The potential benefits of Qi-gong mindfulness techniques in primary school classrooms : a study of literature

Abstract

Mindfulness may be defined as being fully conscious and aware, creating the conditions for a positive personal transformation Siegel, et.al., (2009). The goal of such practice is to cultivate a sense of awareness and acceptance of one’s experiences which may lead to improved mood, less anxiety, as well as better focus and attentiveness. In most cases, people can improve their emotional control and resilience by frequently practising mindfulness, which will result in a more satisfying and meaningful existence. Qigong Mediation is a form of meditation that originated in China and includes a series of gentle exercises and movements designed to promote physical and mental health (Yang, 2022). It also requires ‘’quiet sitting’’ as it involves sitting still and focusing the mind on the breath or other points of focus. This is a skill that can be taught and learned, even to the younger ages. By adopting a semi-structured literature review, this study will investigate the significance of Qi-gong mindfulness and meditation techniques in primary classrooms and the advantages that it may provide to both students and teachers. According to Lyons & DeLange (2016) mindfulness may influence both the class environment and teacher-student relationships. However, since mindfulness in the classroom can also present its challenges, these will also be thoroughly examined, with the aim to provide practical solutions that can help teachers to overcome them and integrate mindfulness practices into their daily routines. Ultimately, this study seeks to contribute to the significance of well-being in education by offering insightful information about the application of mindfulness practices in primary year classrooms.