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Background:Adolescence is a key phase of socialization, where improved psychosocial fitness helps to promote socioeconomic productivity in societies. Psychosocial fitness also has an impact on the academic performance, overall health, and quality of life, throughout life. The present study evaluates the effect of yoga intervention on psychosocial fitness among adolescents. Materials and Methods: A single group, pre and post yoga interventional study was carried out in three independent cohorts (batches 1, 2, and 3), having sample size of 148, 167, and 195 respectively. A 7-day integrated yoga intervention was given in a residential setting. Psychosocial assessments included social competence, empathy, altruism, parent relationship, and peer friendship. Data were collected from the participants and their parents using respective versions of the scales. While pre- and post-data were collected from all the adolescent participants, pre- and post-data from parents were collected for 340 and 43 parents only. The objective of the analyses was to evaluate the effect of the yoga program and check the consistency of these effects. Results: Significant changes (P < 0.05) were seen in social competence, empathy, and altruism in batches 2 and 3, whereas changes in batch 1 showed nonsignificant improvements. Analyses of the parental data indicated a significant improvement in parent relationship (P = 0.035) and also nonsignificant improvement in all other outcomes. Conclusion: Results suggested that yoga intervention might help in improving psychosocial fitness in adolescents. It also helped to demonstrate that administering yoga was acceptable and feasible in a residential setting.
Background/Aim:Memory is more associated with the temporal cortex than other cortical areas. The two main components of memory are spatial and verbal which relate to right and left hemispheres of the brain, respectively. Many investigations have shown the beneficial effects of yoga on memory and temporal functions of the brain. This study was aimed at comparing the effect of one Gurukula Education System (GES) school based on a yoga way of life with a school using the Modern Education System (MES) on memory. Materials and Methods: Forty nine boys of ages ranging from 11-13 years were selected from each of two residential schools, one MES and the other GES, providing similar ambiance and daily routines. The boys were matched for age and socioeconomic status. The GES educational program is based around integrated yoga modules while the MES provides a conventional modern education program. Memory was assessed by means of standard spatial and verbal memory tests applicable to Indian conditions before and after an academic year. Results: Between groups there was matching at start of the academic year, while after it the GES boys showed significant enhancement in both verbal and visual memory scores than MES boys (P < 0.001, Mann-Whitney test). Conclusions: The present study showed that the GES meant for total personality development adopting yoga way of life is more effective in enhancing visual and verbal memory scores than the MES.