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<p>Abstract Objective: This study examined whether mindfulness increased through participation in movement-based courses and whether changes in self-regulatory self-efficacy, mood, and perceived stress mediated the relationship between increased mindfulness and better sleep. Participants: 166 college students enrolled in the 2007–2008 academic year in 15 week classes in Pilates, Taiji quan, or GYROKINESIS. Methods: At beginning, middle, and end of the semester, participants completed measures of mindfulness, self-regulatory self-efficacy, mood, perceived stress, and sleep quality. Results: Total mindfulness scores and mindfulness subscales increased overall. Greater changes in mindfulness were directly related to better sleep quality at the end of the semester after adjusting for sleep disturbance at the beginning. Tiredness, Negative Arousal, Relaxation, and Perceived Stress mediated the effect of increased mindfulness on improved sleep. Conclusions: Movement-based courses can increase mindfulness. Increased mindfulness accounts for changes in mood and perceived stress, which explain, in part, improved sleep quality.</p>

This case study of a campus known to incorporate contemplative practices in the curriculum and co-curriculum explored how a mindful campus is operated as well as what organizational structures and cultures are in place to support the use of contemplative practices. Supportive structures include physical structures (i.e., a labyrinth and meditation room), non-physical structures (i.e., a faculty learning community and student meditation club), and financial structures (i.e., a special professorate and internal grants). Cultural themes that emerged from participants’ description of the campus culture focused on embodiment of the liberal arts philosophy, community, and connection. All of Tierney’s (2008) aspects of culture—organizational mission, environment, information sharing, socialization of members, strategy, and leadership—had some evidence of being supportive of contemplative education in this campus culture, albeit in varying degrees. However, contemplative education, in itself, does not appear to be adequate to raise consciousness of issues of privilege, social justice, and diversity without making these issues explicit aspects of a mindful campus.