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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Item Evaluation of yoga pranayama and vedic maths methods in the management of math anxiety and cognitive skills in school children(S-VYASA, 2019) Shastri, Vasant V.; Patra, Sanjib Kumar; Hankey, AlexBackground: Removing math phobia and stress is a challenge for teachers and educators anywhere across the globe. Many students develop stress and Math Anxiety early in life due to inefficient learning environments. Breathing patterns of growing students change under high stress and test anxiety and they become inactive during teaching and learning process. Disturbed working memory, cognitive skills and Math Anxiety affect math performance. Students develop emotional imbalances and aggression. Such imbalances may magnify during their higher education causing serious damage to their personality in general and career in particular. In such scenario any alternative strategies to reduce Math Anxiety and aggression, to improve cognitive skills and mindfulness play major roles in building a healthy personality and also in deciding a student’s career by influencing their subject results. ‘Vedic Mathematics’ by the late Çaìkaräcärya of Puré uses patterns in school mathematics, which benefit teaching, empower students with the feeling “I can”, and reducing Math Anxiety. Präëäyäma may assist emotion regulation, managing anxiety and working memory, directly benefitting cognitive faculties. Establishing the efficacy of Präëäyäma and Vedic Maths methods is the need of the present competitive education system. Aims and Objectives: To evaluate the effectiveness of Vedic Maths and Yogä Präëäyäma in the management of Math Anxiety and development of cognitive skills in school children, further assessing results in terms of average exam marks, % of passes, 100% etc. To measure the changes in Math Anxiety, cognitive flexibility, mindfulness, aggressiveness, emotion regulation, and working memory of students after the Vedic Maths and Präëäyäma practices. To report the changes in student’s Board Examination results conducted and evaluated by Pre University Board, after giving training in Vedic Maths and Präëäyäma. Methods Study 1: (Pilot Study) Participants: 40 Resident students of 8th, 9th and 10th at Sri Sai Angels School Chikkamagaluru. Design: 3 group pre-post design. Students were randomly assigned to 3 groups: Yogä Präëäyäma (13), Vedic Maths (14) and Jogging (13). Variables were assessed before and after the seven days workshops. Assessments: Math Anxiety (MARS-R Math Anxiety Rating Scale Revised), Working Memory (Digit Span), Self-defeating and self-enhancing cognitions associated with performance and anxiety when faced by a test (CCAQ - Children’s Cognitive Assessment Questionnaire), Cognitive flexibility, Creativity, and reaction to cognitive stress (STROOP) Studies 2 & 3: Student participants were randomly assigned to three groups, Yogä Präëäyäma, Vedic Maths and Controls. Study 2 used Präëäyäma and Vedic Maths workshops for 15 days; Study 3 used three different classes randomly assigned to three groups. Two workshops went for 15 days. Data were collected pre and post intervention. Math Anxiety, Working Memory, CCAQ, STROOP, Mindfulness, Aggression, Emotional Regulation and Reaction time were assessed. Final exam results analysis: Performance on PU Board final exams Mathematics results of two batches were analyzed in detail and compared to those in physics and chemistry. Intervention: The Yogä Präëäyäma group practiced Kapälabhäti, Sectional Breathing, Bhastrikä, Sürya Anuloma, Candra Viloma, Näòé Çuddhi and Bhrämaré over a 30 minutes time period, allowing 5 minutes time for each. After each allotted 5 minute time period, the group was instructed to start performing the next technique. Each workshop ended with Bhrämaré Präëäyäma. Participants of Vedic Maths group solved problems for 30 minutes each day after learning different Vedic Maths techniques using Sütras ‘vertically and crosswise’, ‘transpose and apply’, ‘addition and subtraction’ etc. Vedic Maths group learned skills in Speed Multiplication, Squaring and Cubing Numbers, Multiplication of Algebraic Expressions, Solving Unique Algebraic Equations, Solving Simultaneous Equations, Solving Quadratic Equations, HCF of Equations, Partial Fractions, Problems from Differential and Integral Calculus, Conics, Straight Lines, Determinants, and Binomial Expressions. Subjects in Study 1 Control Group went for jogging during pilot study. Subjects in Control Groups in Studies 2 and 3 attended their regular conventional maths classes.Results Overall findings were that reduction in Math Anxiety was highest in the Vedic Maths groups while improvement in cognitive skills was highest in Yogä Präëäyäma groups. Yogä Präëäyäma practices stimulate thinking patterns improving cognitive skills, and mental processes increasing competitive success. Vedic Maths improves pattern finding skills; they may therefore stimulate mirror neurons and endorphin release. The joy element brought by this could be the reason for reduction in Math Anxiety. More research is needed to determine relative effectiveness of Yogä Präëäyäma and Vedic Maths methods. Conclusions Yogä Präëäyäma methods are effective in enhancing cognitive skills in school students. Vedic Maths methods used along with conventional mathematics teaching is effective in reducing Math Anxiety and improving cognitive flexibility.Item EFFECT OF YOGA ON PHYSICAL AND PSYCHO-SOCIAL WELL-BEING OF ORPHANS: A RANDOMISED CONTROLLED STUDY(S-VYASA, 2016-03) PUROHIT, SATYA PRAKASHBackground: 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.