The aim of this study was to test the notion that integrating movement into the learning environment contributes to the academic achievements of kindergarten students. One hundred and sixty Israeli 4–6 year-old kindergarten students participated in the study for 145 days, which included pre- and post-intervention tests in language, mathematics, and non-verbal intelligence. The three interventions consisted of (a) a mindful movement—integrating movement in academic learning, (b) a movement for its own sake—allowing children free movement without providing academic instruction, and (c) a control condition—children engaging in their regular academic environment activities.
The findings revealed that the mindful movement intervention resulted in the highest improvement in the academic achievement tests. Children engaging in movement for its own sake did not differ from the control condition. The findings support the notion that mindful movement enhances kindergarten children’s academic achievements. Possible explanations for this outcome are discussed.