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

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,

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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