{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,7]],"date-time":"2026-08-07T15:16:03Z","timestamp":1786115763320,"version":"build-2736575974"},"reference-count":61,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,8,6]],"date-time":"2026-08-06T00:00:00Z","timestamp":1785974400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Public Health"],"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>This study examined the effects of a 10-week yoga-integrated mind-body movement program embedded within routine mathematics instruction on elementary school students' problem-solving performance, computation skills, mathematics anxiety, and self-reported physical activity.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A quasi-experimental design was employed with third-grade students assigned to either a yoga-integrated mathematics group or a traditional mathematics instruction group. Outcome measures included verbal problem-solving performance, computation skills, overall mathematics achievement, mathematics anxiety, and self-reported physical activity assessed using the Physical Activity Questionnaire for Older Children (PAQ-C).<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Compared with the control group, students who participated in the yoga-integrated program demonstrated significantly greater improvements in problem-solving performance, computation skills, and overall mathematics achievement. The intervention group also showed significantly lower mathematics anxiety at post-test. In addition, students in the intervention group reported higher PAQ-C scores following the intervention, suggesting increased self-reported physical activity.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>Overall, the findings suggest that integrating structured mind-body movement into routine mathematics lessons may support cognitive, emotional, behavioral, and physical aspects of learning. However, because physical activity was assessed using a self-report instrument and the intervention was implemented in intact classrooms within a quasi-experimental design, the findings should be interpreted with appropriate caution. Future studies employing active comparison groups, objective measures of physical activity (e.g., accelerometry), and longitudinal follow-up designs are needed to clarify the mechanisms underlying these associations and to evaluate the long-term effectiveness of yoga-integrated mathematics instruction.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpubh.2026.1874706","type":"journal-article","created":{"date-parts":[[2026,8,6]],"date-time":"2026-08-06T05:32:57Z","timestamp":1785994377000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["A yoga-integrated mind-body movement intervention: effects on children's problem solving, mathematics anxiety, and physical activity"],"prefix":"10.3389","volume":"14","author":[{"given":"Derya","family":"Kay\u0131ran","sequence":"first","affiliation":[{"name":"Department of Child Development, Vocational School of Health Services, Kahramanmara\u015f S\u00fct\u00e7\u00fc 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