Sincrony in movement education: the body as an attention vector in formal environments. A field study.
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: thirty-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.
Riferimenti bibliografici
Ambretti A., Fogliata A., Di Palma D. (2024). Innovation in physical education: Proprioception, periferical vision, self-awareness, and sustainability. JOURNAL OF HUMAN SPORT AND EXERCISE, ISSN: 1988-5202.
Bandera-Campos FJ, Grao-Cruces A, Camiletti-Moirón D, Martín-Acosta F, Muñoz-González R, Gonzá-lez-Pérez M, Ruiz-Hermosa A, Vaquero-Solís M, Padilla-Moledo C, Sánchez-Oliva D. (2025) Effectiveness of a multicomponent intervention to promote physical activity during the school day: rationale and methods of the MOVESCHOOL study. Front Public Health. Mar 12;13:1565914. doi: 10.3389/fpubh.2025.1565914. PMID: 40144996; PMCID: PMC11936994.
Brown, R. P., & Gerbarg, P. L. (2005). Sudarshan Kriya yogic breathing in the treatment of stress, anxiety, and depression: Part II—clinical applications and guidelines. Journal of Alternative and Complementary Medicine, 11(4), 711–717. https://doi.org/10.1089/acm.2005.11.711
Bryman,A. (2006). Mixed Methods Research: A Talking Point. International Journal of Social Research Methodology, 9(2), 95-105. Doi: 10.1080/13645570500402447.
Callieri, B. (1997). Aspetti fenomenologici dell’attenzione. Informazione Psicologia Psicoterapia Psichiatria, 32–33, 2–15. Roma: IN-Psicoterapia.
Da Silva, J. A., da Silva, K. S, Gonçalves Galdino B., Vinicius Veber M., Jo Salmon L. (2025). Movimente program: effectiveness and moderators of a cluster-randomized controlled trial on self-reported physical activity among Brazilian adolescents. BMC Public Health. https://doi /10.1186/s12889-025-22130-7.
De Bernardi (2008) Sincrony movement education, red education.
De Bernardi F, Fogliata A, Garassino A (2024). The multifunctionality of the diaphragm: Beyond respiratory mechanics. MOJ SPORTS MEDICINE., ISSN: 2574-9935.
Dewey, J. (1938). Experience and education. New York: Macmillan.
Donnelly, J. E., Hillman, C. H., Castelli, D., et al. (2016). Physical activity, fitness, cognitive function, and academic achievement in children: A systematic review. Medicine & Science in Sports & Exercise, 48(6), 1197–1222. https://doi.org/10.1249/MSS.0000000000000901.
Ecclestone, K., & Hayes, D. (2009). The dangerous rise of therapeutic education. London: Routledge.
Fogliata A, Borghini R, Ambretti A (2023). "Centering": a fundamental instrument for teaching balance in competitive adolescents. EUROPEAN JOURNAL OF PHYSICAL EDUCATION AND SPORT, p. 1495-1500, ISSN: 2501-1235.
Fogliata, A., Martiniello, L., & Ambretti, A. Didactics for enhancing balance in adolescents: Core and centering. Paper presented at the International Conference on Sports Science (ICSS), Rome, Italy.
Gerritsen, R. J. S., & Band, G. P. H. (2018). Breath of life: The respiratory vagal stimulation model of contemplative activity. Frontiers in Human Neuroscience, 12, 397. https://doi.org/10.3389/fnhum.2018.00397.
Immordino-Yang, M. H. (2016). Emotions, learning, and the brain: Exploring the educational implications of affective neuroscience. New York: W. W. Norton & Company.
Li, L., & Zhang, L. (2022). The Relationship between Physical Activity and Academic Achievement in Multimodal Environment Using Computational Analysis. Computational intelligence and neuroscience, 2022, 9418004. https://doi.org/10.1155/2022/9418004.
Li, X., Zhou, Y., Zhang, C., Wang, H., & Wang, X. (2024). Neural correlates of breath work, mental imagery of yoga postures, and meditation in yoga practitioners: a functional near-infrared spectroscopy study. Frontiers in neuroscience, 18, 1322071. https://doi.org/10.3389/fnins.2024.1322071.
Mazzella M, Fogliata A, Ambretti A (2024). Ritmo coordinazione e centratura nell’educazione fisica: body percussion e ADHD. NUOVA SECONDARIA, ISSN: 1828-4582.
Mitsea, E., Drigas, A., & Skianis, C. (2022). Breathing, attention & consciousness in sync: The role of breathing training, metacognition & virtual reality. Technium Social Sciences Journal, 29, 79–97. https://doi.org/10.47577/tssj.v29i1.6145.
Pérez López, I. J., Tercedor Sánchez, P., & Delgado-Fernández, M. (2015). Efector de los pro gramas escolares de promocion de activida fisica y alimentacion en adolescents epanoles: sistematica. Nutricion hospitalaria, 32(2), 534–544. https://doi.org/10.3305/nh.2015.32.2.9144
Ratey, J. J. (2008). Spark: The revolutionary new science of exercise and the brain. New York: Little, Brown.
Shapiro, L. (2019). Embodied cognition (2nd ed.). Routledge/Taylor & Francis Group. https://doi.org/10.4324/9781315180380.
World Health Organization (WHO). (2014). Mental health: Strengthening our response. https://www.who.int/news-room/fact-sheets/detail/mental-health-strengthening-our-response.
Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools—A sys-tematic review and meta-analysis. Frontiers in Psychology, 5, 603. https://doi.org/10.3389/fpsyg.2014.00603.
Zhao, Y., Lian, Y., Di, H., & Zhao, W. (2024). Rapid coupling between vasculature and neurons through mechanosensitive channels in the olfactory lobe. Frontiers in Human Neuroscience, 18, 1435859. https://doi.org/10.3389/fnhum.2024.1435859.
Zou, L., Zhang, Z., Mavilidi, M., Chen, Y., Herold, F., Ouwehand, K., & Paas, F. (2025). The synergy of embodied cognition and cognitive load theory for optimized learning. Nature human behaviour, 10.1038/s41562-025-02152-2. https://doi.org/10.1038/s41562-025-02152-2.
##submission.downloads##
Pubblicato
Come citare
Fascicolo
Sezione
Licenza
Copyright (c) 2025 Gianluca Gravino, Arianna Fogliata, Mariapia Mazzella, Antinea Ambretti
Questo lavoro è fornito con la licenza Creative Commons Attribuzione - Non commerciale - Non opere derivate 4.0 Internazionale.
