ArticleBMC psychology2025
The mindful movement program in primary schools: a single-arm pilot intervention study.
Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed, 1 synthesis or guideline pooled it.
- A Systematic Review and Evidence Gap Map Evaluation of Rhythmic and/or Complex Movement Interventions and Child Cognitive Outcomes.Clinical child and family psychology review · 2025Pooled it
- Embodied Mindfulness Through Movement: A Scoping Review of Dance-Based Interventions for Mental Well-Being in Recreational Populations.Healthcare (Basel, Switzerland) · 2025Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe early primary school years provide a unique opportunity for improving executive functions on a classroom-wide scale. While mindfulness, music, and movement have each demonstrated effectiveness in enhancing executive functions in early primary classrooms, no previous studies have integrated these modalities into a single program. The aim of this study was to assess the feasibility, acceptability, and preliminary impact of a novel program that combines mindfulness with movement to music: the Mindful Movement Program (MMP).
methodsThis single-arm within-subjects study evaluated the feasibility of teachers delivering the MMP within the early primary years classroom setting. The program was integrated into the classroom curriculum and delivered across two school terms, to seven primary school classes, with a total of 133 students (mean age 6.61 years; standard deviation 0.90).
resultsHigh rates of student recruitment (91%), and both student and teacher retention were obtained (98% and 100% respectively). Fidelity of implementation was moderate for core practices (68%) and video resource use (66%); and acceptability of the intervention high, despite teacher absences due to COVID-19 restrictions. Mixed-effects modelling showed that teacher-reported global executive functioning (b = -2.95, p < .001), externalising (b = -1.06, p < .001), and internalising (b = -0.52, p < .01) behaviour problems significantly reduced from baseline after receiving the intervention. A subset of students (n = 50) who were directly assessed on general motor skill and specific body coordination skills also showed significant improvements (p < .001) with medium to large effects.
conclusionsThis study demonstrated the feasibility and acceptability of a structured approach to movement and mindfulness developed by an experienced dance teacher, and delivered by teachers within the existing classroom setting. The program showed encouraging findings of improvement in a pre-post assessment. Further research is warranted to establish effectiveness in a controlled study design.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.