A qualitative examination of yoga for middle school adolescents

Abstract

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.

Review of mental health promotion interventions in schools

“…Those with the stress intervention maintained their sense of wellbeing—non-intervention deteriorated. In both genders No statically significant difference between groups in terms of self-reliance Butzer et al [ 6 ] USA Qualitative (but part of a larger mixed methods) The larger study randomly allocated students to the intervention or control Randomly selected for interview Grounded theory 404 students were enrolled onto the school curriculum Grades 7–12 16 students interviewed, 8 males and 8 females, majority were white Focus of the interviews was on feasibility of yoga and their experience of it. Interviewers were trained in interviewing skills Multiple coders ensured coding reliability Grounded theory framework—little discussion of theory Yoga for 7th grade children (aged 12–13 years).…”

A Consideration of Transpersonal Research Methods for Studying Yoga and Mindfulness in Schools

“…Along these lines, several researchers have opted to use qualitative methods to study school-based yoga and mindfulness. These qualitative studies tap into the rich, multifaceted aspects of school-based contemplative programs, often by capturing stories and narratives from study participants, school staff and intervention instructors (Butzer, LoRusso, Windsor, et al, 2017;Cook-Cottone, Estey & Guyker, 2018;Cook-Cottone, Lemish & Guyker, 2017;Hyde & Johnson, in press). In general, qualitative studies of school-based yoga and mindfulness tend to report positive outcomes, such as increased self-awareness and emotion regulation, improved impulse control, and reduced stress (e.g., Butzer, LoRusso, Windsor, et al, 2017;Conboy, Noggle, Frey, Kudesia & Khalsa, 2013;Wang & Hagins, 2016).…”

“…Very few studies, however, have intentionally combined quantitative and qualitative research methods within the same research design. These studies, while relatively few in number, TRANSPERSONAL METHODS FOR MINDFULNESS IN SCHOOLS 6 sometimes report inconsistencies between the quantitative and qualitative results (e.g., Butzer, LoRusso, Windsor, et al, 2017;Levitan et al, 2018;Sibinga, Perry-Parrish, Thorpe, Mika & Ellen, 2014;Tharaldsen, 2012). In most cases, the quantitative outcomes fail to produce statistically significant results, whereas participants report benefits in qualitative interviews or focus groups.…”

“…We also conducted a qualitative study with a sub-group of students who had participated in the yoga intervention (Butzer, LoRusso, Windsor, et al, 2017). For this study, we randomly selected 16 students from the yoga condition (8 male; 8 female) to participate in one-on-one interviews with study staff.…”

Association of yogic breathing with perceived stress and conception of strengths and difficulties in teenagers

“…The authors also proposed that meditation increases student success by improving emotional regulation and cognitive functioning (Waters et al, 2015). Students studying in the United States rural high school, reported improved self-image and a greater respect for the body, after practicing yoga for a semester instead of physical education (Butzer et al, 2017).…”