Mindfulness in the Sport Academy Classroom: Exploring Benefits and Barriers of a Low-Dose Intervention

Autor/inn/en	Augustus, Andrew N.; Zizzi, Sam J.
Titel	Mindfulness in the Sport Academy Classroom: Exploring Benefits and Barriers of a Low-Dose Intervention
Quelle	In: Contemporary School Psychology, 27 (2023) 1, S.214-223 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Augustus, Andrew N.) ORCID (Zizzi, Sam J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-022-00444-2
Schlagwörter	Metacognition; Student Athletes; Athletics; Health Education; Scores; Barriers; Academic Achievement + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Leichtathletik; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Schulleistung
Abstract	This study evaluated the feasibility and effectiveness of a low-dose mindfulness program with student-athletes (SA) at a sport academy in the USA. First, SAs were introduced to mindfulness in their health class with conceptual lessons and guided meditations from the Headspace 'Guide to Meditation' series. Following each episode, SAs reflected on their experience via guided prompts led by their teacher. The second phase shifted towards applying mindfulness within their sport through app-based guided meditations and sport-based reflections led by teachers in their mental skills classes. Student-athlete perceptions of these experiences were captured through the reflection exercises and a post-program evaluation survey. Preliminary outcome data related to mindfulness, mental health, and thriving was gathered at baseline, 8 weeks, and 16 weeks. The sport academy staff provided in-depth feedback throughout and at the conclusion of the program. Although there were several barriers and challenges (i.e., lack of buy-in, time commitment, and competition travel), numerous benefits were also uncovered in SA reflections and evaluations. The Headspace series provided SAs with a time and space to relax, consider new perspectives, and learn new skills. Academic vitality scores increased over the first eight weeks of the program as well. Future research in this setting may consider spending additional time on SA buy-in, increase the integration of key staff members, and ensure SAs are able to practice meditation on their own time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01