Mindfulness and physical education in University population. A systematic review

A systematic review

Authors

DOI:

https://doi.org/10.47197/retos.v42i0.86382

Keywords:

mindfulness, psychology, sport, physical activity, physical education, university students.

Abstract

The aim of this study was to review the conclusions of published papers in the last six years on the use of mindfulness in the university population. In addition, how many of these studies are applied within the field of University Physical Education were examined. Articles published from 2014 to 2020 were analysed using the ERIC, Taylor and Francis, Web of Science and SCOPUS databases, based on the PRISMA requirements and the PICO model. The following information was extracted from the selected articles: author, year, country, language, individuals, duration, type of research (qualitative / quantitative), mindfulness program used, purpose and results. As a result, 11 articles were included. Neither study was published in Spain or in Spanish, all of which were published in English and the majority (6 articles) in the United Kingdom. The duration of the interventions varies between 2 and 12 weeks. Of the 11 articles, nine were of quantitative design, one qualitative and one mixed. The results confirm the benefits of mindfulness in university students improving their psychological health (stress, anxiety, depression, motivation, self-acceptance) and also on a cognitive and emotional level. The mindfulness programs used were MBI, MBCT, MBSR, MBSH and MTP. Therefore, despite the corroborated benefits of mindfulness with the university population, there are few studies in the area of University Physical Education and it is considered pertinent to carry out mindfulness interventions in Spanish universities to certify its validity in students with these sociocultural features.

Author Biographies

  • Irene López Secanell, Florida Universitaria

    Professor of Physical Education at Florida University (Valencia) and the University of Valencia (2016-2017). In 2016 she obtained a doctorate in Education, Society and Quality of Life at the University of Lleida (UdL) with a special mention of cum laude. He completed the Degree in Primary Education with a mention in Physical Education (2009-2013), the Master in Inclusive Education (2013-2014) and for two years he participated as a research staff in the ARMIF innovation project (2014-2016) of the UdL.

  • Javier Gené Morales, University of Valencia

    PhD candidate in the Physiology program of the Faculty of Medicine of the University of Valencia.
    Researcher hired in the DATS group (Development and Advising in Traffic Safety Research Group) of the Research Institute in Traffic and Road Safety (INTRAS) of the University of Valencia.
    Autonomous personal trainer (collegiate number 62,419) associated with several training centers (CORE A Collective Movement, I3 Sport, Activa Club).

  • Nerea Hernaiz Agreda, Florida Universitària

    Doctor in Education from the University of Valencia. She has a diploma in Social Education, a degree in Psychopedagogy and a master's degree in Special Education and a Teacher of Secondary Education. He obtained a collaboration grant in the Department of Research Methods and Diagnosis in Education during the 2011-2012 academic year and a pre-doctoral contract from the Ministry (Training of University Teachers-FPU) in the Department of Didactics and School Organization of the University of Valencia. She has a special interest in the study of intercultural and general competences in relation to employability and sociocultural adaptation. She has carried out research stays at the Center for Cross-Cultural Research of the Department of Psychology of the University of Guelph (Canada) in 2018 and at the SWPS University of Social Sciences and Humanities in Warsaw (Poland) in 2017.

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Published

01-10-2021

Issue

Vol. 42 (2021)

Section

Theoretical systematic reviews and/or meta-analysis

License

Copyright (c) 2021 Irene López Secanell, Javier Gené Morales, Nerea Hernaiz Agreda

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How to Cite

López Secanell, I., Gené Morales, J., & Hernaiz Agreda, N. (2021). Mindfulness and physical education in University population. A systematic review: A systematic review. Retos, 42, 821-830. https://doi.org/10.47197/retos.v42i0.86382