1 2862 203 YOGA-BASED GROUP INTERVENTION FOR IN-PATIENTS WITH SCHIZOPHRENIA SPECTRUM DISORDERS-A QUALITATIVE APPROACH. BACKGROUND: YOGA MAY POSE A PROMISING COMPLEMENTARY THERAPY IN THE MULTIMODAL TREATMENT OF IN-PATIENTS WITH SCHIZOPHRENIA SPECTRUM DISORDERS (SSD). HOWEVER, TO DATE, NO STUDIES HAVE QUALITATIVELY EXAMINED IN-PATIENTS' WITH SSD EXPERIENCES OF YOGA AS WELL AS THEIR PERCEPTIONS OF ITS LIMITATIONS AND BENEFITS AS A TREATMENT COMPONENT. THIS QUALITATIVE STUDY AIMED TO EXPLORE FOR THE FIRST TIME THE MECHANISMS AND PROCESSES OF YOGA-BASED GROUP INTERVENTION (YOGI) FOR IN-PATIENTS WITH SSD IN GERMANY BY ASKING FOR THEIR SUBJECTIVE EXPERIENCES. FINDINGS COULD SERVE AS A PRELIMINARY BASIS FOR DEVELOPING AN EFFECTIVE AND EVIDENCE-BASED YOGI MANUAL TAILORED TO THIS PATIENT GROUP. MATERIALS AND METHODS: IN TOTAL, 25 SEMI-STRUCTURED INTERVIEWS WERE CONDUCTED DIRECTLY AFTER YOGI, FOR WHICH RESPONSES WERE EITHER NOTED DOWN BY HAND OR AUDIO-RECORDED. THE INTERVIEW GUIDE WAS PILOT-TESTED AND CONSISTED OF 14 QUESTIONS TO EXPLORE THE PERSONAL ARTICULATED EXPERIENCES OF PARTICIPATION IN YOGI FROM IN-PATIENTS WITH SSD. POSITIVE, NEGATIVE, DEPRESSIVE, AND ANXIETY SYMPTOMS WERE ASSESSED DURING A DIAGNOSTIC INTERVIEW AND THROUGH QUESTIONNAIRES. THE INTERVIEW DATA WAS TRANSCRIBED, CODED BY TWO INDEPENDENT RESEARCHERS, AND ANALYSED USING AN INDUCTIVE THEMATIC APPROACH. THE RESEARCH TEAM COLLABORATIVELY DISCUSSED EMERGING CATEGORIES TO REDUCE REDUNDANCY AND FORM MEANINGFUL THEMES AND SUBTHEMES. RESULTS: THE ANALYSIS REVEALED SEVEN MAIN THEMES. YOGI WAS PERCEIVED AS FEASIBLE AND FOCUSING ON INDIVIDUAL ADAPTATION, CAPTURED BY THE THEME INCLUSIVITY. NEVERTHELESS, PARTICIPANTS ENCOUNTERED CHALLENGES; THUS, PHYSICAL LIMITATIONS NEED TO BE CONSIDERED. WHILE PRACTISING TOGETHER, PARTICIPANTS EXPERIENCED INTERCONNECTEDNESS AND DEVELOPED A MINDFUL STANCE AS THEY ACCEPTED THEIR LIMITATIONS AND ADAPTED EXERCISES WITH SELF-COMPASSION. PATIENTS DESCRIBED THAT FOLLOWING THE FLOW OF THE ASANAS REQUIRED PHYSICAL PERSISTENCE, WHICH ULTIMATELY LED MANY PARTICIPANTS TO EXPERIENCE CONFIDENCE AND RELAXATION. YOGI AFFECTED SYMPTOM REPRESENTATION AS HEIGHTENED AWARENESS LED PARTICIPANTS TO NOTICE IMPEDING AS WELL AS IMPROVED SYMPTOMS. CONCLUSION: YOGI SHOWED VARIOUS PROMISING EFFECTS ON IN-PATIENTS WITH SSD. FUTURE RESEARCH SHOULD EXAMINE TO WHAT EXTENT THESE EFFECTS CAN BE SUSTAINED AND HOW THE MINDFUL APPROACH DURING YOGI CAN BE TRANSFERRED TO AREAS OUTSIDE THE YOGA CLASS. FURTHERMORE, A RANDOMISED CONTROLLED TRIAL COULD INVESTIGATE THE EFFECTIVENESS OF A MANUALISED YOGI.	2021	

2 1145  48 ELEMENTARY STUDENT AND TEACHER PERCEPTIONS OF A MINDFULNESS AND YOGA-BASED PROGRAM IN SCHOOL: A QUALITATIVE EVALUATION. RESEARCH QUESTION: WHAT ARE THE QUALITATIVE INSIGHTS AND PERSPECTIVES ABOUT THE IMPLEMENTATION OF A MINDFULNESS AND YOGA-BASED PROGRAM FROM ELEMENTARY YOUTH AND TEACHERS? CONTEXT: A MINDFULNESS AND YOGA-BASED CURRICULUM WAS IMPLEMENTED IN 15 SCHOOLS. THE CURRICULUM WAS TAUGHT TO STUDENTS DURING A PHYSICAL EDUCATION OR DANCE CLASS BY INSTRUCTORS WHO WERE WITHIN EACH SCHOOL AND RECEIVED TRAINING ON THE CURRICULUM. SAMPLE SELECTION: VOLUNTEER FOCUS GROUP ELEMENTARY STUDENTS WHO PARTICIPATED FOR ONE YEAR AND TEACHERS WHO DID NOT IMPLEMENT THE PROGRAM WERE QUALITATIVELY INTERVIEWED, BY THREE TRAINED UNIVERSITY RESEARCHERS. DATA COLLECTION: NINE FOCUS GROUPS WERE COMPLETED WITHIN THREE DIFFERENT ELEMENTARY SCHOOLS. SIX FOCUS GROUPS WERE COMPLETED WITH 3RD AND 5TH GRADE STUDENTS. THREE FOCUS GROUPS WERE CONDUCTED WITH TEACHERS WITHIN EACH SCHOOL WHICH RECEIVED THE PROGRAM, EXCLUDING INSTRUCTORS. ANALYSIS: FOCUS GROUP DATA WERE CODED AND A THEMATIC ANALYSIS WAS COMPLETED AMONG THE 40 STUDENTS AND 23 TEACHERS. INTERPRETATION AND MAIN RESULTS: TEACHERS HAD VARYING DEGREES OF INVOLVEMENT WITH THE PROGRAM AND COMMUNICATION EMERGED AS A CRITICAL THEME FOR BUY-IN AS COMMUNICATION REPRESENTS THE UNDERPINNINGS OF CREATING AND RETAINING STAKEHOLDERS. MOST STUDENTS TALKED ABOUT PERCEIVED IMPROVEMENTS IN FOCUS, EMOTIONAL REGULATION, FLEXIBILITY, BREATHING, AND SCHOOL WORK. A COMMON THEME TO DESCRIBE BENEFITS OF THE PROGRAM EMERGED WITH THE IDEA OF "INCREASED FOCUS". CONCEPTUALLY, IT MAY BE THAT INCREASING MINDFULNESS INCREASES "FOCUS" THUS INCREASING POSITIVE OUTCOMES. MORE RESEARCH IS NEEDED TO UNDERSTAND IF "FOCUS" MAY SERVE AS A MEDIATING VARIABLE ON EMOTIONAL REGULATION, COGNITIVE IMPROVEMENTS, AND OTHER HEALTH OUTCOMES.	2020	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
3  884  30 EFFECT OF YOGA TRAINING ON ONE LEG STANDING AND FUNCTIONAL REACH TESTS IN OBESE INDIVIDUALS WITH POOR POSTURAL CONTROL. [PURPOSE] THE AIM OF THE PRESENT STUDY WAS TO INVESTIGATE THE EFFECT OF YOGA TRAINING ON STATIC AND DYNAMIC STANDING BALANCE IN OBESE INDIVIDUALS WITH POOR STANDING BALANCE. [SUBJECTS AND METHODS] SIXTEEN OBESE VOLUNTEERS WERE RANDOMLY ASSIGNED INTO YOGA AND CONTROL GROUPS. THE YOGA TRAINING PROGRAM WAS PERFORMED FOR 45 MINUTES PER DAY, 3 TIMES PER WEEK, FOR 4 WEEKS. STATIC AND DYNAMIC BALANCE WERE ASSESSED IN VOLUNTEERS WITH ONE LEG STANDING AND FUNCTIONAL REACH TESTS. OUTCOME MEASURES WERE TESTED BEFORE TRAINING AND AFTER A SINGLE WEEK OF TRAINING. TWO-WAY REPEATED MEASURE ANALYSIS OF VARIANCE WITH TUKEY'S HONESTLY SIGNIFICANT DIFFERENCE POST HOC STATISTICS WAS USED TO ANALYZE THE DATA. [RESULTS] OBESE INDIVIDUALS SHOWED SIGNIFICANTLY INCREASED STATIC STANDING BALANCE IN THE YOGA TRAINING GROUP, BUT THERE WAS NO SIGNIFICANT IMPROVEMENT OF STATIC OR DYNAMIC STANDING BALANCE IN THE CONTROL GROUP AFTER 4 WEEKS. IN THE YOGA GROUP, SIGNIFICANT INCREASES IN STATIC STANDING BALANCE WAS FOUND AFTER THE 2ND, 3RD, AND 4TH WEEKS. COMPARED WITH THE CONTROL GROUP, STATIC STANDING BALANCE IN THE YOGA GROUP WAS SIGNIFICANTLY DIFFERENT AFTER THE 2ND WEEK, AND DYNAMIC STANDING BALANCE WAS SIGNIFICANTLY DIFFERENT AFTER THE 4TH WEEK. [CONCLUSION] YOGA TRAINING WOULD BE BENEFICIAL FOR IMPROVING STANDING BALANCE IN OBESE INDIVIDUALS WITH POOR STANDING BALANCE.	2015	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
4  148  28 A QUALITATIVE EXPLORATION OF IMPLEMENTATION FACTORS IN A SCHOOL-BASED MINDFULNESS AND YOGA PROGRAM: LESSONS LEARNED FROM STUDENTS AND TEACHERS. IDENTIFYING FACTORS RELEVANT FOR SUCCESSFUL IMPLEMENTATION OF SCHOOL-BASED INTERVENTIONS IS ESSENTIAL TO ENSURE THAT PROGRAMS ARE PROVIDED IN AN EFFECTIVE AND ENGAGING MANNER. THE PERSPECTIVES OF TWO KEY STAKEHOLDERS CRITICAL FOR IDENTIFYING IMPLEMENTATION BARRIERS AND FACILITATORS - STUDENTS AND THEIR CLASSROOM TEACHERS - MERIT ATTENTION IN THIS CONTEXT AND HAVE RARELY BEEN EXPLORED USING QUALITATIVE METHODS. THIS STUDY REPORTS QUALITATIVE PERSPECTIVES OF FIFTH AND SIXTH GRADE PARTICIPANTS AND THEIR TEACHERS OF A 16-WEEK SCHOOL-BASED MINDFULNESS AND YOGA PROGRAM IN THREE PUBLIC SCHOOLS SERVING LOW-INCOME URBAN COMMUNITIES. FOUR THEMES RELATED TO PROGRAM IMPLEMENTATION BARRIERS AND FACILITATORS EMERGED: PROGRAM DELIVERY FACTORS, PROGRAM BUY-IN, IMPLEMENTER COMMUNICATION WITH TEACHERS, AND INSTRUCTOR QUALITIES. FEEDBACK FROM STUDENTS AND TEACHERS IS DISCUSSED IN THE CONTEXT OF INFORMING IMPLEMENTATION, ADAPTATION, AND FUTURE DEVELOPMENT OF SCHOOL-BASED MINDFULNESS AND YOGA PROGRAMMING IN URBAN SETTINGS.	2017	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      
5  145  41 A QUALITATIVE EVALUATION OF STUDENT LEARNING AND SKILLS USE IN A SCHOOL-BASED MINDFULNESS AND YOGA PROGRAM. PREVIOUS STUDIES ON SCHOOL-BASED MINDFULNESS AND YOGA PROGRAMS HAVE FOCUSED PRIMARILY ON QUANTITATIVE MEASUREMENT OF PROGRAM OUTCOMES. THIS STUDY USED QUALITATIVE DATA TO INVESTIGATE PROGRAM CONTENT AND SKILLS THAT STUDENTS REMEMBERED AND APPLIED IN THEIR DAILY LIVES. DATA WERE GATHERED FOLLOWING A 16-WEEK MINDFULNESS AND YOGA INTERVENTION DELIVERED AT THREE URBAN SCHOOLS BY A COMMUNITY NON-PROFIT ORGANIZATION. WE CONDUCTED FOCUS GROUPS AND INTERVIEWS WITH NINE CLASSROOM TEACHERS WHO DID NOT PARTICIPATE IN THE PROGRAM AND HELD SIX FOCUS GROUPS WITH 22 FIFTH AND SIXTH GRADE PROGRAM PARTICIPANTS. THIS STUDY ADDRESSES TWO PRIMARY RESEARCH QUESTIONS: (1) WHAT SKILLS DID STUDENTS LEARN, RETAIN, AND UTILIZE OUTSIDE THE PROGRAM? AND (2) WHAT CHANGES DID CLASSROOM TEACHERS EXPECT AND OBSERVE AMONG PROGRAM RECIPIENTS? FOUR MAJOR THEMES RELATED TO SKILL LEARNING AND APPLICATION EMERGED AS FOLLOWS: (1) YOUTHS RETAINED AND UTILIZED PROGRAM SKILLS INVOLVING BREATH WORK AND POSES; (2) KNOWLEDGE ABOUT HEALTH BENEFITS OF THESE TECHNIQUES PROMOTED SELF-UTILIZATION AND SHARING OF SKILLS; (3) YOUTHS DEVELOPED KEENER EMOTIONAL APPRAISAL THAT, COUPLED WITH NEW AND IMPROVED EMOTIONAL REGULATION SKILLS, HELPED DE-ESCALATE NEGATIVE EMOTIONS, PROMOTE CALM, AND REDUCE STRESS; AND (4) YOUTHS AND TEACHERS REPORTED REALISTIC AND OPTIMISTIC EXPECTATIONS FOR FUTURE IMPACT OF ACQUIRED PROGRAM SKILLS. WE DISCUSS IMPLICATIONS OF THESE FINDINGS FOR GUIDING FUTURE RESEARCH AND PRACTICE.	2016	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
6  491  39 CO-DESIGNING A NEW YOGA-BASED MINDFULNESS INTERVENTION FOR SURVIVORS OF STROKE: A FORMATIVE EVALUATION. MOVEMENT-BASED MINDFULNESS INTERVENTIONS (MBI) ARE COMPLEX, MULTI-COMPONENT INTERVENTIONS FOR WHICH THE DESIGN PROCESS IS RARELY REPORTED. FOR PEOPLE WITH STROKE, EMERGING EVIDENCE SUGGESTS BENEFITS, BUT MAINSTREAM PROGRAMS ARE GENERALLY UNSUITABLE. WE AIMED TO DESCRIBE THE PROCESSES INVOLVED AND TO CONDUCT A FORMATIVE EVALUATION OF THE DEVELOPMENT OF A NOVEL YOGA-BASED MBI DESIGNED FOR SURVIVORS OF STROKE. WE USED THE MEDICAL RESEARCH COUNCIL COMPLEX INTERVENTIONS FRAMEWORK AND PRINCIPLES OF CO-DESIGN. WE PURPOSEFULLY APPROACHED HEALTH PROFESSIONALS AND CONSUMERS TO ESTABLISH AN ADVISORY COMMITTEE FOR DEVELOPING THE INTERVENTION. MEMBERS COLLABORATED AND ITERATIVELY REVIEWED THE DESIGN AND CONTENT OF THE PROGRAM, FORMATTED INTO A TRAINING MANUAL. FOUR EXTERNAL YOGA TEACHERS INDEPENDENTLY REVIEWED THE PROGRAM. FORMATIVE EVALUATION INCLUDED REVIEW OF MULTIPLE DATA SOURCES AND DOCUMENTATION (E.G., FORMAL MEETING MINUTES, FOCUS GROUP DISCUSSIONS, RESEARCHER OBSERVATIONS). THE DATA WERE SYNTHESIZED USING INDUCTIVE THEMATIC ANALYSIS. THREE BROAD THEMES EMERGED: (A) MBI CONTENT AND TERMINOLOGY; (B) MANUAL DESIGN AND READABILITY; AND (C) BARRIERS AND ENABLERS TO DELIVER THE INTERVENTION. VARIOUS PERSPECTIVES AND FEEDBACK ON ESSENTIAL COMPONENTS GUIDED FINALIZING THE PROGRAM. THE DESIGN PHASE OF A NOVEL YOGA-BASED MBI WAS STRENGTHENED BY INTERDISCIPLINARY, CONSUMER CONTRIBUTIONS AND PEER REVIEW. THE 12-WEEK INTERVENTION IS READY FOR TESTING AMONG SURVIVORS OF STROKE.	2021	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
7  951  31 EFFECTS OF A CLASSROOM-BASED YOGA INTERVENTION ON CORTISOL AND BEHAVIOR IN SECOND- AND THIRD-GRADE STUDENTS: A PILOT STUDY. THIS UNCONTROLLED PILOT STUDY EXAMINED THE EFFECTS OF A CLASSROOM-BASED YOGA INTERVENTION ON CORTISOL CONCENTRATIONS AND PERCEIVED BEHAVIOR IN CHILDREN. A 10-WEEK YOGA 4 CLASSROOMS INTERVENTION WAS IMPLEMENTED IN ONE SECOND-GRADE AND ONE THIRD-GRADE CLASSROOM. STUDENTS' SALIVARY CORTISOL RESPONSES WERE ASSESSED AT 3 TIME POINTS. CLASSROOM TEACHERS ALSO DOCUMENTED THEIR PERCEPTIONS OF THE EFFECTS OF THE INTERVENTION ON STUDENTS' COGNITIVE, SOCIAL, AND EMOTIONAL SKILLS. SECOND, BUT NOT THIRD, GRADERS SHOWED A SIGNIFICANT DECREASE IN BASELINE CORTISOL FROM BEFORE TO AFTER THE INTERVENTION. SECOND AND THIRD GRADERS BOTH SHOWED SIGNIFICANT DECREASES IN CORTISOL FROM BEFORE TO AFTER A COGNITIVE TASK, BUT NEITHER GRADE SHOWED ADDITIONAL DECREASES FROM BEFORE TO AFTER A SINGLE YOGA CLASS. THE SECOND-GRADE TEACHER PERCEIVED SIGNIFICANT IMPROVEMENTS IN SEVERAL ASPECTS HIS/HER STUDENTS' BEHAVIOR. THE THIRD-GRADE TEACHER PERCEIVED SOME, BUT FEWER, IMPROVEMENTS IN HIS/HER STUDENTS' BEHAVIOR. RESULTS SUGGEST THAT SCHOOL-BASED YOGA MAY BE ADVANTAGEOUS FOR STRESS MANAGEMENT AND BEHAVIOR.	2015	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
8   18  46 "THE PROGRAM AFFECTS ME 'CAUSE IT GIVES AWAY STRESS": URBAN STUDENTS' QUALITATIVE PERSPECTIVES ON STRESS AND A SCHOOL-BASED MINDFUL YOGA INTERVENTION. CONTEXT: SCHOOL-BASED MINDFULNESS AND YOGA STUDIES GENERALLY MEASURE STRESS-RELATED OUTCOMES USING QUANTITATIVE MEASURES. OBJECTIVE: THIS STUDY ANSWERS THE FOLLOWING RESEARCH QUESTIONS: HOW DO YOUTH DEFINE STRESS AND IN WHAT WAYS, IF ANY, WAS A MINDFUL YOGA INTERVENTION HELPFUL TO YOUTH DURING STRESS EXPERIENCES? DESIGN AND SUBJECTS: TO EXPLORE YOUTHS' OWN PERSPECTIVES ON STRESS, STRESSORS IN YOUTHS' LIVES, AND PERCEIVED CHANGES IN RESPONSES TO STRESS POST-INTERVENTION, WE CONDUCTED FOCUS GROUP DISCUSSIONS WITH 22 MIDDLE SCHOOL STUDENTS FROM LOW-INCOME URBAN COMMUNITIES FOLLOWING A 16-WEEK MINDFUL YOGA INTERVENTION. RESULTS: USING THEMATIC ANALYSIS, THE FOLLOWING THREE THEMES EMERGED: (1) YOUTH CONFLATED STRESS WITH NEGATIVE EMOTIONS; (2) PEER AND FAMILY CONFLICTS WERE COMMON STRESSORS; AND (3) YOUTH REPORTED IMPROVED IMPULSE CONTROL AND EMOTIONAL REGULATION FOLLOWING THE INTERVENTION. STUDY FINDINGS HAVE IMPLICATIONS FOR REFINING INTERVENTION CONTENT (E.G., DISCUSSIONS OF STRESS), AS WELL AS INFORMING THE SELECTION AND DEVELOPMENT OF QUANTITATIVE MEASURES FOR FUTURE RESEARCH ON STRESS AND STRESS RESPONSES IN URBAN YOUTH.	2016	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
9  853  34 EFFECT OF YOGA ON THE MOTOR PROFICIENCY OF CHILDREN WITH AUTISM SPECTRUM DISORDER AND THE FEASIBILITY OF ITS INCLUSION IN SPECIAL SCHOOL ENVIRONMENTS. YOGA AS A MOVEMENT-BASED INTERVENTION IS INCREASINGLY CONSIDERED TO IMPROVE THE MOTOR SKILLS OF CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD). HOWEVER, THERE IS LITTLE EVIDENCE OF THE EFFECT OF YOGA ON THEIR MOTOR SKILLS. THE CURRENT STUDY AIMS TO EXPLORE THE EFFECT OF GROUP YOGA PROGRAM ON MOTOR PROFICIENCY OF CHILDREN WITH ASD AND FEASIBILITY OF ITS INCLUSION IN SPECIAL SCHOOLS. FORTY-THREE CHILDREN WITH ASD FROM FOUR SPECIAL SCHOOLS WERE RANDOMIZED INTO YOGA (N = 23) AND CONTROL (N = 20) GROUP. A STRUCTURED YOGA PROGRAM OF 45 MIN FOR 12 WEEKS WAS DELIVERED BY TRAINED YOGA TEACHERS WHO ALSO TRACKED THEIR DAILY RESPONSES. THE BRUININKS-OSERETSKY TEST OF MOTOR PROFICIENCY. SECOND EDITION WAS USED TO ASSESS BOTH THE GROUPS PRE- AND POSTINTERVENTION. IN CONCLUSION, THE STUDY HIGHLIGHTED THAT YOGA APPEARS TO HAVE A POSITIVE IMPACT ON THE GROSS MOTOR RATHER THAN FINE MOTOR PROFICIENCY OF CHILDREN WITH ASD AND IS FEASIBLE TO BE DELIVERED AS GROUP INTERVENTION IN SPECIAL SCHOOLS.	2022	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
10 1626  35 MINDFULNESS TRAINING FOR IMPROVING ATTENTION REGULATION IN UNIVERSITY STUDENTS: IS IT EFFECTIVE? AND DO YOGA AND HOMEWORK MATTER? THE PRESENT STUDY EXAMINED THE EFFECTS OF MINDFULNESS TRAINING ON ATTENTION REGULATION IN UNIVERSITY STUDENTS AND WHETHER THE POTENTIAL BENEFITS OF IMPLEMENTATION ARE INFLUENCED BY THE YOGA COMPONENT OF MINDFULNESS-BASED INTERVENTIONS (MBIS) AND/OR BY MBI HOMEWORK PRACTICE. IN A NON-RANDOMIZED TRIAL WITH PRE- AND POST-ASSESSMENTS, N = 180 UNIVERSITY STUDENTS WERE ALLOCATED TO EITHER MINDFULNESS TRAINING (EXPERIMENTAL GROUPS), AWARENESS ACTIVITIES (ACTIVE CONTROL GROUP), OR NO TRAINING (PASSIVE CONTROL GROUP). MINDFULNESS WAS TAUGHT THROUGH TWO MBIS, ONE INCLUDING YOGA AND THE OTHER EXCLUDING YOGA. ATTENTION REGULATION WAS OPERATIONALIZED VIA BEHAVIORAL INDICATORS, NAMELY SUSTAINED ATTENTION, COGNITIVE FLEXIBILITY, COGNITIVE INHIBITION, AND DATA-DRIVEN INFORMATION PROCESSING. WITH THE EXCEPTION OF SPEED IN A COGNITIVE FLEXIBILITY TASK, THE RESULTS INDICATED NO SYSTEMATIC OR DIFFERENTIAL ADVANTAGE ARISING FROM MINDFULNESS TRAINING, WITH OR WITHOUT YOGA, REGARDING THE ASPECTS OF ATTENTION REGULATION. THERE WAS NO CONSISTENT INFLUENCE OF HOMEWORK QUANTITY OR QUALITY. THE IMPLICATIONS FOR MINDFULNESS TRAINING IN ACADEMIC CONTEXTS ARE DISCUSSED.	2020	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       
11 2191  37 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	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               
12 1234  35 FEASIBILITY AND RESULTS OF A CASE STUDY OF YOGA TO IMPROVE PHYSICAL FUNCTIONING IN PEOPLE WITH CHRONIC TRAUMATIC BRAIN INJURY. PURPOSE: THE PURPOSE OF THIS MIXED-METHODS CASE STUDY WAS TO INVESTIGATE WHETHER AN 8-WEEK 1:1 YOGA PROGRAM WAS FEASIBLE AND BENEFICIAL TO PEOPLE WITH TRAUMATIC BRAIN INJURY (TBI). METHOD: THIS WAS A MIXED-METHODS CASE STUDY OF ONE-TO-ONE YOGA FOR PEOPLE WITH TBI INCLUDED THREE PEOPLE. WE COMPLETED ASSESSMENTS BEFORE AND AFTER THE 8-WEEK YOGA INTERVENTION AND INCLUDED MEASURES OF BALANCE, BALANCE CONFIDENCE, PAIN, RANGE OF MOTION, STRENGTH AND MOBILITY. QUALITATIVE INTERVIEWS WERE INCLUDED AT THE POST-ASSESSMENT. WE INCLUDE A PERCENT CHANGE CALCULATION AND SALIENT QUOTES THAT REPRESENT THE PERCEIVED IMPACT OF THE YOGA INTERVENTION. RESULTS: ALL PARTICIPANTS COMPLETED THE YOGA INTERVENTION AND ALL DEMONSTRATED IMPROVEMENTS IN PHYSICAL OUTCOME MEASURES. FOR THE GROUP, BALANCE INCREASED BY 36%, BALANCE CONFIDENCE BY 39%, LOWER EXTREMITY STRENGTH BY 100% AND ENDURANCE BY 105%. QUALITATIVE DATA SUPPORT THE USE OF YOGA TO IMPROVE MULTIPLE ASPECTS OF PHYSICAL FUNCTIONING, ONE PARTICIPANT STATED: "I MEAN IT'S ROCKED MY WORLD. IT'S CHANGED MY LIFE. I MEAN ALL THE DIFFERENT ASPECTS. I MEAN PHYSICALLY, EMOTIONALLY, MENTALLY, IT'S GIVEN ME YOU KNOW MY LIFE BACK...". CONCLUSIONS: YOGA, DELIVERED IN A ONE-TO-ONE SETTING, APPEARS TO BE FEASIBLE AND BENEFICIAL TO PEOPLE WITH CHRONIC TBI. IMPLICATIONS FOR REHABILITATION: CHRONIC TRAUMATIC BRAIN INJURY (TBI) LEADS TO MANY ASPECTS OF PHYSICAL FUNCTIONING IMPAIRMENT. YOGA DELIVERED IN A ONE-TO-ONE SETTING MAY BE FEASIBLE AND BENEFICIAL FOR PEOPLE WITH CHRONIC TBI.	2016	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
13 2574  39 YOGA FOR EVERYONE: A QUALITATIVE STUDY OF A COMMUNITY YOGA CLASS FOR PEOPLE WITH DISABILITY. BACKGROUND AND OBJECTIVE: PEOPLE WITH MOBILITY IMPAIRMENTS FACE INCREASED BARRIERS TO PHYSICAL ACTIVITY. THE STUDY AIMED TO UNDERSTAND THE LIVED EXPERIENCES OF INDIVIDUALS WITH DISABILITY WHO ARE REGULAR PARTICIPANTS IN THE YOGA FOR EVERYONE CLASS TO INFORM FUTURE RESEARCH, INTERVENTION AND COMMUNITY PROGRAMS.METHODS: A PHENOMENOLOGICAL QUALITATIVE APPROACH UTILIZED SEMI-STRUCTURED INTERVIEWS AND CLASS OBSERVATIONS. DATA WAS ANALYZED THROUGH ITERATIVE INDUCTIVE THEMATIC ANALYSIS.RESULTS: SIX PEOPLE OF VARIED MOBILITY LIMITATIONS PARTICIPATED. THEMATIC ANALYSIS REVEALED THEMES ON INFLUENTIAL ENVIRONMENTAL AND PERSONAL FACTORS, A HOLISTIC-FOCUSED CLASS ENVIRONMENT, PHYSICAL IMPROVEMENTS, MENTAL/EMOTIONAL IMPACT, AND A SENSE OF BELONGING TO COMMUNITY.CONCLUSION: THE YOGA FOR EVERYONE CLASS FOSTERED MULTI-FACETED OUTCOMES FOR PEOPLE WITH DIVERSE MOVEMENT IMPAIRMENTS. FOCUSING ON COMMUNITY-CLINICAL PARTNERSHIPS, UTILIZING A CLASS STRUCTURE WITH VOLUNTEERS, AND FOSTERING AN ONGOING INCLUSIVE SOCIAL ENVIRONMENT ARE POTENTIAL STRATEGIES FOR SUCCESS IN OTHER COMMUNITY PROGRAMS FOR THOSE WITH DISABILITY.	2022	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          
14 1845  53 QUALITATIVE STUDY OF YOGA FOR YOUNG ADULTS IN SCHOOL SPORTS. OBJECTIVES: DISTRESS AND STRESS-RELATED DISEASES ARE AN INCREASING PUBLIC HEALTH PROBLEM AT SCHOOLS. THIS QUALITATIVE STUDY WAS NESTED IN A NON-RANDOMIZED, CONTROLLED TRIAL STUDYING THE EFFECTS OF A 10-WEEK YOGA COURSE AS AN ALTERNATIVE FOR REGULAR SCHOOL SPORTS IN TWO SECONDARY SCHOOLS IN GERMANY. METHODS: WE CONDUCTED A QUALITATIVE EVALUATION IN 3 FOCUS GROUPS WITH 6 PARTICIPANTS EACH. THE FOCUS GROUPS WERE AUDIO-RECORDED, TRANSCRIBED VERBATIM, PSEUDONYMISED AND ANALYSED USING QUALITATIVE CONTENT ANALYSIS. FURTHERMORE OPEN QUESTIONS WERE ASKED IN QUESTIONNAIRES. RESULTS: THE ANALYSIS OF THE PARTICIPANTS' INTERVIEWS (MEAN AGE 19.6 +/- 2.9 YEARS, N = 10 FEMALE, N = 8 MALE) RESULTED IN 4 KEY TOPICS: 1. ENCOUNTERING YOGA, 2. YOGA PRACTICE, 3. EFFECTS AND BENEFITS OF YOGA, AND 4. YOGA IN THE SCHOOL CONTEXT. YOGA WAS VERY WELL ACCEPTED BY MOST PARTICIPANTS. THEY REPORTED A VARIETY OF PHYSICAL AND PSYCHOLOGICAL BENEFITS AS WELL AS OVERALL RESTORATIVE EFFECTS. THE RELIEF OF PAIN OR OTHER PHYSICAL AILMENTS, HIGHER MOBILITY AND FLEXIBILITY, IMPROVED POSTURE AND IMPROVED SLEEP WERE MENTIONED BY THE PARTICIPANTS. SOME PARTICIPANTS USED THE NEW EXERCISES AND EXPERIENCES (E.G. WORKING WITH THE BREATH) IN THEIR EVERYDAY LIFE. THE POSSIBILITY FOR SELF-RESPONSIBLE ACTION WAS A WELCOME CHANGE FROM THE PERCEIVED PRESSURE AND HETERONOMY IN NORMAL (SCHOOL) LIFE. CONTROVERSIAL WAS THE QUESTION OF WHETHER YOGA - IF IT IS PART OF SCHOOL SPORT - SHOULD BE ASSESSED OR GRADED, AND WHETHER IT SHOULD BE COMPULSORY OR VOLUNTARY. CONCLUSION: YOGA CAN OFFER BOTH PHYSICAL AND PSYCHOLOGICAL BENEFITS IN YOUNG ADULTS AS WELL AS OFFER GENERAL REGENERATIVE EFFECTS. YOGA BY SENSITIZING THE PARTICIPANTS TO NEGATIVE PATTERNS OF BEHAVIOUR CAN ENCOURAGE HEALTHY BEHAVIOUR.	2020	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
15 1220  27 FACTORS INFLUENCING CHANGES IN TWEEZER DEXTERITY SCORES FOLLOWING YOGA TRAINING. YOGA HAS ALREADY BEEN SHOWN TO IMPROVE PERCEPTUAL-MOTOR SKILLS, BUT THE FACTORS WHICH INFLUENCE ITS EFFECTS ARE NOT WELL DEFINED. THIS STUDY CORRELATES AGE, GENDER, AND MOTIVATION TO LEARN YOGA WITH THE PERFORMANCE IN A DEXTERITY TASK FOLLOWING YOGA. TWEEZER DEXTERITY WAS RECORDED IN EIGHTY SUBJECTS BELONGING TO FOUR GROUPS. TWO GROUPS WERE GIVEN A MONTH OF YOGA TRAINING. ONE GROUP CONSISTED OF SUBJECTS WHO HAD VOLUNTEERED TO JOIN FOR THE TRAINING AND THE OTHER GROUP WERE DEPUTED FOR THE TRAINING AS PART OF THEIR JOB. THE TWO REMAINING GROUPS DID NOT RECEIVE YOGA TRAINING AND WERE SELECTED TO MATCH THE RESPECTIVE GROUPS RECEIVING YOGA, FOR AGE AND SEX, BUT NOT FOR THEIR MOTIVATION TO LEARN YOGA. THE TEST INVOLVED USING A TWEEZER TO PLACE METAL PINS IN EVENLY SPACED HOLES IN A METAL PLATE WITHIN FOUR MINUTES. FOLLOWING YOGA THE SCORES OF THE VOLUNTEERS WHO LEARNT YOGA INCREASED SIGNIFICANTLY, WHEREAS THERE WAS NO CHANGE IN SCORES OF DEPUTED SUBJECTS AND NON-YOGA GROUPS. FOR REASONS DESCRIBED IN DETAIL, FACTORS SUCH AS AGE AND GENDER DID NOT APPEAR TO CONTRIBUTE TO THE DIFFERENCE IN PERFORMANCE. HENCE MOTIVATION TO LEARN YOGA APPEARED TO INFLUENCE THE MAGNITUDE OF INCREASE.	1999	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       
16 2247  47 THE INTEGRATION OF YOGA IN PHYSICAL THERAPY CLINICAL PRACTICE. HEALTH PROFESSIONALS ARE BEGINNING TO USE YOGA AS A TREATMENT MODALITY. HOWEVER, EVIDENCE EXPLAINING PHYSICAL THERAPISTS' INTEGRATION OF YOGA IN CLINICAL PRACTICE IS LACKING. OBJECTIVE: THE PURPOSE OF THIS STUDY WAS TO EXPLORE HOW, WHY, AND WITH WHOM PHYSICAL THERAPISTS INTEGRATE YOGA INTO CLINICAL PRACTICE. DESIGN: THIS STUDY IS A SECONDARY ANALYSIS OF QUALITATIVE DATA COLLECTED DURING A LARGER MULTI-METHODS STUDY. THEMATIC ANALYSIS OF 13 INTERVIEWS WAS CONDUCTED. RESULTS: ANALYSIS INDICATED FOUR THEMES, AND SIX SUBTHEMES. FACILITATING YOGA IN CLINICAL PRACTICE AND YOGA TRAINING THEMES; INCLUDING EVALUATION OF OUTCOMES, BILLING, TERMINOLOGY, AND SAFETY SUBTHEMES DESCRIBE HOW PHYSICAL THERAPISTS ARE USING YOGA IN CLINICAL PRACTICE. THE PERCEIVED CLIENT OUTCOMES THEME, INCLUDING PHYSICAL AND PSYCHOSOCIAL OUTCOMES EXPLAIN WHY PHYSICAL THERAPISTS USE YOGA IN PRACTICE. THE YOGA WITH CLINICAL POPULATIONS THEME ADDRESSES WITH WHOM PHYSICAL THERAPISTS ARE USING YOGA. CONCLUSION: PHYSICAL THERAPISTS ARE USING YOGA WITH INDIVIDUALS WITH VARIOUS HEALTH CONDITIONS TO IMPROVE THEIR PHYSICAL AND MENTAL HEALTH. FINDINGS SUPPORT THE NEED FOR PHYSICAL THERAPISTS TO INCREASE THEIR ASSESSMENT AND DOCUMENTATION OF FUNCTIONAL OUTCOMES ASSOCIATED WITH CLIENT'S YOGA PARTICIPATION. DOCUMENTATION COULD CONTRIBUTE TO EVIDENCE-BASED LITERATURE RELATED TO HOW, WHY, AND WITH WHOM PHYSICAL THERAPISTS ARE USING YOGA. DOCUMENTED OUTCOMES COULD ALSO PROVIDE RATIONALE FOR YOGA TO RECEIVE CLASSIFICATION AS A REIMBURSABLE COMPLEMENTARY AND INTEGRATIVE HEALTH APPROACH. FUTURE RESEARCH INVOLVING A LARGER, DIVERSE SAMPLE (E.G., PHYSICAL THERAPISTS WITH VARYING LEVELS OF EDUCATION AND YOGA TRAINING) FOCUSED ON HOW, WHY, AND WITH WHOM PHYSICAL THERAPISTS INTEGRATE YOGA INTO CLINICAL PRACTICE IS RECOMMENDED.	2021	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                         
17 2648  46 YOGA HELPS PUT THE PIECES BACK TOGETHER: A QUALITATIVE EXPLORATION OF A COMMUNITY-BASED YOGA PROGRAM FOR CANCER SURVIVORS. OBJECTIVE. A QUALITATIVE RESEARCH METHODS APPROACH WAS USED TO EXPLORE THE EXPERIENCES OF PARTICIPANTS IN AN ONGOING COMMUNITY-BASED YOGA PROGRAM DEVELOPED FOR CANCER SURVIVORS AND THEIR SUPPORT PERSONS. METHODS. 25 PARTICIPANTS TOOK PART IN A SERIES OF SEMISTRUCTURED FOCUS GROUPS FOLLOWING A SEVEN-WEEK YOGA PROGRAM AND AT THREE- AND SIX-MONTH FOLLOW-UPS. FOCUS GROUPS WERE TRANSCRIBED VERBATIM AND ANALYZED USING A PROCESS OF INDUCTIVE THEMATIC ANALYSIS. RESULTS. THE GROUP WAS COMPRISED OF 20 CANCER SURVIVORS, WHO WERE DIAGNOSED ON AVERAGE 25.40 (20.85) MONTHS EARLIER, AND FIVE SUPPORT PERSONS. PARTICIPANTS HAD COMPLETED THE YOGA PROGRAM AN AVERAGE OF 3.35 (3.66) TIMES PREVIOUSLY AND ATTENDED APPROXIMATELY 1.64 (0.70) OF THREE POSSIBLE FOCUS GROUPS. FOUR KEY THEMES WERE IDENTIFIED: (1) SAFETY AND SHARED UNDERSTANDING; (2) CANCER-SPECIFIC YOGA INSTRUCTION; (3) BENEFITS OF YOGA PARTICIPATION; (4) MECHANISMS OF YOGA PRACTICE. CONCLUSIONS. QUALITATIVE RESEARCH PROVIDES UNIQUE AND IN-DEPTH INSIGHT INTO THE YOGA EXPERIENCE. SPECIFICALLY, CANCER SURVIVORS AND SUPPORT PERSONS PARTICIPATING IN A COMMUNITY-BASED YOGA PROGRAM DISCUSSED THEIR EXPERIENCES OF CHANGE OVER TIME AND WERE ACUTELY AWARE OF THE BENEFICIAL EFFECTS OF YOGA ON THEIR PHYSICAL, PSYCHOLOGICAL, AND SOCIAL WELL-BEING. FURTHER, PARTICIPANTS WERE ABLE TO ARTICULATE THE MECHANISMS THEY PERCEIVED AS UNDERPINNING THE RELATIONSHIP BETWEEN YOGA AND IMPROVED WELL-BEING AS THEY DEVELOPED THEIR YOGA PRACTICE.	2016	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
18 1127  34 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	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
19 2062  50 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	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          
20  778  31 EFFECT OF YOGA AND WORKING MEMORY TRAINING ON COGNITIVE COMMUNICATIVE ABILITIES AMONG MIDDLE AGED ADULTS. SEVERAL STUDIES HAVE REPORTED IMPROVEMENTS IN COGNITIVE COMMUNICATIVE ABILITIES WITH WORKING MEMORY TRAINING AND ALTERNATIVE THERAPEUTIC METHODS CONDUCTED SEPARATELY. THE PRESENT STUDY AIMED TO INVESTIGATE THE EFFECTS OF COMBINING YOGA AND WORKING MEMORY TRAINING AMONG HEALTHY MIDDLE AGED ADULTS. A TOTAL OF 45 PARTICIPANTS WERE RANDOMLY ASSIGNED INTO THREE GROUPS. GROUP 1 RECEIVED BOTH YOGA AND WORKING MEMORY TRAINING, GROUP 2 RECEIVED ONLY WORKING MEMORY TRAINING AND GROUP 3 SERVED AS THE CONTROL GROUP. WORKING MEMORY TRAINING WAS PROVIDED ON SIX TASKS. YOGA TRAINING INVOLVED PRANAYAMAS AND MUDRAS. EFFECTS OF TRAINING WERE ASSESSED ALONG WITH THE SELF-PERCEPTUAL RATING OF THE PARTICIPANTS TOWARDS TRAINING. RESULTS REVEAL GREATER TRAINING EFFECTS AMONG GROUP 1 PARTICIPANTS, FOLLOWED BY GROUP 2 AND GROUP 3. GROUP 1 ALSO REPORTED BETTER PERCEPTION OF TRAINING (P < 0.05) THAN GROUP 2. THE STUDY HIGHLIGHTS THAT YOGA IS NOT ONLY AN ALTERNATIVE APPROACH, BUT ALSO AUGMENTATIVE IN IMPROVING COGNITIVE COMMUNICATIVE ABILITIES.	2017