The Effects of Mindful Movement Intervention on Academic and Cognitive Abilities Among Kindergarten Children.

Autor/inn/en	Rosenstreich, Eyal; Shoval, Ela; Sharir, Tal
Titel	The Effects of Mindful Movement Intervention on Academic and Cognitive Abilities Among Kindergarten Children.
Quelle	In: Early childhood education journal, (2021) 2, S.249-258Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-020-01150-5
Schlagwörter	Mindful-movement; Academic achievements; Fluid intelligence; Balance; Kindergarten
Abstract	Abstract Evidence suggests that acting mindfully, that is, by stressing the purpose of the action and monitoring its current state, may benefit health, wellbeing, and academic achievements. We sought to investigate the underlying motor abilities affected by mindful-movement (MM) intervention, and which mediate its effect on academic achievement among kindergarteners. To this end, 160 children aged 3–6 years participated for 145 days, which included pre- and post-intervention tests of verbal and non-verbal intelligence, namely language, mathematics, and Raven matrices. The three conditions consisted of MM (integrating movement in academic learning), MS (movement-for-its-own-sake; promoting movement without promoting awareness), and control (regular academic environment activities). Results indicated that, compared to MS and controls, MM improved verbal and non-verbal intelligence. The effect on verbal intelligence was mediated through static balance performance, whereas the effect on non-verbal intelligence was mediated by dynamic balance performance. Possible mechanisms accounting for these mediation effects are discussed.
Erfasst von	OLC
Update	2023/2/05