Mindful movement and skilled attention
Mindful movement and skilled attention
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DOI：
10.3389/fhurn.2015.00297
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发表时间：
2015-06-29
影响因子：
2.9
通讯作者：
Mostofsky, Stewart H.
中科院分区：
文献类型：
--
作者：
Clark, Dav;Schumann, Frank;Mostofsky, Stewart H.
长期以来，身体运动一直被用作培养注意力、自我控制或正念等心理技能的基础，最近的研究记录了瑜伽和太极等正念运动训练的积极影响。在许多发育障碍中也观察到平行的“身心联系”。我们通过考虑ADHD来阐述正念的一个谱，其中运动控制不足与受损（去抑制）的行为控制相关，有助于定义过度分心和冲动的特征。这些数据为幸福感的一个重要变化轴提供了证据，其中熟练的认知控制与熟练运动的能力相互作用。我们回顾经验和理论文献的注意力，认知控制，走神，正念和技能学习，赞同一个模型的熟练的注意力，其中运动计划，注意力和执行目标被视为相互共同定义方面的熟练的行为，相互抑制和兴奋的连接。因此，任何运动训练都应该涉及“高阶”抑制和选择，并制定一套协调目标、注意力和运动计划的排练程序。然而，我们认为，正念运动练习可以提高排练程序的功能质量，培养可转移的注意力技能。我们采用兰格的正念学习光谱，从“无念”到参与当前任务的细节，并将其与标准正念冥想中培养的心理态度进行对比。我们特别遵循Feldenkrais的建议，即有意识地学习组织身体运动的技能可能会转移到其他形式的心理活动中。正念运动训练的结果应该在多个补充措施中观察，并且可能对ADHD患者和其他人群具有巨大的潜在益处。
Bodily movement has long been employed as a foundation for cultivating mental skills such as attention, self-control or mindfulness, with recent studies documenting the positive impacts of mindful movement training, such as yoga and tai chi. A parallel "mind-body connection" has also been observed in many developmental disorders. We elaborate a spectrum of mindfulness by considering ADHD, in which deficient motor control correlates with impaired (disinhibited) behavioral control contributing to defining features of excessive distractibility and impulsivity. These data provide evidence for an important axis of variation for wellbeing, in which skillful cognitive control covaries with a capacity for skillful movement. We review empirical and theoretical literature on attention, cognitive control, mind wandering, mindfulness and skill learning, endorsing a model of skilled attention in which motor plans, attention, and executive goals are seen as mutually co-defining aspects of skilled behavior that are linked by reciprocal inhibitory and excitatory connections. Thus, any movement training should engage "higher-order" inhibition and selection and develop a repertoire of rehearsed procedures that coordinate goals, attention and motor plans. However, we propose that mindful movement practice may improve the functional quality of rehearsed procedures, cultivating a transferrable skill of attention. We adopt Langer's spectrum of mindful learning that spans from "mindlessness" to engagement with the details of the present task and contrast this with the mental attitudes cultivated in standard mindfulness meditation. We particularly follow Feldenkrais' suggestion that mindful learning of skills for organizing the body in movement might transfer to other forms of mental activity. The results of mindful movement training should be observed in multiple complementary measures, and may have tremendous potential benefit for individuals with ADHD and other populations.