The Potential of Promoting Mindfulness in a University Physical Activity and Wellness Course

Michelle Lee D'Abundo, Cara L. Sidman and Kelly A. Fiala
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Michelle Lee D'Abundo: Department of Interprofessional Health Sciences and Health Administration, Seton Hall University, South Orange, NJ, USA
Cara L. Sidman: School of Health and Applied Human Sciences, University of North Carolina Wilmington, Wilmington, NC, USA
Kelly A. Fiala: Seidel School of Education and Professional Studies, Salisbury University, Salisbury, MD, USA

International Journal of Adult Vocational Education and Technology (IJAVET), 2016, vol. 7, issue 1, 39-49

Abstract: Due to its well documented benefits, it has been recommended to integrate mindfulness into health promotion programming. The purpose of this study was to determine if mindfulness was impacted by demographic variables and/or the completion of a stress management unit including mindfulness and application activities focused on paying attention and living in the present. Students completed (n=225) the 15-item Mindful Attention Awareness Scale (MAAS) at the beginning and end of a 15-week semester. Student completion of a stress management unit including mindfulness and application activities focused on paying attention and living in the present did not result in improved mindfulness. The extent that instructors covered mindfulness in the lab portion of the course, as well as potentially higher stress levels at the end of the semester, may be factors associated with lower post-course mindfulness. These results, combined with previous research showing mindfulness-based programs to be effective in stress reduction, support the need to directly educate students about mindfulness. It may be advantageous to increase the focus on mindfulness in university lifetime wellness curricula, in addition to improving instructor training and monitoring course fidelity among large multiple-section courses.

Date: 2016
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