Abstract
This study consisted of 15 participants in a kindergarten classroom. Participants were involved in an intervention where they participated in mindful yoga instruction. Mindful yoga instruction refers to the concentration on the present moment in time (Germer, 2004) and consisting of yoga poses that involve stretching in combination with the inhalation and exhalation of the breath (Field, 2011). The yoga instruction was given to participants for ten minutes a day, every day, for a four-week long duration. This intervention was given by the classroom teacher (researcher) and was conducted before participants’ whole-group math lesson. The data collected reflects the impact that mindful yoga instruction had on participants’ academic stamina (or focus) during whole-group math instruction, emotional self-regulation, and overall emotional well-being. The data tools were designed to reflect the amount of growth in participants’ academic stamina, the reflection participants had on their own self-regulation, focus, and emotional well-being, and teacher anecdotal notes on participants’ self-regulation during the given lesson.
Date Action Research Paper Completed
6-2021
Document Type
Action Research Paper
Degree Name
Master of Science in Education
Department
Education-Rochester
Capstone Advisor
Joel Traver
Location
Rochester
Recommended Citation
Jeppson, Taylor, "The Effects of Mindful Yoga Instruction on Participants' Academic Stamina and Self-Regulation in a Kindergarten Classroom" (2021). Education Masters Papers. 2.
https://openriver.winona.edu/educationmasterspapers/2
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons
