Educational applications of aerobic exercise in psycho-oncology: Teaching mind–body resilience through movement
Abstract
Cancer represents not only a biomedical condition but also a profound psychological and existential experience that challenges patients’ sense of agency and well-being. Within psycho-oncology, aerobic exercise has emerged as a powerful mind–body intervention that extends beyond physical rehabilitation to serve as an educational medium for cultivating resilience. This narrative review synthesizes theoretical, empirical, and pedagogical evidence to explore how structured aerobic activity can teach self-regulation, emotional awareness, and adaptive coping in cancer care. Drawing on biopsychosocial and neuropsychobiological models, the review demonstrates that rhythmic aerobic movement enhances mood, cognition, and physiological coherence while fostering reflective learning through embodied experience. Integrating these effects into psycho-oncological education transforms exercise into a cyclical process of physiological activation, emotional insight, reflection, and personal transformation. Implementing such movement-based pedagogy requires interdisciplinary collaboration, culturally sensitive adaptation, and reflective facilitation, yet it holds significant promise for both patients and healthcare professionals. Ultimately, teaching resilience through movement unites therapy and education, embodying the biopsychosocial principles of psycho-oncology and redefining recovery as a dynamic, experiential process through which individuals learn to move with awareness, strength, and purpose toward holistic well-being.
Copyright (c) 2025 Author(s)
This work is licensed under a Creative Commons Attribution 4.0 International License.
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