Not a Waste of Time: Scheduling Non-academic Learning Activities Into the School Day

Finnan, Christine

doi:10.1007/s11256-014-0286-5

Cited by 4 publications

(9 citation statements)

References 23 publications

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“…For example, many students in the present study reported that they found yoga helpful for enhancing relaxation and reducing stress, a finding that is similar to other qualitative studies of school-based yoga (Conboy et al, 2013; Case-Smith et al, 2010; Dariotis et al, 2016a; Dariotis et al, 2016b; Miller et al, 2014; Wang & Hagins, 2016). Several students in the present study also reported that yoga helped foster positive interpersonal relationships, a result that is consistent with the qualitative findings of Conboy et al (2013) and Finnan (2015). In addition, many students in the present study reported using yoga-based skills in other areas of their lives, a finding that is similar to other qualitative studies showing that students report using the skills learned during yoga in other contexts such as before bed or prior to tests (Dariotis et al, 2016a).…”

Section: Discussionsupporting

confidence: 90%

“…The results of the present study are, for the most part, consistent with prior qualitative research on yoga in schools (Case-Smith et al, 2010; Conboy et al., 2013; Dariotis et al, 2016a; Dariotis et al, 2016b; Finnan, 2015; Miller et al, 2014; Wang & Hagins, 2016). For example, many students in the present study reported that they found yoga helpful for enhancing relaxation and reducing stress, a finding that is similar to other qualitative studies of school-based yoga (Conboy et al, 2013; Case-Smith et al, 2010; Dariotis et al, 2016a; Dariotis et al, 2016b; Miller et al, 2014; Wang & Hagins, 2016).…”

Section: Discussionsupporting

confidence: 89%

“…To our knowledge, 14 qualitative studies of youth-based mind-body interventions have been conducted, all of which have generally shown positive participant-reported outcomes for children, adolescents, and young adults (Case-Smith, Shupe Sines, & Klatt, 2010; Conboy, Noggle, Frey, Kudesia, & Khalsa, 2013; Dariotis et al., 2016a; Dariotis et al, 2016b; Dariotis et al, 2017; Finnan, 2015; Miller et al, 2014; Rosaen & Benn, 2006; Sibinga et al, 2011; Sibinga, Perry-Parrish, Thorpe, Mika, & Ellen, 2014; Tharaldsen, 2012; Wall, 2005; Wang & Hagins, 2016; Wisner, 2014). However, it is important to note that only 12 of the 14 aforementioned studies were conducted within school settings, and only eight evaluated yoga interventions.…”

Section: Introductionmentioning

confidence: 99%

“…However, it is important to note that only 12 of the 14 aforementioned studies were conducted within school settings, and only eight evaluated yoga interventions. The eight qualitative studies specifically focused on yoga within school settings have generally shown positive self-reported outcomes (Case-Smith et al., 2010; Conboy et al, 2013; Dariotis et al, 2016a; Dariotis et al, 2016b; Dariotis et al, 2017; Finnan, 2015; Miller et al, 2014; Wang & Hagins, 2016). …”

Section: Introductionmentioning

confidence: 99%

“…It is important to specifically investigate student perceptions of school-based yoga given that, in addition to incorporating aspects of mindfulness and/or meditation, yoga differs from conventional mindfulness-based programs in that yoga also includes physical postures and breathing exercises (Butzer, Bury, Telles & Khalsa, 2016). In addition, the majority of qualitative studies of school-based yoga have been conducted on high school students (Conboy et al, 2013; Miller et al, 2014; Wang & Hagins, 2016) and elementary school students (Case-Smith et al, 2010; Dariotis et al, 2016a; Dariotis et al, 2016b; Dariotis et al, 2017; Finnan, 2015). Furthermore, no studies of school-based yoga have directly compared quantitative and qualitative results emerging from the same sample.…”

Section: Introductionmentioning

confidence: 99%

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A qualitative examination of yoga for middle school adolescents

Butzer

LoRusso

Windsor

et al. 2017

Advances in School Mental Health Promotion

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The present study was part of a group randomized controlled trial in which 7th grade students were assigned to a yoga intervention or physical-education-as-usual. Sixteen students were randomly selected from the yoga condition to participate in one-on-one interviews. Qualitative analyses revealed 13 themes that were organized into two categories: Usability (student perceptions of the usefulness, learnability, and convenience of the yoga intervention) and Effect (student perceptions of the direct results of the yoga intervention). Students reported both positive and negative opinions of yoga, especially when making direct comparisons between yoga and physical education. Students had particularly positive opinions regarding the beneficial effects of yoga on stress, sleep, and relaxation. Student opinions regarding the effects of yoga on self-regulation, social interaction, substance use, and academic performance were also generally positive, although somewhat mixed. Results suggest that qualitative research shows promise for providing an in-depth perspective on the impact of mind-body interventions in schools.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

A qualitative examination of yoga for middle school adolescents

Butzer

LoRusso

Windsor

et al. 2017

Advances in School Mental Health Promotion

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Yoga in school settings: a research review

Khalsa

Butzer²

2016

Annals of the New York Academy of Sciences

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Research on the efficacy of yoga for improving mental, emotional, physical, and behavioral health characteristics in school settings is a recent but growing field of inquiry. This systematic review of research on school-based yoga interventions published in peer-reviewed journals offers a bibliometric analysis that identified 47 publications. The studies from these publications have been conducted primarily in the United States (n = 30) and India (n = 15) since 2005, with the majority of studies (n = 41) conducted from 2010 onward. About half of the publications were of studies at elementary schools; most (85%) were conducted within the school curriculum, and most (62%) also implemented a formal school-based yoga program. There was a high degree of variability in yoga intervention characteristics, including overall duration, and the number and duration of sessions. Most of these published research trials are preliminary in nature, with numerous study design limitations, including limited sample sizes (median = 74; range = 20-660) and relatively weak research designs (57% randomized controlled trials, 19% uncontrolled trials), as would be expected in an infant research field. Nevertheless, these publications suggest that yoga in the school setting is a viable and potentially efficacious strategy for improving child and adolescent health and therefore worthy of continued research.

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Improvement in Children’s Mental Health and Cognitive Abilities with Yogic Breathing: A Pilot Study

Kanchibhotla

2021

IJoYAH

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Introduction: Children as young as 6 or 7 years old face numerous stressful situations at home and outside their homes. During this time, when learning and growth should be the priority, young minds often struggle with constant pressure to compete with their peers in their academic careers. This study examines the effects of a breath-based yogic technique in improving the child’s mental health and cognition. Method: A study was conducted among the students who underwent the yogic breathing workshop (Utkarsha Yoga). Cognition was measured using the six-letter cancellation test (SCLT). The mental well-being of the students was assessed using the World Health Organization well-being index (WHO-5) and the Child Perceived Stress Scale (C-PSS). Results: 73% of the population showed a significant improvement in the mental well-being post-workshop. 56% of the population experienced a significant decrease in stress levels post yogic breathing intervention and by following the programme, the cognitive abilities improved by 27% in children. Conclusion: The results for this pilot study demonstrate the Yogic Breathing Technique (YBT) to be an effective tool for children to develop a calm and happy state of mind.

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Not a Waste of Time: Scheduling Non-academic Learning Activities Into the School Day

Cited by 4 publications

References 23 publications

A qualitative examination of yoga for middle school adolescents

A qualitative examination of yoga for middle school adolescents

Yoga in school settings: a research review

Improvement in Children’s Mental Health and Cognitive Abilities with Yogic Breathing: A Pilot Study

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