Conceptualizing Mindfulness for Health and Physical Educators
Paul T. Stuhr, Marie D. Thomas
California Association for Health, Physical Education, Recreation and Dance Journal January 13, 2017 DOI: 10.46787/cahperdj.v3i3.6470 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Practical guide or manual Peer reviewed |
|---|---|
| Intervention | Mindfulness |
| Topics | Meditation |
| Key points | The paper argues that mindfulness, defined as nonjudgmental present-moment awareness, can serve as a valid educational tool with promising evidence for supporting youth cognitive, social, and emotional outcomes, and that it can help educators meet certain national health and physical education standards. It aims to equip health and physical educators with foundational theory, concepts, activities, and resources for building their own mindfulness curriculum. |
Abstract
Mindfulness is a form of focused attention on the present moment. Kabat-Zinn (2003) defined mindfulness as, “the awareness that emerges through paying attention on purpose, in the present moment, and nonjudgmentally to the unfolding of experience moment by mo-ment” (p. 145). There is promising evidence suggesting that mindfulness can be used as a valid practice or tool in education to promote an assortment of desired cognitive, social, and emotional outcomes for youth (Zoogman, Goldberg, Hoyt, & Miller, 2015). This type of learning modality can also help educators demonstrate student learning outcomes associated with some of the health and physical education national standards (National Health Education Standards, 2016; Society of Health and Physical Educators, 2014). The purpose of this paper is to provide health and physical educators with a foundation in mindfulness theory, concepts, activities, and related resources. Interested readers should be able to pursue these concepts and ideas further by designing their own curriculum to use within the classroom.