Factors Affecting the Implementation of a Mindful Yoga Preschool Intervention: A Mixed Methods Study
Dr. Alicia Stapp, Dr. Kenya Wolff & Ms. Teresa Johnson
Abstract
This study examined factors affecting the implementation of a mindful yoga preschool intervention. Through a mixed methods phenomenological approach, teachers’ perceptions and their experiences with yoga and mindfulness were measured via surveys, focus groups, and observations. Results indicated that teachers’ perceptions of yoga and mindfulness for preschoolers, comfort level with yoga, and the benefits of teaching yoga and mindfulness increased. However, pre- to post-survey results were not statistically significant (t = 82; p = .42). Qualitative analysis regarding teachers’ perceptions of mindful yoga revealed the following: (a) high motivation level to implement the curriculum; (b) perceived direct benefits for students; (c) benificial links to Conscious Discipline; and (d) challenges existed regarding space, time, technology, and the need for more variety. In summary, this study provides novel insight on mindful yoga with preschool children and serves as a catalyst for futher research and development of mindful yoga interventions with preschool children.