1 191 113 A RANDOMIZED STUDY ON THE EFFECTS OF MINDS IN MOTION AND YOGA ON MOTOR PROFICIENCY AND ACADEMIC SKILLS AMONG ELEMENTARY SCHOOL CHILDREN. BACKGROUND: PHYSICAL ACTIVITY IS CRITICAL FOR THE HEALTHY DEVELOPMENT AND WELL-BEING OF CHILDREN. SPECIFICALLY, PHYSICAL ACTIVITY IS ASSOCIATED WITH IMPROVEMENTS IN COORDINATION, BALANCE, ATTENTION, AND BEHAVIOR AMONG ELEMENTARY SCHOOL-AGED CHILDREN. HOWEVER, FOR MANY CHILDREN, PARTICULARLY THOSE BELONGING TO MINORITY GROUPS, OPPORTUNITIES TO ENGAGE IN QUALITY PHYSICAL ACTIVITY PROGRAMS OUTSIDE SCHOOL SETTINGS ARE LIMITED. THE PURPOSE OF THIS STUDY WAS TO EXAMINE THE WHETHER A PHYSICAL ACTIVITY PROGRAM CALLED MINDS IN MOTION (MIM) THE MAZE BEFORE SCHOOL, AS COMPARED WITH YOGA, MEETS THE CRITERIA OF THE COMPREHENSIVE SCHOOL PHYSICAL ACTIVITY PROGRAM FRAMEWORK AS A BEFORE-SCHOOL PROGRAM TO IMPROVE OVERALL PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE AMONG ELEMENTARY SCHOOL-AGE STUDENTS. METHODS: A TOTAL OF 48 CHILDREN ATTENDING AN URBAN PUBLIC SCHOOL WITH LARGE MINORITY REPRESENTATION IN THE MIDWEST WERE RANDOMLY ASSIGNED TO MIM-THE MAZE OR YOGA. PARTICIPANTS WERE ASSESSED ON MOTOR PROFICIENCY, BEHAVIOR, BALANCE, AND ACADEMIC SKILLS BEFORE AND AFTER TRAINING. TRAINING CONSISTED OF EITHER YOGA OR MIM-THE MAZE 30 MINUTES PER DAY BEFORE SCHOOL, 5 TIMES PER WEEK FOR 12 WEEKS. RESULTS: MIM-THE MAZE AND YOGA GROUP STUDENTS SHOWED SIGNIFICANT IMPROVEMENTS IN ACADEMIC SKILLS. CONCLUSIONS: MIM-THE MAZE IS FEASIBLE AND AFFORDABLE BEFORE-SCHOOL PROGRAM TO PROMOTE STUDENTS' CLASSROOM BEHAVIOR IN ELEMENTARY SCHOOL STUDENTS. 2020 2 249 32 A YOGA INTERVENTION FOR YOUNG CHILDREN: SELF-REGULATION AND EMOTION REGULATION. YOGA-BASED INTERVENTIONS HAVE BEEN IMPLEMENTED IN SCHOOLS AND DEMONSTRATED PROMISING RESULTS ON STUDENTS' SELF-REGULATION OUTCOMES. NEVERTHELESS, THERE IS LIMITED LITERATURE ON THE EFFECTS THAT YOGA MAY HAVE FOR CHILDREN IN THE EARLY PRIMARY GRADES, DESPITE THE EVIDENCE DEMONSTRATING THAT THIS IS AN OPPORTUNE PERIOD IN DEVELOPMENT FOR EARLY SELF-REGULATION. FEW STUDIES HAVE FOCUSED ON YOUNG CHILDREN LIVING IN THE CONTEXT OF ECONOMIC DIFFICULTY, WHICH CAN HINDER CHILDREN'S DEVELOPMENT OF SELF-REGULATORY SKILLS AND EDUCATIONAL TRAJECTORIES. THE EFFECTS OF AN EIGHT-WEEK YOGA INTERVENTION ON ECONOMICALLY DISADVANTAGED PRE-KINDERGARTEN AND KINDERGARTEN CHILDREN'S SELF-REGULATION AND EMOTION REGULATION WERE EXAMINED VIA A PAIRED WITHIN-SUBJECTS COMPARISON STUDY. NINE CLASSROOMS WERE ASSIGNED TO THE YOGA INTERVENTION (TREATMENT FIRST, TXFIRST; N = 90) OR A WAIT-LIST CONTROL GROUP (TREATMENT SECOND, TXSECOND; N = 64). ALL CHILDREN WERE ASSESSED AT PRE-INTERVENTION (TIME 1), POST-INTERVENTION ASSESSMENT FOR TXFIRST (TIME 2), AND POST-INTERVENTION ASSESSMENT FOR TXSECOND (TIME 3). CHILDREN DEMONSTRATED SIGNIFICANT PREDICTED GAINS ON A BEHAVIORAL TASK OF SELF-REGULATION AND DECLINES IN TEACHER-RATED SUBMISSIVE VENTING AND TOTAL BEHAVIOR PROBLEMS. IMPLICATIONS FOR FUTURE RESEARCH ARE DISCUSSED, WITH A FOCUS ON INCLUDING FOLLOW-UP ASSESSMENTS AND MULTIPLE DIMENSIONS OF FIDELITY OF IMPLEMENTATION. 2021 3 952 41 EFFECTS OF A CREATIVE YOGA INTERVENTION ON THE JOINT ATTENTION AND SOCIAL COMMUNICATION SKILLS, AS WELL AS AFFECTIVE STATES OF CHILDREN WITH AUTISM SPECTRUM DISORDER. BACKGROUND: YOGA IS GAINING POPULARITY AS A MULTISYSTEM INTERVENTION DUE TO ITS IMPACT ON BOTH THE PHYSICAL AND MENTAL WELL-BEING OF CHILDREN WITH TYPICAL DEVELOPMENT. HOWEVER, THERE IS LIMITED EMPIRICAL EVIDENCE TO SUPPORT THE USE OF THIS APPROACH IN SCHOOL-AGED CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD). THE CURRENT PILOT STUDY EVALUATED THE IMPACT OF A CREATIVE YOGA INTERVENTION ON THE JOINT ATTENTION, SOCIAL COMMUNICATION, AND AFFECTIVE STATES OF CHILDREN WITH ASD. METHODS: 24 SCHOOL-AGED CHILDREN WITH ASD RECEIVED EIGHT WEEKS OF YOGA (E.G., BREATHING, POSES, RELAXATION) OR TABLETOP PLAY/ACADEMIC INTERVENTION (E.G., READING, ARTS-CRAFTS, BUILDING ACTIVITIES). CHILDREN WERE TESTED BEFORE AND AFTER THE INTERVENTION USING A STANDARDIZED MEASURE OF RESPONSIVE JOINT ATTENTION. ADDITIONALLY, CHANGES IN SOCIALLY DIRECTED VERBAL COMMUNICATION AND AFFECTIVE STATES OF CHILDREN WERE ASSESSED THREE TIMES DURING THE INTERVENTION PERIOD, I.E. DURING EARLY, MID, AND LATE INTERVENTION SESSIONS. RESULTS: CHILDREN WITH ASD SHOWED IMPROVEMENTS IN RESPONSIVE JOINT ATTENTION IN BOTH GROUPS IN THE POSTTEST VS. THE PRETEST. FURTHERMORE, CHILDREN IN THE YOGA GROUP SHOWED IMPROVEMENTS IN SOCIALLY DIRECTED VERBAL COMMUNICATION SKILLS ACROSS THE INTERVENTION SESSIONS, I.E. GREATER SPONTANEOUS AND RESPONSIVE COMMUNICATION FROM EARLY/MID TO LATE INTERVENTION SESSIONS COMPARED TO THE ACADEMIC GROUP. THERE WERE NO CHANGES IN AFFECTIVE STATES WITH THE INTERVENTION, HOWEVER, THE YOGA GROUP SHOWED GREATER INTERESTED AND LESS NEGATIVE AFFECT COMPARED TO THE ACADEMIC GROUP. CONCLUSIONS: CREATIVE YOGA INTERVENTION IS A PROMISING TOOL THAT LED TO IMPROVEMENTS IN INTERVENTION-RELATED SOCIAL COMMUNICATION SKILLS AND GENERALIZED JOINT ATTENTION SKILLS OF CHILDREN WITH ASD. 2021 4 216 25 A STUDY ON EFFECT OF YOGA ON EMOTIONAL REGULATION, SELF-ESTEEM, AND FEELINGS OF ADOLESCENTS. BACKGROUND: THE PRESENT STUDY HAS INVESTIGATED THE EFFECT OF YOGA ON THE EMOTIONAL REGULATION, SELF-ESTEEM, AND FEELINGS OF THE ADOLESCENTS. METHODS: THE PARTICIPANTS OF THE STUDY ARE 110 STUDENTS AGED 13-18 YEARS AND STUDYING IN THE SENIOR SECONDARY SCHOOLS OF MANDI DISTRICT (HIMACHAL PRADESH). THE SAMPLE CONSISTED OF 52 ADOLESCENTS PRACTICING YOGA AND 58 ADOLESCENTS WHO HAVE NEVER PRACTICED YOGA. THE PRIMARY DATA HAS BEEN COLLECTED THROUGH STANDARDIZED INSTRUMENTS. RESULTS: THE ADOLESCENTS PRACTICING YOGA WERE NOTED TO SIGNIFICANTLY DIFFER FROM THE NON-YOGA GROUP ON EMOTIONAL REGULATION, SELF-ESTEEM, AND FEELING COMPONENTS. CONCLUSIONS: THE SIGNIFICANT EFFECT OF YOGA ON EMOTIONAL REGULATION, SELF-ESTEEM, AND FEELINGS OF THE ADOLESCENTS CALLS FOR ATTENTION OF THE POLICY MAKERS FOR INITIATING YOGA AT THE SCHOOL LEVELS THROUGH STANDARDIZED YOGA CURRICULA AND TRAINING TEACHERS TO MOTIVATE AND INSPIRE THE STUDENTS TO LEARN AND PRACTICE YOGA AT AN EARLY AGE. 2020 5 2191 38 THE EFFECTS OF YOGA PRACTICE IN SCHOOL PHYSICAL EDUCATION ON CHILDREN'S MOTOR ABILITIES AND SOCIAL BEHAVIOR. BACKGROUND: IN RECENT YEARS, YOGA PROGRAMS IN CHILDHOOD HAVE BEEN IMPLEMENTED IN SCHOOLS, TO PROMOTE THE DEVELOPMENT FOR CHILDREN. AIM: TO INVESTIGATE THE EFFECTS OF YOGA PROGRAM IN PHYSICAL EDUCATION CLASSES ON THE MOTOR ABILITIES AND SOCIAL BEHAVIOR PARAMETERS OF 6-8-YEAR-OLD CHILDREN. METHODS: THE STUDY INCLUDED 16 CHILDREN FROM THE 1(ST) GRADE OF A PUBLIC ELEMENTARY SCHOOL IN THE SOUTH OF BRAZIL. THE CHILDREN PARTICIPATED IN A 12-WEEK INTERVENTION, TWICE WEEKLY, WITH 45 MIN EACH SESSION. TO ASSESS CHILDREN'S PERFORMANCE, WE USED THE BRUININKS-OSERETSKY TEST OF MOTOR PROFICIENCY - SECOND EDITION, THE FLEXIBILITY TEST (SIT AND REACH - EUROFIT, 1988), THE PICTORIAL SCALE OF PERCEIVED COMPETENCE AND SOCIAL ACCEPTANCE FOR YOUNG CHILDREN AND SEMI-STRUCTURED INTERVIEWS WITH CHILDREN, PARENTS, AND CLASSROOM' TEACHER. DATA WERE ANALYZED WITH WILCOXON TEST AND LEVEL OF SIGNIFICANCE WAS 5%. RESULTS: THE YOGA PROGRAM WAS WELL ACCEPTED BY CHILDREN, CHILDREN ALSO DEMONSTRATED SIGNIFICANT AND POSITIVE CHANGES IN OVERALL MOTOR ABILITIES SCORES (BALANCE, STRENGTH, AND FLEXIBILITY). IN ADDITION, THE INTERVIEWS REPORTED CHANGING IN SOCIAL BEHAVIOR AND THE USE OF THE KNOWLEDGE LEARNED IN THE PROGRAM IN CONTEXTS OUTSIDE OF SCHOOL. CONCLUSION: THESE FINDINGS SUGGEST THAT THE IMPLEMENTATION OF YOGA PRACTICE IN PHYSICAL EDUCATION LESSONS CONTRIBUTED TO CHILDREN'S DEVELOPMENT. 2016 6 2062 37 THE BENEFITS OF YOGA IN THE CLASSROOM: A MIXED-METHODS APPROACH TO THE EFFECTS OF POSES AND BREATHING AND RELAXATION TECHNIQUES. BACKGROUND: DISADVANTAGED YOUTH IN THE UNITED STATES ARE DISPROPORTIONATELY LIKELY TO BE MORE SEDENTARY AND OBESE AND EXPERIENCE MORE STRESS THAN THEIR COUNTERPARTS WITH HIGHER SOCIOECONOMIC STATUS. YOGA AND BREATHING AND RELAXATION TECHNIQUES HAVE POSITIVE EFFECTS ON STRESS LEVELS, PHYSICAL ACTIVITY LEVELS, AND BEHAVIOR OF SCHOOL-AGED CHILDREN. AIMS: USING SOCIAL COGNITIVE THEORY TO EXAMINE BEHAVIORAL, PERSONAL, AND ENVIRONMENTAL FACTORS, THE PURPOSE OF THIS PILOT STUDY WAS TO EXAMINE THE MULTILEVEL INFLUENCES OF A YOGA-BASED CLASSROOM INTERVENTION ON URBAN YOUTH. METHODS: USING A MIXED METHODOLOGICAL QUASI-EXPERIMENTAL DESIGN, THIS PILOT STUDY INCLUDED THE THIRD GRADE STUDENTS (N = 40) AT ONE URBAN ELEMENTARY SCHOOL. A SURVEY CONTAINED STRESS, YOGA BEHAVIOR, AND AGGRESSION SCALES. IN ADDITION, INDIVIDUAL STUDENT INTERVIEWS, A TEACHER INTERVIEW, AND CLASSROOM OBSERVATIONS WERE CONDUCTED. RESULTS: PAIRED AND INDEPENDENT SAMPLE T-TESTS SHOWED PRE/POST DIFFERENCES IN YOGA PARTICIPATION BOTH IN AND OUT OF SCHOOL FOR THE INTERVENTION PARTICIPANTS (P < 0.01). QUALITATIVE ANALYSIS REVEALED THREE MAIN THEMES: (1) INCREASED USE AND ENJOYMENT OF YOGA TECHNIQUES, (2) BEHAVIORAL CHANGES BOTH IN/OUT OF SCHOOL, AND (3) IMPACT ON PERSONAL FACTORS. CONCLUSIONS: FINDINGS SUGGEST THAT URBAN CLASSROOMS SHOULD INCLUDE YOGA AND MINDFULNESS TRAINING AS IT CONTRIBUTES TO DAILY STUDENT PA AND ALSO CAN BE STRESS RELIEVING, FUN, CALMING, AND EASY TO PERFORM OUTSIDE OF SCHOOL. 2020 7 1712 29 PERCEIVED BENEFITS OF YOGA AMONG URBAN SCHOOL STUDENTS: A QUALITATIVE ANALYSIS. THIS STUDY REPORTS ON THE FINDINGS OF A QUALITATIVE EVALUATION OF A YOGA INTERVENTION PROGRAM FOR URBAN MIDDLE AND HIGH SCHOOL YOUTH IN NEW YORK CITY PUBLIC AND CHARTER SCHOOLS. SIX FOCUS GROUPS WERE CONDUCTED WITH STUDENTS WHO PARTICIPATED IN A YEAR-LONG YOGA PROGRAM TO DETERMINE THEIR PERCEPTIONS OF MENTAL AND PHYSICAL BENEFITS AS WELL AS BARRIERS AND CHALLENGES. RESULTS SHOW THAT STUDENTS PERCEIVED THE BENEFITS OF YOGA AS INCREASED SELF-REGULATION, MINDFULNESS, SELF-ESTEEM, PHYSICAL CONDITIONING, ACADEMIC PERFORMANCE, AND STRESS REDUCTION. BARRIERS AND CHALLENGES FOR A YOGA PRACTICE INCLUDE LACK OF TIME AND SPACE. THE EXTENT TO WHICH THE BENEFITS EXPERIENCED ARE INTERRELATED TO ONE ANOTHER IS DISCUSSED. SUGGESTIONS FOR FUTURE RESEARCH AND SCHOOL-BASED PROGRAMMING ARE ALSO OFFERED. 2016 8 1127 30 EFFICACY OF THE GET READY TO LEARN YOGA PROGRAM AMONG CHILDREN WITH AUTISM SPECTRUM DISORDERS: A PRETEST-POSTTEST CONTROL GROUP DESIGN. OCCUPATIONAL THERAPISTS USE SCHOOL-BASED YOGA PROGRAMS, BUT THESE INTERVENTIONS TYPICALLY LACK MANUALIZATION AND EVIDENCE FROM WELL-DESIGNED STUDIES. USING AN EXPERIMENTAL PRETEST-POSTTEST CONTROL GROUP DESIGN, WE EXAMINED THE EFFECTIVENESS OF THE GET READY TO LEARN (GRTL) CLASSROOM YOGA PROGRAM AMONG CHILDREN WITH AUTISM SPECTRUM DISORDERS (ASD). THE INTERVENTION GROUP RECEIVED THE MANUALIZED YOGA PROGRAM DAILY FOR 16 WK, AND THE CONTROL GROUP ENGAGED IN THEIR STANDARD MORNING ROUTINE. WE ASSESSED CHALLENGING BEHAVIORS WITH STANDARDIZED MEASURES AND BEHAVIOR CODING BEFORE AND AFTER INTERVENTION. WE COMPLETED A BETWEEN-GROUPS ANALYSIS OF VARIANCE TO ASSESS DIFFERENCES IN GAIN SCORES ON THE DEPENDENT VARIABLES. STUDENTS IN THE GRTL PROGRAM SHOWED SIGNIFICANT DECREASES (P < .05) IN TEACHER RATINGS OF MALADAPTIVE BEHAVIOR, AS MEASURED WITH THE ABERRANT BEHAVIOR CHECKLIST, COMPARED WITH THE CONTROL PARTICIPANTS. THIS STUDY DEMONSTRATES THAT USE OF DAILY CLASSROOMWIDE YOGA INTERVENTIONS HAS A SIGNIFICANT IMPACT ON KEY CLASSROOM BEHAVIORS AMONG CHILDREN WITH ASD. 2012 9 862 35 EFFECT OF YOGA PRACTICES ON GENERAL MENTAL ABILITY IN URBAN RESIDENTIAL SCHOOL CHILDREN. INTRODUCTION MENTAL ABILITY OF CHILDREN REPRESENTS FUNCTIONING OF BRAIN IN DIFFERENT ASPECTS OF COMPETENCY INCLUDING VERBAL, MATHEMATICAL, LOGICAL REASONING AND SPATIAL, WHICH IS OF PRIME IMPORTANCE FOR ACADEMIC PERFORMANCE. OBJECTIVE THE OBJECTIVE OF THIS STUDY WAS TO ASSESS THE EFFECT OF YOGA ON GENERAL MENTAL ABILITY OF URBAN RESIDENTIAL SCHOOL CHILDREN. METHODS SIXTY-SIX URBAN SCHOOL CHILDREN AGED 11-15YEARS WERE SELECTED AS PARTICIPANTS. ALL THE SELECTED PARTICIPANTS WERE STAYING IN A RESIDENTIAL SCHOOL IN PUNE DISTRICT. A STRATIFIED RANDOM SAMPLING METHOD WAS USED TO DIVIDE THE STUDENTS INTO EXPERIMENTAL AND CONTROL GROUPS. THERE WERE 32 STUDENTS IN EXPERIMENTAL GROUP AND 29 STUDENTS IN CONTROL GROUP. BOTH EXPERIMENTAL AND CONTROL GROUPS WERE ASSESSED FOR GENERAL MENTAL ABILITY BY USING STANDARD QUESTIONNAIRE AT THE BASELINE AND AT THE END OF 12WEEKS OF YOGA TRAINING. THE STUDY PARTICIPANTS OF EXPERIMENTAL GROUP UNDERWENT YOGA TRAINING FOR 12WEEKS, FOR 1 H IN THE MORNING FOR A PERIOD OF 12WEEKS. THE CONTROL GROUP DID NOT UNDERGO ANY YOGA TRAINING DURING THIS TIME PERIOD. RESULTS THE EXPERIMENTAL GROUP PARTICIPANTS SHOWED SIGNIFICANT IMPROVEMENT IN GENERAL MENTAL ABILITY AS COMPARED TO CONTROL GROUP. CONCLUSION THE FINDINGS OF THIS STUDY INDICATE THAT YOGA PRACTICES COULD IMPROVE GENERAL MENTAL ABILITY OF URBAN RESIDENTIAL SCHOOL CHILDREN. 2020 10 1442 30 INCREASED MENTAL WELL-BEING AND REDUCED STATE ANXIETY IN TEACHERS AFTER PARTICIPATION IN A RESIDENTIAL YOGA PROGRAM. BACKGROUND REDUCING STRESS IN THE WORKPLACE IMPROVES MENTAL HEALTH. TEACHING IS OF SOCIAL IMPORTANCE, BUT IT MAY RECEIVE INADEQUATE RECOGNITION AND REWARDS. THE PRESENT STUDY COMPARED MENTAL WELL-BEING AND STATE ANXIETY IN PRIMARY SCHOOL TEACHERS WHO PRACTICED 15 DAYS OF YOGA IN A RESIDENTIAL SETTING WITH THOSE WHO CONTINUED THEIR USUAL ROUTINE. MATERIAL AND METHODS WE ENROLLED 236 PRIMARY SCHOOL TEACHERS TO PARTICIPATE IN THE STUDY. WE ASSIGNED 118 PRIMARY SCHOOL TEACHERS (GROUP MEAN +/-S.D., AGE 41.5+/-6.0 YEARS, 74 FEMALES) TO THE EXPERIMENTAL GROUP; THEY UNDERWENT 15 DAYS OF YOGA TRAINING FOR 6 HOURS/DAY) IN A RESIDENTIAL YOGA CENTER. THE NON-YOGA CONTROL GROUP (GROUP MEAN +/-S.D., AGE 42.3+/-6.0 YEARS, 79 FEMALES) CONSISTED OF 118 TEACHERS WHO CONTINUED WITH THEIR NORMAL TEACHING ROUTINE. RESULTS AFTER 15 DAYS IN THE RESIDENTIAL YOGA PROGRAM, THERE WAS AN INCREASE IN OVERALL MENTAL WELL-BEING (P<.001) AND LOWER STATE ANXIETY (P<.01) (REPEATED-MEASURES ANOVA, FOLLOWED BY POST HOC MULTIPLE COMPARISON TESTS). AT BASELINE, THE NON-YOGA CONTROL GROUP HAD HIGHER LEVELS OF STATE ANXIETY, PRESUMABLY RELATED TO THEIR REMAINING IN THE WORKPLACE. CONCLUSIONS THE STUDY WAS A 15-DAY, COMPARATIVE, CONTROLLED TRIAL. THE RESULTS SHOW THAT AFTER 15 DAYS OF PARTICIPATION IN THE RESIDENTIAL YOGA PROGRAM, PRIMARY SCHOOL TEACHERS INCREASED ALL ASPECTS OF MENTAL WELL-BEING AND HAD REDUCED STATE ANXIETY. 2018 11 579 33 DESIGNING A YOGA INTERVENTION PROGRAM TO IMPROVE WELL-BEING FOR PHYSICIAN TRAINEES: CHALLENGES AND LESSONS LEARNED. WELL-BEING ACTIVITIES MAY HELP TO COUNTERACT PHYSICIAN BURNOUT. YOGA IS KNOWN TO ENHANCE WELL-BEING, BUT THERE ARE FEW STUDIES OF YOGA AS AN INTERVENTION FOR PHYSICIANS IN TRAINING. THIS PROSPECTIVE METHODOLOGY-DEVELOPMENT STUDY AIMED TO EXPLORE HOW TO ESTABLISH A YOGA-BASED WELL-BEING INTERVENTION FOR PHYSICIAN TRAINEES IN A LARGE URBAN TRAINING HOSPITAL. WE AIMED TO IDENTIFY FACTORS THAT CONTRIBUTE TO TRAINEE PARTICIPATION AND EXPLORE AN INSTRUMENT TO MEASURE CHANGES IN SELF-REPORTED WELL-BEING AFTER YOGA. COHORTS INCLUDED A REQUIRED-ATTENDANCE GROUP, A VOLUNTARY-ATTENDANCE GROUP, AND AN UNASSIGNED WALK-IN YOGA GROUP. WEEKLY 1-HOUR YOGA SESSIONS WERE LED BY A QUALIFIED YOGA INSTRUCTOR FOR 4 WEEKS. THE SEVEN-QUESTION RESIDENT PHYSICIAN WELL-BEING INDEX (RPWBI) WAS USED TO MEASURE RESIDENT WELL-BEING BEFORE YOGA, AFTER 4 WEEKS OF YOGA, AND 6 MONTHS POST-YOGA. TRAINEES ATTENDING EACH SESSION RANGED FROM 17 FOR REQUIRED YOGA TO 0-2 FOR VOLUNTARY YOGA, 2-9 FOR LUNCHTIME WALK-IN YOGA, AND 1-7 FOR EVENING WALK-IN YOGA. IN THE REQUIRED-YOGA GROUP (N = 17), OVERALL RPWBI MEAN SCORES DID NOT CHANGE SIGNIFICANTLY ACROSS THE THREE QUERY TIMES, AND PARTICIPATION IN THE SURVEY DECLINED OVER TIME. THE MEAN BASELINE RPWBI SCORE FOR THE REQUIRED GROUP BEFORE YOGA WAS IN THE NON-DISTRESSED RANGE AND ANSWERS TO THE SEVEN INDIVIDUAL QUESTIONS VARIED. REQUIRING A YOGA ACTIVITY FOR MEDICAL TRAINEES MAY BE A GOOD STRATEGY FOR PROMOTING PARTICIPATION IN YOGA. THE RPWBI MAY HAVE LIMITED UTILITY FOR MEASURING CHANGES IN OVERALL GROUP WELL-BEING AFTER A YOGA INTERVENTION. 2021 12 147 26 A QUALITATIVE EXAMINATION OF YOGA FOR MIDDLE SCHOOL ADOLESCENTS. THE PRESENT STUDY WAS PART OF A GROUP RANDOMIZED CONTROLLED TRIAL IN WHICH 7(TH) GRADE STUDENTS WERE ASSIGNED TO A YOGA INTERVENTION OR PHYSICAL-EDUCATION-AS-USUAL. SIXTEEN STUDENTS WERE RANDOMLY SELECTED FROM THE YOGA CONDITION TO PARTICIPATE IN ONE-ON-ONE INTERVIEWS. QUALITATIVE ANALYSES REVEALED 13 THEMES THAT WERE ORGANIZED INTO TWO CATEGORIES: USABILITY (STUDENT PERCEPTIONS OF THE USEFULNESS, LEARNABILITY, AND CONVENIENCE OF THE YOGA INTERVENTION) AND EFFECT (STUDENT PERCEPTIONS OF THE DIRECT RESULTS OF THE YOGA INTERVENTION). STUDENTS REPORTED BOTH POSITIVE AND NEGATIVE OPINIONS OF YOGA, ESPECIALLY WHEN MAKING DIRECT COMPARISONS BETWEEN YOGA AND PHYSICAL EDUCATION. STUDENTS HAD PARTICULARLY POSITIVE OPINIONS REGARDING THE BENEFICIAL EFFECTS OF YOGA ON STRESS, SLEEP, AND RELAXATION. STUDENT OPINIONS REGARDING THE EFFECTS OF YOGA ON SELF-REGULATION, SOCIAL INTERACTION, SUBSTANCE USE, AND ACADEMIC PERFORMANCE WERE ALSO GENERALLY POSITIVE, ALTHOUGH SOMEWHAT MIXED. RESULTS SUGGEST THAT QUALITATIVE RESEARCH SHOWS PROMISE FOR PROVIDING AN IN-DEPTH PERSPECTIVE ON THE IMPACT OF MIND-BODY INTERVENTIONS IN SCHOOLS. 2017 13 955 38 EFFECTS OF A KUNDALINI YOGA PROGRAM ON ELEMENTARY AND MIDDLE SCHOOL STUDENTS' STRESS, AFFECT, AND RESILIENCE. OBJECTIVE: THE YOUR OWN GREATNESS AFFIRMED (YOGA) FOR YOUTH PROGRAM DELIVERS YOGA TO URBAN INNER-CITY SCHOOLS WITH THE GOAL OF PROVIDING PRACTICAL BENEFITS THAT SUPPORT UNDERSERVED CHILDREN AT HIGH RISK OF BEHAVIORAL AND EMOTIONAL PROBLEMS. A 10-WEEK YOGA FOR YOUTH PROGRAM DELIVERED 1 TO 2 TIMES PER WEEK WAS IMPLEMENTED IN 3 SCHOOLS IN URBAN NEIGHBORHOODS TO EXAMINE THE EFFECT OF THE PROGRAM ON STUDENT STRESS, AFFECT, AND RESILIENCE. METHODS: THIRTY CHILDREN WERE ADMINISTERED THE PERCEIVED STRESS SCALE, THE POSITIVE AND NEGATIVE AFFECT SCHEDULE, AND THE RESILIENCE SCALE BEFORE AND AFTER THE YOGA PROGRAM. AFTER THE PROGRAM, INFORMAL QUALITATIVE INTERVIEWS WERE CONDUCTED WITH SCHOOL TEACHERS, YOGA TEACHERS, AND STUDENTS TO DETERMINE THE OVERALL IMPACT OF THE YOGA PROGRAM. RESULTS: THE QUANTITATIVE RESULTS OF THIS STUDY INDICATED THAT THE YOGA PROGRAM SIGNIFICANTLY IMPROVED STUDENTS STRESS (P < 0.05), POSITIVE AFFECT (P < 0.05), AND RESILIENCE (P < 0.001). THE QUALITATIVE RESULTS INDICATED THAT STUDENTS, SCHOOL TEACHERS, AND YOGA TEACHERS ALL FOUND THE PROGRAM TO BE BENEFICIAL FOR STUDENTS' WELL-BEING. CONCLUSION: TAKEN TOGETHER, THESE DATA SUGGEST THAT THE YOGA FOR YOUTH PROGRAM MAY PROVIDE STUDENTS IN LOW-INCOME URBAN SCHOOLS WITH BEHAVIORAL SKILLS THAT WILL PROTECT AGAINST RISK FACTORS ASSOCIATED WITH THE DEVELOPMENT OF BEHAVIORAL AND EMOTIONAL PROBLEMS. 2018 14 2127 32 THE EFFECTIVENESS OF YOGA FOR THE IMPROVEMENT OF WELL-BEING AND RESILIENCE TO STRESS IN THE WORKPLACE. OBJECTIVES: RECENT RESEARCH HAS INDICATED CONCERN FOR THE DEGREE OF STRESS AND EMOTIONAL WELL-BEING AMONG UNIVERSITY STAFF. THIS STUDY EXAMINED THE EFFECTIVENESS OF YOGA IN ENHANCING EMOTIONAL WELL-BEING AND RESILIENCE TO STRESS AMONG UNIVERSITY EMPLOYEES. METHODS: IN A RANDOMIZED CONTROLLED TRIAL AT A BRITISH UNIVERSITY, WE RECRUITED 48 EMPLOYEES AND RANDOMIZED THEM INTO EITHER A YOGA OR A WAIT-LIST CONTROL GROUP. THE YOGA GROUP WAS OFFERED SIX WEEKS OF DRU YOGA, COMPRISING ONE 60-MINUTE CLASS PER WEEK. THESE CLASSES WERE OFFERED BY A CERTIFIED DRU YOGA INSTRUCTOR AT LUNCHTIME FROM JANUARY-MARCH 2008. THE WAIT-LIST CONTROL GROUP RECEIVED NO INTERVENTION DURING THIS SIX-WEEK STUDY. BASELINE AND END-PROGRAM MEASUREMENTS OF SELF-REPORTED MOOD AND WELL-BEING WERE SELF-ASSESSED WITH THE PROFILE OF MOOD STATES - BIPOLAR (POMS-BI) AND THE INVENTORY OF POSITIVE PSYCHOLOGICAL ATTITUDES (IPPA). RESULTS: THIS SIX-WEEK YOGA INTERVENTION RESULTED IN SIGNIFICANTLY IMPROVED POMS-BI AND IPPA SCORES FOR THE YOGA COMPARED TO THE WAIT-LIST CONTROL GROUP FOR SEVEN OF EIGHT MEASURES OF MOOD AND WELL-BEING. IN COMPARISON TO THE WAIT-LIST CONTROL GROUP AT BASELINE AND THE END OF THE PROGRAM, THE YOGA GROUP REPORTED MARKED IMPROVEMENTS IN FEELINGS OF CLEAR-MINDEDNESS, COMPOSURE, ELATION, ENERGY, AND CONFIDENCE. IN ADDITION, THE YOGA GROUP REPORTED INCREASED LIFE PURPOSE AND SATISFACTION, AND FEELINGS OF GREATER SELF-CONFIDENCE DURING STRESSFUL SITUATIONS. CONCLUSION: THESE RESULTS SHOW THAT EVEN A SHORT PROGRAM OF YOGA IS EFFECTIVE FOR ENHANCING EMOTIONAL WELL-BEING AND RESILIENCE TO STRESS IN THE WORKPLACE. WE SUGGEST THAT EMPLOYERS SHOULD CONSIDER OFFERING YOGA CLASSES TO THEIR EMPLOYEES. 2011 15 1010 28 EFFECTS OF MULTISENSORY YOGA ON BEHAVIOR IN A MALE CHILD WITH APERT AND ASPERGER SYNDROME. THIS CASE FOCUSED ON A 7-YEAR-OLD BOY WITH APERT AND ASPERGER'S SYNDROME WHO ATTENDED 8, 45 MIN MULTISENSORY YOGA SESSIONS, TWICE A WEEK, DURING 4-WEEK CAMP. RESULTS FROM THE PRE- AND POST-TESTS ON TREATMENT AND RESEARCH INSTITUTE FOR AUTISM SOCIAL SKILLS ASSESSMENT SHOWED IMPROVEMENTS IN THE TOTAL SCORE CHANGES FROM 19 TO 7 FOR DISRUPTIVE BEHAVIORS. SPARKS TARGET BEHAVIOR CHECKLIST SCORES CHANGED FROM EIGHT TO ONE SHOWING PROGRESSION IN ABILITY TO STAY ON TASK. YOGA POSE RATING SCALE DISPLAYED THE TRANSFORMATION IN TOTAL SCORES FROM 80 = EMERGING TO 115 = CONSISTENCY IN POSE PERFORMANCE. THE FIELD NOTES REVEALED THE POSITIVE DEVELOPMENT IN EXPRESSIVE EMOTIONS, SOCIAL ENGAGEMENT, AND DECLINE IN LOOKING AROUND. OUTSIDE CLASS PARENT AND SCHOOL BEHAVIORAL SPECIALIST REPORTED THE IMPROVED ABILITY TO SELF-REGULATE STRESS USING LION'S BREATH AND SUPER BRAIN. THESE FINDINGS INDICATE AN IMPROVEMENT IN BEHAVIORS THAT INFLUENCED THE PHYSICAL PERFORMANCE, EMOTIONAL EXPRESSION, AND SOCIAL INTERACTION AFTER YOGA TRAINING FOR THIS CHILD. 2016 16 2152 28 THE EFFECTS OF SELECTED ASANAS IN IYENGAR YOGA ON FLEXIBILITY: PILOT STUDY. IN RECENT YEARS THE PRACTICE OF YOGA HAS GAINED POPULARITY AS A FORM OF PHYSICAL FITNESS AND EXERCISE, AND HAS BEEN SAID TO IMPROVE STRENGTH AND FLEXIBILITY. THE MAIN OBJECTIVE OF THIS RESEARCH PROJECT WAS TO EVALUATE THE EFFECTS OF A SIX WEEK IYENGAR YOGA INTERVENTION ON FLEXIBILITY. N = 16 LOW TO MODERATELY ACTIVE FEMALES (52.37 +/- 7.79 YEARS) ATTENDED IYENGAR YOGA PRACTICE FOR A TOTAL OF 6 WEEKS, CONSISTING OF ONE 90 MIN SESSION PER WEEK. LUMBAR AND HAMSTRING FLEXIBILITY WERE ASSESSED PRE AND POST-INTERVENTION USING A STANDARD SIT AND REACH TEST. THE RESULTS SHOW A SIGNIFICANT INCREASE IN FLEXIBILITY, INDICATING 6 WEEKS OF SINGLE SESSION YOGA TRAINING MAY BE EFFECTIVE IN INCREASING ERECTOR SPINAE AND HAMSTRING FLEXIBILITY. THIS IS IMPORTANT WHEN CONSIDERING THAT MUCH OF THE POPULATION FIND IT DIFFICULT TO ATTEND MORE THAN ONE SESSION A WEEK INTO THEIR TRAINING SCHEDULE. 2014 17 342 25 ASHTANGA YOGA FOR CHILDREN AND ADOLESCENTS FOR WEIGHT MANAGEMENT AND PSYCHOLOGICAL WELL BEING: AN UNCONTROLLED OPEN PILOT STUDY. OBJECTIVE: THE OBJECTIVE OF THIS PILOT STUDY WAS TO DETERMINE THE EFFECT OF YOGA ON WEIGHT IN YOUTH AT RISK FOR DEVELOPING TYPE 2 DIABETES. SECONDARILY, THE IMPACT OF PARTICIPATION IN YOGA ON SELF-CONCEPT AND PSYCHIATRIC SYMPTOMS WAS MEASURED. METHODS: A 12-WEEK PROSPECTIVE PILOT ASHTANGA YOGA PROGRAM ENROLLED TWENTY CHILDREN AND ADOLESCENTS. WEIGHT WAS MEASURED BEFORE AND AFTER THE PROGRAM. ALL PARTICIPANTS COMPLETED SELF-CONCEPT, ANXIETY, AND DEPRESSION INVENTORIES AT THE INITIATION AND COMPLETION OF THE PROGRAM. RESULTS: FOURTEEN PREDOMINATELY HISPANIC CHILDREN, AGES 8-15, COMPLETED THE PROGRAM. THE AVERAGE WEIGHT LOSS WAS 2KG. WEIGHT DECREASED FROM 61.2+/-20.2KG TO 59.2+/-19.2KG (P=0.01). FOUR OF FIVE CHILDREN WITH LOW SELF-ESTEEM IMPROVED, ALTHOUGH TWO HAD DECREASES IN SELF-ESTEEM. ANXIETY SYMPTOMS IMPROVED IN THE STUDY. CONCLUSION: ASHTANGA YOGA MAY BE BENEFICIAL AS A WEIGHT LOSS STRATEGY IN A PREDOMINATELY HISPANIC POPULATION. 2009 18 2237 41 THE IMPACTS OF PILATES AND YOGA ON HEALTH-PROMOTING BEHAVIORS AND SUBJECTIVE HEALTH STATUS. THIS STUDY INVESTIGATES WHETHER PILATES AND YOGA LEAD PEOPLE TO ADOPT GENERALLY HEALTH-PROMOTING LIFESTYLE ELEMENTS AND FEEL BETTER ABOUT THEIR PHYSICAL AND MENTAL FITNESS. TO THIS END, WE DESIGNED AN 8 WEEK EXERCISE PROGRAM OF PILATES AND YOGA REVIEWED BY VETERAN PRACTITIONERS AND CONDUCTED AN EXPERIMENTAL STUDY THROUGH WHICH WE COLLECTED THE DATA FROM 90 VOLUNTEERED ADULT SUBJECTS BETWEEN AGES 30 AND 49 (MEAN AGE = 35.47), EQUALLY REPRESENTED BY WOMEN AND MEN WITHOUT PREVIOUS EXPERIENCE WITH PILATES OR YOGA. IN THE 8 WEEK LONG EXPERIMENT, WE ASSIGNED THE SUBJECTS TO THREE GROUPS, WHERE SUBJECTS IN THE TWO EXERCISE GROUPS REGULARLY TOOK PART IN EITHER PILATES OR YOGA CLASSES, AND THE CONTROL GROUP PARTICIPATED IN NEITHER EXERCISE CLASSES. ALL PARTICIPANTS COMPLETED TWO SURVEYS, THE HEALTH-PROMOTING LIFESTYLE PROFILE (HPLP II) AND THE HEALTH SELF-RATING SCALE (HSRS), BEFORE AND AFTER THEIR ASSIGNED PROGRAM. IN OUR ANALYSIS OF PRE- AND POST-TREATMENT DIFFERENCES ACROSS THE THREE GROUPS, WE RAN ANOVA, ANCOVA, AND SHEFFE TEST, IMPLEMENTED USING SPSS PASW STATISTICS 18.00. OUR RESULTS INDICATE THAT PILATES AND YOGA GROUPS EXHIBITED A HIGHER ENGAGEMENT IN HEALTH-PROMOTING BEHAVIORS THAN THE CONTROL GROUP AFTER THE PROGRAM. SUBJECTIVE HEALTH STATUS, MEASURED WITH HSRS, ALSO IMPROVED SIGNIFICANTLY AMONG PILATES AND YOGA PARTICIPANTS COMPARED TO THOSE IN THE CONTROL GROUP AFTER THE PROGRAM. THE SUPPLEMENTARY ANALYSIS FINDS NO SIGNIFICANT GENDER-BASED DIFFERENCE IN THESE IMPACTS. OVERALL, OUR RESULTS CONFIRM THAT PILATES AND YOGA HELP RECRUIT HEALTH-PROMOTING BEHAVIORS IN PARTICIPANTS AND ENGENDER POSITIVE BELIEFS ABOUT THEIR SUBJECTIVE HEALTH STATUS, THEREBY SETTING A POSITIVE REINFORCEMENT CYCLE IN MOTION. BY PROVIDING CLEAR EVIDENCE THAT THE PROMOTION OF PILATES OR YOGA CAN SERVE AS AN EFFECTIVE INTERVENTION STRATEGY THAT HELPS INDIVIDUALS CHANGE BEHAVIORS ADVERSE TO THEIR HEALTH, THIS STUDY OFFERS PRACTICAL IMPLICATIONS FOR HEALTHCARE PROFESSIONALS AND PUBLIC HEALTH OFFICIALS ALIKE. 2021 19 1949 32 SCHOOL-BASED YOGA INTERVENTION INCREASES ADOLESCENT RESILIENCE: A PILOT TRIAL. BACKGROUND: YOUTH OFTEN EXPERIENCE STRESSORS LEADING TO NEGATIVE LONG-TERM OUTCOMES. ENHANCING SOCIAL-EMOTIONAL ATTRIBUTES IS IMPORTANT TO FOSTER RESILIENCY TO FACE THESE CHALLENGES. YOGA MAY ENHANCE SOCIAL-EMOTIONAL RESILIENCY AMONG YOUTH. HOWEVER, RESEARCH REPLICATING SUCH RESULTS IN SCHOOL-SETTINGS IS LIMITED. THIS RESEARCH DETAILS AN INVESTIGATION OF THE EFFECTS OF THE KRIPALU YOGA IN THE SCHOOLS (KYIS) INTERVENTION INTEGRATED INTO A PHYSICAL EDUCATION CLASS AMONG A RACIALLY/ETHNICALLY DIVERSE STUDENT POPULATION. METHOD: MIDDLE SCHOOL SIXTH GRADE STUDENTS (N = 23 STUDENTS; 52% FEMALE; MEAN AGE = 12.1 YEARS) WERE EITHER ENROLLED IN PHYSICAL EDUCATION CLASS THAT INCLUDED KYIS (N = 9), OR WERE ENROLLED IN ART AND MUSIC (CONTROL CONDITION; N = 14). TO EVALUATE EFFECTS ON STUDENT CHARACTERISTICS, SELF-REPORT QUESTIONNAIRES OF SOCIAL-EMOTIONAL COMPETENCE AND PROBLEM BEHAVIOUR WERE ADMINISTERED PRE- AND POST-DELIVERY OF THE CURRICULUM. RESULTS: STUDENTS RECEIVING THE INTERVENTION INCREASED IN SOCIAL-EMOTIONAL COMPETENCE OVER TIME RELATIVE TO THE CONTROL CONDITION. ALTHOUGH PROMISING, RESULTS SHOULD BE INTERPRETED WITH CAUTION, AS STUDENTS WHO RECEIVED THE YOGA INTERVENTION SCORED SIGNIFICANTLY LOWER ON SOCIAL-EMOTIONAL COMPETENCE THAN STUDENTS IN THE CONTROL GROUP AT PRE-INTERVENTION MEASUREMENT TIME POINT. CONCLUSIONS: YOGA MAY IMPROVE SOCIAL-EMOTIONAL COMPETENCE AMONG YOUTH AND FUTURE RESEARCH SHOULD EXPLORE THE UTILITY OF YOGA CURRICULA IN SCHOOL SETTINGS. 2020 20 1893 27 RELAXATION RESPONSE-BASED YOGA IMPROVES FUNCTIONING IN YOUNG CHILDREN WITH AUTISM: A PILOT STUDY. OBJECTIVES: THE STUDY OBJECTIVES WERE TO DEVELOP AND OBJECTIVELY ASSESS THE THERAPEUTIC EFFECT OF A NOVEL MOVEMENT-BASED COMPLEMENTARY AND ALTERNATIVE MEDICINE APPROACH FOR CHILDREN WITH AN AUTISM-SPECTRUM DISORDER (ASD). DESIGN: A WITHIN-SUBJECT ANALYSIS COMPARING PRE- TO POST-TREATMENT SCORES ON TWO STANDARD MEASURES OF CHILDHOOD BEHAVIORAL PROBLEMS WAS USED. SETTINGS AND LOCATION: THE INTERVENTION AND DATA ANALYSIS OCCURRED AT A TERTIARY CARE, MEDICAL SCHOOL TEACHING HOSPITAL. SUBJECTS: TWENTY-FOUR (24) CHILDREN AGED 3-16 YEARS WITH A DIAGNOSIS OF AN ASD COMPRISED THE STUDY GROUP. INTERVENTION: THE EFFICACY OF AN 8-WEEK MULTIMODAL YOGA, DANCE, AND MUSIC THERAPY PROGRAM BASED ON THE RELAXATION RESPONSE (RR) WAS DEVELOPED AND EXAMINED. OUTCOME MEASURES: THE STUDY OUTCOME WAS MEASURED USING THE BEHAVIORAL ASSESSMENT SYSTEM FOR CHILDREN, SECOND EDITION (BASC-2) AND THE ABERRANT BEHAVIORAL CHECKLIST (ABC). RESULTS: ROBUST CHANGES WERE FOUND ON THE BASC-2, PRIMARILY FOR 5-12-YEAR-OLD CHILDREN. UNEXPECTEDLY, THE POST-TREATMENT SCORES ON THE ATYPICALITY SCALE OF THE BASC-2, WHICH MEASURES SOME OF THE CORE FEATURES OF AUTISM, CHANGED SIGNIFICANTLY (P=0.003). CONCLUSIONS: A MOVEMENT-BASED, MODIFIED RR PROGRAM, INVOLVING YOGA AND DANCE, SHOWED EFFICACY IN TREATING BEHAVIORAL AND SOME CORE FEATURES OF AUTISM, PARTICULARLY FOR LATENCY-AGE CHILDREN. 2011