Deep breathing as a mindfulness practice in year 10 science

Journal article


King, Donna, Henderson, Senka and Sandhu, Maryam. (2018). Deep breathing as a mindfulness practice in year 10 science. Learning: Research and Practice. 4(1), pp. 91-101. https://doi.org/10.1080/23735082.2018.1428142
AuthorsKing, Donna, Henderson, Senka and Sandhu, Maryam
Abstract

Abdominal deep breathing (DB) has been used in conjunction with paying attention on purpose to the present moment as a mindfulness tool to help students develop skills for managing emotions. While studies are emerging that investigate outcomes of mindfulness practices with adolescents, how to implement such practices, and students’ reactions to them, requires further research. This study examines a DB intervention in a year 10 science class where the teacher implemented DB exercises in each science lesson. One main outcome reported in this study is that the time to adapt to the DB exercises and experience its effectiveness varied for individual students. Gleaned from our presence in the classroom and speaking with the teacher and students, we suggest nine recommendations for implementing DB exercises in Australian middle years classrooms.

Keywordsdeep breathing; mindfulness; middle years; science
Year2018
JournalLearning: Research and Practice
Journal citation4 (1), pp. 91-101
PublisherRoutledge
ISSN2373-5090
Digital Object Identifier (DOI)https://doi.org/10.1080/23735082.2018.1428142
Scopus EID2-s2.0-85058103443
Research or scholarlyResearch
Page range91-101
FunderAustralian Research Council
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online02 Mar 2018
Publication process dates
Accepted15 Oct 2017
Deposited15 Nov 2021
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/LP110200368
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