Background: in contemporary educational settings, there is growing interest in approaches that integrate mindful motor activities and cognitive development. The Sincrony methodology combines structured movement, centering practices, and diaphragmatic breathing to support students’ attention and well-being. This study assessed its effectiveness in enhancing physiological, motor, and cognitive functions in adolescents. Methods: thir- ty-eight students (mean age 12.6 ± 0.5 years) were randomly assigned to two groups: one followed the Sincrony protocol for eight weeks (two 30-minute sessions weekly), while the control group took part in regular physical education. Assessments at baseline, mid-intervention, and post-intervention included heart and respiratory rate, static balance, motor coordination, sustained attention (d2-R test), and processing speed (Trail Making Test A). Results: the Sincrony group showed statistically significant improvements (p < .01) in respiratory rate, balance, coordination, sustained attention, and processing speed, with large effect sizes (r > 0.5). No significant changes were observed in the control group. Conclusion: Sincrony proved effective in enhancing attention, motor skills, and physiological regulation. Its integration into school settings appears feasible and beneficial. Although results are promising, further research with larger samples and follow-up is needed to confirm long-term effects.
Sincrony in movement education: the body as an attention vector in formal environments. A field study
Mazzella M.;
2025-01-01
Abstract
Background: in contemporary educational settings, there is growing interest in approaches that integrate mindful motor activities and cognitive development. The Sincrony methodology combines structured movement, centering practices, and diaphragmatic breathing to support students’ attention and well-being. This study assessed its effectiveness in enhancing physiological, motor, and cognitive functions in adolescents. Methods: thir- ty-eight students (mean age 12.6 ± 0.5 years) were randomly assigned to two groups: one followed the Sincrony protocol for eight weeks (two 30-minute sessions weekly), while the control group took part in regular physical education. Assessments at baseline, mid-intervention, and post-intervention included heart and respiratory rate, static balance, motor coordination, sustained attention (d2-R test), and processing speed (Trail Making Test A). Results: the Sincrony group showed statistically significant improvements (p < .01) in respiratory rate, balance, coordination, sustained attention, and processing speed, with large effect sizes (r > 0.5). No significant changes were observed in the control group. Conclusion: Sincrony proved effective in enhancing attention, motor skills, and physiological regulation. Its integration into school settings appears feasible and beneficial. Although results are promising, further research with larger samples and follow-up is needed to confirm long-term effects.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
