Mindfulness and stress-reduction programs' effectiveness on university student productivity in physical education.

Abstract

The article examines the impact of a mindfulness-based stress reduction program on the level of enjoyment derived from physical activity and physical education performance among students at Mudanjiang Normal University, China. The study was conducted using a randomized controlled trial, including both a control and an experimental group, each consisting of 100 students. The three-month mindfulness program incorporated meditation, breathing exercises, and reflective practices, integrated into physical education classes. The level of satisfaction was assessed using the Physical Activity Enjoyment Scale (PACES), while academic performance was measured on a 100-point grading scale for physical education over one semester. Significant improvements in both enjoyment and academic performance were observed in the experimental group, with no changes in the control group. Data analysis using t-tests and Cohen's d effect size confirmed the statistical significance of the changes in the experimental group and the absence of significant changes in the control group. These findings support the effectiveness of integrating mindfulness training into physical education programs at universities. The mindfulness program not only reduced stress levels among students but also fostered a positive attitude toward physical activity and improved their semester grades. Further research is recommended to explore the long-term effects of such programs and their application in various educational settings.