The Effectiveness of Mindfulness-Based Stress Reduction (MBSR) Intervention on Motor Skill Performance and Performance Anxiety in Students’ Physical Education

Document Type : Original Article

Authors

1 Assistant Professor, Department of Physical Education, Farhangian University, P.O. Box 14665- 889, Tehran, Iran.

2 Department of Physical Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran

Abstract

Objective: Performance anxiety is a psychological factor that can hinder the execution of motor skills in physical education classes. This study aimed to investigate the effectiveness of a mindfulness-based educational intervention, adapted from the core components of Mindfulness-Based Stress Reduction, on performance anxiety and motor skill performance among middle school students.
Methods: This quasi-experimental study employed a pretest-posttest design with a control group. The statistical population included seventh- and eighth-grade male students in Ardabil during the 2023–2024 academic year. Two schools were selected through convenience sampling, and 80 eligible students were chosen after initial screening. These students were then randomly assigned to either an experimental group or a control group, with 40 students in each group. The experimental group participated in eight 45-minute intervention sessions, while the control group continued with the standard school program. Data were collected using the Competitive State Anxiety Inventory-2 and a motor skill performance test. Statistical analysis was conducted using paired-samples t tests, independent-samples t tests, and analysis of covariance with SPSS.
Results: In the experimental group, performance anxiety decreased from an average of 24.85 (±3.12) to 18.10 (±2.76), and motor skill performance increased from 14.20 (±2.45) to 18.75 (±2.10) (P<0.01). No significant changes were observed in the control group. Analysis of covariance indicated that the intervention had a significant effect on performance anxiety (F=14.87, η²=0.28, P<0.01) and motor skill performance (F=17.12, η²=0.31, P<0.01).
Conclusion: The findings suggest that a school-based mindfulness intervention can effectively reduce performance anxiety and improve motor skill performance in physical education classes. However, caution should be exercised when generalizing these results due to the limited sample size.

Keywords

Main Subjects

References

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