Integrating Mindfulness into Mixed Martial Arts Training to Enhance Academic, Social, and Emotional Outcomes for At-Risk High School Students: a Qualitative Exploration

Milligan, Karen; Cosme, Rosario; Miscio, M. Wolfe; Mintz, Linda; Hamilton, Lisa Dawn; Cox, M.; Woon, S.; Gage, M.; Phillips, Marjory

doi:10.1007/s40688-017-0142-1

Cited by 20 publications

(24 citation statements)

References 46 publications

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“…There are more than 200 SEL programs in operation (Taylor et al, 2017). Research suggests that many, if not all, of the core competencies of SEL can be integrated with and taught through physical education (Ciotto & Gagnon, 2018;Jacobs & Wright, 2014;Lu & Buchanan, 2014), athletics (Bean, Whitley, & Gould, 2014;Gordon, Jacobs, & Wright, 2016;Samalot-Rivera & Porretta, 2013;Tracy & Erkut, 2002;Van Boekel et al, 2016), contemplative and mindfulness practices like yoga and meditation (Butzer, Bury, Telles, & Khalsa, 2016), and martial arts (Lakes & Hoyt, 2004;Milligan et al, 2017).…”

Section: Bullying Interventions and Social-emotional Learningmentioning

confidence: 99%

Section: Moderating Factorsmentioning

confidence: 99%

“…Researchers generally agree that instructor approach is a moderating factor in the association of martial arts and externalizing behaviors (Milligan et al, 2017). With instructors that promote peace, mindfulness, acceptance, and respect, lower levels of student aggression and violence are observed (Harwood et al, 2017;Milligan et al, 2017). Some evidence indicates age is also a moderating factor with a substantial differences observed in gains of self-regulation in younger compared to older children (Lakes & Hoyt, 2004).…”

Section: Moderating Factorsmentioning

confidence: 99%

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COREMatters: A Bullying Intervention Pilot Study

Cipra

Hall

2019

RMLE Online

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While bullying is a serious concern for students and educators alike, empirically tested interventions are needed. This study examined the impact of a bullying intervention curriculum at a public middle school in the Midwest. This intervention, COREMatters, was designed to reduce bullying behaviors, foster a greater sense of community cohesion and trust in the school, improve school climate, and increase student self-esteem. As such, the intervention required participation of teachers, administrators, students, and outside experts. COREMatters was modeled after theoretical frameworks of socioemotional learning and Bloom's taxonomy. Additionally, components of This We Believe outlining successful schools were considered. Uniquely contributing to this intervention is the inclusion of martial arts instruction. The intervention was taught as a whole, integrated model. The t-tests indicated significant differences between the control and intervention groups on measures of school climate, student selfesteem, and school cohesion and trust. Students in the intervention group scored higher in measures of self-esteem and rated their schools more positively on measures of cohesion and trust and climate.

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Section: Bullying Interventions and Social-emotional Learningmentioning

confidence: 99%

Section: Moderating Factorsmentioning

confidence: 99%

Section: Moderating Factorsmentioning

confidence: 99%

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COREMatters: A Bullying Intervention Pilot Study

Cipra

Hall

2019

RMLE Online

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“…"Integra Mindfulness Martial Arts," a group therapy program that combines mindfulness meditation and cognitive-behavioural therapy, also showed improved academic outcomes, social relationships, self-confidence, and emotional management in high school students with regulation difficulties and at risk of chronic stress. 101 In addition, "Integra MMA" showed a positive impact on the social behaviours and relationships of adolescents with learning disabilities, attention deficit hyperactivity disorder (ADHD) and anxiety. 102 These finding suggest an alternative to traditional behavioural therapies.…”

Section: O a Sports Indisciplinementioning

confidence: 99%

Mixed Martial Arts: Civilizing or Decivilizing Process? A Bibliometric Analysis

Delory¹,

Sirost²,

Roland³

2018

PJCV

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Within the sporting landscape much has changed from the proliferation and integration of new technologies, for example, the practice of mixed martial arts (MMA) has developed on the fringes of modern sport. It combines several martial arts, is practised in a cage, and allows ground strikes. MMA is presented here within a framework inspired by Norbert Elias's theory of civilizing of aggressive impulses through sport. We reviewed more than 20 years of literature, with 785 international references and a triple analysis of the discipline, those being physical violence, symbolism, the play impulse.Abstract: Within the sporting landscape much has changed from the proliferation and integration of new technologies, for example, the practice of mixed martial arts (MMA) has developed on the fringes of modern sport. It combines several martial arts, is practised in a cage, and allows ground strikes. MMA is presented here within a framework inspired by Norbert Elias's theory of civilizing of aggressive impulses through sport. We reviewed more than 20 years of literature, with 785 international references and a triple analysis of the discipline, those being physical violence, symbolism, the play impulse.

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“…The next set of articles provides innovative examples of using MBI at the targeted level of service delivery. Specifically, Idler et al (2017) tested the utility of MBI as an adjunct component within a standard reading fluency intervention for elementary students, whereas Milligan et al (2017) explored the effects of a mindfulness-based mixed martial arts intervention with atrisk secondary students. Both of these studies provide useful starting points for others interested in similar innovative applications of MBI with target populations in schools.…”

Section: This Special Issuementioning

confidence: 99%