1  946 110 EFFECTS OF A 12-WEEKS YOGA INTERVENTION ON MOTOR AND COGNITIVE ABILITIES OF PRESCHOOL CHILDREN. SINCE EARLY CHILDHOOD IS REGARDED AS AN IMPORTANT PERIOD OF MOTOR AND COGNITIVE DEVELOPMENT, UNDERSTANDING THE EFFECTS OF PHYSICAL ACTIVITY ON MOTOR ABILITES AND COGNITIVE DEVELOPMENT IN PRESCHOOL CHILDREN HAS MAJOR PUBLIC HEALTH IMPLICATIONS. THIS STUDY INVESTIGATES THE EFFECTS OF A 12 WEEKS' YOGA INTERVENTION PROGRAM ON MOTOR AND COGNITIVE ABILITIES IN PRESCHOOL CHILDREN. PRESCHOOL CHILDREN (N = 45; AGE 5-6 YEARS) ATTENDING REGULAR PRESCHOOL PROGRAMS WERE NON-RANDOMLY ASSIGNED TO YOGA INTERVENTION (N = 23; 30 MIN SESSIONS THREE TIMES PER WEEK) OR A CONTROL GROUP (N = 22; NO ADDITIONAL ORGANIZED PHYSICAL ACTIVITY PROGRAM). EXERCISE TRAINING FOR THE INTERVENTION GROUP INCLUDED YOGA PROGRAM. MOTOR ABILITIES (BOT-2 SUBTESTS: FINE MOTOR INTEGRATION, MANUAL DEXTERITY, BALANCE AND BILATERAL COORDINATION), AND COGNITIVE ABILITIES (SCHOOL MATURITY TEST SUBTESTS: VISUAL MEMORY, STACKING CUBES AND CODES) WERE ASSESSED BEFORE AND AFTER THE INTERVENTION PERIOD IN BOTH GROUPS. DATA WERE ANALYZED USING REPEATED-MEASURES ANOVA. PARTICIPANTS IN THE INTERVENTION GROUP IMPROVED FINE MOTOR INTEGRATION (P = 0.022), FINE MOTOR SKILLS IN GENERAL (0.029), BILATERAL COORDINATION (0.000), BALANCE (0.000), AND BODY COORDINATION (0.000). PRESCHOOL CHILDREN'S PARTICIPATION IN THE PRESCHOOL YOGA INTERVENTION SIGNIFICANTLY IMPROVED THEIR MOTOR ABILITIES, BUT NOT THEIR COGNITIVE ABILITIES.	2021	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
2  818  31 EFFECT OF YOGA ON COGNITIVE FUNCTIONS IN CLIMACTERIC SYNDROME: A RANDOMISED CONTROL STUDY. OBJECTIVE: TO ASSESS THE EFFICACY OF AN INTEGRATED APPROACH OF YOGA THERAPY (IAYT) ON COGNITIVE ABILITIES IN CLIMACTERIC SYNDROME. DESIGN: A RANDOMISED CONTROL STUDY WHEREIN THE PARTICIPANTS WERE DIVIDED INTO EXPERIMENTAL AND CONTROL GROUPS. SETTINGS: FOURTEEN CENTRES OF SWAMI VIVEKANANDA YOGA RESEARCH FOUNDATION, BANGALORE, INDIA. SAMPLE: ONE HUNDRED AND EIGHT PERIMENOPAUSAL WOMEN BETWEEN 40 AND 55 YEARS WITH FOLLICLE-STIMULATING HORMONE LEVEL EQUAL TO OR GREATER THAN 15 MIU/ML. ONE HUNDRED AND TWENTY PERIMENOPAUSAL WOMEN WERE RANDOMLY ALLOTTED INTO THE YOGA AND THE CONTROL GROUPS. METHODS: THE YOGA GROUP PRACTISED A MODULE COMPRISING BREATHING PRACTICES, SUN SALUTATION AND CYCLIC MEDITATION, WHEREAS THE CONTROL GROUP PRACTISED A SET OF SIMPLE PHYSICAL EXERCISES, UNDER SUPERVISION (1 HOUR/DAY, 5 DAYS/WEEK FOR 8 WEEKS). MAIN OUTCOME MEASURES: ASSESSMENTS WERE MADE BY VASOMOTOR SYMPTOM CHECKLIST, SIX-LETTER CANCELLATION TEST (SLCT) FOR ATTENTION AND CONCENTRATION AND PUNIT GOVIL INTELLIGENCE MEMORY SCALE (PGIMS) WITH TEN SUBTESTS. RESULTS: THE WILCOXON TEST SHOWED SIGNIFICANT (P < 0.001) REDUCTION IN HOT FLUSHES, NIGHT SWEATS AND SLEEP DISTURBANCE IN YOGA GROUP, WITH A TREND OF SIGNIFICANT DIFFERENCE BETWEEN GROUPS AT P = 0.06 ON MANN-WHITNEY TEST IN NIGHT SWEATS. THERE WAS NO CHANGE WITHIN OR BETWEEN GROUPS IN THE CONTROL GROUP. THE SLCT SCORE AND THE PGIMS SHOWED SIGNIFICANT IMPROVEMENT IN EIGHT OF TEN SUBTESTS IN THE YOGA GROUP AND SIX OF TEN SUBTESTS IN THE CONTROL GROUP. THE YOGA GROUP PERFORMED SIGNIFICANTLY BETTER (P < 0.001) WITH HIGHER EFFECT SIZES IN SLCT AND SEVEN TESTS OF PGIMS COMPARED WITH THE CONTROL GROUP. CONCLUSIONS: INTEGRATED APPROACH OF YOGA THERAPY CAN IMPROVE HOT FLUSHES AND NIGHT SWEATS. IT ALSO CAN IMPROVE COGNITIVE FUNCTIONS SUCH AS REMOTE MEMORY, MENTAL BALANCE, ATTENTION AND CONCENTRATION, DELAYED AND IMMEDIATE RECALL, VERBAL RETENTION AND RECOGNITION TESTS.	2008	
                                                                                                                                                                                                                                                                                                                                                                                                  
3  866  41 EFFECT OF YOGA PROGRAM ON EXECUTIVE FUNCTIONS OF ADOLESCENTS DWELLING IN AN ORPHAN HOME: A RANDOMIZED CONTROLLED STUDY. EXECUTIVE FUNCTION (EF) IS IMPORTANT FOR PHYSICAL AND MENTAL HEALTH OF CHILDREN. STUDIES HAVE SHOWN THAT CHILDREN WITH POVERTY AND EARLY LIFE STRESS HAVE REDUCED EF. THE AIM OF THE STUDY WAS TO EVALUATE THE EFFECT OF YOGA PROGRAM ON THE EF OF ORPHAN ADOLESCENTS. SEVENTY TWO APPARENTLY HEALTHY ORPHAN ADOLESCENTS RANDOMIZED AND ALLOCATED INTO TWO GROUPS AS YOGA GROUP (N = 40; 14 GIRLS, AGE = 12.69 +/- 1.35 YRS) AND WAIT LIST CONTROL (WLC) GROUP (N = 32, 13 GIRLS, AGE = 12.58 +/- 1.52 YRS). YOGA GROUP UNDERWENT THREE MONTHS OF YOGA PROGRAM IN A SCHEDULE OF 90 MIN PER DAY, FOUR DAYS PER WEEK WHEREAS THE WLC GROUP FOLLOWED THE ROUTINE ACTIVITIES. THEY WERE ASSESSED BY STROOP COLOR-WORD TASK, DIGIT SYMBOL SUBSTITUTION TEST (DSST), DIGITS SPAN TEST AND TRIAL MAKING TEST (TMT) AT THE BEGINNING AND END OF THE PROGRAM. THE REPEATED MEASURES ANOVA SHOWED SIGNIFICANT DIFFERENCE IN TIME AND GROUP INTERACTIONS (P < 0.05) FOR ALL SUBTESTS OF STROOP COLOR-WORD TASK AND DIGIT SPAN TEST AND PART-A OF TMT WHEREAS THERE WERE NO SIGNIFICANT DIFFERENCE FOUND IN DSST AND TMT (PART-B). THE POST-HOC TEST WITH BONFERRONI ADJUSTMENT ALSO SHOWED SIGNIFICANT IMPROVEMENTS (P < 0.001) WITHIN THE YOGA GROUP IN ALL TEST SCORES WHILE IN WRONG SCORE OF DSST DID NOT EXHIBIT SIGNIFICANT REDUCTION. WHEREAS THE WLC GROUP, SHOWED SIGNIFICANT IMPROVEMENT (P < 0.05) IN STROOP COLOR, COLOR-WORD SCORE, NET SCORE OF DSST, DIGIT SPAN FORWARD AND DIGIT SPAN TOTAL. THREE MONTHS YOGA PROGRAM WAS FOUND USEFUL FOR THE YOUNG ORPHAN ADOLESCENTS IN IMPROVING THEIR EXECUTIVE FUNCTIONS.	2017	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
4   30  40 12 WEEKS OF KINDERGARTEN-BASED YOGA PRACTICE INCREASES VISUAL ATTENTION, VISUAL-MOTOR PRECISION AND DECREASES BEHAVIOR OF INATTENTION AND HYPERACTIVITY IN 5-YEAR-OLD CHILDREN. THE PRESENT STUDY ASSESSES THE IMPACT OF KINDERGARTEN-BASED YOGA ON COGNITIVE PERFORMANCE, VISUAL-MOTOR COORDINATION, AND BEHAVIOR OF INATTENTION AND HYPERACTIVITY IN 5-YEAR-OLD CHILDREN. IN THIS RANDOMIZED CONTROLLED TRIAL, 45 CHILDREN (28 FEMALE; 17 MALE; 5.2 +/- 0.4 YEARS) PARTICIPATED. OVER 12 WEEKS, 15 CHILDREN PERFORMED HATHA-YOGA TWICE A WEEK FOR 30 MIN, ANOTHER 15 CHILDREN PERFORMED GENERIC PHYSICAL EDUCATION (PE) TWICE A WEEK FOR 30 MIN, AND 15 CHILDREN PERFORMED NO KIND OF PHYSICAL ACTIVITIES, SERVING AS CONTROL GROUP (CG). PRIOR TO (T 0) AND AFTER 12 WEEKS (T 1), ALL PARTICIPANTS COMPLETED VISUAL ATTENTION AND VISUOMOTOR PRECISION SUBTESTS OF NEUROPSYCHOLOGICAL EVALUATION BATTERY AND TEACHERS EVALUATED CHILDREN'S BEHAVIOR OF INATTENTION AND HYPERACTIVITY WITH THE ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD) RATING SCALE-IV. AT T 0, NO SIGNIFICANT DIFFERENCES BETWEEN GROUPS APPEARED. REPEATED MEASURES ANALYSIS OF VARIANCE REVEALED THAT FOLLOWING BONFERRONI-HOLM CORRECTIONS YOGA, IN COMPARISON TO PE AND CG, HAD A SIGNIFICANT POSITIVE IMPACT ON THE DEVELOPMENT ON BEHAVIOR OF INATTENTION AND HYPERACTIVITY. FURTHER, YOGA HAS A SIGNIFICANT POSITIVE IMPACT ON COMPLETION TIMES IN TWO VISUMOTOR PRECISION TASKS IN COMPARISON TO PE. FINALLY, RESULTS INDICATE A SIGNIFICANT POSITIVE EFFECT OF YOGA ON VISUAL ATTENTION SCORES IN COMPARISON TO CG. 12 WEEKS OF KINDERGARTEN-BASED YOGA IMPROVES SELECTED VISUAL ATTENTION AND VISUAL-MOTOR PRECISION PARAMETERS AND DECREASES BEHAVIOR OF INATTENTION AND HYPERACTIVITY IN 5-YEAR-OLD CHILDREN. CONSEQUENTLY, YOGA REPRESENTS A SUFFICIENT AND COST-BENEFIT EFFECTIVE EXERCISE WHICH COULD ENHANCE COGNITIVE AND BEHAVIORAL FACTORS RELEVANT FOR LEARNING AND ACADEMIC ACHIEVEMENT AMONG YOUNG CHILDREN.	2019	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
5 1986  31 SPATIAL AND VERBAL MEMORY TEST SCORES FOLLOWING YOGA AND FINE ARTS CAMPS FOR SCHOOL CHILDREN. THE PERFORMANCE SCORES OF CHILDREN (AGED 11 TO 16 YEARS) IN VERBAL AND SPATIAL MEMORY TESTS WERE COMPARED FOR TWO GROUPS (N = 30, EACH), ONE ATTENDING A YOGA CAMP AND THE OTHER A FINE ARTS CAMP. BOTH GROUPS WERE ASSESSED ON THE MEMORY TASKS INITIALLY AND AFTER TEN DAYS OF THEIR RESPECTIVE INTERVENTIONS. A CONTROL GROUP (N = 30) WAS SIMILARLY STUDIED TO ASSESS THE TEST-RETEST EFFECT. AT THE FINAL ASSESSMENT THE YOGA GROUP SHOWED A SIGNIFICANT INCREASE OF 43% IN SPATIAL MEMORY SCORES (MULTIVARIATE ANALYSIS, TUKEY TEST), WHILE THE FINE ARTS AND CONTROL GROUPS SHOWED NO CHANGE. THE RESULTS SUGGEST THAT YOGA PRACTICE, INCLUDING PHYSICAL POSTURES, YOGA BREATHING, MEDITATION AND GUIDED RELAXATION IMPROVED DELAYED RECALL OF SPATIAL INFORMATION.	2004	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
6 1048  32 EFFECTS OF YOGA ON ATTENTION, IMPULSIVITY, AND HYPERACTIVITY IN PRESCHOOL-AGED CHILDREN WITH ATTENTION-DEFICIT HYPERACTIVITY DISORDER SYMPTOMS. OBJECTIVE: BEHAVIORAL THERAPIES ARE FIRST-LINE FOR PRESCHOOLERS WITH ATTENTION-DEFICIT HYPERACTIVITY DISORDER (ADHD). STUDIES SUPPORT YOGA FOR SCHOOL-AGED CHILDREN WITH ADHD; THIS STUDY EVALUATED YOGA IN PRESCHOOLERS ON PARENT- AND TEACHER-RATED ATTENTION/CHALLENGING BEHAVIORS, ATTENTIONAL CONTROL (KINDER TEST OF ATTENTIONAL PERFORMANCE [KITAP]), AND HEART RATE VARIABILITY (HRV). METHODS: THIS RANDOMIZED WAITLIST-CONTROLLED TRIAL TESTED A 6-WEEK YOGA INTERVENTION IN PRESCHOOLERS WITH >/=4 ADHD SYMPTOMS ON THE ADHD RATING SCALE-IV PRESCHOOL VERSION. GROUP 1 (N = 12) PRACTICED YOGA FIRST; GROUP 2 (N = 11) PRACTICED YOGA SECOND. WE COLLECTED DATA AT 4 TIME POINTS: BASELINE, T1 (6 WEEKS), T2 (12 WEEKS), AND FOLLOW-UP (3 MONTHS AFTER T2). RESULTS: AT BASELINE, THERE WERE NO SIGNIFICANT DIFFERENCES BETWEEN GROUPS. AT T1, GROUP 1 HAD FASTER REACTION TIMES ON THE KITAP GO/NO-GO TASK (P = 0.01, 95% CONFIDENCE INTERVAL [CI], -371.1 TO -59.1, D = -1.7), FEWER DISTRACTIBILITY ERRORS OF OMISSION (P = 0.009, 95% CI, -14.2 TO -2.3, D = -1.5), AND MORE COMMISSION ERRORS (P = 0.02, 95% CI, 1.4-14.8, D = 1.3) THAN GROUP 2. CHILDREN IN GROUP 1 WITH MORE SEVERE SYMPTOMS AT BASELINE SHOWED IMPROVEMENT AT T1 VERSUS CONTROL ON PARENT-RATED STRENGTHS AND DIFFICULTIES QUESTIONNAIRE HYPERACTIVITY INATTENTION (BETA = -2.1, P = 0.04, 95% CI, -4.0 TO -0.1) AND INATTENTION ON THE ADHD RATING SCALE (BETA = -4.4, P = 0.02, 95% CI, -7.9 TO -0.9). HRV MEASURES DID NOT DIFFER BETWEEN GROUPS. CONCLUSION: YOGA WAS ASSOCIATED WITH MODEST IMPROVEMENTS ON AN OBJECTIVE MEASURE OF ATTENTION (KITAP) AND SELECTIVE IMPROVEMENTS ON PARENT RATINGS.	2018	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
7 1357  25 IMMEDIATE EFFECT OF TWO YOGA-BASED RELAXATION TECHNIQUES ON PERFORMANCE IN A LETTER-CANCELLATION TASK. THE PERFORMANCE IN A SIX-LETTER CANCELLATION TASK WAS ASSESSED WITH 69 MALE VOLUNTEERS, AGES 18 TO 48 YEARS, IMMEDIATELY BEFORE AND AFTER TWO YOGA-BASED RELAXATION TECHNIQUES AND A CONTROL SESSION OF EQUAL DURATION. THE TECHNIQUES WERE CYCLIC MEDITATION AND SUPINE REST. CYCLIC MEDITATION CONSISTS OF ALTERNATING CYCLES OF YOGA POSTURES AND SUPINE REST. AFTER BOTH PRACTICES, THE NET SCORES WERE SIGNIFICANTLY HIGHER, ALTHOUGH THE MAGNITUDE OF CHANGE WAS MORE AFTER CYCLIC MEDITATION THAN AFTER SUPINE REST (24.9% VERSUS 13.6%). THERE WAS REDUCTION IN SCORES FOR WRONG CANCELLATIONS AFTER CYCLIC MEDITATION AND NOT AFTER SUPINE REST. THE CONTROL GROUP SHOWED NO CHANGE. THE RESULTS SUGGEST THAT CYCLIC MEDITATION BRINGS ABOUT A GREATER IMPROVEMENT IN PERFORMANCE IN THIS TASK, WHICH REQUIRES SELECTIVE ATTENTION, CONCENTRATION, VISUAL SCANNING ABILITIES, AND A REPETITIVE MOTOR RESPONSE.	2007	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
8  858  42 EFFECT OF YOGA OR PHYSICAL EXERCISE ON PHYSICAL, COGNITIVE AND EMOTIONAL MEASURES IN CHILDREN: A RANDOMIZED CONTROLLED TRIAL. BACKGROUND: PREVIOUS STUDIES HAVE SEPARATELY REPORTED THE EFFECTS OF PHYSICAL EXERCISE AND YOGA IN CHILDREN, SHOWING PHYSICAL, COGNITIVE AND EMOTIONAL BENEFITS. OBJECTIVES: THE PRESENT RANDOMIZED CONTROLLED TRIAL ASSESSED THE EFFECTS OF YOGA OR PHYSICAL EXERCISE ON PHYSICAL FITNESS, COGNITIVE PERFORMANCE, SELF-ESTEEM, AND TEACHER-RATED BEHAVIOR AND PERFORMANCE, IN SCHOOL CHILDREN. METHODS: 98 SCHOOL CHILDREN BETWEEN 8 TO 13 YEARS WERE RANDOMIZED AS YOGA AND PHYSICAL EXERCISE GROUPS {N = 49 EACH; (YOGA: 15 GIRLS, GROUP MEAN AGE 10.4 +/- 1.2 YEARS), (PHYSICAL EXERCISE: 23 GIRLS, GROUP MEAN AGE 10.5 +/- 1.3 YEARS)}. BOTH GROUPS WERE BLIND ASSESSED AFTER ALLOCATION, USING: (I) THE EUROFIT PHYSICAL FITNESS TEST BATTERY, (II) STROOP COLOR-WORD TASK FOR CHILDREN, (III) BATTLE'S SELF-ESTEEM INVENTORY AND (IV) THE TEACHERS' RATING OF THE CHILDREN'S OBEDIENCE, ACADEMIC PERFORMANCE, ATTENTION, PUNCTUALITY, AND BEHAVIOR WITH FRIENDS AND TEACHERS. AFTER ASSESSMENTS THE YOGA GROUP PRACTICED YOGA (BREATHING TECHNIQUES, POSTURES, GUIDED RELAXATION AND CHANTING), 45 MINUTES EACH DAY, 5 DAYS A WEEK. DURING THIS TIME THE PHYSICAL EXERCISE GROUP HAD JOGGING-IN-PLACE, RAPID REPETITIVE MOVEMENTS AND RELAY RACES OR GAMES. BOTH GROUPS WERE ASSESSED AT THE END OF 3 MONTHS. DATA WERE ANALYZED WITH RM ANOVA AND POST-HOC TESTS WERE BONFERRONI ADJUSTED. RESULTS: THERE WAS ONE SIGNIFICANT DIFFERENCE BETWEEN GROUPS. THIS WAS IN SOCIAL SELF-ESTEEM WHICH WAS HIGHER AFTER PHYSICAL EXERCISE COMPARED TO YOGA (P < 0.05). ALL THE CHANGES REPORTED BELOW ARE BASED ON AFTER-BEFORE COMPARISONS, WITHIN EACH GROUP. BOTH GROUPS SHOWED AN INCREASE IN BMI, AND NUMBER OF SIT-UPS (P < 0.001). BALANCE WORSENED IN THE PHYSICAL EXERCISE GROUP, WHILE PLATE TAPPING IMPROVED IN THE YOGA GROUP (P < 0.001). IN THE STROOP TASK BOTH GROUPS SHOWED IMPROVED COLOR, WORD- AND COLOR-WORD NAMING (P < 0.01), WHILE THE PHYSICAL EXERCISE GROUP SHOWED HIGHER INTERFERENCE SCORES. TOTAL, GENERAL AND PARENTAL SELF-ESTEEM IMPROVED IN THE YOGA GROUP (P < 0.05). CONCLUSION: YOGA AND PHYSICAL EXERCISE ARE USEFUL ADDITIONS TO THE SCHOOL ROUTINE, WITH PHYSICAL EXERCISE IMPROVING SOCIAL SELF-ESTEEM. TRIAL REGISTRATION: THE STUDY WAS REGISTERED IN THE CLINICAL TRIALS REGISTRY OF INDIA (CTRI/2012/11/003112).	2013	

9 1355  22 IMMEDIATE EFFECT OF TWO YOGA-BASED RELAXATION TECHNIQUES ON ATTENTION IN CHILDREN. AIMS: TO INVESTIGATE THE EFFECT OF TWO YOGA-BASED RELAXATION TECHNIQUES, NAMELY, CYCLIC MEDITATION (CM) AND SUPINE REST (SR), USING THE SIX LETTER CANCELLATION TASK (SLCT). MATERIALS AND METHODS: THE SUBJECTS CONSISTED OF 208 SCHOOL STUDENTS, (132 BOYS, 76 GIRLS) IN THE AGE RANGE OF 13 - 16 YEARS. THE SUBJECTS WERE ASSESSED ON SLCT BEFORE AND IMMEDIATELY AFTER BOTH YOGA-BASED RELAXATION TECHNIQUES. RESULTS: AFTER BOTH PRACTICES, THE TOTAL AND NET SCORES WERE SIGNIFICANTLY INCREASED, ALTHOUGH THE MAGNITUDE OF CHANGE WAS MORE AFTER CM THAN AFTER SR IN THE NET SCORES (14.5 VERSUS 11.31%). THE NET SCORE CHANGE IN THE CM SESSION WAS SIGNIFICANTLY LARGER THAN THE CHANGE IN THE SR, WHEREAS, THERE WAS NO SIGNIFICANT CHANGE IN THE WRONG CANCELLATION SCORE. AFTER EITHER PRACTICE, THE TOTAL AND NET SCORES WERE SIGNIFICANTLY INCREASED, IRRESPECTIVE OF GENDER AND AGE. CONCLUSIONS: BOTH CM AND SR LED TO IMPROVEMENT IN PERFORMANCE, AS ASSESSED BY SLCT, BUT THE CHANGE CAUSED BY CM WAS LARGER THAN SR.	2010	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
10 1957  37 SELF-ESTEEM AND PERFORMANCE IN ATTENTIONAL TASKS IN SCHOOL CHILDREN AFTER 4(1/2) MONTHS OF YOGA. INTRODUCTION: PHYSICAL ACTIVITY IS KNOWN TO IMPROVE SELF-ESTEEM OF CHILDREN. LOW SELF-ESTEEM CAUSES DISTRACTION OF ATTENTION WHICH LEADS TO DECLINE IN PERFORMANCE IN ATTENTIONAL TASKS. THE PERFORMANCE OF A CHILD AT SCHOOL DEPENDS ON MULTIPLE FACTORS, A MAJOR FACTOR BEING ATTENTION. HENCE, THE PRESENT STUDY WAS DESIGNED TO SEE (I) THE EFFECT 4(1/2) MONTHS OF YOGA PRACTICE HAD ON CHILDREN'S (A) PERFORMANCE IN ATTENTIONAL TASKS, (B) SELF-ESTEEM AND (II) THE CORRELATION BETWEEN YOGA PERFORMANCE AND (A) ACADEMIC PERFORMANCE, (B) BEHAVIOR WITH PEERS, (C) BEHAVIOR WITH TEACHERS, (D) PUNCTUALITY, (E) PARTICIPATION IN EXTRA-CURRICULAR ACTIVITIES. METHODS: PARTICIPANTS WERE 116 CHILDREN WITH GROUP MEAN AGE +/- STANDARD DEVIATION; 10.2 +/- 0.6 YEARS. WE ASSESSED THEM FOR (I) SELF-ESTEEM USING INDIAN ADAPTATION OF BATTLE'S SELF ESTEEM INVENTORY FOR CHILDREN AND (II) PERFORMANCE IN ATTENTIONAL TASKS USING TWO DIFFERENT TESTS, I.E., SIX LETTER CANCELLATION TEST (SLCT) AND DIGIT LETTER SUBSTITUTION TEST (DLST) AND (III) THE TEACHER'S RATING SCALE WHICH ANALYZED THE TEACHER'S ASSESSMENT OF THE CHILDREN'S ACADEMIC PERFORMANCE, BEHAVIOR WITH PEERS, BEHAVIOR WITH TEACHERS, PUNCTUALITY, YOGA PRACTICE, AND PARTICIPATION IN EXTRACURRICULAR ACTIVITIES ON AN ANALOG SCALE, BEFORE AND AFTER THE INTERVENTION. DATA WERE ANALYZED WITH PASW (SPSS STATISTICS 24) USING THE T-TEST FOR PAIRED DATA. RESULTS: THERE WAS A SIGNIFICANT IMPROVEMENT IN THE SCORES OF (I) SLCT (P < 0.001), (II) DLST (P < 0.001), (III) SOCIAL SELF-ESTEEM (P < 0.01), (IV) ACADEMIC SELF-ESTEEM (P < 0.001), AND (V) TOTAL SELF-ESTEEM (P < 0.001) AFTER 60 MIN/DAY OF YOGA PRACTICE FOR 4(1/2) MONTHS. PEARSON CORRELATION SHOWED A POSITIVE CORRELATION BETWEEN YOGA PERFORMANCE AND THE BEHAVIOR WITH TEACHERS (R = 0.221 AND P < 0.05). CONCLUSIONS: YOGA PRACTICE IS BENEFICIAL FOR SCHOOL CHILDREN AS IT IMPROVES ATTENTION, CONCENTRATION, MEMORY, MOTOR SPEED, AND SELF-ESTEEM (SOCIAL, ACADEMIC AND TOTAL). IN ADDITION, IMPROVED YOGA PERFORMANCE IMPROVES BEHAVIOR WITH TEACHERS, THUS IMPROVING DISCIPLINE IN SCHOOL.	2019	
                                                                                                                                                                                                                                 
11 2510  32 YOGA BREATHING THROUGH A PARTICULAR NOSTRIL INCREASES SPATIAL MEMORY SCORES WITHOUT LATERALIZED EFFECTS. UNINOSTRIL BREATHING FACILITATES THE PERFORMANCE ON SPATIAL AND VERBAL COGNITIVE TASKS, SAID TO BE RIGHT AND LEFT BRAIN FUNCTIONS, RESPECTIVELY. SINCE HEMISPHERIC MEMORY FUNCTIONS ARE ALSO KNOWN TO BE LATERALIZED, THE PRESENT STUDY ASSESSED THE EFFECTS OF UNINOSTRIL BREATHING ON THE PERFORMANCE IN VERBAL AND SPATIAL MEMORY TESTS. SCHOOL CHILDREN (N = 108 WHOSE AGES RANGED FROM 10 TO 17 YEARS) WERE RANDOMLY ASSIGNED TO FOUR GROUPS. EACH GROUP PRACTICED A SPECIFIC YOGA BREATHING TECHNIQUE: (I) RIGHT NOSTRIL BREATHING, (II) LEFT NOSTRIL BREATHING, (III) ALTERNATE NOSTRIL BREATHING, OR (IV) BREATH AWARENESS WITHOUT MANIPULATION OF NOSTRILS. THESE TECHNIQUES WERE PRACTICED FOR 10 DAYS. VERBAL AND SPATIAL MEMORY WAS ASSESSED INITIALLY AND AFTER 10 DAYS. AN AGE-MATCHED CONTROL GROUP OF 27 WERE SIMILARLY ASSESSED. ALL 4 TRAINED GROUPS SHOWED A SIGNIFICANT INCREASE IN SPATIAL TEST SCORES AT RETEST, BUT THE CONTROL GROUP SHOWED NO CHANGE. AVERAGE INCREASE IN SPATIAL MEMORY SCORES FOR THE TRAINED GROUPS WAS 84%. IT APPEARS YOGA BREATHING INCREASES SPATIAL RATHER THAN VERBAL SCORES, WITHOUT A LATERALIZED EFFECT.	1997	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
12 2758  38 YOGA PRACTICES AS AN ALTERNATIVE TRAINING FOR PHYSICAL FITNESS IN CHILDREN WITH VISUAL IMPAIRMENT. PHYSICAL ACTIVITIES PROVIDE FUNDAMENTAL BENEFITS TO CHILDREN'S HEALTH AND WELL-BEING. THEY ARE VITAL FOR DEVELOPMENT AND HEALTHY LIFE, BUT PARTICIPATION OF CHILDREN WITH VISUAL IMPAIRMENT IS LIMITED. HEREIN, THE AUTHORS REPORT RESULTS OF A 16-WK YOGA PROGRAM, EVALUATING ITS EFFECTS ON PHYSICAL FITNESS IN CHILDREN WITH VISUAL IMPAIRMENT. EIGHTY-THREE CHILDREN AGE 9-16 YEARS (12.37 +/- 2.19) PARTICIPATED IN A 2-ARM, SINGLE-BLIND WAIT-LIST-CONTROLLED STUDY AT A RESIDENTIAL SCHOOL IN SOUTH INDIA. PARTICIPANTS (YOGA GROUP 41, CONTROLS 42) WERE ASSESSED ON MUSCLE STRENGTH, FLEXIBILITY, ENDURANCE, COORDINATION, AND RESPIRATORY HEALTH. SIGNIFICANT IMPROVEMENTS IN PHYSICAL FITNESS WERE OBSERVED AFTER THE YOGA INTERVENTION (GROUP X TIME INTERACTIONS FOR RIGHT-HAND GRIP STRENGTH, P < .001; SIT-UP, P < .001; SIT AND REACH, P < .001; BILATERAL PLATE TAPPING, P < .001; AND PEAK EXPIRATORY FLOW RATE, P < .001). LEFT-HAND GRIP STRENGTH SHOWED MAIN EFFECTS OF TIME, ALTHOUGH THERE WERE NO GROUP X TIME INTERACTIONS. RESULTS DEMONSTRATE YOGA'S ABILITY TO IMPROVE A WIDE RANGE OF PHYSICAL VARIABLES IN CHILDREN WITH VISUAL IMPAIRMENT.	2019	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
13  535  36 COMPARISON OF YOGA VERSUS PHYSICAL EXERCISE ON EXECUTIVE FUNCTION, ATTENTION, AND WORKING MEMORY IN ADOLESCENT SCHOOLCHILDREN: A RANDOMIZED CONTROLLED TRIAL. PURPOSE: EXECUTIVE FUNCTION, ATTENTION, AND MEMORY ARE AN IMPORTANT INDICATOR OF COGNITIVE HEALTH IN CHILDREN. IN THIS STUDY, WE ANALYZE THE EFFECT OF YOGA AND PHYSICAL EXERCISE ON EXECUTIVE FUNCTIONING, ATTENTION, AND MEMORY. METHODS: IN THIS PROSPECTIVE TWO-ARMED RANDOMIZED CONTROLLED TRIAL, AROUND 802 STUDENTS FROM TEN SCHOOLS ACROSS FOUR DISTRICTS WERE RANDOMIZED TO RECEIVE DAILY 1 H YOGA TRAINING (N = 411) OR PHYSICAL EXERCISE (N = 391) FOR 2 MONTHS. EXECUTIVE FUNCTION, ATTENTION, AND MEMORY WERE STUDIED USING TRAIL MAKING TEST (TMT). YOGA (N = 377) AND PHYSICAL EXERCISE (N = 371) STUDENTS CONTRIBUTED DATA TO THE ANALYSES. THE DATA WERE ANALYZED USING INTENTION-TO-TREAT APPROACH USING STUDENT'S T-TEST. RESULTS: THERE WAS A SIGNIFICANT INCREASE IN NUMERICAL TMT (TMTN) VALUES WITHIN YOGA (T = -2.17; P < 0.03) AND PHYSICAL ACTIVITY (PA) (T = -3.37; P < 0.001) GROUPS FOLLOWING INTERVENTIONAL PERIOD. HOWEVER, THERE WAS NO SIGNIFICANT CHANGE IN TMTN BETWEEN YOGA AND PA GROUPS (T = 0.44; P = 0.66). THERE WAS A SIGNIFICANT INCREASE IN ALPHABETICAL TMT (TMTA) VALUES WITHIN YOGA (T = 6.21; P < 0.00) AND PA GROUPS (T = 1.19; P < 0.234) FOLLOWING INTERVENTIONAL PERIOD. HOWEVER, THERE WAS NO SIGNIFICANT CHANGE IN TMTA BETWEEN YOGA AND PA GROUPS (T = 3.46; P = 0.001). CONCLUSION: THE RESULTS SUGGEST THAT YOGA IMPROVES EXECUTIVE FUNCTION, ATTENTION, AND WORKING MEMORY AS EFFECTIVELY AS PHYSICAL EXERCISE INTERVENTION IN ADOLESCENT SCHOOLCHILDREN.	2019	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
14 1728  25 PERFORMANCE ON PSYCHOMOTOR TASKS FOLLOWING TWO YOGA-BASED RELAXATION TECHNIQUES. PREVIOUSLY CYCLIC MEDITATION AND SUPINE REST HAVE BEEN SHOWN TO IMPROVE PERFORMANCE IN A LETTER CANCELLATION TASK REQUIRING ATTENTION, VISUAL SCANNING, AND MOTOR SPEED. THE PRESENT STUDY ASSESSED THE PERFORMANCE IN 57 VOLUNTEERS (ALL MALE, M AGE = 26.5 YR., SD = 4.6) IN THREE TASKS, VIZ., A DIGIT-LETTER SUBSTITUTION TASK (DLST), A LETTER-COPYING TASK, AND A CIRCLE-DOTTING TASK. THE DLST ASSESSED ATTENTION AND SPEED OF INFORMATION PROCESSING, WHILE THE OTHER 2 TESTS ASSESSED MOTOR SPEED. EACH PARTICIPANT WAS ASSESSED BEFORE AND AFTER THREE TYPES OF SESSIONS: CYCLIC MEDITATION, SUPINE REST, AND CONTROL (NO INTERVENTION). DLST SCORES AND SCORES FOR LETTER-COPYING AND CIRCLE-DOTTING TASKS IMPROVED SIGNIFICANTLY AFTER CYCLIC MEDITATION; THE SAME SCORES ALSO IMPROVED AFTER SUPINE REST. THERE WAS NO CHANGE AFTER THE NO-INTERVENTION/CONTROL SESSION. FROM THE RESULTS IT WAS DIFFICULT TO CONCLUDE WHETHER IMPROVED DLST SCORES AFTER CYCLIC MEDITATION WERE DUE TO BETTER INFORMATION PROCESSING SPEED OR IMPROVED MOTOR SPEED.	2009	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       
15  864  33 EFFECT OF YOGA PRACTICES ON PSYCHO-MOTOR ABILITIES AMONG INTELLECTUALLY DISABLED CHILDREN. THE CHILDREN WITH INTELLECTUAL DISABILITIES SHOW DISORDERS AT MOTOR DEVELOPMENT AND COORDINATION. HENCE, THE OBJECTIVE OF THIS STUDY WAS TO SEE THE EFFECT OF YOGA PRACTICES ON PSYCHO-MOTOR ABILITIES OF INTELLECTUALLY DISABLED CHILDREN. SEVENTY INTELLECTUALLY DISABLED CHILDREN WERE DIVIDED INTO EXPERIMENTAL GROUP AND CONTROL GROUP. BOTH EXPERIMENTAL AND CONTROL GROUP WERE ASSESSED ON THE FIRST DAY AND AFTER 12 WEEKS OF THE YOGA INTERVENTION FOR STATIC BALANCE, EYE HAND COORDINATION, AGILITY AND REACTION TIME. THE SUBJECTS OF EXPERIMENTAL GROUP THEN UNDERWENT A TRAINING OF YOGA PRACTICES, FOR 1 HR FOR A TOTAL PERIOD OF 12 WEEKS. THE RESULT OF WITHIN GROUP COMPARISON REVEALED SIGNIFICANT IMPROVEMENT IN STATIC BALANCE, EYE HAND COORDINATION, AGILITY, AND REACTION TIME (P< 0.001) IN SUBJECTS OF YOGA GROUP HOWEVER NO CHANGE WAS OBSERVED IN CONTROL GROUP. THE PRESENT STUDY DEMONSTRATED THAT 12 WEEKS OF YOGA IS EFFECTIVE IN IMPROVING PSYCHO-MOTOR ABILITIES OF INTELLECTUALLY DISABLED CHILDREN.	2018	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       
16 1261  30 FINGER DEXTERITY AND VISUAL DISCRIMINATION FOLLOWING TWO YOGA BREATHING PRACTICES. BACKGROUND: PRACTICING YOGA HAS BEEN SHOWN TO IMPROVE MOTOR FUNCTIONS AND ATTENTION. THOUGH ATTENTION IS REQUIRED FOR FINE MOTOR AND DISCRIMINATION TASKS, THE EFFECT OF YOGA BREATHING TECHNIQUES ON FINE MOTOR SKILLS AND VISUAL DISCRIMINATION HAS NOT BEEN ASSESSED. AIM: TO STUDY THE EFFECT OF YOGA BREATHING TECHNIQUES ON FINGER DEXTERITY AND VISUAL DISCRIMINATION. MATERIALS AND METHODS: THE PRESENT STUDY CONSISTED OF ONE HUNDRED AND FORTY SUBJECTS WHO HAD ENROLLED FOR STRESS MANAGEMENT. THEY WERE RANDOMLY DIVIDED INTO TWO GROUPS, ONE GROUP PRACTICED HIGH FREQUENCY YOGA BREATHING WHILE THE OTHER GROUP PRACTICED BREATH AWARENESS. HIGH FREQUENCY YOGA BREATHING (KAPALABHATI, BREATH RATE 1.0 HZ) AND BREATH AWARENESS ARE TWO YOGA PRACTICES WHICH IMPROVE ATTENTION. THE IMMEDIATE EFFECT OF HIGH FREQUENCY YOGA BREATHING AND BREATH AWARENESS (I) WERE ASSESSED ON THE PERFORMANCE ON THE O'CONNOR FINGER DEXTERITY TASK AND (II) (IN) A SHAPE AND SIZE DISCRIMINATION TASK. RESULTS: THERE WAS A SIGNIFICANT IMPROVEMENT IN THE FINGER DEXTERITY TASK BY 19% AFTER KAPALABHATI AND 9% AFTER BREATH AWARENESS (P<0.001 IN BOTH CASES, REPEATED MEASURES ANOVA AND POST-HOC ANALYSES). THERE WAS A SIGNIFICANT REDUCTION (P<0.001) IN ERROR (41% AFTER KAPALABHATI AND 21% AFTER BREATH AWARENESS) AS WELL AS TIME TAKEN TO COMPLETE THE SHAPE AND SIZE DISCRIMINATION TEST (15% AFTER KAPALABHATI AND 15% AFTER BREATH AWARENESS; P<0.001) WAS ALSO OBSERVED. CONCLUSION: BOTH KAPALABAHATI AND BREATH AWARENESS CAN IMPROVE FINE MOTOR SKILLS AND VISUAL DISCRIMINATION, WITH A GREATER MAGNITUDE OF CHANGE AFTER KAPALABHATI.	2012	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          
17  307  32 AN EVALUATION OF YOGA AND MEDITATION TO IMPROVE ATTENTION, HYPERACTIVITY, AND STRESS IN HIGH-SCHOOL STUDENTS. OBJECTIVE: PROBLEMS WITH ATTENTION AND STRESS ARE COMMON IN CHILDREN AND PREDICT ACADEMIC DIFFICULTIES AND OTHER BEHAVIORAL AND EMOTIONAL PROBLEMS. MIND-BODY INTERVENTIONS SUCH AS YOGA AND MEDITATION IMPROVE ATTENTION AND REDUCE STRESS. IN THIS STUDY, WE EXAMINED THE IMPACT OF HATHA YOGA ON ATTENTION AND STRESS IN NINTH GRADERS. DESIGN: A TOTAL OF 174 NINTH GRADERS FROM A TEXAS HIGH SCHOOL WERE ENROLLED IN THE STUDY. TEACHERS ASSIGNED STUDENTS TO A YOGA GROUP (YG) OR CONTROL GROUP (CG) BASED ON THEIR CLASS SCHEDULE. THE YG PARTICIPATED IN 25-MIN HATHA YOGA CLASSES TWICE WEEKLY OVER 12 WEEKS (N = 123). THE CG INCLUDED 51 STUDENTS. STUDENT SELF-REPORTS ON MEASURES OF INATTENTION AND HYPERACTIVITY (THE STRENGTHS AND WEAKNESSES OF ADHD [ATTENTION-DEFICIT/HYPERACTIVITY DISORDER] SYMPTOMS AND NORMAL BEHAVIOR RATING SCALE FOR ADHD) AND STRESS (PERCEIVED STRESS SCALE) WERE OBTAINED AT BASELINE AND AT 12 WEEKS. RESULTS: THERE WERE NO SIGNIFICANT DIFFERENCES IN BASELINE LEVELS OF INATTENTION (P = 0.86), HYPERACTIVITY (P = 0.25), AND PERCEIVED STRESS (P = 0.28) BETWEEN THE YG AND CG. REGARDING INATTENTION SCORES, THERE WAS A SIGNIFICANT INTERACTION OF GROUP AND TIME (B = -1.09, STANDARD ERROR [SE] = 0.30, P < 0.001). PAIRWISE T-TESTS SHOWED A SIGNIFICANT REDUCTION IN INATTENTION FOR THE YG (D = 0.27) BUT A SIGNIFICANT INCREASE IN INATTENTION FOR THE CG. REGARDING HYPERACTIVITY, THERE WAS NO SIGNIFICANT INTERACTION OF GROUP AND TIME (B = -0.43, SE = 0.26, P = 0.1). PAIRWISE T-TESTS DEMONSTRATED A SIGNIFICANT REDUCTION IN HYPERACTIVITY FOR THE YG (D = 0.22), BUT NOT THE CG. THE INTERACTION OF GROUP AND TIME WAS NOT SIGNIFICANT IN PREDICTING THE SLOPE OF CHANGE IN PERCEIVED DISTRESS (B = -0.93, SE = 1.19, P = 0.43). PAIRWISE T-TESTS DID NOT SHOW A SIGNIFICANT REDUCTION IN PERCEIVED DISTRESS FOR EITHER GROUP. CONCLUSION: THESE FINDINGS SUGGEST THAT HATHA YOGA MAY IMPROVE ATTENTION AND HYPERACTIVITY IN HIGH SCHOOL STUDENTS.	2020	
                                                                                                                                                                                                                                                                                                                                                      
18 1463  39 INFLUENCE OF YOGA-BASED PERSONALITY DEVELOPMENT PROGRAM ON PSYCHOMOTOR PERFORMANCE AND SELF-EFFICACY IN SCHOOL CHILDREN. SELECTIVE ATTENTION AND EFFICACY ARE IMPORTANT COMPONENTS OF SCHOLASTIC PERFORMANCE IN SCHOOL CHILDREN. WHILE ATTEMPTS ARE BEING MADE TO INTRODUCE NEW METHODS TO IMPROVE ACADEMIC PERFORMANCE EITHER AS PART OF CURRICULAR OR EXTRACURRICULAR ACTIVITIES IN SCHOOLS, THE SUCCESS RATES ARE MINIMAL. HENCE, THIS STUDY ASSESSED THE EFFECT OF YOGA-BASED INTERVENTION ON PSYCHOMOTOR PERFORMANCE AND SELF-EFFICACY IN SCHOOL CHILDREN. TWO HUNDRED TEN SCHOOL CHILDREN WITH AGES RANGING FROM 11 TO 16 YEARS (MEAN AGE +/- SD; 13.7 +/- 0.8 YEARS) SATISFYING THE INCLUSION AND EXCLUSION CRITERIA WERE RECRUITED FOR THE 10-DAY YOGA PROGRAM. AN EQUAL NUMBER OF AGE-MATCHED PARTICIPANTS (N = 210; MEAN +/- SD; 13.1 +/- 0.8 YEARS) WERE SELECTED FOR THE CONTROL GROUP. PARTICIPANTS WERE ASSESSED FOR ATTENTION AND PERFORMANCE AT THE BEGINNING AND END OF 10 DAYS USING TRAIL MAKING TASK (TMT) A AND B, AND SELF-EFFICACY QUESTIONNAIRE. THE YOGA GROUP SHOWED HIGHER SELF-EFFICACY AND IMPROVED PERFORMANCE AFTER 10 DAYS OF YOGA INTERVENTION. THE PERFORMANCE IN TMT-A AND -B OF THE YOGA GROUP SHOWED A SIGNIFICANTLY HIGHER NUMBER OF ATTEMPTS WITH A REDUCTION IN TIME TAKEN TO COMPLETE THE TASK AND A NUMBER OF WRONG ATTEMPTS COMPARED WITH CONTROL GROUP. RESULTS SUGGEST THAT YOGA PRACTICE ENHANCES SELF-EFFICACY AND PROCESSING SPEED WITH FINE MOTOR COORDINATION, VISUAL-MOTOR INTEGRATION, VISUAL PERCEPTION, PLANNING ABILITY, AND COGNITIVE PERFORMANCE.	2016	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               
19  562  34 CREATIVE YOGA INTERVENTION IMPROVES MOTOR AND IMITATION SKILLS OF CHILDREN WITH AUTISM SPECTRUM DISORDER. BACKGROUND: THERE IS GROWING EVIDENCE FOR MOTOR IMPAIRMENTS IN CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD), INCLUDING POOR GROSS AND FINE MOTOR PERFORMANCE, POOR BALANCE, AND INCOORDINATION. HOWEVER, THERE IS LIMITED EVIDENCE ON THE EFFECTS OF MOTOR INTERVENTIONS FOR THIS POPULATION. OBJECTIVE: IN THE PRESENT STUDY, THE EFFECTS OF A PHYSICAL THERAPY INTERVENTION USING CREATIVE YOGA ON THE MOTOR AND IMITATION SKILLS OF CHILDREN WITH ASD WERE EVALUATED. DESIGN: THIS STUDY HAD A PRETEST-POSTTEST CONTROL GROUP DESIGN. METHODS: TWENTY-FOUR CHILDREN WITH ASD AGED BETWEEN 5 AND 13 YEARS RECEIVED 8 WEEKS OF A PHYSICAL THERAPIST-DELIVERED YOGA OR ACADEMIC INTERVENTION. CHILDREN WERE TESTED BEFORE AND AFTER THE INTERVENTION USING A STANDARDIZED MOTOR MEASURE, THE BRUININKS-OSERETSKY TEST OF MOTOR PERFORMANCE-2ND EDITION (BOT-2). THE IMITATION SKILLS OF CHILDREN USING FAMILIAR TRAINING-SPECIFIC ACTIONS (IE, POSES FOR THE YOGA GROUP AND BUILDING ACTIONS FOR THE ACADEMIC GROUP) WERE ALSO ASSESSED. RESULTS: AFTER THE INTERVENTION, CHILDREN IN THE YOGA GROUP IMPROVED GROSS MOTOR PERFORMANCE ON THE BOT-2 AND DISPLAYED FEWER IMITATION/PRAXIS ERRORS WHEN COPYING TRAINING-SPECIFIC YOGA POSES. IN CONTRAST, CHILDREN IN THE ACADEMIC GROUP IMPROVED THEIR FINE MOTOR PERFORMANCE ON THE BOT-2 AND PERFORMED FEWER IMITATION ERRORS WHILE COMPLETING THE TRAINING-SPECIFIC BUILDING ACTIONS. LIMITATIONS: THE STUDY LIMITATIONS INCLUDE SMALL SAMPLE SIZE AND LACK OF LONG-TERM FOLLOW-UP. CONCLUSIONS: OVERALL, CREATIVE INTERVENTIONS, SUCH AS YOGA, ARE PROMISING TOOLS FOR ENHANCING THE MOTOR AND IMITATION SKILLS OF CHILDREN WITH ASD.	2019	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
20 1350  28 IMMEDIATE CHANGES IN MUSCLE STRENGTH AND MOTOR SPEED FOLLOWING YOGA BREATHING. THE PRESENT STUDY WAS CONDUCTED TO ASSESS THE IMMEDIATE EFFECT OF HIGH-FREQUENCY YOGA BREATHING ON MUSCLE STRENGTH AND MOTOR SPEED. BILATERAL HANDGRIP STRENGTH, LEG AND BACK STRENGTH, FINGER TAPPING AND ARM TAPPING SPEED WERE ASSESSED IN FIFTY MALE PARTICIPANTS (GROUP MEAN AGE +/- SD, 26.9 +/- 6.2 YEARS) BEFORE AND AFTER (A) HIGH FREQUENCY YOGA BREATHING FOR 15 MINUTES AND (B) BREATH AWARENESS FOR THE SAME DURATION. SESSIONS (A) AND (B) WERE ON TWO DIFFERENT DAYS BUT AT THE SAME TIME OF THE DAY. THE SCHEDULE WAS ALTERNATED FOR DIFFERENT PARTICIPANTS. THERE WAS A SIGNIFICANT INCREASE (P < 0.05) IN RIGHT HAND GRIP STRENGTH AFTER HIGH FREQUENCY YOGA BREATHING. BOTH FINGER AND ARM TAPPING IMPROVED AFTER BOTH PRACTICES. THE RESULTS SUGGEST A ROLE FOR HIGH FREQUENCY YOGA BREATHING IN IMPROVING THE HAND GRIP STRENGTH AS AN IMMEDIATE EFFECT.	2014