ibmt introduction
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IBMT Introduction (http://www.yi-yuan.net/) or Email: yiyuanbalance@hotmail.com
Integrative Body-Mind Training (IBMT) originates from ancient eastern contemplative traditions,
including traditional Chinese medicine, Zen, etc. IBMT stresses no effort or less effort to control
thoughts, and the achievement of a state of restful alertness that allows a high degree of
awareness and balance of the body, mind, and environment. The meditation state is facilitated
through training and trainer-group dynamics, harmony, and resonance. A number of randomized
clinical trials indicate that IBMT improves attention and self-regulation and induces
neuroplasticity through interaction between the central and the autonomic nervous systems (Tang
et al, TICS, 2009; Tang et al, TICS, 2012).
IBMT involves several bodymind techniques including (Tang et al, CDP, 2012): (i) body relaxation, (ii) mental imagery, and (iii) mindfulness training, accompanied with
selected music background. In our studies, IBMT module one was used. A compact disc was
developed for module one that included background music. IBMT module one practice included
(i) pre-session, (ii) practice session, and (iii) post-session.
In the pre-session, usually 1 day before the experiment, the coach gathered subjects to have a
free question-and-answer meeting about IBMT practice via coaching techniques to ensure the
clear grasp of IBMT for the novices. The coach also set up the exact time, training room and
discipline for the group practice. The most important thing for the coach was to create a
harmonious and relaxed atmosphere for effective practice (Tang, 2005, 2007).
In the training session, subjects followed the compact disc and coachs instruction to practice 20-30 min each session. During the training session, the coach observed facial and body cues to
identify those who were struggling with the method and gave proper feedback immediately in
post-session. In the post-session, every subject filled out a questionnaire and evaluated the
practice. The coach gave short responses to subjects as required.
A qualified IBMT coach guides participants in their training by providing supporting instructions
throughout the practice sessions. A qualified coach is someone who has completed IBMT
training and passed associated certification tests, participated actively in the IBMT intervention
as part of training, and demonstrated the ability to effectively interact with the trainees. The role
and skill of the coach in effectively engaging intervention participants (i.e., using a
developmentally appropriate approach to help participants enter a meditation state) is critical,
especially when working with adolescents and children (Tang, 2005, 2007, 2009).
An example how to become a research instructor or coach: A person who achieves the three
levels of full training after theoretical and practical tests can apply for instructor status. IBMT
involves learning that requires experience and explicit instruction. To ensure appropriate
experience, coaches are trained to help novices practice IBMT properly. Instructors received
training on how to interact with groups to make sure they understand the training program
exactly. After each training session, the instructors gave brief and immediate responses to
questions raised by the participants, helped those who were observed to be having difficulties,
and asked each participant to fill out a questionnaire and make any comments. The most
important thing for coaches was to create a harmonious and relaxed atmosphere and give proper
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feedback for effective practice. The coach believes everyone has full potential and equality and
that coachs job is to find and enjoy a persons inner beauty and capacities to help them think better and unfold their potentials rather than to teach them.
IBMT has three levels of training: (i) body-mind health (BMH), (ii) body-mind balance (BMB),
and (iii) body-mind purification (BMP) for adults and one level of health and wisdom for
children. In each level, IBMT has theories and several core techniques instructed and guided by a
qualified coach.
A qualified coach is very important for each level of teaching and practice. Without coaching, it
is impossible or very difficult to practice IBMT correctly with only compact discs. Its the same situation when you learn swim or drive with a coach.
References
Tang YY, Rothbart MK, Posner MI. Neural correlates of establishing, maintaining and switching
brain states. Trends in Cognitive Sciences, 16, 330-337 (2012).
Tang YY, Lu Q, Fan M, Yang Y, Posner MI. Mechanisms of white matter changes induced by
meditation. Proceedings of the National Academy of Sciences, 109, 10570-4 (2012).
Tang YY, Yang L, Leve LD, Harold GT. Improving executive function and its neurobiological
mechanisms through a mindfulness-based intervention: advances within the field of
developmental neuroscience. Child Development Perspectives, 6, 361-366 (2012).
Tang, Y.Y. & Posner, M.I. Theory and method in Mindfulness Neuroscience. Social Cognitive
and Affective Neuroscience, 8,118-20 (2013).
Tang YY, Lu Q, Geng X, Stein EA, Yang Y, Posner MI. Short-term meditation induces white
matter changes in the anterior cingulate. Proceedings of the National Academy of Sciences, 107,
1564915652 (2010).
Tang, Y.Y., et al. Central and autonomic nervous system interaction is altered by short-term
meditation. Proceedings of the National Academy of Sciences, 106, 88658870 (2009).
Tang, Y.Y., et al. Short-term meditation training improves attention and self-regulation.
Proceedings of the National Academy of Sciences, 104, 1715217156 (2007).
Tang, Y.Y. & Posner, M.I. Attention training and attention state training. Trends in Cognitive
Sciences, 13, 222227 (2009).
Tang YY. 2009. Exploring the brain, Optimizing the life. Beijing, China: Science Press.
Tang YY. 2007. Multi-intelligence and Unfolding the Full Potentials of Brain. Dalian University
of Technology Press
Tang YY. 2005. Health from Brain, Wisdom from Brain. Dalian University of Technology Press
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