Yoga Theses by PhD students

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Yoga Theses by Yoga PhD Students at SVYASA. These pages present some efforts at Scientific Validation of Yoga. You may receive full text of available yoga research papers

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EFFECT OF YOGA ON PHYSICAL AND PSYCHO-SOCIAL WELL-BEING OF ORPHANS: A RANDOMISED CONTROLLED STUDY
(S-VYASA, 2016-03) PUROHIT, SATYA PRAKASH
Background: Childhood parental loss, parental separation, poverty and rearing in orphanages have negative impact on physical, psychological and social well-being in orphans. Yoga has a profound knowledge base and practical solutions for such traumatic consequences. Aim: The aim of the study was to evaluate the effect of a yoga program on the physical fitness, psychological and social well-being of adolescents staying in an orphanage. Methods: A total of 72 apparently healthy adolescents from an orphanage were randomized (based on their age and gender) and allocated into two groups as Yoga Group (YG) (n = 40; 14 girls, 26 boys, age = 12.69±1.35) and Wait-list Control Group (WLC) (n = 32, 13 girls, 19 boys, age = 12.58±1.52). The YG underwent three months of yoga program in a schedule of 90 min. per day, four days per week whereas the WLC group underwent day to day activities. Assessment was done in both groups at the beginning and end of the program. Results: Physical fitness (Euro-fit physical fitness test): The group*time interaction analysis showed significant (p < 0.05) positive differences in Flamingo left leg balance (FLL), Flamingo right leg balance (FLR), Left hand tapping test (PTL), Right hand tapping test (PTR), Sit and Reach (SAR), Standing broad jump (SBJ), Sit-ups (SUP), Band arm hand test (BAH) and Shuttle-run (SHR) in YG compared to WLC group. Within group comparisons, post-hoc test with Bonferroni adjustment showed significant reduction in FLL and improvement in PTL, SBJ, SUP, LHS and RHS in the both groups whereas significant (p < 0.001) improvements in FLR, PTR, BAH and SHR were found only in YG. A significant (p < 0.001) decrement was found in SAR in WLC group. Minimum muscular fitness was assessed using the Kraus-Weber test that the percentage of students passed in YG were 20 %, and 75 % in pre and post tests respectively whereas percentages in control group remained the same (40.6%) in both tests. Mc Nemar test shows significant differences between pre and post (p < 0.001) in YG while those in WLC was not significant. Cognitive functions: The group*time interaction result showed significant differences (p < 0.05) in Stroop word (STROOP_W), Stroop color (STROOP_C) and Stroop color and word (STROOP_CW), Digit Span Forward (DS_F), Digit Span Backward (DS_B), Digit Span Total (DS_T), Trial Making Test-A (TMT_A), total and net score of Six Letter Cancelation Test (SLCT) whereas there were no significance in Trial Making Test-B (TMT_B), wrong score of SLCT and in all sub tests of Digit letter Substitution Test (DLST) and Digit Symbol Substitution Test (DSST). Within group comparisons, post-hoc test with Bonferroni adjustment showed that there were significant improvement (p < 0.001) in domain score for STROOP_W and STROOP_C, DS_F, and (p < 0.05) in DLST in both the groups, whereas Total and net score of SLCT, total score of DSST, DS_B, TMT_A, and TMT_B were improved significantly (p < 0.001) only in YG. Psycho-social variables: The groups*time interaction showed significant changes (p < 0.05) in the scores of State Trait Anxiety Inventory for children (STAI-C), Aggression scale (AS), Barratt’s Impulsive scale-Brief (BIS); whereas there were no significant change found in Children’s Depression Inventory-2 (CDI), Rosenberg Self Esteem Scale (RSES), Children’s Loneliness Scale (CLS) and Children’s Assessment of Mindfulness (CAMM). Within group comparisons, post-hoc test with Bonferroni adjustment showed significant improvements (p < 0.001) in scores for STAI-C, CDI, AS, BIS, RSES and (p = 0.012) in CAMM in YG whereas significant changes (p < 0. 05) were observed in CDI, AS and RSES where as no significant differences were found (p > 0.05) in STAI, BIS, CAMM in WLC group. The between groups post vs. post result showed that there were significant changes (p < 0.05) in the scores of STAI-C, AS, BIS, and in CAMM whereas there were no significant difference in (p > 0.05) in CDI and RSES. Conclusion: The overall results suggested that the three months yoga program was found useful for the young orphan adolescents in improving physical fitness, cognitive functions and psycho-social parameters of orphan adolescents. Yoga may prove to be a simple, yet important, method of enhancing orphan’s various aspects of health.
A study on impact of yoga in improvement of Physical, Psychological, and Social fitness among adolescents
(S-VYASA, 2019-11-02) Choukse, Astha
Discovering and promoting ways to improve adolescents’ overall fitness has been a recurrent concern and challenge in the field of health and psychology. Adolescence, as a period of transition, is highly prone to health risks and unhealthy behavior patterns. Decrease in physical activity, improper food habits, and sedentary lifestyle in adolescents are very prevalent today. These factors can constitute risks to physical, mental, and social health. Adolescence is the right time to promote healthy practices to prevent problems of health and behavior in adulthood. Even though, fitness during adolescence is considered essential, there is a dearth for effective programs that promote overall fitness in adolescents. Available programs lack in holisticity or integrative approach as they focus on either of the fitness domains such as physical, psychological, or social domains. Indian classical texts provide immense conceptual resources and guidelines on different aspects of life. Texts like Bhagavad-Gita, Taittiriya Upanishad, Patanjali Yoga Sutras explain various components of fitness and techniques that promote fitness at different domains. Integrative approach Yoga is considered an important intervention that provides the right dose of activities to promote health and wellbeing at all five koshas. Research studies indicate that although yoga is being implemented in schools, little is done on studying its effect on overall fitness of adolescents. While yoga in schools is a popular program, residential yoga camps for adolescents are less heard. Further, research studies on the effect of short-term residential yoga program has not been cited. There is also a need to develop effective holistic yoga program that can be replicated in different adolescent populations and different setting other than school as well. AIMS & OBJECTIVES The aim of the present study is to evaluate the efficacy of a seven-day residential, integrated, holistic yoga intervention on certain physical, psychological, and social fitness parameters in adolescents. The primary objective of the study is to examine the effect of yoga on a. Physical fitness, such as strength, speed, flexibility, and coordination b. Psychological, fitness such as Emotional Intelligence, anger, and self-concept c. Social fitness, such as empathy, social competence, altruism, and relationships The secondary objectives are a) To develop an integrated yoga module for overall fitness among adolescents b) To understand the difference in the effects of yoga across genders and age groups. c) To explore the relationships between the changes across physical, psychological and social domains. d) To assess if parents’ observations coincided with that of their children. MATERIALS & METHODS A pre-post yoga interventional study was carried out in three independent cohorts (batches 1, 2 and 3) with sample size of 148 (57.8% male), 167 (73.1% male), and 195 (62.1% male), respectively. The participants of the study included healthy adolescent children (both girls and boys) aged between 9 and 16 years, studying in English-medium schools. The samples were drawn from the children who registered for the seven-day residential yoga camp. Ethical approval and consent from parents and participants were obtained. A seven-day integrated yoga intervention was conducted in a residential setting. The intervention included Asana, Pranayama, Relaxation, Meditation, and also Jnana yoga (Yama- Niyama concepts) and Bhakti yoga. The intervention was spread over from morning 5.00 am till night 9.30 pm with intermittent breaks and free time. Food and lifestyle remained same for all the participants during the program. Physical fitness tasks such as body mass index (BMI), plate-taping test (PLT), sit and reach (SAR), standing broad jump (SBJ), sit-ups (SUP), and 10x5m shuttle run (10x5mR) were assessed using Eurofit battery. Psychological assessments included emotional intelligence, emotional regulation strategies, clinical anger, and self-concept. Social assessments included social competence, empathy, altruism, parent relationship, and peer friendship. Authorized scales and software were used for assessments and relevant analyses were carried out. Data was collected from the participants and their parents using respective versions of the scales for psychosocial assessments.