دورية أكاديمية
Integrating Mindfulness into Mixed Martial Arts Training to Enhance Academic, Social, and Emotional Outcomes for At-Risk High School Students: A Qualitative Exploration
| العنوان: | Integrating Mindfulness into Mixed Martial Arts Training to Enhance Academic, Social, and Emotional Outcomes for At-Risk High School Students: A Qualitative Exploration |
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| اللغة: | English |
| المؤلفون: | Milligan, K. (ORCID |
| المصدر: | Contemporary School Psychology. Dec 2017 21(4):335-346. |
| الإتاحة: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| تاريخ النشر: | 2017 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | High Schools |
| Descriptors: | Metacognition, Mental Health, At Risk Students, Stress Variables, Coping, Self Control, Qualitative Research, Outcomes of Education, Physical Activities, High School Students, Rural Areas, Academic Achievement, Interpersonal Competence, Self Esteem, Correlation, Interviews, Student Attitudes, Program Descriptions |
| DOI: | 10.1007/s40688-017-0142-1 |
| تدمد: | 2159-2020 |
| مستخلص: | Increasingly, adolescents report experiencing levels of stress that exceed their coping resources. Chronic stress is associated with emotion regulation challenges that increase risk for poor mental health and educational outcomes. This qualitative study examined the impact of Integra Mindfulness Martial Arts™ (Integra MMA™) on the perceived academic, social, and emotional outcomes of high school students at-risk for emotion regulation challenges. Twenty-four students (19 males and 5 females) aged 14-17 who participated in Integra MMA™ at a rural high school and their teachers (N = 10) were interviewed about Integra MMA™ and its perceived benefits. Thematic analyses of transcripts highlighted diverse positive student outcomes, including improved academic outcomes, social competence, emotion regulation, and self-confidence. Four key processes were also described (e.g., awareness, calm, attention, acceptance) as supporting positive change. Benefits were seen across students at low and high risk for mental health challenges and male and female students. Future research directions and implications for programming are discussed. |
| Abstractor: | As Provided |
| Number of References: | 54 |
| Entry Date: | 2017 |
| رقم الأكسشن: | EJ1161422 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 2159-2020 |
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| DOI: | 10.1007/s40688-017-0142-1 |