ArticleInternational journal of school health2025
The Impact of Mindfulness Training in Physical Education on Students' Motivation, Intention, and Physical Activity.
Article in International journal of school health, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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Who cites it
1 citing paper in PubMed.
- Physical Activity and Quality of Life in Junior High Students: The Mediating Role of Mindfulness and Mental Well-Being.International journal of school health · 2026Article
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5 authors.
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Abstract
Background: Despite the ongoing advancements in educational content and teacher training systems, the emphasis on blended learning strategies, such as mindfulness-based education in physical education (PE), is of particular significance. The aim of this study was to examine the effects of incorporating mindfulness education into PE on students' motivation, willingness to engage, and levels of physical activity (PA). Methods: This study employed a quasi-experimental design, which included both pre-test and post-test assessments in conjunction with a control group. The target population consisted of male high school students aged 15 to 18 in Golestan province, Iran, during the year 2024. A convenience sampling method was used to select 40 participants, who were then randomly allocated to either the experimental or control groups through a simple randomization technique. To evaluate the variables of the study, Revised Sports Motivation Scale (SSM-R), Physical Activity Intention Questionnaire (PAIQ), and an accelerometer were employed. The mindfulness educational program was conducted over a span of 12 weeks, with one session each week, culminating in a total of 12 sessions. Data analysis was performed using paired and independent t-tests via SPSS version 27. Results: The results indicated that the participants exhibited a relatively low level of PA. Furthermore, the findings revealed that participation in the mindfulness training significantly enhanced the motivation (3.43±0.23 and 4.63±0.34 in the pretest and posttest, respectively, P<0.001), intention (2.39±0.19 and 3.29±0.24 in the pretest and posttest, respectively, P<0.001), and PA levels (22.39±5.73 and 28.24±5.73 in the pretest and posttest, respectively, P<0.001). Conclusion: The results of this study highlighted the significance of incorporating mindfulness practices within PE. In light of these findings, it is advisable for PE educators to focus on the implementation of mindfulness-based interventions. Moreover, further research could investigate additional strategies, including meditation and cognitive-behavioral approaches, to enhance the effectiveness of PE programs.
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