Background: Mindfulness has been shown to have positive effects on students' cognitive function, social interaction, and mental health. In the context of physical education, being aware of bodily and mental sensations during skill learning is essential for motivating participation.
Purpose: This study was to investigate the impact of mindfulness pedagogy on motivation in physical education using a quasi-experimental design.
Method: The participants in four university physical education classes were randomly assigned to either an experimental group (n = 69) or a control group (n = 68). Both groups underwent 18 weeks of physical education courses, with mindfulness pedagogy being incorporated into the classes of the experimental group. The data were analyzed using mixed-design two-way ANOVAs to assess differences between groups and over time.
Findings: The results reveal a significant interaction between groups in terms of mindfulness states (mind and body) and amotivation. These findings suggest that mindfulness pedagogy can improve students' awareness of their current mental and physical state, leading to enhanced motivation to participate in physical education courses.
Conclusions: Mindfulness plays a significant role in helping students establish and achieve goals within physical education. These adjustments require students to engage in cognitive focus regarding their commitment to physical activity while simultaneously managing other responsibilities. By cultivating mindfulness pedagogy, individuals can effectively align their actions with their internalized values, resulting in a reduction in learned helplessness, including feelings of ineffectiveness, lack of purpose, or internal resistance toward an action.
