Cohérence cardiaque et éducation. Une pratique comme soutien à l’inclusion scolaire ?

Abstract : The feeling of well-being is now considered to be fundamental to the concept of quality of life in the classroom (Florin, Guimard, 2017). Paced breathing (heart coherence, resonant breathing) has been used as a tool to support stress management by health professionals for over twenty years. Paced breathing is a simple and easy to set up breathing practice. We have therefore been interested in its integration in a learning situation in elementary schools in France. From the results of an 8-week research protocol, we have been able to measure the impact of this breathing practice for teachers and students on perceived stress and on classroom climate. Based on the measured effects relating to the relationship to others, we were wondering if the practice of paced breathing in school was appropriate as to support the enhancement of school inclusion in its broadest sense.
Document type :
Journal articles
Complete list of metadatas

http://hal.univ-reunion.fr/hal-02174998
Contributor : Réunion Univ <>
Submitted on : Friday, July 5, 2019 - 2:03:30 PM
Last modification on : Saturday, July 6, 2019 - 1:32:20 AM

Identifiers

  • HAL Id : hal-02174998, version 1

Collections

Citation

Michaël Vauthier, O’hare David, Alessio Guarino. Cohérence cardiaque et éducation. Une pratique comme soutien à l’inclusion scolaire ?. La nouvelle revue - Éducation et société inclusives (ISSN : 2609-5211), INSHEA, 2019, 1 (85), pp.173-194. ⟨hal-02174998⟩

Share

Metrics

Record views

19