OBJECTIVES: Psychologic problems is increasing among pupils and has become a major problem in Sweden as well as in other Western countries. The aim of this study was to explore whether scheduled qigong exercise could have an effect on well-being at school, psychologic distress, self-image, and general stress. SUBJECTS:Pupils, 13-14 years, were assigned to either a qigong group or a control group. INTERVENTION: The qigong group had scheduled qigong 2 times a week for 8 weeks. MEASURES: Self-reported well-being at school, psychologic distress, self-image, and stress were measured pre- and postintervention. RESULTS: The control group had reduced well-being at school during the semester and the qigong group was stable. The qigong group reduced psychologic distress and stress, and had a tendency to improved self-image, whereas no changes were found in the control group. Self-image explains 47% (R(2) = 0.47) of well-being at school, and stress explains 29% (R(2) = 0.29) of psychologic distress. CONCLUSIONS: Scheduled qigong, meditative movement, is a possible way to improve well-being at school.
RCT Entities:
OBJECTIVES: Psychologic problems is increasing among pupils and has become a major problem in Sweden as well as in other Western countries. The aim of this study was to explore whether scheduled qigong exercise could have an effect on well-being at school, psychologic distress, self-image, and general stress. SUBJECTS: Pupils, 13-14 years, were assigned to either a qigong group or a control group. INTERVENTION: The qigong group had scheduled qigong 2 times a week for 8 weeks. MEASURES: Self-reported well-being at school, psychologic distress, self-image, and stress were measured pre- and postintervention. RESULTS: The control group had reduced well-being at school during the semester and the qigong group was stable. The qigong group reduced psychologic distress and stress, and had a tendency to improved self-image, whereas no changes were found in the control group. Self-image explains 47% (R(2) = 0.47) of well-being at school, and stress explains 29% (R(2) = 0.29) of psychologic distress. CONCLUSIONS: Scheduled qigong, meditative movement, is a possible way to improve well-being at school.
Authors: Chong-Wen Wang; Celia H Y Chan; Rainbow T H Ho; Jessie S M Chan; Siu-Man Ng; Cecilia L W Chan Journal: BMC Complement Altern Med Date: 2014-01-09 Impact factor: 3.659
Authors: Amanda W G van Loon; Hanneke E Creemers; Wieke Y Beumer; Ana Okorn; Simone Vogelaar; Nadira Saab; Anne C Miers; P Michiel Westenberg; Jessica J Asscher Journal: J Youth Adolesc Date: 2020-02-07
Authors: M Teut; E J Roesner; M Ortiz; F Reese; S Binting; S Roll; H F Fischer; A Michalsen; S N Willich; B Brinkhaus Journal: Evid Based Complement Alternat Med Date: 2013-07-31 Impact factor: 2.629