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The Benefits of Yoga for Children in Schools
... Debate continues about the time period for which a yoga intervention should persist. Pandit and Satish (2013) found significant long term change started to emerge after three months and improved self-esteem scores for seventh grade children after a year-long program (Eggleston, 2015). ...
... The psychological wellbeing among school children aged between six and ten years inclusive was a predominant theme within the study literature. Many authors measured psychological wellbeing in school children (Berger et al., 2009;Butzer et al., 2015;Eggleston, 2015;Velásquez et al., 2015;Richter et al., 2016;Bazzano et al., 2018;Cook-Cottone et al., 2018). Within the identified literature, psychological wellbeing was described as a positive sense of self which is correlated to both emotional and physical health and those with low self-esteem treat themselves badly the negative effects manifesting within classrooms as high rates of problem behaviors (e.g., aggression, fighting, disruption). ...
... Yoga appeared to influence physical fitness and cognitive function simultaneously. Several authors explored the links between measures of cognitive function in school children and yoga practice and found that children became more resilient and increasingly able to cope with psychosocial stress (Berger et al., 2009;Hagins et al., 2013;Eggleston, 2015;Velásquez et al., 2015;Richter et al., 2016;Bazzano et al., 2018;Cook-Cottone et al., 2018). The study by Cook-Cottone et al. (2018) focused their research on children in Kenya. ...
Introduction
This scoping review aims to examines yoga taught to children in a variety of different educational settings including after-school and in-school activity. Yoga has been found to support children in regard to wellbeing in a number of ways.
Methods
A scoping review using a systematic approach was undertaken using EBSCO, CINAHL, Medline and Psycinfo. Google Scholar was used to search for grey literature and journal reference lists reviewed.
Results
Fourteen studies were identified within the review that describe how children are able to understand and regulate their bodies through movement. As such four main themes were identified and included: (1) yoga and psychological wellbeing in school children; (2) yoga and self-regulation in pre-school children (3) yoga and cognitive function in school children; and (4) yoga and contemplative practices.
Conclusion
Children who participate in yoga during and after school were framing their world using their own creativity and fantasy in an attempt to understand and navigate it. The physical and psychological difficulty of some of the yoga shapes assisted children to develop a persistent mindset which enabled them to use in other unrelated contexts, such as difficulties at school.
... Bu verilere dayanarak, yoganın anksiyete, depresyon ya da stresle başa çıkmada olumlu etkileri olduğu sonucuna varılmıştır. Benzer olarak, Eggleston (2015) tarafından yürütülen deneysel bir araştırmada öğrenciler bir akademik yıl boyunca haftada bir kez yoga uygulamasına katılmışlardır. Çalışmanın sonunda öğrenciler yoga derslerinden keyif aldıklarını ve yoga dersini bitirdikten sonra başarı ve memnuniyet duygusu hissettiklerini belirtmişlerdir. ...
... Örneğin, Telles ve diğerleri (2019) tarafından yürütülen araştırmanın bulguları yoganın çocukların öz saygı gelişimine olumlu yönde etki ettiği yönündedir. Aynı şekilde Eggleston (2015)'e göre de yoga uygulamasının ardından daha düşük algılanan stres seviyesi ile gözlemlenen olumlu duygular, öz saygının gelişmesine olanak sağlamaktadır. Benzer bulgular Cook-Cottone ve diğerleri (2017) tarafından yürütülen araştırma ile desteklenmiştir. ...
... Veri toplama araçları açısından makaleler ele alındığında, araştırmacılar çoğunlukla nesnel sonuçlar ortaya koyan öz saygı ölçeği (Eggleston, 2015), öz düzenleme ölçeği (Razza ve diğerleri, 2013), stres ve kaygı seviyesi testi (White, 2012), motor beceri testi (Gaylord, 2014), bilişsel işlemlerin uygulanması ölçeği (Özgün ve diğerleri, 2019) gibi ölçeklerin yanı sıra kan basıncı ve kalp atışı (Hagins ve diğerleri, 2013) ve kortizol testi (Butzer ve diğerleri, 2014) gibi fizyolojik ölçümlerden yararlanmışlardır. Ayrıca, araştırmalarda çocuk, öğretmen ve ebeveynlerden veri elde etmeyi amaçlayan ölçekler kullanılmıştır. ...
Bu çalışma 2010-2021 yılları arasında 3-14 yaşları arasındaki çocuklar ile okul ortamında yürütülen yoga uygulamalarına odaklanan 25 deneysel araştırmayı analiz etmektedir. Mevcut çalışmanın temel amacı; okullarda yürütülen yoga uygulamalarının genel özelliklerini belirlemek, uygulamalara ilişkin bulguların derlenerek bu alanda çalışma yürüten araştırmacıların özellikle 3-14 yaş aralığındaki çocuklar için geliştirilecek alternatif yoga uygulamalarına ışık tutmak ve öğretmen/ebeveynlere yoga uygulamaları hakkında pratik bulgular sunmaktır. Çalışmaya dâhil edilen deneysel çalışmalar, çok sayıda veri tabanının kapsamlı şekilde incelenmesi ve ulusal/uluslararası dergilerin derinlemesine analiz edilmesi yoluyla belirlenmiştir. Seçilen çalışmaların içerikleri incelenmiş ve çalışmaların bulguları; 3-14 yaş arası çocuklarla okul ortamında yürütülen yoga uygulamaları araştırmalarının genel özellikleri, bu uygulamaların çocukların gelişim alanlarına etkisi ve uygulamalarda karşılaşılan zorluklar olmak üzere kategorize edilerek analiz edilmiştir. Bulgular doğrultusunda gelecekte yürütülmesi planlanan çalışmaların yoga uygulamalarının gelişim alanlarını ne düzeyde etkilediğini belirlemek ve uygulamada yaşanan sorunların üstesinden gelinebilmesi amacıyla daha derinlemesine araştırmalar yapılması önerilebilir.
... Today, there is more pressure on students to perform academically (Eggleston, 2015). Often students face learning challenges that may include lower socioeconomic status, stressful home life, or medical conditions such as anxiety (Eggleston, 2015). ...
... Today, there is more pressure on students to perform academically (Eggleston, 2015). Often students face learning challenges that may include lower socioeconomic status, stressful home life, or medical conditions such as anxiety (Eggleston, 2015). Eggleston (2015) also noted exercises focused on the practice of expanding and deepening the breath had been shown to help students who may have difficulty concentrating because of conditions such as anxiety. ...
... Often students face learning challenges that may include lower socioeconomic status, stressful home life, or medical conditions such as anxiety (Eggleston, 2015). Eggleston (2015) also noted exercises focused on the practice of expanding and deepening the breath had been shown to help students who may have difficulty concentrating because of conditions such as anxiety. The positive benefits of yoga among adults have been well established, but yoga use among children in school-based settings is still in the exploratory phase of research (Butzer, et al., 2016). ...
Introduction:
Anxiety is becoming more common in children and can negatively affect social and academic performance. The purpose of this study was to explore the impact of 10 min of yoga on anxiety in third- and fourth-graders over 8 weeks.
Method:
Participants completed 10 min of yoga daily during the school week. Participants completed the Screen for Child Anxiety Related Emotional Disorders anxiety screening tool at the beginning and after the program.
Results:
Paired sample t test noted a significant difference between pretest and posttest raw scores in the category of generalized anxiety disorder. On average, participants had significantly decreased raw anxiety scores after completing the program (mean = -0.0308), t(60) = -3.137, p < .05.
Discussion:
This study demonstrates that yoga practiced as little as 10 min a day over 8 weeks can have a significant impact on decreasing anxiety in children aged 8-10 years.
... Koenig et al. [4] found significant decreases in maladaptive behavior in children 9 years of age with autism spectrum disorders after receiving 16 weeks of daily school-based yoga [4]. Eggleston [5] found that seventh grade students who participated in yoga for at least 30 minutes per week over the course of one academic school year demonstrated a significant increase in self-esteem and a decrease in perceived stress. Folleto et al. [6] examined the effects of a 12-week school based yoga program on the motor and social abilities of children 6-8 years of age, finding improvements in balance, strength and flexibility [6]. ...
... The learning challenges this generation of young people face are more prevalent in today's society, particularly in children who live in stressful home environments, as well as in children with developmental disorders [3]. Eggleston et al have outlined the benefits of yoga for children, and their findings include reduced perceived stress and anxiety, improved self-esteem, and better focus on tasks in school [5]. Evidence of decreased levels of salivary cortisol, a biomarker associated with stress, was found in elementary children in a study by Butzer et al. (Butzer et al., 2014). ...
... The children who participated in classroom yoga programs were largely diagnosed with autism, which is a population that has been shown in the literature to benefit from yoga programming. Rosenblatt et al reported changes on the Aberrant Behavior Checklist following 8 weeks of yoga in [5][6][7][8][9][10][11][12] year-old children with autism Rosenblatt et al. [16]. Another study that reviewed the effects of yoga on this population found decreases in maladaptive behavior in children 9 years of age with autism spectrum disorders after receiving 16 weeks of daily school-based yoga Koenig et al. [4]. ...
... Yoga comprises basic teachings, includes breathing and meditation that enables mental focusing and relaxation, and specific poses that ensures concentration (Feuerstein, 2003). Yoga changes the physiology of the body through respiratory manipulation (breathing exercises), cognitive control and body stance exercises (Eggleston, 2015;Farahani, Hekmatpou, Khonsari, & Gholami, 2019). In addition, activities that incorporate physical exercises such as yoga contribute to cognitive functions (Galantino, Galbavy, & Quinn, 2008;Ploughman, 2008;Telles, Singh, Bhardwaj, Kumar, & Balkrishna, 2013). ...
... Recently, it has been emphasized that school-based yoga programs develop children's behavioral and academic skills. Improving physical and cognitive flexibility, yoga allows children to relax and focus, and, as a result, influences children's academic achievements (Eggleston, 2015). It is believed that yoga has a positive effect on self-regulation, attention enhancement, and self-confidence, which influence physical and emotional well-being (Hagen & Nayar, 2014). ...
... Empirical evidences and theories for Yoga mechanisms were studied qualitatively in the areas of hormonal regulation, sympathetic activity in the nervous system and the betterment of physical health attributes such as strength and cardio respiratory health, flexibility, improved b alance. Hypothetical effects of Yoga on metabolism, circulation, behavior change, oxidative stress, inflammation a nd p sychological thought processes were also examined[26][27][28]. Katiyar, V. K., and Pradhan, P.[29] studied on modeling of the breath which we all intake (Pranic bodies) using a mathematical model for different breathing pattern and there steady state equation. ...
Communicable diseases are major health problems that affect the whole economy of the na-tion. So it becomes the prime agenda of developed and developing countries to educate peo-ple about disease dynamics and control strategies. Due to changes in people’s living styles, disease treatment modality has been changed. So, we have introduced Yoga awareness as control strategy which includes Ahar, Vihar, Achar and Vichar. They are means for achiev-ing the physical, mental, social and spiritual well-being. Our main aim is to model the role of Yoga awareness in controlling the disease dynamics. It maintains the physical fitness of practitioners and improve the whole metabolism system of the human body. In this work, the previous SIR model is modified by incorporating a new awareness transmission rate β 1 to the existing model. Real life situation data of Yoga aware and aware infected individuals were col-lected from different Yoga centers of Sudurpashchim province, Nepal and analyzed by using mathematical techniques. Stability analysis of governing by ordinary differential equations showed that model is stable. Yoga awareness reproduction number Ra was calculated by next-generation matrix method. Sensitivity analysis of Ra and concerning parameters indicate that Ra decreases with an increase in Yoga awareness coverage level. Also, the recovery rate has the opposite relation with Ra which indicates that the recovery period also decreases with an increase in awareness coverage. Local and global stability analysis showed that disease-free equilibrium exists when Ra < 1 and endemic equilibrium exists when Ra > 1. Numerical simulations also support the analytical results and suggest that Yoga awareness has a positive influence on controlling disease d ynamics. The increase in the coverage of awareness leads to reduced susceptibility and infectivity. So propagation of disease can be controlled by Yoga awareness.
... better in the classroom, as they become calmer and find it easier to focus and complete tasks. Children also learn to be more mindful of their bodies and improve their health in a fun and engaging way (Eggleston, 2015). ...
Much of this book considers the formidable challenges to advancing human health through the further dispersion of effective and economical medical practices. The chapters considers both proven and unproven but popular CAM and TM approaches and attempts to portray their current and potential
place in the overall practice of medicine.
The article on ‘Ayurveda and Manovigyana’ resembles the significance of an ancient cultures where mind exerts powerful influences on bodily functions and vice versa. Attempts to reassert proper harmony between these bodily systems (Tridoshas and Trigunas) led to the development of mind-body medicine, an array of approaches that incorporate spiritual, meditative, and relaxation techniques.
The article on ‘Neurocognitive approach’ indicates how the brain influences morality and structures that connect to other areas that simultaneously control a number of Behavioral processes.
The chapter on ‘Animal Assisted Therapy (AAT)’ will help the clinicians to identify the merits of this approach and think about the integration of AAT as a form of non-pharmacological intervention for ADHD.
The article on ‘Personalized guided imagery’ is based on neuroscientific concept of thoughts creation through metacognition and how intentional changes in thoughts can change the way of living to reprogram the subconscious mind (the seed of our beings).
Set against the backdrop of post pandemic “new” normal the volume contains a rich collection of empirical essays which I am sure willcontribute towards asensitive and nuanced understanding of the phenomenon of alternative medicine from diverse perspectives from an inter-disciplinary approach. The articles reflect a range of rich discussions on value of mind body balance, unconditional self-acceptance and compassion, disciplined spiritual practices, soul-consciousness, emotional intelligence, morality, inner resilience and mindfulness to integrate CAM in universal health care programmes to improve their suitability from a mental health standpoint. The book also has dedicated chapters that elaborate on effective Ayurveda-inspired techniques and smart ICT enablement mechanisms to cope with mind-body disorders in the modern world.
Developing holistic and insightful understanding the preventing illness and promoting wellness is a work in progress and a collective endeavor. The book opensbroader avenues for engagement with our personal journeys of acceptance and adaptations to healing process both within and without and, the pieces therein rest on the hope for seizure of these opportunities at its best to help in optimization of holistic healthcare in the country.
... The classroom teachers were asked to participate so that the students could continue with yoga during the regular school day. Multiple research studies have suggested that regular yoga practice in schools decreases stress and increases self-esteem and self-regulation (Bazzano et al., 2020;Butzer et al., 2016;Eggleston, 2015;Stapp & Lambert, 2020). Rashedi and Schonert-Reichl (2019) argued that self-regulation predicts outcomes and has been associated with student success in school. ...
One pathway to creating more equitable schooling is through schools becoming trauma sensitive. Students exposed to trauma are more likely to struggle in school compared to their non-trauma-exposed peers. Changing the school environment allows trauma-exposed students more opportunities to access academics. This qualitative study explores the practices and strategies employed by one elementary school (K–5) to become trauma sensitive. Based on the data, five subthemes emerged that coalesce around the overarching theme of creating a caring community to achieve a trauma-sensitive school. For the purposes of this study, a caring community is defined as a group of people sharing a common workplace who have a true interest in the well-being of others in the community. The five subthemes include (1) the faculty’s commitment to creating a safe school, (2) intentional school design to foster support (covered in Ballin, 2022), (3) a commitment to engaging families, (4) a desire to make school fun, and (5) the principal’s support of the school community. By embracing practices aligned with trauma-sensitive schooling, this small school changed the learning environment to give more children chances for success despite current and past traumatic experiences.
... It has been implemented as a promising school intervention in various countries such as the United States (14,(31)(32)(33)(34), Brazil (35), and Israel (36). Studies examined the benefits for children in enhancing motor skills which contribute to the development of children and their healthy growth (24,35,(37)(38)(39). The results of some studies reveal that yoga is an effective classroom intervention for preschoolers. ...
... Academic pressure is a particularly important factor in those pre-teens the world over, who see education as a way to improve their own and their family's social and economic prospects [2]. Researchers from medicine and public health disciplines have assessed the usefulness and benefits of yoga for children in school settings [3]. Most of the studies described above assessed the effects of yoga breathing practiced for a number of days or weeks. ...
Background: Adolescents face stressors related to their transition from childhood to adulthood, with a simultaneous increase in academic pressure. The present study compared the immediate effects of 15 minutes of Kapalbhati and Bhastrika Pranayama on sustain attention. 300 apparently healthy adolescences of the Materials and methods: both sex, in the age range of 13 to 16 participated in the study. The subject were assessed on DVT before and immediately after both Kapalbhati and Bhastrika. Single session of Kapalbhati and Bhastrika practice for Result: 15 minutes showed a significant changes in the performance on DVT test which requires sustained attention, increase in total attempted score(p<0.000), significant reduction in error percentage (p value<0.000). The findings of Conclusion: this study concludes that an immediate effect of single session kapalbhati and bhastrika had a significant effect on the sustained attention in adolescents.
... In addition, integrating mindfulness practices with physical activities such as yoga has shown positive effects on mental health [29]. Studies indicate that children who engage in yoga may experience a reduction in stress or anxiety, enhancement in mood [30,31], and improved breathing efficiency [32]. Furthermore, school-based yoga-type programs have shown decreases in anxiety and depression scores among children immediately after they participated in these programs [33][34][35]. ...
This study assessed the effects of a 12-week afterschool mindfulness-based diet and exercise intervention on mental and physical health in Latinx and Black youth. One hundred forty-eight boys and girls (average age = 10.1 years, SD = 1.3 years; 52% girls; 72.3% Latinx) were randomized to either the experimental group (n = 80) or the control group (n = 68). The experimental group participants engaged in fitness yoga, kickboxing, and/or spinning sessions, and mindfulness practices (e.g., breathing, meditation, and mindful eating) twice per week for 12 weeks. The control group participants engaged in a recreational play session once per week for 12 weeks. All participants completed surveys (demographics, acculturation, anxiety, emotional eating, sleep, and food intake) and had their height, weight, and percent body fat measured pre- and post-intervention. Participants wore an accelerometer for 7 days pre- and post-intervention. Repeated measures analysis of covariance indicated that the experimental group participants reported lower scores in emotional eating, anxiety, and sleep latency post-intervention compared to the control group participants. Conversely, no significant differences were observed in physical activity between the experimental and control group participants post-intervention. These findings indicate that a mindfulness-based intervention has a positive effect on emotional eating, anxiety, and sleep latency among youth of color.
... In recent decades, a conspicuous interest has been shown by younger researchers in introducing and using the practice of yoga in educational institutions (1). This practice is conceived as an innovative and effective method capable of developing in children and adolescents certain essential psychological and physical capacities when facing the diversities of daily life: managing emotions, concentration capacity, strengthening physical health, behavioral skills, among others (2). Yoga has been described as an appropriate exercise for improving physical health, with extensive physiological and physical benefits derived from its practice, such as improving body composition, reducing blood pressure and heart rate, modulating the autonomic nervous system, as well as an improvement in the physical capacities of muscular strength, cardiorespiratory capacity, flexibility, balance and coordination (3)(4)(5). ...
Yoga has proven to be an effective exercise to prevent physical and mental illnesses from the early stages of growth, thus improving the health of children and adolescents, and, therefore, the health of adults. This study aimed to find out the degree of judgment and understanding by adolescent students about the practice of yoga, as well as their perspective on the inclusion of yoga in education. An anonymous survey was conducted on 269 participants in different institutes in Andalusia (Spain). The knowledge on the part of the adolescent student students about yoga is very limited. However, the students considered the practice of yoga to be relevant, either as an optional or curricular subject, so that, despite the lack of knowledge of the adolescent students about yoga in general, there was a degree of awareness in favor of this activity in improving education.
... En las últimas décadas, se ha mostrado un conspicuo interés por parte de los investigadores más jóvenes en introducir y usar la práctica del yoga en las instituciones educativas (1). Esta práctica se concibe como un método innovador y eficaz capaz de desarrollar en niños y adolescentes ciertas capacidades psicológicas y físicas imprescindibles a la hora de enfrentarse a las diversidades de la vida cotidiana: gestión de emociones, capacidad de concentración, fortalecimiento de la salud física, habilidades de comportamiento, entre otras (2). El yoga se ha descrito como un ejercicio adecuado para la mejora de la salud física, siendo amplios los beneficios fisiológicos y físicos derivados de su práctica, como la mejora de la composición corporal, reducción de la tensión arterial y frecuencia cardíaca, modulación del sistema autónomo nervioso, así como una mejora de las capacidades físicas de fuerza muscular, capacidad cardiorrespiratoria, flexibilidad, equilibrio y coordinación (3)(4)(5). ...
El yoga ha demostrado ser un ejercicio efectivo para evitar enfermedades físicas y mentales desde las primeras etapas del crecimiento, mejorando, por tanto, la salud de los niños y adolescentes, y, por ende, la salud del adulto. Este estudio tuvo como objetivo conocer el grado de juicio y comprensión por parte de alumnado adolescente sobre la práctica del yoga, así como la perspectiva de estos, sobre la inclusión del yoga en la educación. Se realizó una encuesta anónima a 269 participantes en diferentes institutos de Andalucía (España). El conocimiento por parte de los alumnos adolescentes estudiantes sobre el yoga es muy limitado. Sin embargo, el alumnado consideró relevante la práctica del yoga bien como asignatura optativa o curricular, por lo que, aún el desconocimiento del alumnado adolescente sobre el yoga en general, existió un grado de consciencia en favor de esta actividad en la mejora de la educación.
... The majority of empirical studies focused on children, and adolescents suggest yoga remains beneficial as a therapeutic intervention with very few adverse effects (Bazzano, Anderson, Hyton, & Gustat, 2018;Cook-Cottone, Giambrone, & Klein, 2018;Cooper Stapp & Wolff, 2019;Eggleston, 2015;Rashedi et al., 2019;Velásquez, Lopez, Quinonez, & Paba, 2015). Benefits include a strong, and flexible body, a balanced autonomic nervous system with all physiological systems, and a calm, and relaxed body (Kaley-Isley, Peterson, Fischer, & Peterson, 2010). ...
Currently, little is known about the lived experiences of children who
participate in yoga, particularly using their own words. This study
provides insights into how young children aged 6 to 10 years old
were able to understand their bodies within a yoga space. The purpose
of this study was to investigate young children’s lived experiences of
yoga through qualitative interviews. Parents of children engaged in
yoga were also interviewed to gain a sense of their point of view about
the experiences of yoga for their children. Results indicated yoga had
assisted children to find, and express joy, and fun by moving their
bodies into different shapes. The physical and psychological difficulty
of some of the yoga shapes assisted children to develop a persistent
mind-set which enabled them to transfer knowledge to different contexts,
such as difficulties at school, and finding ways to relax, and be
with themselves. Yoga as an activity after-school develops strategies
such as resilience, and assists in other contexts such as school, and
family. The parents’ described how they were looking for techniques
to help calm their children, and how challenging this was with the
constant stimulation of everyday activities. The findings suggest that
yoga may have a place in the school curriculum for the purpose of
teaching students’ simple coping skills when experiencing feelings of
stress, and anxiety, and assist with controlling their behavior.
... Changing the classroom environment to include yoga and breathing and relaxation techniques can decrease stress levels or the perceived stress levels of children in the classroom, as seen in the previous study. [12] A study that showed the positive effects of relaxation training of children on both physiological markers (blood pressure, pulse rate, and body temperature) and self-reported mood and somatic condition could be a mechanism. [13] Decreasing anxiety levels in children can further improve the classroom environment, by preventing chaos, decreasing noise volumes, and increasing time ability to focus. ...
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.
... 34 Studies with children have used the PSS, but it is yet to be statistically validated in children. 25,[35][36][37][38] Yoga and meditation questionnaire ...
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.
... 34 Studies with children have used the PSS, but it is yet to be statistically validated in children. 25,[35][36][37][38] Yoga and meditation questionnaire ...
... Researchers from medicine and public health disciplines have assessed the usefulness and benefits of yoga for children in school settings [4]. The benefits included improved psychological well-being, reduced rates of being overweight or obese, children being calmer and more attentive, more at ease, and completing assigned tasks successfully. ...
Pre-teen children face stressors related to their transition from childhood to adolescence, with a simultaneous increase in academic pressure. The present study compared the immediate effects of 18 min of (i) high frequency yoga breathing with (ii) yoga-based breath awareness and (iii) sitting quietly, on (a) attention and (b) anxiety, in 61 pre-teen children (aged between 11 and 12 years; 25 girls). Attention was assessed using a six letter cancellation task and Spielberger’s State Trait Anxiety Inventory STAI-S was used to measure anxiety before and after the three practices, practiced on separate days. Repeated measures ANOVA, followed by Bonferroni adjusted post-hoc analyses showed an increase in total attempts and net scores after high frequency yoga breathing (p < 0.05), while wrong attempts increased after yoga based breath awareness (p < 0.05). Anxiety decreased comparably after all three interventions. The 25 girls in the group had the same trend of results as the whole group with respect to the attention-based cancellation task, while boys showed no, how since change. For both girls and boys, anxiety decreased after all three 18min interventions. The results suggest that high frequency yoga breathing could be a short, useful school based practice to improve attention and reduce anxiety.
Quality physical education programs in public schools have the potential to impact healthy living habits among students. There is an increased interest in schools to create a climate that is more emotionally supportive in decreasing psychological stressors. Teaching students coping mechanisms and the importance of breath work through yoga is an excellent approach for students. Living a physically active lifestyle can have many benefits for anyone, regardless the age, race or gender. The purpose of this article is to highlight the existing knowledge base on the benefits of yoga lessons in order to motivate physical educators to consider integrating this activity in school programs.
School-based yoga programmes have been implemented in schools across the United States with promising results. However, the majority of research on yoga programmes has occurred within the K-12 setting. Much less is known about the benefits of yoga with young children. The current body of research on yoga and young children has been quantitative and aimed at measurable results. Conversely, the purpose of this study was to investigate young children’s experiences with yoga through a qualitative approach. Observations of yoga classes and group interviews with 34 preschool children were conducted. Participants were encouraged to be active agents in the research through language, creative art, and movement. This became data for qualitative analysis to ‘visualize children’s voice’. The findings indicated that children’s perceptions of yoga were overwhelmingly positive and that they would continue yoga if given the opportunity.
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