


































 Global Journal of Education and Allied  

Research (GJEAR) 
Volume.15, Number 8; August-2024; 

ISSN: 2837-3707 | Impact Factor: 7.80 

https://zapjournals.com/Journals/index.php/gjear  

Published By: Zendo Academic Publishing 

 

 

pg. 1 

MINDFULNESS AND CONCENTRATION AMONG WUSHU SPECIALTY 

STUDENTS USING TAI CHI PREPARATION TECHNIQUES 

 
1Yang Jiannan 

 

Article Info  Abstract 

Keywords: Tai Chi, 

mindfulness, concentration, Tai 

Chi proficiency 

 

DOI 

10.5281/zenodo.13600142 

 The study explored Tai Chi as a preparatory technique in Chinese 

Wushu (kung fu or martial arts) and its correlation with students’ 

mindfulness levels and concentration levels.  One hundred four 

students were selected and qualified based on a nonrandomized 

selection, with the majority falling within the age range of 18–21 years, 

of which 58.65% were males and 41.35% were females. The 

descriptive analyses revealed a moderate level of mindfulness among 

the participants. Who also demonstrated good concentration abilities 

with moderate variability in scores.  

The Tai Chi proficiency scores revealed that most students performed 

well in Tai Chi, with many achieving outstanding or good proficiency 

levels. Additionally, correlational analyses revealed significant 

associations between mindfulness and concentration, concentration 

and Tai Chi proficiency, and mindfulness and Tai Chi proficiency of 

Wushu specialty students.  

These findings underscore the importance of boosting mindfulness 

programs, developing strategies, and interventions aimed at improving 

concentration skills among student athletes, and implementing 

specialized training sessions and workshops focused on refining Tai 

Chi techniques and enhancing proficiency levels among Wushu 

students. Moreover, longitudinal or quasi-experimental studies should 

be conducted to further investigate the effects of mindfulness training, 

concentration enhancement strategies, and other related variables on 

Wushu specialty students. 
 

 

1.  Introduction 

Aichi, a subset of the traditional Wushu, combines Chinese martial arts and meditative movements that promote 

balance and the healing of the mind and body. This involves a series of slowly performed dance-like postures that 

flow into one another. Studies have revealed that Tai Chi offers physiological and psychosocial benefits across a 

spectrum of individuals, including athletes and adults with or without medical conditions. As a mindfulness–body 

                                                 
1 Adamson University Graduate School,  

https://zapjournals.com/Journals/index.php/gjear


Global Journal of Education and Allied Research (GJEAR) Vol. 15 (8) 

 

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practice, Tai Chi integrates mental concentration, physical balance, muscle relaxation, and relaxed breathing. On 

a side note, it is commonly included in modern Wushu schools’ curricula.  

Cognitive and psychological aspects play significant roles in Tai Chi practitioners, and the practice of Tai Chi 

can affect these aspects. However, few studies have explored mental concentration in relation to practitioners’ 

performance.  In addition, the relationship between mental concentration and mindfulness, a crucial variable in 

Tai Chi, remains relatively less explored, especially within the context of students. In sum, the aforementioned 

contexts have foregrounded the significance of Tai Chi, mindfulness, and concentration. There are also 

considerable gaps in the existing research that require further investigation into the relationship between these 

variables and extending the spectrum of existing participants among students majoring in Chinese Wushu with a 

focus on Tai Chi. This study addresses the gaps in these areas.  

1.1. Background of the study 

For centuries, the Chinese have enjoyed many benefits and advantages associated with Tai Chi. People of all ages 

and backgrounds from around the world are discovering what the Chinese have known for centuries: that the 

long-term sustained practice of Tai Chi leads to positive changes in physical and mental well-being (Guo et al., 

2013). For hundreds of years, the Chinese have enjoyed many benefits that Tai Chi is believed to offer. Today, 

people of all ages and backgrounds from around the world are discovering what the Chinese have known for 

centuries: that the long-term sustained practice of Tai Chi leads to positive changes in physical and mental well-

being (Guo et al., 2013). Furthermore, as mentioned by Sani et al. (2023), Tai Chi is a mindfulness–body practice 

that has physiological and psychosocial benefits and can be integrated into the prevention and rehabilitation of 

various medical conditions. 

Historically, mindfulness, a concept central to Buddhist teachings, has been linked with the practice of meditation, 

which aims to foster a nonjudgmental awareness of one’s present moment-to-moment experiences (Kabat-Zinn, 

2003, as cited in Nedeljkovic et al., 2012). Current interest in mindfulness within sport psychology also continues 

to grow, with researchers working on different issues related to mindfulness (Garland et al., 2015). Research 

supports the notion that mindfulness enhances sport performance, although some caution is needed about potential 

inadequacies in certain studies (Kee, 2019). By and large, mindfulness is considered a viable alternative approach 

to preparing athletes for optimal athletic performance, according to Harita et al. (2022).  

Concentration, on the other hand, refers to the ability to focus on relevant environmental cues (Weinberg and 

Gould, 2015, as cited in Dereceli, 2018). Some authors and researchers use attention and concentration 

interchangeably (e.g., Sindik & Fiskus, 2015). In sport psychology, concentration refers to the focus on sensory 

or mental events coupled with mental effort. Therefore, it relates primarily to the selective attention dimension, 

in which individuals selectively process some sources of information while ignoring others (Jackson, 2014). For 

Sindik and Diskus, attention (concentration) is a concept studied in cognitive psychology that refers to how we 

actively process specific information in our environment. It allows one to “filter out” information, sensations, and 

perceptions that are not relevant at the moment and instead focus on important information.  

Simply put, concentration in sports requires mental effort. It is where athletes direct their attention (Sterling Sport 

Mindset, 2023). However, it is intriguing to observe that while the literature frequently asserts that experienced 

athletes have better attention and concentration skills (Canterbury Strength, 2023), there is a scarcity of articles 

and studies addressing the topic of concentration, particularly its association with Tai Chi and the martial arts.  

1.2. Statement of the problem 

This research investigates mindfulness and concentration in Wushu (Chinese martial arts) specialty students by 

employing Tai Chi preparation techniques. Specifically, it aims to answer the following questions: 



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (8) 

 

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1. What is the level of mindfulness among Wushu specialty students using Tai Chi preparation techniques? 

2. What is the level of concentration among Wushu specialty students using Tai Chi preparation techniques? 

3. How proficient are Wushu specialty students’ Tai Chi performance? 

4. Is there a significant relationship between concentration and proficiency in tai chi among Wushu specialty 

students? 

5. Is there a significant relationship between mindfulness and Tai Chi proficiency among Wushu specialty 

students? 

6. Is there a significant relationship between mindfulness and concentration among Wushu specialty students 

who utilize Tai Chi preparation techniques? 

1.3. Significance of the study 

This research is expected to have benefits and implications: 

Students and practitioners. This study can deepen students’ understanding of how mindfulness and concentration 

are related to Wushu performance. The study is expected to provide insights into how these variables can impact 

students’ proficiency in Tai Chi and overall Wushu performance. In addition, this study can foster a broader 

awareness of the importance and benefits of Tai Chi, thereby promoting healthier lifestyles and sports 

participation. 

Wushu instructors, coaches, and trainers. This study will provide valuable insights that instructors can 

incorporate into their teaching methodologies, using them to innovate their pedagogy and enrich their curricula 

on Wushu, specifically on Tai Chi preparation techniques. Coaches and trainers can also benefit from the findings 

of this study, offering them a springboard to craft training programs that are more attuned to their students’ needs.  

Academic institutions and future researchers: This study will contribute to the preservation and understanding of 

Wushu and Tai Chi as a part of Chinese culture and tradition. Academic institutions offering Wushu programs 

can enrich their curricula by integrating the importance and practice of mindfulness among their students. Other 

academic institutions can also draw inspiration from the findings of this study and incorporate Tai Chi into their 

wellness programs.  

1.4. Scope and delimitation 

This study focused on Tai Chi as a preparatory technique in Chinese Wushu (kung fu or martial arts) and how 

students’ proficiency in this technique relates to mindfulness and concentration. This involved university students 

in China who specialized in Wushu with a focus on Tai Chi. The participants were selected based on the following 

inclusion/exclusion criteria: (1) presently enrolled in the university during the data gathering; (2) majoring in 

Wushu with a focus on Tai Chi; and (3) no prevailing health conditions. 

Data collected during the first semester of AY 2023-2024. Self-reported measures of mindfulness were collected 

through a survey questionnaire, which could have introduced biases and subjective perspectives among the 

students. Moreover, the proficiency of students in Tai Chi was evaluated through direct observation and scoring 

using a teacher-made assessment tool, which could involve the observer’s subjectivity.  

1.5.  Theoretical framework 

The philosophical and theoretical bases underpinning the study on mindfulness, concentration, and performance 

among Wushu specialty students using Tai Chi as a preparatory technique.  

The fundamental concept in Buddhist philosophy is that altering one’s thoughts can transform one’s reality. The 

earliest teachings of Buddhism assert with conviction that the “Mind precedes all mental states. Mind is their 

chief; they are all creatures of thought. If with an impure mind a person speaks or acts, suffering follows—like 

the wheel that follows the foot of the ox. If with a pure mind a person speaks or acts, happiness follows him—



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (8) 

 

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like his never-departing shadow.” Buddhism also espouses mindfulness as one of the eightfold paths, a technique 

that emerged from yogic meditation encompassing the ability to focus one’s attention on the present moment” 

(van der Walt, 2020). Interestingly, in Chinese philosophy, Confucianism also taught that one had to take eight 

steps to self-cultivation and social harmony. among these eight steps, the third step “rectification of the mind” 

also closely resembles the concept of mindfulness. 

Indeed, mindfulness has been theoretically and empirically associated with psychological well-being—the 

development of which has been integrated into various mindfulness-centered approaches. These approaches 

include interventions that claim that mindfulness plays an important role in mental health, mindfulness-based 

stress reduction, and mindfulness-based cognitive therapy (Williams et al., 2023). 

Another foreground that found consonance with the variables in the study is The Theory of Attentional and 

Personal Style (TAIS), which was pioneered by Robert Nideffer in the field of sport psychology (Nideffer, 1976, 

as cited in Wikidot, 2023). TAIS has its primary application in the analysis and training of athletic behavior, 

specifically attentional focus and concentration. According to Oxford Reference (2023), this theory proposes that 

attentional style exists along two dimensions: width and direction. The width ranges from broad to narrow. Those 

with broad attention can focus on a large range of stimuli, whereas those with narrow attention tend to focus on a 

limited range of stimuli. The direction of attentional style varies on a continuum from internal to external focus.   

Particularly noteworthy, attention and concentration are two closely related but different concepts. In sports 

psychology, concentration refers to the focus on sensory or mental events coupled with mental effort. It relates 

primarily to selective attention, where individuals selectively process sources of information while ignoring or 

disregarding others (Jackson, 2014). The researcher asserts that concentration is an important aspect not only in 

Wushu but also in mindfulness, an important element in Tai Chi proficiency; hence, it is an interesting variable 

to examine. 

2. Methodology 

This chapter presents the research method used in this study.  

2.1. Research locale 

The study involved Hunan Normal University (HNU) students in China who specialize in Wushu with a focus on 

Tai Chi. It was founded in 1938 and is located in the historical and cultural city of Changsha, China. The university 

covers an area of nearly 3,000 acres, with a building area of 1.31 million square meters. The main campus is 

surrounded by Lu Mountain in the west and Xiangjiang River in the east, with beautiful scenery. It is one of the 

“400 best” greening units in China.   

The study was conducted at Hunan Normal University in China because it was accessible to the researcher. 

Additionally, the university provided support and resources to facilitate the smooth execution of this research. 

2.2. Sample and sampling technique 

The researcher specifically considered students pursuing a Bachelor of Education majoring in Chinese Wushu 

with an emphasis on Tai Chi in their curriculum to be participants in the study. These Wushu specialty students 

were first- to fourth-year students who belonged to the Chinese Wushu program at the Physical Education College 

of HNU, the researcher’s home university. Fourth-year Wushu majors had an internship, during which they taught 

Chinese Wushu to fellow students in their later years. Note that eligibility for enrollment in this specialized 

program relied heavily on the student’s notable performance in Wushu competitions. To qualify, a student must 

have been within the top 3 ranks in Wushu competitions and secured the title of a Wushu National Level 2 Athlete. 



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (8) 

 

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The researcher was handling 18 Chinese martial arts classes, with 6 classes focusing on Tai Chi. The estimated 

class sizes ranged from 15 to 19 students per class. The participants in this study were selected using a non-

probability convenient sampling technique based on the inclusion and exclusion criteria.  

To qualify, a potential participant had to meet the following requirements: (1) be presently enrolled in the 

university during the data gathering; (2) be enrolled in the Bachelor of Education program majoring in Chinese 

Wushu with an emphasis on Tai Chi; and (3) have no prevailing health conditions. Participation in the study was 

voluntary, with no financial compensation offered. 

2.3. Data gathering procedure 

This research was scheduled for implementation during the first semester of the academic year 2023-2024. 

Initially, ethical clearance was obtained from the Adamson University board ethics committee and formally 

requested permission from Hunan Normal University to conduct the study. Upon receiving approval, the 

researcher personally and directly contacted potential participants to inform them about their anticipated 

involvement in the data collection process. The researcher then communicated to potential participants the 

purpose and procedure of the assessments, including details about the FFMQ, SLCT, and TCAC. 

Following this, potential participants underwent a screening procedure to confirm if they met the following 

eligibility criteria: a student must (1) be presently enrolled in the university during the data gathering; (2) be under 

the Wushu program with a focus on Tai Chi; and (3) have no prevailing health conditions. The researcher obtained 

written informed consent from eligible Tai Chi students. The schedule for the three assessments was accordingly 

arranged. The FFMQ will be transformed into an electronic version using the Questionnaire Star or Google Forms 

platform. The researcher will then administer the FFMQ to the students. On another schedule, students complete 

the SLCT within a specified time (i.e., 90 seconds). 

A designated performance day or multiple days, depending on student count and availability, was arranged to 

evaluate their Tai Chi performance. Students were informed about the criteria for evaluating their performance 

and were provided with a copy of TCAC as much as possible. With the use of TCAC, two to three observers 

evaluated each participant’s Tai Chi performance. The participants’ final Tai Chi proficiency scores were 

calculated as the average of the scores given by the observers. 

All data collected from the three assessments were coded and organized to ensure that all data points were 

documented correctly. Then, the data were aggregated, analyzed, and interpreted for the final output. 

2.4. Statistical analysis 

SPSS was used to conduct descriptive analysis to examine the distribution, central tendency, and variability of 

the variables. Additionally, the researcher calculated correlation coefficients to assess the relationships among 

mindfulness, concentration, and tai chi proficiency and explore any potential patterns or trends in the data. Using 

a .05 level of significance, the analysis of the hypotheses was carried out and the findings were interpreted in light 

of the research questions and objectives. 

To summarize, the researcher employed the following statistical tools and treatments based on the research 

questions: 

RQ 1: Level of Mindfulness Mean and standard deviation 

RQ 2: Concentration Level Mean and standard deviation 

RQ 3: Tai Chi Proficiency Score Mean and standard deviation 

RQ 4: Relationship between 

Mindfulness and Tai Chi Proficiency 

Pearson r 

RQ 5: Relationship between Pearson r 



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (8) 

 

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Concentration and Tai Chi Proficiency 

RQ 6: Relationship between 

Mindfulness and Concentration  

Pearson r 

 

3. Results and analysis 

This section presents the relevant findings of the investigation and their analysis. 

Students’ Level of Mindfulness 

The students’ level of mindfulness was assessed and scored using the Five Facet Mindfulness Questionnaire 

(FFMQ), a 39-item self-assessment tool that measures five aspects of mindfulness: observation, description, 

aware actions, nonjudgmental inner experience, and nonreactivity. The FFMQ was transformed into an electronic 

version using the Google Forms platform. Subsequently, the researcher administered the FFMQ to eligible 

participants. Descriptive and correlation analyses were then performed. 

Table 1 shows that the students’ mindfulness level ranged from a minimum of 2.44 to a maximum of 4.21, with 

a mean score of 3.1691 and a standard deviation of 0.31174. This suggests that, on average, students exhibit a 

moderate level of mindfulness, with some variability in individual scores. 

Table 1.  

Descriptive Statistics on Students’ Mindfulness 

 N Minimum Maximum Mean Std. Deviation 

Students’ Mindfulness levels 104 2.44 4.21 3.17 0.31 

Valid N (listwise) 104     

 

The students’ overall level of mindfulness was assessed by computing the mean scores across five aspects: 

Observing, Describing, Acting with Awareness, Nonjudging of Inner Experience, and Nonreactivity to Inner 

Experience. Table 2 provides the mean scores, standard deviations, and qualitative descriptions for each aspect. 

Table 2.  

Students’ Mean Scores for Overall Level of Mindfulness 

Aspect Mean Score 
Standard 

Deviation 

Qualitative 

Description 

Rank 

Observing 3.39 1.05 sometimes true 1 

Describing 3.35 0.97 sometimes true 2 

Acting with Awareness 3.27 1.06 sometimes true 3 

Nonpurging one’s inner experience 2.70 1.02 sometimes true 5 

Nonreactivity to Inner Experience 3.13 1.01 sometimes true 4 

Overall Mean 3.17 1.02 sometimes true  

Legend: 1.00–1.50 never or very rarely true; 1.51–2.50 rarely true; 2.51–3.50 sometimes true; 3.51–4.50 often 

true; 4.51–5.50 very often or always true 

The composite mean score for overall mindfulness was 3.17, with a standard deviation of 1.02, indicating a 

moderate level of mindfulness among the participants. The qualitative description suggests that mindfulness 

behaviors are “sometimes true” on average across all aspects. Although all the subscales received a response of 

“sometimes true” from the students, it is evident that students believe they have higher skill in observation, as 

indicated by their highest mean score. They also have high-level abilities in describing and acting with awareness, 



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followed by nonreactivity to inner experience. On the other hand, their ability to judge inner experience received 

the lowest mean score. 

Upon examining individual aspects, it is evident that students demonstrate varying levels of mindfulness across 

different dimensions. Observing (M = 3.39), Describing (M = 3.35), and Nonreactivity to Inner Experience (M = 

3.13) scores were relatively higher, indicating a slightly stronger tendency toward these aspects of mindfulness. 

Acting with Awareness (M = 3.27) and Nonjudging of Inner Experience (M = 2.70) received slightly lower mean 

scores, suggesting a moderate level of proficiency in these areas. The standard deviations across aspects remained 

relatively consistent, indicating uniformity in participants’ responses for each aspect. However, there is variability 

in the extent to which students exhibit mindfulness behaviors across different dimensions, as indicated by the 

mean scores. 

In summary, the analysis suggests that students possess a moderate level of mindfulness overall, with some 

variability in their proficiency across different aspects.  

Students’ concentration levels 

The students’ level of concentration was assessed using the six‑letter cancelation task (SLCT), a sheet of 22 rows 

× 14 columns of randomly arranged letters of the letter. The top of each sheet lists the six target letters. Subjects 

are given the choice of two possible strategies to cancel target letters (i) all six letters at once or (ii) selecting a 

single target letter at a time. It is also suggested that students follow horizontal, vertical, or random paths on the 

test sheet according to their own choices. They are told to cancel as many target letters as possible within a test 

time of 90 seconds. Scoring for SLCT included the total cancelations attempted, and the number of wrong 

cancelations. The net score was obtained by subtracting the incorrectly attempted score from the total attempted 

score. Table 9 shows the results of administering SLCT.  

Table 3.  

Descriptive Statistics of Students’ Concentrations 

 N Minimum Maximum Mean Std. Deviation 

Students’ Concentration Scores 104 40.00 60.00 50.51 4.43 

Valid N (listwise) 104     

 

The concentration scores ranged from a minimum of 40.00 to a maximum of 60.00, with a mean score of 50.5096 

and a standard deviation of 4.42630. These results indicate that, on average, students demonstrate good 

concentration abilities, with moderate variability in scores across the sample. 

Pradhan and Nagendra (2008) examined the normative data for the letter cancelation task in school children and 

proposed the following model equation: SLCT score = -4.307 + 2.545 × Age – 4.25 × Sex.  This suggests that 

with each additional year of age, the SLCT scores increase by an average of 2.545 points and decrease by 4.25 

points based on sex (female is 1 and male is 0). These coefficients enable the calculation of correction scores for 

individual subjects to account for the effects of age and sex. The results found higher scores with an increase in 

the age of both sexes; females had higher scores than males in the cancelation task performance. For instance, 

using the model equation, a 20-year-old male is expected to have an SLCT score of approximately 47 points, 

whereas a female of the same height is expected to have 55 points. The result of this study, in which the mean 

score was approximately 51, confirms the validity of the established normative data. 

Tai Chi Proficiency Level of Students 

The students’ Tai Chi performance was evaluated by the researcher using the researcher’s assessment criteria. 

The Tai Chi Assessment Criteria is a teacher-made assessment tool that outlines the standard levels and their 



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corresponding criteria for Tai Chi. This category includes five distinct levels: outstanding (90 points or above), 

good (80-89), medium (65–79), passing (60–64), and failed (below 60 points). These levels are associated with 

specific criteria that emphasize essential elements while performing Tai Chi like movement, technique, strength, 

rhythm, style, and coordination. This assessment tool was used by the researcher to evaluate the proficiency of 

each student in Tai Chi. Table 10 shows the results of evaluating students’ Tai Chi performance. 

 

 

 

Table 4. 

Descriptive Statistics of Students’ Tai Chi Proficiency 

 N Minimum Maximum Mean Std. Deviation 

Tai Chi Proficiency Scores of 

Students 

104 75.00 96.00 83.96 4.15 

Valid N (listwise) 104     

 

The Tai Chi proficiency scores ranged from a minimum of 75.00 to a maximum of 96.00, with a mean score of 

83.9615 and a standard deviation of 4.14758. This suggests that, on average, students have a “good” level of 

proficiency in Tai Chi, with relatively low variability in scores across the sample. Overall, based on the 

distribution of scores and defined proficiency levels, it seems that most students performed well in Tai Chi, with 

many achieving outstanding or good proficiency levels. The assessment criteria effectively differentiate between 

various levels of performance based on essential elements like movement, technique, strength, rhythm, style, and 

coordination. 

Relationship between Mindfulness and Concentration 

Table 5 shows the results of the correlation analysis conducted between the pair of variables: students’ level of 

mindfulness and students’ concentration scores. 

Table 5.  

Correlation between Students’ Mindfulness Level and Concentration 

Variables 

Students’ 

Mindfulness 

Level 

Students’ 

Concentration 

Scores 

Interpretation Decision 

H0 

Students’ 

Mindfulness Level 

Pearson 

Correlation 

1 .718* Significant Reject 

Sig. (2-tailed)  .000 

N 104 104 

Students’ 

Concentration 

Scores 

Pearson 

Correlation 

.718* 1 Significant Reject 

Sig. (2-tailed) .000  

N 104 104 

*. Correlation was significant at the 0.05 level (2-tailed). 

 

As shown in Table 5, the correlation analysis between students’ mindfulness levels and concentration scores 

revealed a strong positive correlation coefficient of r = 0.718 (p < 0.05, two-tailed). The null hypothesis was 



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (8) 

 

pg. 9 

rejected at a significance level of 5%. Hence, there is enough evidence to conclude that there is a significant and 

positive relationship between students’ mindfulness levels and concentration scores. In other words, as students’ 

mindfulness levels increase, their concentration scores also tend to increase, and vice versa. 

The correlation coefficient of 0.718 suggests a strong association between these two variables. This implies that 

mindfulness practices can contribute to improved concentration abilities among students, and vice versa. 

However, correlation does not imply causation, and further research is needed to establish causal relationships 

between mindfulness and concentration. This finding underscores the potential benefits of incorporating 

mindfulness training into educational settings to enhance students’ concentration skills, which could positively 

impact their academic performance and overall well-being. 

Relationship between Concentration and Tai Chi Proficiency 

Table 6 shows the results of the correlation analysis conducted between the pair of variables: students’ 

concentration scores and students’ Tai Chi proficiency scores. 

Table 6.  

Correlation between Concentration and Tai Chi Proficiency 

Variables Students’ 

Concentration 

Scores 

Tai Chi 

Proficiency 

Scores of 

Students 

Interpretation Decision H0 

Students’ 

concentration 

scores 

Pearson 

Correlation 

1 .748* Significant Reject 

Sig. (2-tailed)  .000 

N 104 104 

Tai Chi 

Proficiency Scores 

of Students 

Pearson 

Correlation 

.748* 1 Significant Reject 

Sig. (2-tailed) .000  

N 104 104 

* Correlation was significant at the 0.05 level (2-tailed). 

 

As shown in Table 6, the correlation analysis between students’ concentration scores and Tai Chi proficiency 

scores revealed a strong positive correlation coefficient of r = 0.748 (p < .05, two-tailed). The null hypothesis was 

rejected at a significance level of 5%. Hence, there is enough evidence to conclude that there is a significant and 

positive relationship between students’ concentration scores and their Tai Chi proficiency scores. In other words, 

as students’ concentration score increases, their Tai Chi proficiency scores also tend to increase and vice versa. 

The correlation coefficient of .748 suggests a strong association between these two variables. This implies that 

engagement in tai chi practice may contribute to improved concentration abilities among students, and vice versa. 

However, it is essential to note that correlation does not imply causation, and further research is needed to 

establish causal relationships between tai chi practice and concentration. 

This finding highlights the potential benefits of integrating Tai Chi training into educational programs to enhance 

students’ concentration skills, which could potentially lead to improved academic performance and overall well-

being. 

Relationship between Tai Chi Proficiency and Mindfulness 

Table 7 shows the results of the correlation analysis conducted between the pair of variables: students’ level of 

mindfulness and students’ Tai Chi proficiency scores. 



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (8) 

 

pg. 10 

Table 7.  

Correlation between Students’ Mindfulness and Tai Chi Proficiency 

Variables 
Students’ 

Mindfulness Level 

Tai Chi 

Proficiency 

Scores of 

Students 

Interpretation Decision H0 

Students’ 

Mindfulness levels 

Pearson 

Correlation 

1 .849* Significant Reject 

Sig. (2-tailed)  .000 

N 104 104 

Tai Chi Proficiency 

Scores of Students 

Pearson 

Correlation 

.849* 1 Significant Reject 

Sig. (2-tailed) .000  

N 104 104 

*. The correlation is significant at the 0.01 level (2-tailed). 

 

As shown in Table 7, the correlation analysis between students’ mindfulness levels and Tai Chi proficiency scores 

revealed a strong positive correlation coefficient (r = 0.849 (p < 0.05, two-tailed). The null hypothesis was rejected 

at a significance level of 5%. Hence, there is enough evidence to conclude that there is a highly significant and 

positive relationship between students’ mindfulness levels and their Tai Chi proficiency scores. In other words, 

as students’ mindfulness levels increase, their Tai Chi proficiency scores also tend to increase, and vice versa. 

The correlation coefficient of 0.849 suggests an exceptionally strong association between these two variables. 

This implies that engagement in mindfulness practices can contribute to improved Tai Chi proficiency among 

students, and vice versa. However, it is essential to note that correlation does not imply causation, and further 

research is necessary to establish causal relationships between mindfulness and Tai Chi proficiency. This finding 

underscores the potential synergistic benefits of combining mindfulness training and Tai Chi practice in 

educational settings, which could enhance overall well-being and student performance. 

Based on the results of the study, the researcher concluded the following: 

1. The students had a moderate level of mindfulness, suggesting that mindfulness behaviors are “sometimes 

true” on average across all aspects. Students can exhibit moderate abilities in observing sensory experiences and 

in describing and articulating their thoughts, feelings, and experiences. Moreover, they can manifest moderate 

abilities in acting with awareness and attentiveness, observing their thoughts and emotions without reacting 

impulsively, and accepting their thoughts and emotions without judgment. 

2. Students demonstrate good concentration ability. As Wushu specialty students, they can perform with a 

clear and present focus on the demands of their tasks. 

3.  Most students perform well in Tai Chi, with many achieving outstanding or good proficiency levels. They 

can exhibit good performance in Tai Chi based on essential elements like movement, technique, strength, rhythm, 

style, and coordination.  

4. There is a significant, strong, positive correlation between mindfulness and concentration. Mindfulness 

practices may improve concentration abilities among Wushu specialty students, and vice versa. 

5. There is a significant, strong, positive correlation between concentration and Tai Chi proficiency. Wushu 

specialty students with higher concentration scores tend to exhibit better Tai Chi proficiency scores, and vice 

versa. 



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (8) 

 

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6. There is a significant, strong, positive correlation between mindfulness and Tai Chi proficiency. Wushu 

specialty students with higher levels of mindfulness tend to exhibit better proficiency in Tai Chi 

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