Mindful Movement Intervention Applied to at Risk Urban School Children for Improving Motor, Cognitive, and...

Area of Science:

• Child Psychology
• Neuroscience
• Education

Background:

• Mindful movement practices show potential for enhancing self-regulation in vulnerable children.
• Previous research relied on subjective measures, leaving underlying mechanisms unclear.
• Attention-deficit/hyperactivity disorder (ADHD) is often associated with challenges in self-regulation.

Purpose of the Study:

• To investigate the efficacy of an in-school mindful movement intervention (MMI) for at-risk children.
• To enhance motor, cognitive, and emotional-behavioral regulation, including disruptive and inattentive behaviors.
• To explore the feasibility of implementing MMI within an urban public school setting.

Main Methods:

• 38 at-risk children (7-8 years) participated in twice-weekly in-school MMI for 5 months.
• MMI included modified Tai Chi, yoga, biomechanical warm-ups, imaginative play, and reflection.
• Objective measures of motor/cognitive control and parent/teacher ratings of behavior were collected.

Main Results:

• Significant improvements were observed in teacher ratings of inattentive, hyperactive/impulsive, and oppositional behaviors.
• Objective measures showed significant enhancements in cognitive and motor control.
• Reductions in right and left dysrhythmia were noted, indicating improved motor control.

Conclusions:

• MMI demonstrated improvements in objective and subjective assessments of motor, cognitive, and behavioral control.
• This study provides preliminary support for the efficacy and feasibility of MMI in an urban school setting.
• MMI may be a valuable tool for augmenting the development of at-risk youth.