Sara C Haden1, Leslie Daly1, Marshall Hagins2. 1. Department of Psychology, Long Island University. 2. Department of Physical Therapy, Long Island University.
Abstract
BACKGROUND: Yoga programs geared for school children have become more widespread, but research regarding its impact on children is lacking. Several studies have reported positive outcomes, though there is a need for more randomised controlled trials. OBJECTIVES: To determine the effects of yoga on children's emotional and behavioural functioning when compared with physical education (PE) classes. METHODS:Thirty middle school children were randomised to participate in either a school-based Ashtanga-informed yoga or PE class three times a week for 12 weeks. Emotional (i.e. affect, self-perceptions) and behavioural (i.e. internalising and externalising problems, aggression) functioning were measured pre and post-intervention. RESULTS: There were no significant changes between groups in self-reported positive affect, global self-worth, aggression indices or parent reports of their children's externalising and internalising problems. However, negative affect increased for those children participating in yoga when compared to the PE program. CONCLUSIONS: In general, findings suggest that yoga and PE classes do not differentially impact on middle school children's emotional and behavioural functioning. However, children reported experiencing increased negative emotions after receiving yoga while children in the PE group reported a decrease in these feelings. Implications of these results and potential directions for future research on children's yoga are discussed.
RCT Entities:
BACKGROUND: Yoga programs geared for school children have become more widespread, but research regarding its impact on children is lacking. Several studies have reported positive outcomes, though there is a need for more randomised controlled trials. OBJECTIVES: To determine the effects of yoga on children's emotional and behavioural functioning when compared with physical education (PE) classes. METHODS: Thirty middle school children were randomised to participate in either a school-based Ashtanga-informed yoga or PE class three times a week for 12 weeks. Emotional (i.e. affect, self-perceptions) and behavioural (i.e. internalising and externalising problems, aggression) functioning were measured pre and post-intervention. RESULTS: There were no significant changes between groups in self-reported positive affect, global self-worth, aggression indices or parent reports of their children's externalising and internalising problems. However, negative affect increased for those children participating in yoga when compared to the PE program. CONCLUSIONS: In general, findings suggest that yoga and PE classes do not differentially impact on middle school children's emotional and behavioural functioning. However, children reported experiencing increased negative emotions after receiving yoga while children in the PE group reported a decrease in these feelings. Implications of these results and potential directions for future research on children's yoga are discussed.
Authors: Bethany Butzer; Amanda Marie LoRusso; Regina Windsor; Frankye Riley; Kate Frame; Sat Bir S Khalsa; Lisa Conboy Journal: Adv Sch Ment Health Promot Date: 2017-05-14
Authors: C Ferreira-Vorkapic; J M Feitoza; M Marchioro; J Simões; E Kozasa; S Telles Journal: Evid Based Complement Alternat Med Date: 2015-09-28 Impact factor: 2.629
Authors: Leslie A Daly; Sara C Haden; Marshall Hagins; Nicholas Papouchis; Paul Michael Ramirez Journal: Evid Based Complement Alternat Med Date: 2015-08-19 Impact factor: 2.629