Rice Laura C, Deronda Alyssa C, Kiran Sylee, Seidl Kate, Brown Kerianne, Rosch Keri S, James Martha, Mostofsky Stewart H
Center for Neurodevelopmental and Imaging Research, Kennedy Krieger Institute, 716 North Broadway, Baltimore, MD 21205 USA.
Department of Neurology, Johns Hopkins University School of Medicine, Baltimore, MD 21205 USA.
Mindfulness (N Y). 2023;14(3):637-647. doi: 10.1007/s12671-022-02063-7. Epub 2023 Jan 31.
Preliminary evidence has supported the notion that mindful movement-based practices may offer benefits for self-regulation, particularly for vulnerable children. However, this evidence has principally stemmed from subjective assessments of behavioral change, leaving the underlying mechanisms undetermined. The present study aimed to investigate the efficacy of an in-school mindful movement intervention (MMI) for at-risk children within an urban public school for enhancing motor, cognitive, and emotional-behavioral regulation, including control of disruptive and inattentive behaviors characteristic of ADHD.
Participants included 38 (age 7-8 years) children who received twice weekly, in-school MMI, including a modified Tai Chi sequence, yoga and biomechanical warm-ups, imaginative play, and reflection. Parent and teacher ratings of disruptive behaviors, and objective measures of motor and cognitive control, were collected at baseline and after 5 months of MMI.
Significant improvements in teacher ratings of inattentive, hyperactive/impulsive, oppositional, and other disruptive behaviors were observed. Significant improvements were also observed for objective measures of both cognitive control and motor control with particular reductions in both right and left dysrhythmia.
MMI was associated with improvements across objective and subjective assessments of motor, cognitive, and behavioral control. This proof-of-principle investigation provides preliminary support for the efficacy and feasibility of a novel MMI implemented as part of the school day in an urban school setting with 7-8-year-old children to augment development of at-risk youth.
The online version contains supplementary material available at 10.1007/s12671-022-02063-7.
初步证据支持了基于正念运动的练习可能对自我调节有益的观点，特别是对易受伤害的儿童。然而，这一证据主要源于对行为变化的主观评估，其潜在机制尚未确定。本研究旨在调查城市公立学校针对高危儿童开展的校内正念运动干预（MMI）在增强运动、认知和情绪行为调节方面的效果，包括控制多动症特有的破坏性行为和注意力不集中行为。
参与者包括38名（7 - 8岁）儿童，他们每周在校接受两次MMI，内容包括改良的太极拳序列、瑜伽和生物力学热身、想象游戏及反思。在基线和MMI进行5个月后，收集家长和教师对破坏性行为的评分，以及运动和认知控制的客观测量数据。
观察到教师对注意力不集中、多动/冲动、对立及其他破坏性行为的评分有显著改善。在认知控制和运动控制的客观测量方面也有显著改善，尤其是左右节律不齐均有明显降低。
MMI与运动、认知和行为控制的客观及主观评估的改善相关。这项原理验证研究为在城市学校环境中，针对7 - 8岁儿童在学校日常活动中实施一种新型MMI以促进高危青少年发展的有效性和可行性提供了初步支持。
在线版本包含可在10.1007/s12671-022-02063-7获取的补充材料。
