approach to movement and mindfulness developed by an experienced dance teacher, and delivered by teachers within the existing classroom setting. The program showed encouraging findings of improvement in a pre-post assessment. Further research is warranted to establish effectiveness in a controlled study design.</p>

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The mindful movement program in primary schools: a single-arm pilot intervention study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年5月1日

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  • Bronwyn M. Theroux,
  • Ned Chandler-Mather,
  • Jessica Paynter,
  • Sharon Dawe,
  • Kate E. Williams

摘要

Background

The early primary school years provide a unique opportunity for improving executive functions on a classroom-wide scale. While mindfulness, music, and movement have each demonstrated effectiveness in enhancing executive functions in early primary classrooms, no previous studies have integrated these modalities into a single program. The aim of this study was to assess the feasibility, acceptability, and preliminary impact of a novel program that combines mindfulness with movement to music: the Mindful Movement Program (MMP).

Methods

This single-arm within-subjects study evaluated the feasibility of teachers delivering the MMP within the early primary years classroom setting. The program was integrated into the classroom curriculum and delivered across two school terms, to seven primary school classes, with a total of 133 students (mean age 6.61 years; standard deviation 0.90).

Results

High rates of student recruitment (91%), and both student and teacher retention were obtained (98% and 100% respectively). Fidelity of implementation was moderate for core practices (68%) and video resource use (66%); and acceptability of the intervention high, despite teacher absences due to COVID-19 restrictions. Mixed-effects modelling showed that teacher-reported global executive functioning (b = -2.95, p < .001), externalising (b = -1.06, p < .001), and internalising (b = -0.52, p < .01) behaviour problems significantly reduced from baseline after receiving the intervention. A subset of students (n = 50) who were directly assessed on general motor skill and specific body coordination skills also showed significant improvements (p < .001) with medium to large effects.

Conclusions

This study demonstrated the feasibility and acceptability of a structured approach to movement and mindfulness developed by an experienced dance teacher, and delivered by teachers within the existing classroom setting. The program showed encouraging findings of improvement in a pre-post assessment. Further research is warranted to establish effectiveness in a controlled study design.