The mindful movement program in primary schools: a single-arm pilot intervention study.
Bronwyn M. Theroux, Ned Chandler-Mather, Jessica Paynter, Sharon Dawe, Kate E. Williams
BMC Psychology May 1, 2025 DOI: 10.1186/s40359-025-02689-x (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Single-arm within-subjects study Peer reviewed |
|---|---|
| Sample size | 133 |
| Population | Early primary school students (mean age 6.61 years) |
| Intervention | Mindful Movement Program (MMP) |
| Duration | Two school terms |
| Keywords | Cognition Early childhood Early years Elementary school Executive function Intervention Motor skills |
| Citations | 2 |
| Key points | The Mindful Movement Program was feasible and acceptable in early primary classrooms, and associated with significant reductions in teacher-reported executive function and behaviour problems, as well as improvements in motor skills. |
Abstract
The early primary school years provide a unique opportunity for improving executive functions on a classroom-wide scale. While mindfulness, music, and movement have each demonstrated effectiveness in enhancing executive functions in early primary classrooms, no previous studies have integrated these modalities into a single program. The aim of this study was to assess the feasibility, acceptability, and preliminary impact of a novel program that combines mindfulness with movement to music: the Mindful Movement Program (MMP). This single-arm within-subjects study evaluated the feasibility of teachers delivering the MMP within the early primary years classroom setting. The program was integrated into the classroom curriculum and delivered across two school terms, to seven primary school classes, with a total of 133 students (mean age 6.61 years; standard deviation 0.90). High rates of student recruitment (91%), and both student and teacher retention were obtained (98% and 100% respectively). Fidelity of implementation was moderate for core practices (68%) and video resource use (66%); and acceptability of the intervention high, despite teacher absences due to COVID-19 restrictions. Mixed-effects modelling showed that teacher-reported global executive functioning (b = -2.95, p < .001), externalising (b = -1.06, p < .001), and internalising (b = -0.52, p < .01) behaviour problems significantly reduced from baseline after receiving the intervention. A subset of students (n = 50) who were directly assessed on general motor skill and specific body coordination skills also showed significant improvements (p < .001) with medium to large effects. This study demonstrated the feasibility and acceptability of a structured approach to movement and mindfulness developed by an experienced dance teacher, and delivered by teachers within the existing classroom setting. The program showed encouraging findings of improvement in a pre-post assessment. Further research is warranted to establish effectiveness in a controlled study design.