Additional Practice of Yoga Breathing With Intermittent Breath Holding Enhances Psychological Functions in Yoga Practitioners: A Randomized Controlled Trial

Saoji, Apar Avinash; Raghavendra, B R; Madle, Kshamashree; Manjunath, Nandi Krishnamurthy

doi:10.1016/j.explore.2018.02.005

Cited by 20 publications

(13 citation statements)

References 27 publications

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“…Shastri et al (2017) showed that yoga breathing reduced aggression, improved mindfulness, and emotion regulation in undergraduate students. Saoji et al (2018) also found that yoga breathing enhanced psychological functions such as state mindfulness. Further, Tellhed et al (2019) found mindfulness mediated the relationship between yoga breathing and mental health.…”

Section: Introductionmentioning

confidence: 89%

“…Usually, one-time breathing intervention lasts for 1-20 min (Joshi and Telles, 2009;Telles et al, 2011;Saoji et al, 2018;Tellhed et al, 2019), and yoga exercise may be more effective when different parts function together. Thus, our study aimed to utilize a normal 80-min yoga session with a valid 10-min practice of meditation/breathing and compare the relative importance of meditation and breathing across 12 sessions of yoga practices.…”

Section: Hatha Yoga Intervention Programmentioning

confidence: 99%

“…Intention to continue one's work reflects one's energy level at work, so breathing-focused yoga practice may retain higher levels of work intention than meditation-focused yoga practice. Second, while both meditation and breathing could help achieve mindfulness (Saoji et al, 2018;Wielgosz et al, 2019), breathing may be more practical in achieving mindfulness, a state of consciousness emphasizing attention and awareness in the present (Brown and Ryan, 2003). For example, "many people who try to learn meditation cannot focus their minds, " "some find the practices difficult and austere.…”

Section: Introductionmentioning

confidence: 99%

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Comparing the Psychological Effects of Meditation- and Breathing-Focused Yoga Practice in Undergraduate Students

Tong

Chen

et al. 2020

Front. Psychol.

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Section: Introductionmentioning

confidence: 89%

Section: Hatha Yoga Intervention Programmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Comparing the Psychological Effects of Meditation- and Breathing-Focused Yoga Practice in Undergraduate Students

Tong

Chen

et al. 2020

Front. Psychol.

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“…Three studies that measured cognitive function were included, one of these (Saoji et al, 2018) included healthy volunteers in yoga courses and compared breathing techniques derived from yoga vs. control, finding statistically significant differences with the scales used (See Table 1). The second study (Ferreira et al, 2015) found statistical differences in terms of semantic memory, mental manipulation, abstraction and mental flexibility when comparing breathing training vs social interaction in adults between 60 and 79 years old.…”

Section: Cognitive Functionmentioning

confidence: 99%

Complete Journal

Martínez¹

2021

JACN

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“…Diaphragmatic breathing involves intentional slow breaths that start from the diaphragm or abdominal area and focus on abdominal, then lung, then chest expansion during the inhale and a slow, gradual, full release of air on the exhale. These practices improve psychological and physiological stress responses (10)(11)(12)(13)(14)(15)(16), and in youth and adolescents, have been shown to significantly reduce in-the-moment "state" and general "trait" anxiety, sports-related anxiety, and test-related anxiety (17)(18)(19)(20)(21)(22)(23)(24).…”

Section: Introductionmentioning

confidence: 99%

Slow-Breathing Curriculum for Stress Reduction in High School Students: Lessons Learned From a Feasibility Pilot

Bentley¹,

Seeber²,

Hightower³

et al. 2022

Front. Rehabilit. Sci.

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PurposeNearly one in three US adolescents meet the criteria for anxiety, an issue that has worsened with the COVID-19 pandemic. We developed a video-based slow diaphragmatic breathing stress-reduction curriculum for high school students and evaluated its feasibility, tolerability, and preliminary effectiveness.MethodsThis cluster-randomized feasibility pilot compared 5-min slow diaphragmatic breathing for 5 weeks with treatment-as-usual control among four 12th-grade public high school classes. Students individually participated after school during COVID-19-related hybrid teaching, with slow diaphragmatic breathing three times/week and breath science education once/week. Feasibility was based on completion of breathing exercises, breath science education, and preliminary effectiveness assessments, and ease/tolerability was based on qualitative assessments. Preliminary effectiveness was measured with the State-Trait Anxiety Inventory (STAI) and a timed-exhale carbon dioxide tolerance test (CO2TT) of physiological stress response. Descriptive statistics and repeated analysis of variance were performed to quantify and compare outcomes between time periods. Human subjects research approval was granted through Western IRB–Copernicus Group (WCG IRB) [ClinicalTrials.gov, Identifier: NCT05266833.]ResultsForty-three students consented to participate. Breath practice compliance ranged from 29 to 83% across classes and weeks, and decreased on average over the 5 weeks. Compliance with the breath science videos ranged from 43 to 86%, and that with the weekly STAI-State and CO2TT measures varied from 36 to 86%. Compliance with ease/tolerability assessments ranged from 0 to 60%. Preliminary effectiveness assessments' compliance varied across classes from 83 to 89% during baseline, and 29 to 72% at follow-up. The curriculum was rated as somewhat-to-definitely useful/beneficial, and definitely-to-very easy/tolerable. Students reported enjoying the diaphragmatic breathing, CO2TT, and breath science education; some found the extended exhales challenging and the curriculum and assessments time-consuming. Preliminary effectiveness analyses indicated no significant changes in STAI or CO2TT from baseline to followup or from before to after breathing exercises (p > 0.05 for all).ConclusionsImplementation of this 5-week slow breathing curriculum was feasible and tolerable to this cohort. Compliance, tolerability, and effectiveness may be improved with in-class participation. Future research on simple and accessible slow-breathing exercises is warranted to address today's adolescent stress-management crisis.Trial RegistrationClinicalTrials.gov, Identifier: NCT05266833

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Additional Practice of Yoga Breathing With Intermittent Breath Holding Enhances Psychological Functions in Yoga Practitioners: A Randomized Controlled Trial

Cited by 20 publications

References 27 publications

Comparing the Psychological Effects of Meditation- and Breathing-Focused Yoga Practice in Undergraduate Students

Comparing the Psychological Effects of Meditation- and Breathing-Focused Yoga Practice in Undergraduate Students

Complete Journal

Slow-Breathing Curriculum for Stress Reduction in High School Students: Lessons Learned From a Feasibility Pilot

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