Why Personal Practice Matters: A Critical Review of Embodiment and Teacher Competence in Mindfulness-Based Interventions

Abstract Objectives This review examined why personal mindfulness practice is regarded as foundational for teachers delivering mindfulness-based interventions (MBIs), particularly Mindfulness-Based Cognitive Therapy (MBCT) and Mindfulness-Based Stress Reduction (MBSR). Although professional standards mandate sustained personal practice, empirical findings linking teacher competence or embodiment to participant outcomes remain inconsistent. The review aimed to synthesise evidence examining relati