Perceived benefits of a remote yoga and mindfulness program for student musicians during COVID-19.

Abstract

This qualitative study was conducted with participants from a previous investigation that explored the applicability and perceived impact of a program based on yoga, mindfulness, emotional intelligence, and positive psychology, to enhance student musicians' health and well-being during the lockdown. This program is named CRAFT, the acronym of which stands for the following Spanish terms that constitute its 5 elements: Consciencia, Relajación, Atención, Felicidad, and Transcendencia. The current study aimed to gain a greater understanding of participants' CRAFT-based practice implementation experience and their perceived benefits derived from it during the lockdown. Participants were higher education student musicians (n = 26) attending CRAFT-based elective subjects of Mindfulness and Emotional Intelligence, once a week for 1 hr throughout the academic year 2019/2020; at a Royal Conservatory of Music in Spain. Participants' responses to an open-ended question were content analyzed following a deductive approach guided by the framework of the 5 CRAFT elements. The content analysis revealed 6 overarching themes, 1 for each CRAFT element and an additional 1 labeled "other." Participants' perceived benefits aligned with the 5 CRAFT elements and included developments such as enhanced conscious awareness, emotional self-regulation, psychological distress, mind clearance, relaxation, concentration, wellness, vitality, hope, transforming attitudes, equanimity, positivity, and resilience. These findings suggest that curricular exposure with the CRAFT program was beneficial among higher education student musicians to cope with their health and well-being lockdown demands, having thus relevant implications in both higher education and clinical settings for health and well-being promotion, support, and prevention during stressful pandemic times.

Positive effects of mindfulness practices on academic performance and well-being

“…The findings of this study support the notion that mindfulness practices have positive effects on students' academic performance and overall well-being. The finding that the majority of the respondents have experienced the Brain Booth helping them to relax and destress is consistent with the scholarly literature outlining this outcome after mindfulness practices (e.g., Azevedo & Menezes, 2020;Bartos et al, 2022;Ramasubramanian, 2017;Schwind et al, 2017).…”

“…The study showed that the Brain Booth was helpful with fostering singular thoughtful focus, which addresses the lack of concentration exhibited through 'mind wondering.' The Brain Booth's offerings of many different activities available to students at any time distinguishes this from other studies on focus improvement (e.g., Ramasubramanian, 2017;Bartos et al, 2022). Such a setting makes it more convenient for students to participate in such activities, hence provides an opportunity for self-help without a need for a constant formal class or session meetings at regulated times.…”

“…• Incorporating mindfulness practices in university/college curricula. Some scholars and practitioners have designed and conducted ongoing mindfulness training in the classroom across curricula to support an attentive, present centered, and nonreactive mental mode (e.g., Bartel et al, 2018;Colaianne et al, 2020;Fung et al, 2019, Hartel et al, 2017Ramasubramanian, 2017;Reeve et al, 2021;Schwind et al, 2017;Warren & Deckert, 2019) or in specific curricula such as music (Bartos et al, 2022) and chemistry (Vitha, 2022), as well as focused on the role of the Instructor (Placito de Rango, 2018;Schwind et al, 2017). • Most of the studies have focused on using breathing techniques, meditation and journaling as mindfulness practice activities in their studies (e.g., Azevedo & Menezes, 2020;Egan et al, 2022;Ramasubramanian, 2017;Schwind et al, 2017).…”

A Feasibility Study of a Program Integrating Mindfulness, Yoga, Positive Psychology, and Emotional Intelligence in Tertiary-Level Student Musicians

“…Further details about the elements and foundations of the program can be consulted elsewhere (Bartos et al, 2021(Bartos et al, , 2022Posadas, 2019;) and a summary of the objectives, contents, and practices planned and delivered by the creator of the program for both CRAFTbased elective subjects can be accessed in the supplementary material linked to the current study. Moreover, we offer below a description of the CRAFT elements outlining some of the practices employed for their development.…”