1 2092 78 THE EFFECT OF THE YOGA COURSE ON MINDFULNESS AND SELF-COMPASSION AMONG NURSING STUDENTS. PURPOSE: THIS STUDY AIMED TO INVESTIGATE THE EFFECT OF YOGA ON MINDFULNESS AND SELF-COMPASSION AMONG NURSING STUDENTS. DESIGN AND METHODS: THE QUASIEXPERIMENTAL SINGLE-GROUP PRETEST-POSTTEST DESIGN STUDY CONDUCTED WITH 47 NURSING STUDENTS. THE DATA WERE COLLECTED USING A "PERSONAL DATA FORM," THE "MINDFUL ATTENTION AWARENESS SCALE (MAAS)," AND THE "SELF-COMPASSION SCALE (SCS)." FINDINGS: WHILE THE MEAN SCORE OF THE STUDENTS FROM THE "MAAS" WAS 60.51 (+/-11.35) IN THE PRETEST, IT INCREASED TO 63.7 (+/-8.75) IN THE POSTTEST (P < 0.05). WHILE THE MEAN SCORE OF THE STUDENTS FROM THE SCS WAS 3.22 +/- 0.69 IN THE PRETEST, IT INCREASED TO 3.59 (+/-0.53) IN THE POSTTEST (P < 0.05). A STATISTICALLY SIGNIFICANT RELATIONSHIP WAS FOUND BETWEEN MINDFULNESS AND SCS SCORES (R = 0.162). PRACTICE IMPLICATIONS: AFTER THE YOGA COURSE, MINDFULNESS AND SELF-COMPASSION OF THE STUDENTS WERE FOUND TO BE HIGHER THAN IT WAS BEFORE THE LESSONS. THE HIGHER THE MINDFULNESS LEVEL OF THE STUDENTS IS, THE HIGHER THE LEVEL OF SELF-COMPASSION IS. 2021 2 955 27 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 3 191 22 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 4 1949 20 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 5 1504 27 INVESTIGATION OF YOGA PRANAYAMA AND VEDIC MATHEMATICS ON MINDFULNESS, AGGRESSION AND EMOTION REGULATION. BACKGROUND: COMPETITIVE EXAMINATIONS, PARTICULARLY IN MATHEMATICS, HAVE MADE EMOTIONAL STRESS A MAJOR PROBLEM FOR PREUNIVERSITY STUDENTS, EMOTIONS LIKE AGGRESSION TOWARD FELLOW STUDENTS AND TEACHERS INCREASE. MINDFULNESS IS A QUALITY THAT REDUCES BOTH EMOTIONAL STRESS AND AGGRESSION, SO INCREASING MINDFULNESS SHOULD BE HELPFUL. AIMS: TO STUDY THE EFFECTS OF YOGA PRANAYAMA (YP) AND VEDIC MATHEMATICS (VM) ON MINDFULNESS, AGGRESSION, AND EMOTION REGULATION. METHODS: PARTICIPANTS WERE 12(TH) GRADERS ATTENDING A PREUNIVERSITY COLLEGE IN CHIKKAMAGALURU, INDIA, OF BOTH GENDERS. EXCLUSION CRITERIA INCLUDED MAJOR PSYCHOLOGICAL PROBLEMS. THREE CLASSES WERE ARBITRARILY ASSIGNED TO ONE OF THREE INTERVENTIONS, WHICH CONSISTED OF 15 DAYS EACH OF 30 MIN DAILY INSTRUCTION IN YP, GROUP 1, VM, GROUP 2, OR 30 MIN ORDINARY CLASS WORK, GROUP 3, THE CONTROL GROUP. ASSESSMENTS WERE MADE USING THE MINDFULNESS ATTENTION AWARENESS SCALE, THE NONPHYSICAL AGGRESSION SCALE FROM PITTSBURGH YOUTH STUDY, AND THE EMOTION REGULATION QUESTIONNAIRE. STATISTICAL ANALYSIS USED: SPSS 19.0. RESULTS: MINDFULNESS, AGGRESSION, AND NEGATIVE EMOTIONAL REGULATION CHANGED SIGNIFICANTLY FOR THE YP GROUP, WHILE MINDFULNESS ALONE IMPROVED SIGNIFICANTLY FOR THE VM GROUP. NO GROUP CHANGED ON POSITIVE EMOTION REGULATION. CONTROLS APPARENTLY IMPROVED ON AGGRESSION. AN INTERESTING POST HOC CORRELATION ANALYSIS IS ALSO REPORTED, AMONG OTHER THINGS DIRECTLY LINKING INCREASED MINDFULNESS TO DECREASED AGGRESSION. CONCLUSIONS: THE STUDY SHOWED POSITIVE EFFECTS OF TRADITIONAL METHODS OF DECREASING EMOTIONAL PRESSURE ON STUDENTS FACING PREUNIVERSITY MATHEMATICS EXAMINATIONS. INCREASING MINDFULNESS IS CONSIDERED A WAY OF INCREASING EMOTION REGULATION, SO THE FAILURE OF THIS STUDY TO PROVIDE EVIDENCE FOR THAT IS OF INTEREST. 2017 6 951 18 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 7 677 34 EFFECT OF A YOGA BASED MEDITATION TECHNIQUE ON EMOTIONAL REGULATION, SELF-COMPASSION AND MINDFULNESS IN COLLEGE STUDENTS. BACKGROUND: EMOTION REGULATION IS OFTEN A CHALLENGE FOR THE COLLEGE STUDENTS. YOGA PRACTICE HAS BEEN SHOWN TO REDUCE STRESS AND IMPROVE MINDFULNESS THAT IS RELATED TO EMOTION REGULATION. MASTERING EMOTIONS TECHNIQUE (MEMT) IS ONE OF THE YOGA-BASED MEDITATION TECHNIQUES THAT ARE DESIGNED TO CONTROL EMOTIONS AMONG PRACTITIONERS. HOWEVER, TO THE BEST OF OUR KNOWLEDGE, THERE IS NO KNOWN STUDY REPORTING ITS SCIENTIFIC EVIDENCE-BASED EFFECTS ON EMOTION AND ITS RELATED VARIABLES. THUS, THIS STUDY WAS CONDUCTED TO EVALUATE THE EFFECT OF MEMT ON EMOTION REGULATION, SELF-COMPASSION, AND MINDFULNESS IN COLLEGE STUDENTS. MATERIALS AND METHODS: SEVENTY-TWO SUBJECTS WITH THE AGE VARIED FROM 18 TO 25 YEARS WERE RECRUITED FROM A RESIDENTIAL COLLEGE. ALL THE SUBJECTS UNDERWENT MEMT FOR THE DURATION OF 45 MIN A DAY FOR A PERIOD OF 2 WEEKS. ASSESSMENTS SUCH AS EMOTIONAL REGULATION QUESTIONNAIRE (ERQ), THE POSITIVE AND NEGATIVE AFFECT SCHEDULE (PANAS), SELF-COMPASSION SCALE (SCS), AND MINDFUL ATTENTION AWARENESS SCALE (MAAS) WERE TAKEN BEFORE AND AFTER THE INTERVENTION. RESULTS: RESULTS OF THIS STUDY SHOWED A SIGNIFICANT INCREASE IN THE SCORES OF COGNITIVE REAPPRAISAL, POSITIVE AFFECT, SELF-COMPASSION, AND MAAS ALONG WITH A SIGNIFICANT REDUCTION IN THE SCORES OF NEGATIVE AFFECT, AND EXPRESSIVE SUPPRESSION AFTER THE PRACTICE OF MEMT COMPARED TO ITS RESPECTIVE BASELINE. CONCLUSIONS: RESULTS OF THIS STUDY SUGGEST THAT PRACTICE OF MEMT IS EFFECTIVE IN IMPROVING EMOTION REGULATION, POSITIVE AFFECTS, SELF-COMPASSION, AND MINDFULNESS WHILE IN REDUCING NEGATIVE AFFECTS AMONG COLLEGE STUDENTS. 2018 8 2225 20 THE IMPACT OF TRAIT MINDFULNESS ON RELATIONAL OUTCOMES IN NOVICE YOGA PRACTITIONERS PARTICIPATING IN AN ACADEMIC YOGA COURSE. OBJECTIVE: THIS STUDY EXAMINED THE ROLE OF DISPOSITIONAL MINDFULNESS IN IMPACTING THE RELATIONAL BENEFITS OF YOGA IN NOVICE PRACTITIONERS IN AN UNDERGRADUATE ACADEMIC YOGA COURSE. PARTICIPANTS: 21 COLLEGE STUDENTS ENROLLED IN A YOGA COURSE THROUGHOUT A 15-WEEK ACADEMIC SEMESTER (JANUARY-APRIL 2016). METHODS: PARTICIPANTS ATTENDED LAB ASSESSMENTS AT THE BEGINNING AND END OF THE SEMESTER AND WERE ASKED TO COMPLETE EIGHT CONSECUTIVE INTERNET-BASED DAILY SURVEYS ACROSS SIX SEPARATE BURSTS, YIELDING 48 DATA POINTS FOR EACH PARTICIPANT. RESULTS: MULTIVARIATE TIME-SERIES ANALYSES REVEALED WITHIN-PERSON SUBGROUP DIFFERENCES SUCH THAT IN GENERAL, THOSE IN THE HIGH TRAIT MINDFULNESS GROUP GLEANED BENEFITS FROM YOGA PRACTICE WITH RESPECT TO RELATIONAL OUTCOMES. CONCLUSIONS: THIS STUDY DEMONSTRATED TRAIT MINDFULNESS IMPACTS RELATIONAL OUTCOMES IN NOVICE YOGA PRACTITIONERS, SUGGESTING THOSE LOW IN TRAIT MINDFULNESS MAY NOT GARNER IMMEDIATE RELATIONAL BENEFITS FROM YOGA AND COULD BENEFIT FROM ADDITIONAL STRATEGIES TO BOLSTER AGAINST ANY NEGATIVE INFLUENCES OF INITIATING YOGA PRACTICE. 2019 9 1369 13 IMPACT OF A SHORT YOGA INTERVENTION ON MEDICAL STUDENTS' HEALTH: A PILOT STUDY. BACKGROUND: MEDICAL STUDENTS OFTEN EXPERIENCE SIGNIFICANT DISTRESS EARLY-ON IN UNDERGRADUATE TRAINING. AIMS: WE AIMED TO DEMONSTRATE THE IMPACT OF A BRIEF STRUCTURED YOGA INTERVENTION ON MEDICAL STUDENTS. METHOD: FOURTEEN FIRST-YEAR MEDICAL STUDENTS PARTICIPATED IN A 16-WEEK YOGA INTERVENTION PILOT STUDY. STUDENTS COMPLETED QUESTIONNAIRES AT BASELINE, MID-INTERVENTION AND END OF THE STUDY. RESULTS: THE STUDENTS REPORTED IMPROVEMENTS IN OVERALL HEALTH, PERCEIVED STRESS AND DEPRESSIVE SYMPTOMS FOLLOWING THE INTERVENTION. CONCLUSIONS: A YOGA INTERVENTION MAY BE EFFECTIVE IN DECREASING STRESS AND IMPROVING GENERAL WELL-BEING IN MEDICAL STUDENTS. 2009 10 216 20 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 11 1712 20 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 12 803 21 EFFECT OF YOGA ON ACADEMIC PERFORMANCE IN RELATION TO STRESS. BACKGROUND: ACADEMIC PERFORMANCE IS CONCERNED WITH THE QUANTITY AND QUALITY OF LEARNING ATTAINED IN A SUBJECT OR GROUP OF SUBJECTS AFTER A LONG PERIOD OF INSTRUCTION. EXCESSIVE STRESS HAMPERS STUDENTS' PERFORMANCE. IMPROVEMENT IN ACADEMIC PERFORMANCE AND ALERTNESS HAS BEEN REPORTED IN SEVERAL YOGIC STUDIES. AIMS AND OBJECTIVES: THE MAIN OBJECTIVE OF THE STUDY WAS TO ASSESS THE EFFECT OF YOGA ON ACADEMIC PERFORMANCE IN RELATION TO STRESS. MATERIALS AND METHODS: THE STUDY STARTED WITH 800 ADOLESCENT STUDENTS; 159 HIGH-STRESS STUDENTS AND 142 LOW-STRESS STUDENTS WERE SELECTED ON THE BASIS OF SCORES OBTAINED THROUGH STRESS BATTERY. EXPERIMENTAL GROUP AND CONTROL GROUP WERE GIVEN PRE TEST IN THREE SUBJECTS, I.E., MATHEMATICS, SCIENCE, AND SOCIAL STUDIES. A YOGA MODULE CONSISTING OF YOGA ASANAS, PRANAYAMA, MEDITATION, AND A VALUE ORIENTATION PROGRAM WAS ADMINISTERED ON EXPERIMENTAL GROUP FOR 7 WEEKS. THE EXPERIMENTAL AND CONTROL GROUPS WERE POST-TESTED FOR THEIR PERFORMANCE ON THE THREE SUBJECTS MENTIONED ABOVE. RESULTS: THE RESULTS SHOW THAT THE STUDENTS, WHO PRACTICED YOGA PERFORMED BETTER IN ACADEMICS. THE STUDY FURTHER SHOWS THAT LOW-STRESS STUDENTS PERFORMED BETTER THAN HIGH-STRESS STUDENTS, MEANING THEREBY THAT STRESS AFFECTS THE STUDENTS' PERFORMANCE. 2009 13 128 15 A PILOT YOGA PHYSICAL EDUCATION CURRICULUM TO PROMOTE POSITIVE BODY IMAGE. WE EXAMINED THE EFFECTS OF A PILOT YOGA-BASED PHYSICAL EDUCATION (PE) CURRICULUM BY TESTING FOR CHANGE IN TRAIT BODY SURVEILLANCE, PHYSICAL SELF-WORTH, AND BODY APPRECIATION. FURTHER, WE EXAMINED THE RELATIONSHIPS AMONG CHANGE IN BODY IMAGE VARIABLES AND THE ROLE OF STATE MINDFULNESS IN PREDICTING STATE BODY SURVEILLANCE DURING CLASSES. ADOLESCENTS PARTICIPATED IN 12 WEEKS OF YOGA-BASED (N=20; MAGE=16.45, 90% FEMALE) OR TRADITIONAL (N=23;MAGE=14.52, 57% FEMALE) PE. RESULTS SHOWED SIGNIFICANT (P=.004), MODERATE DECREASES IN TRAIT BODY SURVEILLANCE AND MINIMAL NONSIGNIFICANT (P=.11) INCREASES IN PHYSICAL SELF-WORTH. CHANGE IN TRAIT BODY SURVEILLANCE WAS INVERSELY RELATED TO CHANGE IN PHYSICAL SELF-WORTH AND BODY APPRECIATION IN YOGA PARTICIPANTS. MULTI-LEVEL MODELING ANALYSES REVEALED THAT MORE MINDFUL STUDENTS ALSO SURVEYED THEIR BODY LESS DURING CLASS. INTENTIONALLY STRUCTURED YOGA PARTICIPATION MAY SUPPORT POSITIVE BODY IMAGE AMONG ADOLESCENTS. 2017 14 147 15 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 15 862 20 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 16 96 20 A NATURALISTIC STUDY OF YOGA, MEDITATION, SELF-PERCEIVED STRESS, SELF-COMPASSION, AND MINDFULNESS IN COLLEGE STUDENTS. OBJECTIVE: THIS STUDY COMPARED THE EFFECTS OF YOGA AND MINDFULNESS MEDITATION ON SELF-COMPASSION, MINDFULNESS, AND PERCEIVED STRESS IN COLLEGE STUDENTS; AND EXPLORED MIND-BODY MECHANISMS AND PREDICTORS OF STRESS REDUCTION. PARTICIPANTS: STUDENT PARTICIPANTS (N = 92) WERE ENROLLED IN EITHER YOGA OR MINDFULNESS MEDITATION CLASSES AT A COLLEGE IN THE SOUTHERN UNITED STATES FROM AUGUST THROUGH MAY OF 2015-2016. METHODS: STUDENTS PARTICIPATED IN 50-MINUTE CLASSES TWICE A WEEK FOR 10 WEEKS, COMPLETING SELF-REPORT QUESTIONNAIRES DURING THE 1ST AND 10TH WEEK. RESULTS: MULTIPLE-LINEAR REGRESSION ANALYSIS FOUND CHANGE IN SELF-COMPASSION WAS THE STRONGEST PREDICTOR OF STRESS REDUCTION. CONCLUSIONS: INCREASING SELF-COMPASSION MAY INCREASE THE EFFICACY OF MIND-BODY INTERVENTIONS. RESEARCH INTO MIND-BODY MECHANISMS IS NEEDED TO IDENTIFY INTERVENTION COMPONENTS THAT MOST IMPROVE STUDENT WELL-BEING. 2019 17 2062 28 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 18 1583 24 MEDICAL STUDENTS' STRESS LEVELS AND SENSE OF WELL BEING AFTER SIX WEEKS OF YOGA AND MEDITATION. OBJECTIVE. TO DETERMINE THE EFFECT OF SIX WEEKS OF YOGA AND MEDITATION ON MEDICAL STUDENTS' LEVELS OF PERCEIVED STRESS AND SENSE OF WELLBEING PRIOR TO TAKING THEIR EXAMS. METHODS. WE CONDUCTED A PROSPECTIVE CASE-CONTROL STUDY OF FIRST-THROUGH-THIRD-YEAR MEDICAL STUDENTS AT OUR ACADEMIC INSTITUTION, MEASURING LEVELS OF PERCEIVED STRESS AND SENSE OF WELLBEING BEFORE AND AFTER A SIX-WEEK YOGA AND MEDITATION INTERVENTION. QUESTIONNAIRES USED FOR EVALUATION INCLUDED THE PERCEIVED STRESS SCALE (PSS) AND SELF-ASSESSMENT SURVEYS (SAS). THE POSTINTERVENTION SURVEYS WERE COMPLETED ON THE DAY OF THE STUDENTS' WRITTEN EXAMS. RESULTS. A TOTAL OF THIRTEEN WOMEN AND FOURTEEN MEN PARTICIPATED. MEDIAN AGE WAS 28 (24 YRS-32 YRS). 48.1% WERE CAUCASIAN, 7.4% BLACK, 11.1% HISPANIC, 11.1% ASIAN, AND 22.2% OTHER. PAIRED T-TESTS SHOWED A STATISTICALLY SIGNIFICANT REDUCTION IN PERCEIVED STRESS (18.44 VERSUS 14.52; P = 0.004) AFTER THE SIX-WEEK YOGA AND MEDITATION PROGRAM. AFTER THE YOGA INTERVENTION, SELF-ASSESSMENT SURVEY RESULTS SHOWED A SIGNIFICANT IMPROVEMENT IN FEELINGS OF PEACE, FOCUS, AND ENDURANCE. IMPROVEMENTS IN HAPPINESS, POSITIVITY, PERSONAL SATISFACTION, AND SELF-CONFIDENCE WERE ALSO SEEN. AN IMPROVEMENT IN UNSUBSTANTIATED PARAMETERS SUCH AS PATIENCE AND FATIGUE WAS OBSERVED. CONCLUSION. YOGA AND MEDITATION MAY BE EFFECTIVE IN REDUCING STRESS LEVELS AND IMPROVING ASPECTS OF PERSONAL WELLBEING IN MEDICAL STUDENTS. 2016 19 2649 28 YOGA IMPROVES ATTENTION AND SELF-ESTEEM IN UNDERPRIVILEGED GIRL STUDENT. BACKGROUND: A STUDENT UNDER OPTIMAL STRESS DOES BRING OUT HIS OR HER BEST; HOWEVER, EXTREME STRESS CAN RESULT IN MENTAL HEALTH PROBLEMS AND DETERIORATES THEIR ACADEMIC PERFORMANCE. STUDENTS WHO ESTEEM THEMSELVES LOW ARE MOST LIKELY TO ENGAGE IN DESTRUCTIVE AND SELF-DESTRUCTIVE BEHAVIORS. MOREOVER, EXCESSIVE STRESS IS HARMFUL TO ACADEMIC PERFORMANCE AND MAY LEAD TO DROPPING OUT IN STUDENT. CAN YOGA BE OF BENEFIT IN STUDENTS FOR IMPROVING THEIR ATTENTION AND SELF-ESTEEM (SE)? OBJECTIVE: TO ASSESS ATTENTION AND SE IN GIRLS UNDERGOING INTEGRATED YOGA MODULE (IYM). MATERIALS AND METHODS: SIXTY LOW-INCOME HIGH SCHOOL GIRLS WITH 15.17 + 0.64 YEARS OF MEAN AGE PARTICIPATED IN THIS SINGLE GROUP PRE-POST STUDY. THE DATA WAS COLLECTED BEFORE AND AFTER 5 DAYS OF IYM. STATISTICAL ANALYSIS: MEANS, STANDARD DEVIATIONS, KOLMOGOROV-SMIRNOV TEST, AND WILCOXON SIGNED RANK TEST WERE USED TO ANALYZE THE DATA WITH THE HELP OF SPSS 16. RESULTS: THE DATA ANALYSIS SHOWED 9.04% INCREASE (P = 0.001) IN SE SCORES, WHEREAS D2 TEST FOR ATTENTION REVEALED 10.12% INCREASE (P < 0.001) IN TOTAL NUMBER OF SYMBOLS PROCESSED SCORES AND 44.73% DECREASE (P < 0.001) IN TOTAL NUMBER OF ERRORS. CONCLUSION: THE PRESENT STUDY SUGGESTS THAT OF IYM CAN RESULT IN IMPROVEMENT OF ATTENTION AND SE AMONG STUDENTS AND THEREBY ENHANCING THEIR MENTAL HEALTH AND CAN HELP THEM IN IMPROVING THEIR ACADEMIC ACHIEVEMENT. EFFORTS AIMED AT REDUCING MENTAL HEALTH PROBLEMS AMONG STUDENTS MAY FOCUS MORE ON IMPLEMENTING EFFECTIVE AND CULTURALLY ACCEPTABLE INTERVENTIONS, SUCH AS YOGA, COUNSELING, AND SOCIAL SUPPORT. ADDITIONAL WELL-DESIGNED STUDIES ARE NEEDED BEFORE A STRONG RECOMMENDATION CAN BE MADE. 2013 20 645 19 DOES YOGA SHAPE BODY, MIND AND SPIRITUAL HEALTH AND HAPPINESS: DIFFERENCES BETWEEN YOGA PRACTITIONERS AND COLLEGE STUDENTS. BACKGROUND/AIMS: TO ASSESS THE BODY, MIND AND SPIRIT DIFFERENCES BETWEEN YOGA STUDENTS COMPARED WITH COLLEGE STUDENTS. MATERIALS AND METHODS: MIND, BODY AND SPIRIT SURVEY INSTRUMENTS ADMINISTERED TO THE TWO GROUPS. RESULTS: FIVE INDICATORS TO MEASURE MENTAL WELLNESS WERE SIGNIFICANTLY DIFFERENT BETWEEN YOGA PRACTITIONERS AND COLLEGE STUDENTS. ON THREE OF THESE FIVE MEASURES, COLLEGE STUDENTS REPORTED MORE MENTAL WELLNESS THAN YOGA PRACTITIONERS - IN OTHER WORDS, THE RELATIONSHIP WAS THE INVERSE OF WHAT WAS EXPECTED. COLLEGE STUDENTS REPORTED MAINTAINING STABILITY IN THEIR LIFE MORE OFTEN THAN YOGA PRACTITIONERS AS WELL AS MORE OFTEN EXPERIENCING SATISFYING INTERPERSONAL RELATIONSHIPS. COLLEGE STUDENTS WERE ALSO MORE LIKELY THAN YOGA PRACTITIONERS TO REPORT BEING TOLERANT OF OTHERS, WHETHER OR NOT THEY APPROVED OF THEIR BEHAVIOR OR BELIEFS. YOGA PRACTITIONERS WERE MORE LIKELY THAN COLLEGE STUDENTS TO REPORT HAVING STRONG MORALS AND HEALTHY VALUES AS WELL AS THE ABILITY TO EXPRESS THEIR FEELINGS AND CONSIDER THE FEELINGS OF OTHERS. WE FOUND DIFFERENCES BETWEEN YOGA PRACTITIONERS AND COLLEGE STUDENTS ON MORE THAN HALF OF OUR SPIRIT ITEMS (FIVE OF NINE). YOGA PRACTITIONERS WERE MORE LIKELY THAN COLLEGE STUDENTS TO REPORT EXPRESSING THEIR SPIRITUALITY APPROPRIATELY AND IN HEALTHY WAYS, RECOGNIZING THE POSITIVE CONTRIBUTION FAITH COULD MAKE TO THE QUALITY OF LIFE (SIGNIFICANT AT THE 0.07 LEVEL), ROUTINELY UNDERTAKING NEW EXPERIENCES TO ENHANCE SPIRITUAL HEALTH AND HAVING A POSITIVE OUTLOOK ON LIFE. FURTHER, WE FOUND SUPPORT FOR THE PROPOSITION THAT YOGA PRACTITIONERS WERE MORE LIKELY TO REPORT EXPERIENCING HAPPINESS WITHIN. CONCLUSIONS: SIGNIFICANT DIFFERENCES BETWEEN YOGA AND COLLEGE STUDENTS WERE FOUND ON THE BODY, MIND AND SPIRIT MEASUREMENT INSTRUMENT. FURTHER WORK NEEDS TO ADDRESS THE COMPLEXITIES OF THESE RELATIONSHIPS. 2010