Harvesting Harmony: Mindfulness in Physical Education

Mulhearn, Shannon C.; Kulinna, Pamela Hodges; Lorenz, Kent A.

doi:10.1080/07303084.2017.1330168

Cited by 6 publications

(3 citation statements)

References 11 publications

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“…To know how they feel right now and to not let their emotions drive their actions.” She continued by saying: “teaching them to take a step back and think about what they are trying to resolve. Teaching them to respect that and have empathy for other kids, and how it all works together.” Although mindfulness strategies can help with stress reduction, enhanced self-knowledge and self-acceptance, and improved cognitive performance (Mulhearn et al, 2017), they can also be triggering for some students. For example, Amy (a veteran middle school PE/health teacher) explained:We were doing mindfulness through an app, and I started reading the prompts and had one student say to me that they could not do it and wanted to go outside.…”

Section: Resultsmentioning

confidence: 99%

“…Teaching them to respect that and have empathy for other kids, and how it all works together." Although mindfulness strategies can help with stress reduction, enhanced selfknowledge and self-acceptance, and improved cognitive performance (Mulhearn et al, 2017), they can also be triggering for some students. For example, Amy (a veteran middle school PE/ health teacher) explained:…”

Section: Guiding Students Toward Self-regulationmentioning

confidence: 99%

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“It's more about building trust”: Physical education teachers’ experiences with trauma-informed practices

Ellison

Walton-Fisette

2022

European Physical Education Review

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In schools today, student trauma and toxic stress may impact students’ ability to learn. Therefore, this inquiry explored the experiences and knowledge of 27 physical education (PE) teachers in the United States related to trauma and trauma-informed practices. Teachers’ experiences were examined through semi-structured interviews informed by the literature. Employing interpretivist philosophical assumptions, data analysis revealed that teachers utilized four general dimensions related to trauma-informed strategies in their gymnasiums: creating a physically safe and emotionally safe space, formulating positive and healthy relationships with students, developing student responsibility, and guiding students toward self-regulation. These strategies aligned with Souers and Hall's (2019) tenets of fostering resilient learners. Although the teachers did not have prior educational experiences with trauma and trauma-informed practices and minimal professional development, they demonstrated what is possible when working with students who experience trauma and/or toxic stress. By fostering resilient learners and engaging in trauma-informed practices, it is conceivable for P-12 students to have positive and inclusive experiences in PE.

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Section: Resultsmentioning

confidence: 99%

Section: Guiding Students Toward Self-regulationmentioning

confidence: 99%

“It's more about building trust”: Physical education teachers’ experiences with trauma-informed practices

Ellison

Walton-Fisette

2022

European Physical Education Review

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“…MPs have the potential to provide many benefits to both teachers and students such as improved engagement in the classroom, stress management, enhanced intrapersonal and interpersonal relationship skills, and increased focus [18]. Students that participated in MPs have been found to increase self-control, participation and attention levels, problem-solving skills, and respect for others [18]. MPs reduce stress that lead to anxiety, anger, bullying, and self-doubt [19].…”

Section: Mindfulnessmentioning

confidence: 99%

The Lived Experience of Mindfulness in Adventure-Based Learning

Stuhr

Denny

2022

Education Sciences

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Adventure-based learning (ABL) is an innovative K-12 instructional model that continues to be used in physical education to promote intrapersonal and interpersonal relationship skills. ABL incorporates low initiatives/cooperative activities coupled with periods of reflection to help enhance the likelihood of transferring intrapersonal and interpersonal relationship skills to other areas of K-12 student life. Mindfulness is a way of consciously and nonjudgmentally being aware of the present moment. Mindfulness practices (MPs) hold tremendous potential as a pedagogical tool in helping physical educators generate greater attention, equanimity, and compassion for themselves and their students. To further explore the impact of MPs for students, this study focused on undergraduate perception with regard to comprehension, practice, and demonstration of the possible benefits of MPs in three separate 16-week ABL teacher education courses. Specifically, we wanted to explore how students in the teacher education course conceptualized mindfulness as a phenomenon and how MPs played a part of their lived experience. Three themes were discovered: conceptualizing mindfulness, student interest with mindfulness, and perceived outcomes from mindfulness practices. The findings provide a deeper understanding of the participants’ meaning making of mindfulness, their overall buy-in and openness in using MPs, and the perceived benefits in using these contemplative practices.

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