An Exploration Of Mindfulness In Physical Education At Secondary School

It’s in psychology that the concept of mindfulness was first introduced and studied with western science. Soon the findings about mindfulness spread quickly and widely, which was applied in sociology, culturology, clinical medicine and pedagogy. Foreign researchers have done much work on mindfulness involving all kinds of fields and the study about mindfulness is abundant. In a sense, the study of mindfulness has become a distinguished school. Mindfulness means mental awareness, especially the awareness of one’s own thought, feelings, attitude and actions. It makes a man abandon his thinking set, always accept new information and reflect on himself with open mind and views, keeping the openness and diversification of his mind.On the base of past studies, this paper is mainly intended to take as its subject the mindfulness in middle schools’physical education. Through document data survey, questionnaire survey, logistic analysis and interviewing experts, the author try to tease out the connotation, essential characteristics, forms, current situation and main factors of the mindfulness in middle schools’physical education in a systematic way.The mindfulness that this paper deals with generally has two levels. For teachers, mindfulness refers to the ability to monitor their thoughts, principals and actions in physical education; for students, mindfulness refers to the concentration and active participation in physical education and the awareness of their cognition and attitude about physical education.According to the forms of mindfulness in middle schools’physical education and the connotation of mindfulness, a questionnaire survey was made on the mindfulness of50physical education teachers and500middle school students. The result suggests that the absence of mindfulness in physical education is very common. The main forms of the absence of mindfulness of teachers include being caught in "category trap", monotonous self-image, rigescent mode of thinking and teaching methods.While the forms of the absence of mindfulness of students are being ensnared in "category trap" and the lack of subjectivity. As for the teachers, the main factors that affect their mindfulness include repeated teaching, utilitarian teaching, and excess workload. The important factors include monotonous self-image, rigescent mode of thinking and teaching methods. For students, the fundamental reason for the absence of mindfulness is the incomplete understanding of the significance of physical education and lack of interest and subjectivity is also an important reason.It turned out that the absence of mindfulness in physical education has great negative effect on both teachers and students, which seriously affects the teaching quality of physical education. According to the research, this paper gives some suggestions on avoiding the absence of mindfulness in physical education.