Exploring breathwork concepts vis-a-vis the South African life skills curriculum and assessment policy statement

Abstract

In this study, we address a gap in existing literature by proposing the Singing Education Breathwork Quotient (SingEdBWQ), a framework aimed at enhancing the articulation of breathwork in South Africa’s Life Skills curriculum. Employing qualitative methods, we collected empirical data through synchronous interviews and document analysis involving nine participants, including educators and breathwork experts. Key themes identified include awareness, purposeful inhalation, non-tension, intake sufficiency, resistance, exhalation management, continuity, and performance regulation. Notable findings emphasise the significance of intake sufficiency for optimal singing and the role of breath leading in musical performance. The implications of the SingEdBWQ are substantial: it provides a structured approach for teacher training; promotes student well-being; and enhances communication across music education. By incorporating breathwork exercises effectively into curricula, educators can foster resilience and stress management among students. Ultimately, the SingEdBWQ serves as a vital tool for improving educational outcomes and holistic well-being in schools in alignment with the United Nations Sustainable Development Goals for health and quality education.