The Relationship of Yoga, Body Awareness, and Body Responsiveness to Self-Objectification and Disordered Eating

Daubenmier, Jennifer

doi:10.1111/j.1471-6402.2005.00183.x

Cited by 360 publications

(324 citation statements)

References 53 publications

(93 reference statements)

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“…Elképzelésünk szerint a nagyobb fokú testi tudatosság együtt jár a pozitív affektivitás magasabb szintjével (ami a pszichológiai jóllét egy mutatójának is tekinthetô), ugyanakkor független a negatív affektivitástól. A mérôeszköz kritériumvaliditását egy rendszeresen jógázó minta bevonásával vizsgáltuk, mivel a jógagyakorlás egyik deklarált céljának a testi folyamatokra irányuló figyelem fejlesztése számít, s empirikus eredmények szerint a testi tudatosság szintje jógázók körében valóban magasabb (Daubenmier, 2005;Mehling és mtsai, 2009; Tihanyi, Sági, Csala, Tolnai, & Köteles, megjelenés alatt).…”

Section: Testi Tudatosság -Definíció éS Jelentôségunclassified

Psychometric investigation of the Hungarian version of the Body Awareness Questionnaire (BAQ-H) among yoga practitioners and young adult controls

Köteles¹

2014

Mentálhigiéné és Pszichoszomatika

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Elméleti háttér: A testi tudatosság különbözô aspektusainak mérésére számos, különbözô koncepció alapján megszerkesztett kérdôív szolgál. Cél: A vizsgálat célja a nem patológiás és nem érzelmekkel kapcsolatos testi folyamatok észlelésének mérését szolgáló Testi Tudatosság Kérdôív (Body Awareness Questionnaire, BAQ) magyar verziójának elkészítése, valamint pszichometriai értékelése volt. Módszerek: A validálásra használt kérdôívcsomagot egy rendszeresen jógázó felnôttekbôl álló (N = 140; 16,4% férfi, átlagéletkor = 32,1 év, szó-rás = 8,65), valamint egy fiatal felnôttekbôl álló (N = 227; 32,2% férfi, átlagéletkor = 26,4 év, szórás = 9,72) csoport töltötte ki. Eredmények: A 17-tételesre rövidített kérdôív mindkét mintán jó (0,80 feletti) belsô konzisztenciával bírt, míg a megerôsítô faktorelemzés (egyfaktoros struktúrát feltételezve) még elfogadható illeszkedést mutatott (CMIN/df = 2,679; p < 0,001; RMSEA = 0,068 [0,062-0,074]; pClose < 0,001). A jógázó minta átlagpontszáma a kor és a nem kontrollálását követôen is szignifikánsan magasabb volt a kontrollénál [88,94; szórás = 16,15 vs. 77,90; szórás = 15,35; F(1,363) = 29,376; p < 0,001], s a pontszám gyengén korrelált mind a jógagyakorlás heti gyakoriságával (Kendall tau_b = 0,13; p < 0,05), mind a gyakorlás megkezdése óta eltelt idôvel (Kendall tau_b = 0,17; p < 0,01). A kérdôív mindkét mintán erôs (kontroll: r = 0,59 vs. jógás: 0,70; p < 0,001) korrelációt mutatott a Testi Abszorpció Kérdôívvel, közepes mértékû együttjárást a Személyes Testi Tudatosság Ská-lával (Kendall tau_b = 0,26 és 0,29; p < 0,001) és a pozitív affektivitással (r = 0,27 és 0,36; p < 0,001). A Tudatos Jelenlét Skálán elért pontszámmal való kapcsolat gyenge, illetve köze-pes erôsségû volt a két mintán (r = 0,18; p < 0,01 és 0,38; p < 0,001). Következtetések: A vizsgálat eredményei összességében a Testi Tudatosság Kérdôív magyar verziójának (BAQ-H) érvényességét és megbízhatóságát támasztják alá.

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Section: Testi Tudatosság -Definíció éS Jelentôségunclassified

Psychometric investigation of the Hungarian version of the Body Awareness Questionnaire (BAQ-H) among yoga practitioners and young adult controls

Köteles¹

2014

Mentálhigiéné és Pszichoszomatika

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“…One possible candidate might be body awareness (i.e. 'perception of bodily states, processes and actions that is presumed to originate from sensory proprioceptive and interoceptive afferents and that an individual has the capacity to be aware of ';mehLing et al 2009, 4), which was found to be connected to psychological well-being in several empirical studies (dauBenmier 2005;köTeLes 2014;tiHanyi et al 2016).…”

Section: Introductionmentioning

confidence: 99%

Mediators between Yoga Practice and Psychological Well-Being : Mindfulness, Body Awareness and Satisfaction with Body Image

Tihanyi¹,

Böőr²,

Emanuelsen³

et al. 2016

EJMH

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Regular yoga practice was connected to higher levels of psychological well-being in cross-sectional and longitudinal studies. However, the psychological mechanisms of this connection are still unexplained. In the present cross-sectional questionnaire study, hypothesised mediating effects of body awareness, satisfaction with body image, and mindfulness were investigated. 203 healthy adults (183 females, mean age: 36.8 ± 10.03 years) practicing yoga at an advanced level were involved in the study. Participants completed online questionnaires assessing body awareness (BAQ), dissatisfaction with body image (BIQ), mindfulness (MAAS) and well-being (WHO-5). Body awareness, body image dissatisfaction and mindfulness showed significant correlations with the weekly frequency of yoga practice as well as with psychological well-being. Body awareness, body image and mindfulness mediated the connection between yoga practice and well-being. In the regression analysis, body image dissatisfaction and body awareness remained connected to well-being even after controlling for practice frequency, mindfulness, gender and age. According to these results, body awareness, body image satisfaction and mindfulness are mediators of the connection between yoga practice and well-being.

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“…Additionally, Sacha and Russ (2006) as well as Mainwaring and Krasnow's (2010) studies are in line with Daubenmier's (2005) study of the relationships between movement activities and body awareness, which concluded that body awareness seems to predispose enjoyment and to be beneficial to expertise development in movement performance activities. The studies above (Mainwaring & Krasnow, 2010;Nordin & Cumming, 2005), identified that imagery is important in developing a sense of enjoyment.…”

Section: Master Teachers As Role Modelssupporting

confidence: 67%

The acquisition of pedagogical expertise in dance : a constraints-led approach

Rodrigues¹

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The aim of this PhD research program was to explore the acquisition of pedagogical expertise in dance teachers. A review of the literature on dance pedagogy and expertise revealed three limitations in relation to dance teachers' pedagogical development. First, the literature suggested that a dancer's transition to teacher was traditionally based on replication of previous teachers' behaviours.Second, the literature additionally identified that there appears to be a tendency within the dance field to accept as dance teachers those who have rich and varied experiences as expert dance performers; although they may have little pedagogical knowledge and experience. Thirdly, there is not a unified theoretical consensus on how to analyse the acquisition of pedagogical expertise in dance teachers.The majority of theoretical approaches to dance pedagogy have been based on traditional information processing theory and within the theoretical framework of cognitive psychology. This latter approach can be viewed as limited because of its exclusive focus on the individual and neglect of important ecology influencing an individual's behaviour. Some promising research in the dance and sport literature has theorised individuals as dynamical systems performing in their ecologies. The ecological dynamics theoretical approach is multidisciplinary in nature and allows theorisation of a range of factors in human performance systems, such as those found in dance. Within this approach, the constraints-led theoretical framework allows analysis of environmental, task, and individual factors. Given the lack of prior research in the field and the variety of dance experience to be studied, it was concluded that combining the constraints-led theoretical framework with a qualitative approach would be appropriate to undertake a retrospective investigation of the potential constraints influencing the acquisition of pedagogical expertise. The following research questions (RQs) guided the general enquiry. This research project included an initial data-driven thematic analysis followed by a theory-driven thematic analysis. In other words, both inductive and deductive thematic analyses were conducted and, after extensive analysis and refinement, the interpretation of rich data concerning participants' life experiences, allowed for the identification of five major themes that influenced their acquisition of pedagogical expertise. These themes were then mapped into the constraints-led theoretical framework as environmental constraints (mentors, role models, and students); task constraints (rules); and individual constraints (needs). These environmental constraints were then explored with reference to previous research related to each specific theme (i.e., mentors, role models, students, rules, and needs) as well as with reference to empirical research and the theoretical principles of the constraints-led theoretical framework.The results of this research study provide theoretical as well as potential practical contributions to the fields of e...

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The Relationship of Yoga, Body Awareness, and Body Responsiveness to Self-Objectification and Disordered Eating

Cited by 360 publications

References 53 publications

Psychometric investigation of the Hungarian version of the Body Awareness Questionnaire (BAQ-H) among yoga practitioners and young adult controls

Psychometric investigation of the Hungarian version of the Body Awareness Questionnaire (BAQ-H) among yoga practitioners and young adult controls

Mediators between Yoga Practice and Psychological Well-Being : Mindfulness, Body Awareness and Satisfaction with Body Image

The acquisition of pedagogical expertise in dance : a constraints-led approach

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