Effects of Mindfulness-Based Interventions on Students’ Physical Activity Engagement

Thesis Abstract

The escalating prevalence of physical inactivity among students presents a significant public health concern, necessitating innovative interventions that promote sustained engagement in physical activities within educational settings. This study aims to examine the effects of mindfulness-based interventions (MBIs) on students’ physical activity engagement, exploring whether incorporation of mindfulness practices can effectively enhance motivation, adherence, and overall participation in physical activities. Specifically, the research investigates the extent to which MBIs influence students’ self-regulation, stress reduction, and intrinsic motivation toward physical activity, grounded in Self-Determination Theory and Mindfulness-Engagement Model. Employing a quasi-experimental research design, the study targeted a population of 250 secondary school students aged 15-18 years from two urban schools. Participants were randomly assigned into experimental (n=125) and control groups (n=125). The experimental group received an eight-week mindfulness-based intervention program integrated into the physical education curriculum, comprising weekly sessions including mindfulness exercises, breathing techniques, and body scans. The control group engaged in standard physical education classes without mindfulness components. Data collection involved validated instruments the Physical Activity Engagement Scale (PAES), Mindfulness Attention Awareness Scale (MAAS), and the Perceived Stress Scale (PSS). Data were collected pre-intervention, immediately post-intervention, and at a three-month follow-up. Quantitative data were analyzed using multivariate analysis of covariance (MANCOVA) to assess differences between groups over time, controlling for baseline scores. It is anticipated that the findings will demonstrate significant increases in physical activity levels among students receiving MBIs compared to controls. Furthermore, it is expected that improvements in mindfulness awareness and reductions in perceived stress will mediate the relationship between mindfulness practices and increased physical activity adherence. These results would suggest that MBIs foster self-regulatory skills, reduce psychological barriers, and enhance intrinsic motivation, thereby promoting sustained engagement in physical activity. The study contributes novel empirical evidence to the emerging field linking mindfulness practices with health behavior change among adolescents, extending theoretical frameworks such as Self-Determination Theory by integrating mindfulness as a facilitator of autonomous motivation, and due to its focus on the school context, it fills notable gaps in existing research. This research advances understanding of how psychological mechanisms underlying mindfulness can be operationalized within school-based health promotion programs to combat physical inactivity. The main conclusions infer that incorporating MBIs into physical education curricula can be an effective strategy to increase students' physical activity participation. It is recommended that educational policymakers and school administrators adopt structured mindfulness programs as a complement to traditional physical activity promotion efforts. Further research should explore longitudinal effects, differences across diverse demographic groups, and the integration of digital mindfulness interventions to enhance scalability and engagement. Overall, this study underscores the importance of psychological interventions, particularly mindfulness, in fostering healthier lifestyles among adolescents and informs the development of comprehensive, evidence-based approaches to physical activity promotion within educational environments.