[b]Background: [/b]The present study aims at comparing the cognitive profile of creative artists and non-creative participants. We assessed creativity correlates by taking a sample of professionally creative artists unlike those previous studies conducted with college students or which employed biographical data from eminent creators who form a rare and extreme group on the continuum of creativity.[b]Material/ Methods: [/b]A matched control design with cross sectional assessment was used for the study. The study sample comprised two groups – Creative group (CR) and matched Non-creative group (NC) with 30 participants each. All participants were in the age range of 20-40 years and had a minimum average intelligence (IQ score >90). Screening measures included the Edinburgh Handedness Inventory, Raven’s Standard Progressive Matrices and the Creativity Achievement Questionnaire used to select pro C creative individuals for the creative group. NIMHANS Neuropsychological Battery (Rao et al, 2004) was used to assess the comprehensive cognitive profile (domains of speed and attention; executive functions; learning & memory) of the participants. The Battery comprises globally recognized neuropsychological tests which have been standardized for the Indian population.[b]Results: [/b]It was found that CR group had statistically significant higher scores on focused attention, category fluency, design fluency (both free and fixed), visuo-spatial working memory (medium effect size), set shifting ability, response inhibition and verbal memory. A significant positive correlation was found between intelligence, mental speed, focused attention, category fluency, design fluency (both free & fixed), set shifting, response inhibition, verbal memory and all components of creativity.[b]Conclusions:[/b]The present study elucidates the functions associated with creativity. It was possible to identify creative individuals, one to one matching across both the groups, thereby controlling the influence of age, gender and education; using a standardized and comprehensive battery to assess cognitive functions and statistical rigor in analyzing the data.

Perception of the usefulness /value of yoga as an adjunct intervention is a significant factor for the injured athlete's adherence to the customised sport injury rehabilitation program. The findings from 12 week rehabilitation progress assessment post Anterior Cruciate Ligament (ACL) reconstruction of an injured skier, highlight improvement in the injury rehabilitation goals which influence the performance goals of the injured athlete. A customised program was designed for the injured athlete with a 30 minute yoga protocol as an adjunct intervention, thrice a week along with 90 minute physical therapy session. IKDC score improved from 49.4 to 63.2. Range of Motion (ROM) of the injured right knee improved from −3 to normal, knee flexion increased by 20 deg, external rotation flexion enhanced (active 20 deg and passive 10 deg), passive hip flexion increased by 15 deg. Muscle test for hip extension increased from 4 to 5, flexion (from 3+ to 5), knee flexion (from 3 to 4), knee extension (3+ to 5). The perceived value of the injured athlete to practice yoga as part of rehabilitation is 5.8 whereas the perceived choice is 3.9 on a 7 point scale of Perception of Activity. While yoga and physical therapy improve flexibility, muscle strength, stability and balance of the injured athlete, perception about usefulness of the customised yoga and physical therapy influences adherence to rehabilitation and effective participation in the rehabilitation program. Biopsychosocial model (Brewer et al 2002) helps to understand rehabilitation of sport injury rehabilitation. Yoga and physiotherapy as a combined intervention, could enhance the biological and psychological factors that have a significant effect on the intermediate biopsychological outcomes. In this research, knowledge about usefulness of yoga in sport injury treatment could benefit the sport medicine and physiotherapy fraternity to include yoga as an adjunct intervention. Collaboration of physiotherapists, yoga professionals, doctors and coaches with an athlete-centric approach might help injured athletes to enhance adherence to sport injury rehabilitation programs. Further studies are warranted to measure long term effect of yoga on sport injury rehabilitation and prevention of non-contact injuries of athletes.

Background:Humor is a valuable tool for establishing a conducive environment in classroom learning. From the teachers' point of view, "how" to teach effectively is a challenging task. It demands creativity and imagination to capture students' attention and interest in one's teaching. From students' point of view, a monotonous lecture would hinder their interest to concentrate in the classroom. Objectives: The present study had two objectives; firstly to explore students' perspectives on the use of humor in classroom teaching and secondly to explore students' perspectives regarding teachers, using humor in classroom teaching. Materials and Methods: Students were requested to respond to two questionnaires focusing on items related to the use of humor in classroom teaching, on a 4-point Likert scale (4 = Strongly agree; 3 = Agree; 2 = Disagree; 1 = Strongly disagree). Data were summarized using median grade with interquartile range (IQR). Frequency analysis of the responses was performed and agreement to each item was calculated by adding the frequencies of strongly agree and agree responses. Disagreement to each item was calculated by adding the frequencies of strongly disagree and disagree responses. Results: Students (n = 157; 97.5%) opined that humor if incorporated appropriately in classroom teaching is a good thing and also helps in better retention of the topic being taught (n = 141; 75.15%). Majority of students (n = 158; 98.12%) responded that use of humor in classroom teaching facilitates a good teacher-student relationship. Majority of students (n = 146; 90.67%) also felt that having a good sense of humor is an attribute of an effective teacher. Conclusions: The present study revealed that students prefer humor to be integrated into classroom teaching. The thoughtful use of humor fosters better teacher-student relationship which might culminate in better student learning.

The purpose of the study is to review literature for scientific studies about application and effectiveness of yoga in rehabilitation & prevention of sports injuries in athletes participating in competitive sports. The author conducted a comprehensive search of open access articles of major scientific databases including PuBMed, SCIENCEDIRECT, EBSCO, SCOPUS, Web of Science, etc.. No significant scientific studies were found relating to the application of yoga in rehabilitation and prevention of sport injury. Four studies were selected based on inclusion criteria. One pilot study has included yoga as part of sport conditioning and has investigated use of yoga for flexibility and incidence of non-contact injuries in baseball athletes. The other studies include a clinical example that has used yoga as part of the seven point program in injury treatment of elite football players, an intervention that has included yoga in high-volume training program and a randomised control trial that has evaluated effect of yoga in flexibility and balance among athletes. Conclusions: There is scope for further studies to examine the effect of yoga as an adjunct intervention in rehabilitation of select sports injuries for athletes in competitive sport. There is potential to include sport-specific yoga programs in athletic training for prevention of non-contact injuries.

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