Exploring breathwork concepts vis-à-vis the South African life skills curriculum and assessment policy statement
Gert Potgieter, Ronel de Villiers
Journal of Education January 30, 2025 DOI: 10.17159/2520-9868/i97a14 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Qualitative study Peer reviewed |
|---|---|
| Sample size | 9 |
| Population | Educators and breathwork experts in South Africa |
| Topics | Breathwork |
| Key findings | The authors propose the SingEdBWQ framework for articulating breathwork in South Africa's Life Skills curriculum, based on themes such as awareness, purposeful inhalation, non-tension, intake sufficiency, exhalation management, and performance regulation. They argue that intake sufficiency is important for optimal singing and that breath leading plays a role in musical performance, and contend the framework can support teacher training, student well-being, and stress management. |
Abstract
In this study, we address a gap in existing literature by proposing the Singing Education Breathwork Quotient (SingEdBWQ), a framework aimed at enhancing the articulation of breathwork in South Africa's Life Skills curriculum. Employing qualitative methods, we collected empirical data through synchronous interviews and document analysis involving nine participants, including educators and breathwork experts. Key themes identified include awareness, purposeful inhalation, non-tension, intake sufficiency, resistance, exhalation management, continuity, and performance regulation. Notable findings emphasise the significance of intake sufficiency for optimal singing and the role of breath leading in musical performance. The implications of the SingEdBWQ are substantial: it provides a structured approach for teacher training; promotes student well-being; and enhances communication across music education. By incorporating breathwork exercises effectively into curricula, educators can foster resilience and stress management among students. Ultimately, the SingEdBWQ serves as a vital tool for improving educational outcomes and holistic well-being in schools in alignment with the United Nations Sustainable Development Goals for health and quality education.
Comparable studies
Other qualitative studies on breathwork, most cited first.