Mindful movement -
Clark, D. Subtle motor signs as a biomarker for mindful movement intervention in children with ADHD. Journal of Developmental and Behavioral Pediatrics, 41 5 , Rosenstreich, E.
The effect of mindful movement intervention on academic and cognitive abilities among kindergarten children. Early Childhood Education Journal, 50, Russell, T. Body in mind training: Mindful movement for severe and enduring mental illness. British Journal of Wellbeing, 2 4 , Sohl, S.
Iterative adaptation process for eHealth mindful movement and breathing to improve gynecologic cancer surgery outcomes. Psychooncology, 28 8 , Yang, C. Momentary negative affect is lower during mindful movement than while sitting: An experience sampling study. Explore All Our Programs: A Great Way to Stay on Track!
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Category Mental Health Membership Free. What is mindful movement? Health benefits of mindful movement Again, we know that movement alone has many benefits for our physical and mental health and that mindfulness practices bring us all sorts of cognitive, physical, and emotional benefits.
Even amongst women undergoing gynecological surgery, engagement in regular mindful movement reduced both overall perceived levels of pain, but also the distress that they felt as a result of the pain Sohl et al.
This tells us that mindful movement has an immediate effect on our emotions and could be a great way to reduce negative emotions in the moment. This study compared the academic achievement levels amongst kindergarteners who did days of either mindful movement intervention, movement alone intervention, or just a normal classroom.
They found that compared to the other two groups, kids who performed mindful movement experienced significant improvements in both verbal and non-verbal intelligence levels Rosenstreich et al. This tells us that the combination of mindfulness and movement provides a certain degree of cognitive benefits.
Overwhelming minds: Some researchers argue that mindful movement is particularly helpful for people who experience busy or overwhelming thought processes.
The research shows that people with psychosis who participated in an 8 week mindful movement program experienced significant decreases in their levels of stress Russell, Whereas traditional mindfulness practices require people to sit still and maintain attention for long periods, it is thought that the movement component gives people who typically experience unwanted, distracting thoughts something else to focus on other than those thoughts.
This allows them to practice mindfulness in a safe way. Attention Deficit Hyperactivity Disorder ADHD : Children with ADHD who engage in regular mindful movement two 60 minute sessions per week for 8 weeks showed significant improvement in their motor control abilities, attentional capabilities, and even defiant and oppositional behaviors Clark et al.
This tells us that mindful movement specifically targets attentional capabilities in a unique way. While this was conducted with children, it is possible that these attentional benefits could be experienced by people of all ages.
The repetitive action means we often allow our minds to wander and tune out the action itself. While this is great to do sometimes, it is also great to sometimes practice mindfulness throughout this movement.
I find that I enjoy the walk more and feel more mentally refreshed when I walk or run mindfully than when I distract myself with music or thoughts.
If you want more guidance on how to do this, start with this 10 minute mindful walk. We propose that mindful learning may operate in part by favoring abstract, transferrable procedures that include not only motor plans, but also the coordination of attention and goals.
More recent approaches, for instance using reinforcement learning, demonstrate that movement variability aids motor learning by encouraging exploration finding novel alternatives rather than exploitation applying known procedures of the motor command space Herzfeld and Shadmehr, ; Wu et al.
Task variation allows learners to observe and learn a common structure in the co-variation of control parameters between two tasks. Learning such general functional structures rather than surface similarity yields a low-dimensional and task-general control parameter space that is shared between tasks, and hence facilitate transfer of skills to novel situations Braun et al.
A classically observed aspect important to mindfulness is the ability of withholding or inhibiting the first salient response analogous to a stop signal task , thus providing the opportunity to select more contextually appropriate perspective or response to the present situation Salomon and Globerson, When enacting an overt movement, in contrast to observing movements of thoughts, habitual movements are objectively observable via the immediate sensorimotor consequences even if the initial impulse is outside of awareness.
Movement puzzles in ATM render habitual movement salient for awareness and open a window for inhibition. For instance, lifting one shoulder when lying on the back often habitually tonifies one side of the neck leading to a turning of the head in one direction, which may interfere with the ability to move the head independently from the shoulder.
This habitual tendency can be detected and inhibited in movement exploration. However, Feldenkrais observed that becoming aware of the existence of a habit is likely not sufficient to reliably inhibit a habit when it is triggered, as some or all of the habitual process is likely pre-conscious perhaps more akin to a developmental rather than a skill learning process.
Thus, ATM lessons frequently instruct the student to intentionally perform a movement that is normally habitual in order to achieve some level of volitional control over the habit.
One of the simplest examples we are able to provide is the lengthening of a habitually or chronically contracted muscle we discuss lengthening the hamstring below, and provide a Video 1 in the supplementary materials should the reader wish to have a first- or third-person experience of such a lesson.
As above, the possibility of inhibiting a habitual movement may become easier as one attends to earlier phases of movement initiation. While performing a habit one whishes to reduce might seem at first paradoxical, it is in line with the above models of action goal selection in which inhibition and selection are flip sides of the same mechanism Mostofsky and Simmonds, ; Cisek and Kalaska, , and ATM suggests that the level of higher-level volitional control required to inhibit a habit may be acquired by first learning to volitionally select the habit.
In this first of two example lessons for mindful movement, we focus on a narrow outcome—the neural control of the length of a muscle. This simple but important skill provides a foundation for considering how more complex or abstract skills might be practiced.
Since muscular activity can only produce contraction, the neural mechanism for lengthening a muscle effectively comprises the inhibition of chronic or habitual signals that dysfunctionally contract the muscle while the opposing muscle contracts. Stephens et al.
The development of such a skill may provide a foundation for other forms of behavioral inhibition, and may be an important component of training targeting ADHD impulsivity symptoms.
In Stephens et al. Given the lack of stretching or exertion during the gentle movement of ATM practice it is unlikely that these increases in range of motion were the result of tissue strain and subsequent remodeling. Rather, they argue that the observed increases in knee extensions were the result of novel coordination patterns for the hamstring and related muscles.
Consistent with our theoretical model of skilled control, this could be explained when mindful movement encourages the student to acquire and actively select more functional alternatives in a process of observing, and inhibiting movements and muscular effort that result from habitual selection of co-occurring motor commands that are not necessary or that even interfere with the execution of the movement goal Stephens et al.
Importantly, however, research published prior to the Stephens et al. study failed to detect hamstring muscle lengthening in groups that practiced ATM in comparison to controls James et al.
James et al. Yet more relevant to our theoretical inquiry is the possibility that James et al. While ready transfer of abstract structures is observed between effectors Keele et al. Skill learning is then observed via increases in accuracy, speed, or automaticity.
In the case of lengthening the hamstring, however, the student must gain a novel ability to inhibit a habitually contracted muscle. Certainly, we should exercise extreme caution in drawing theoretical conclusions from a handful of studies, but these findings provide examples of how we might rigorously evaluate the specificity of newly learned skills in the context of mindful movement training.
By providing a set of lessons that explore, say, enhanced quality of movement in general vs. a targeted set of lessons with a precisely specified outcome such as lengthening the hamstring , we may be able to demonstrate the focus necessary to efficiently and reliably learn the building blocks of novel skills.
Having established specific skill gains, we might further explore if mindful practice yields the ability to transfer learned structures to novel movement contexts, or even to more abstract skills.
Above we also discussed a more high-level form of sensation and information—the detection of mind wandering—as the first step of FA meditation practice. This lesson aims to provide a motoric context for detecting failures of task-relevant goal maintenance.
The student is instructed to rhythmically perform precise configural movements with the fingers of one hand a motor paradigm that is known to strongly engage dorsal premotor cortex; Verstynen et al. The overarching goal is for the student to perform both tasks simultaneously.
Figure 3. An excerpt from Haller , vol. The student learns to perform a rhythmic movement of the hand while doing another movement see Supplementary Video 2. B Increased challenge. The student struggles to remain engaged with the rhythmic movement of her hand while doing another challenging movement.
The overall goal is to learn to coordinate control and attention to perform both movements simultaneously see Supplementary Video 3.
C Frame from supplementary video 4 demonstrating effects of ATM. A group of Seattle 18 fireman volunteers took part in a one week pilot program of Body Awareness Training based upon the teachings of Moshe Feldenkrais.
Video data was collected before and after the training to establish quantitative measures of improvement. The man in the video was a supervisor and not as exposed to physical demands. But, changes are evident see Supplementary Video 4. Provided with permission of Jeff Haller. Continuous monitoring and maintenance of higher-level qualities of movement may provide an embodied and engaging context to practice cognitive skills, and we propose that this is likely central to potential cognitive improvements observed from such practices.
In tai chi, for example, one could imagine providing beginning students with a consistent attentional focus for the first few weeks of practice, only switching after students were able to create the building blocks of a novel attentional skill.
The movements are distracting; the whole lesson is about learning to regain attention of the tanden. An even more universal instruction is to maintain focus on the breath notably including FA meditation.
In tai chi, there are universally applied principles like groundedness and stepping with an empty leg Wayne and Kaptchuk, a ; Wayne, In Yoga, there are aspects of the breath that are monitored and controlled Gard et al. In ATM, there are likewise general concepts such as reversibility of movement, connectedness to the support surface, sensitivity to habitual motor impulses, reduction of unnecessary muscular effort that are intended to be a part of every movement performed Feldenkrais, We have evaluated the potential of mindful movement practices to improve the control of attention, both in typical and in pathological cases.
Cognitive, neural, and developmental perspectives point to a shared capacity for inhibition and selection that spans basic motor processes and higher-order cognitive control.
At the neural level, we have highlighted the role of frontal regions that are arranged in a hierarchy from primary motor, to premotor, on to prefrontal cortices in supporting the formation, selection and execution of procedures that coordinate action over time and space, in concert with parietal and subcortical regions Fuster, Given a reciprocal contribution of motor processes to executive control and of executive control to higher-level motor processes, a practice based on movement may provide an integrated opportunity to improve the control of attention—in movement and otherwise.
Based on evidence for a functional contribution of the higher-level motor system to executive processes of attention and cognitive control across pathological and typical populations, we suggest modeling the deployment of attention as a motor skill process.
Our model of skillful attention hypothesizes a possible mechanism for attentional and executive control in procedural skills that organize reciprocal inhibition and selection of candidate goals and actions within shared executive processes between movement, attention and cognition.
As with other skills, our model predicts that executive control of attention can be improved by obtaining a robust coordination of goals, attention, and action.
Neural changes would likely include initial enhancement of prefrontal activity that decreases as procedures become established as sensorimotor procedures via a process for instance of hebbian or reinforcement learning.
We highlight a mindful mode of learning skills Salomon and Globerson, ; Langer, via movement Feldenkrais, based less on effort but more on fostering sensitivity to variation and active exploration. In contrast to effortful repetition to strengthen a single given way of acting, mindful learning enhances the repertoire of alternative procedures available to achieve a given goal.
We propose that a more effortless mindful mode of learning may yield a more abstract structure of the procedures that are learned. As stated above, how one learns is as important as what one learns. Further, if the practice is interesting and engaging, even initial practice may be driven more by interest in mastery of the practice than by endogenous effort towards a goal Leonard, ; Langer, Thus, notwithstanding improvements of cognitive control via effortful focusing of attention, we suggest investigating an alternative approach in which robust structural procedures for guiding attention are acquired via mindful practice of an engaging movement-oriented skill.
A movement practice moreover provides the opportunity to train procedures for inhibition and selection in the context of the natural sensorimotor loop, in which physical actions generate concretely observable sensory consequences.
In particular, while it is difficult to sense the status of goals, intentions, or thoughts, movement provides concrete, readily observable phenomena that will proceed from an enacted motor plan.
Mindful comparison between expected and observed outcomes may provide clear signals for error-driven learning processes as supported by predictive processes of movement control in prefrontal cortex and the cerebellum. We suggest this entrainment of the sensorimotor loop is a strong argument to examine the domain of motor practice: the practitioner has the scaffold of a physical, sensory context as they grapple with attentional control, and likewise, as researchers, the results of successfully selected or unsuccessfully inhibited movements result in readily measurable outcomes i.
The variety of potential movement trainings may also provide for specificity with improved behavioral inhibition resulting from a practice of inhibiting habitual muscular efforts, and attentiveness being improved via lessons that challenge the coordination of attention as in the motoric mind wandering lesson above.
While we claim that our expansion of motor skills to include cognitive control has already been productive, it is by no means definitive.
We note that skill is not a monolithic concept, and we might be accused of mapping one complex system onto another arbitrary complex system.
To guard against this, it is necessary to clearly specify a computational model for a given set of tasks, along with expected biologic correlates. The challenge remains to find an appropriate balance between a holistic account on one hand, and a sufficiently specific and falsifiable account on the other.
While the nature of transferrable motor procedures dates back to the early days of skill research i. Without clear specification and approaches to measuring abstract attentional procedures, it is difficult to distinguish a capacity from a skill or procedural account.
This highlights the central role of improving our characterization of attentional and other abstract cognitive procedures in order to progress with our theory. Fortunately, experimental cognitive science has already provided a number of paradigms for assessing attentional and cognitive control, and performance on these paradigms is not perfectly correlated cf.
Kipp, , and thus may already provide a way to index different abstract procedures. Our skill framework may also not apply to all approaches to mindfulness. These profound differences in the deployment of attention between forms of mindfulness training likely do different things, and have different neural bases.
To understand them, we must differentiate their mechanisms—or within our framework, identify foundational procedures and knowledge. Both traditional and contemporary mindful movement practices are complex multi-component interventions in comparison to laboratory paradigms Wayne and Kaptchuk, a.
In particular, we have only mentioned the possible role of reward and motivation for skill learning, even though motivation is highlighted by Feldenkrais and Langer , and has also been a recent focus of interest in formal models of skill learning e.
novelty Wittmann et al. Crucially, we also have not attempted to provide a complete overview of the Feldenkrais method—let alone the full breadth of mindful movement practices—and these other aspects may be critical to gain the full value of the practice.
For instance, we have only hinted at the detailed exploration of biomechanical configurations offered in ATM. For an accessible, practical introduction, see Feldenkrais , or for a more theoretical treatment, see Feldenkrais For a more complete overview of yoga, see Gard et al.
Perhaps most critically, much work remains to establish whether mindful movement approaches are reliable and efficacious though we have mentioned similar concerns regarding standard treatments for ADHD in section A Motor Perspective on Attention and Self-Regulation.
While we have provided multiple lines of evidence for our selected aspect of improving cognitive control and attention via mindful movement, we can only definitively claim that we have identified promising opportunities for investigation.
Strong support for our motor skill framework comes from the co-occurrence and correlation of motor and cognitive difficulties in abnormal development Diamond, , and in particular in the case of ADHD Mostofsky and Simmonds, Given the lack of long-lasting interventions for ADHD and other disorders , and the theoretical basis we have presented, there is the potential that our proposal may isolate core features of developmental challenges rather than symptoms , which may have tremendous benefit.
In particular, two of the authors are currently exploring the impact of a mindful movement training on TMS SICI in ADHD. This approach provides the rare ability to assess changes in causal neural mechanisms of low-level motor inhibition. A large body of research demonstrates that a putative basis of improved mental abilities, neural plasticity, is driven by activity dependent learning mechanisms.
Their main characteristic is that the neuronal hardware adapts in functionally specific ways to the particular experience of the organism for reviews of a broad range of neuronal plasticity results, see e. As a computational consequence, a central question for training-based improvements of neuronal functioning is the ability to drive the desired neural activity, and hence, plasticity.
If, as we suggest, movement and cognitive control consist of procedures for selection and inhibition across sensorimotor and goal representations, mindful movement training demonstrates a profound potential to improve cognitive function and attention in ADHD and the general population.
Experimentally, we would expect the content of the skill e. Experimenters and clinicians can test our theory by measuring and reporting! improvements in movement skill e. One of the authors Dav Clark has completed a Feldenkrais teacher training.
Since we do not contribute to the literature on the clinical efficiency of mindful movement training but rather present a novel theoretical concept that may help to explain and operationalize the effects of a broad range of mindful movement practices as trainings of cognitive control, we do not see a conflict of interest.
The other authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. DC is supported by the Gordon and Betty Moore Foundation through Grant GBMF and by the Alfred P.
Sloan Foundation though Grant FS is financed by ERC Advanced Grant "FEEL". SM is supported by NIMH grant R01 MH DC and SM are supported by R21 MH We thank Jeff Haller for providing recordings of the ATM lessons discussed in Basic Coordination: Inhibiting Muscular Contraction and Coordinating attention: Motoric mind wandering as a context for practice in Figure 3 and supplementary material.
Thanks to Ed Olmstead for his work on study design and video editing in the fireman project Figure 3C and Supplementary Video 4. Thanks to Roger Russell for permission to reprint illustrations of ATM positions in Figures 1, 2 from Russell Thanks to Julius Verrel, Igor Shteynberg and Bryce Mander for their helpful comments on earlier versions of this manuscript.
Publication made possible in part by support from the Berkeley Research Impact Initative BRII sponsored by the UC Berkeley Library. The Supplementary Material for this article can be found on figshare.
Links are provided below:. Supplementary Video 1. Lengthening the Hamstrings Awareness Through Movement ATM Lesson. An excerpt from chapter 2 of Haller , vol. The full movement lesson is included, followed by the initial class discussion.
The lesson may be used to provide a first-person experience, or for third-person observation of students doing the lesson. Provided with permission by Jeff Haller.
Supplementary Video 2 and 3. Supplementary Video 2. Introducing the dual task. The student learns to perform a rhythmic movement of the hand while doing another movement. Supplementary Video 3.
Increased challenge. The overall goal is to learn to coordinate control and attention to perform both movements simultaneously.
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