School-based yoga intervention increases adolescent resilience: a pilot trial

Felver, Joshua C.; Razza, Rachel A.; Morton, Melissa; Clawson, Adam; Mannion, Rebecca Shaffer

doi:10.2989/17280583.2019.1698429

Cited by 22 publications

(48 citation statements)

References 25 publications

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“…Also, in this line, given the potential benefits of yoga for populations living with high stress, it is important to develop more outreach efforts and provide accessible, acceptable, and affordable opportunities for the practice of yoga [30]. First-person students reported that the practice of yoga improved social-emotional competence over time in relation to the control condition [31]. Therefore, the results obtained from our research are comparable to those of other research carried out.…”

Section: Discussionsupporting

confidence: 78%

Analysis of Yoga as an Inclusive Sport in Educational Contexts

2020

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Yoga is a growing sport in our current society, but we know little about it; what repercussions it has, what benefits its practice brings, repercussions in the educational environment, etc. Therefore, the objective of the article was to analyze if it is possible to design a scale of perception that relates yoga, teacher training, sport, benefits of yoga, and inclusive sport. The objective was to analyze and demonstrate the relationship between variables determining how the academic performance of the students can be improved, since the practice of yoga influences on diverse areas that cause changes at brain level in the students, and it can lead to better attentiveness, memory, etc. For this, a descriptive, explanatory, and correlational research project has been carried out with a quantitative methodology. The analysis sample was made up of 1575 subjects, distributed as follows: 1191 students of the Degree in Primary Education of the University of Jaén (from first to fourth course) and 384 teachers corresponding to different public centers of the province of Jaén. In order to investigate the objective, an operational table was created to construct the Likert scale. The original scale consisted of 20 items reporting an alpha of 0.826, we achieved a reduction of four items, with a higher reliability (0.846), divided into five different dimensions. Likewise, construct validity was checked from a factorial analysis (KM0 = 0.787, Bartlett 0.000). The results of the research have been satisfactory, given that when analyzing the variables proposed in the initial objective, a high degree of correlation has been obtained between them, which supposes, applying it to the educational scope, a great incentive to carry it out in the educational centers, and, therefore, to improve the academic, personal, and social performance of the student.

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Section: Discussionsupporting

confidence: 78%

Analysis of Yoga as an Inclusive Sport in Educational Contexts

2020

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“…Inclusion of transgender or gender fluid participants were not reported by any study. Of studies reporting ethnicity, samples were predominantly White ( N = 9) (Butzer, LoRusso, Shin, & Khalsa, 2017; Dopp, Mooney, Armitage, & King, 2012; Felver, Razza, Morton, Clawson, & Mannion, 2020; Haden, Daly, & Hagins, 2014; Hainsworth et al., 2018; Lubans et al., 2012; Lubans, Smith, et al., 2016; Schneider et al., 2008; Smith et al., 2018), Asian ( N = 2) (Ho et al., 2017; Roh et al., 2018) or African American ( N = 1) (Neumark‐Sztainer et al., 2010). Five studies included overweight/obese participants (BMI > 85th percentile for age and sex) (Elnaggar & Shendy, 2016; Hainsworth et al., 2018; Lopera et al., 2016; Schranz et al., 2013; Toulabi, Nikoo, Amini, Nazari, & Mardani, 2012), and one included adolescents that screened positive for depression (Dopp et al., 2012) using the Children’s Depression Rating Scale Revised (CDSR‐R > 36) (Poznanski & Mokros, 1996).…”

Section: Resultsmentioning

confidence: 99%

“…Eleven studies required low activity levels for eligibility (Bahram et al., 2014; Dudley et al., 2010; Dunker & Claudino, 2018; Ho et al., 2017; Lindwall & Lindgren, 2005; Lubans et al., 2012; Lubans, Smith, et al., 2016; Morgan et al., 2012; Neumark‐Sztainer et al., 2010; Roh et al., 2018; Schneider et al., 2008), yet definitions varied, for example less than 60 min per day (Dunker & Claudino, 2018), less than once per week (Lindwall & Lindgren, 2005). Participants were mainly recruited from schools ( N = 21) (Bahram et al., 2014; Bonhauser et al., 2005; Butzer et al., 2017; Costigan, Eather, Plotnikoff, Hillman, & Lubans, 2016; Dudley et al., 2010; Dunker & Claudino, 2018; Eather, Morgan, & Lubans, 2016; Felver et al., 2020; Ha et al., 2015; Haden et al., 2014; Ho et al., 2017; Kalak et al., 2012; Lindwall & Lindgren, 2005; Lubans et al., 2012; Lubans, Smith, et al., 2016; Morgan et al., 2012; Neumark‐Sztainer et al., 2010; Roh et al., 2018; Schneider et al., 2008; Smith et al., 2018; Toulabi et al., 2012). However, some were recruited from clinical settings ( N = 3) (Dopp et al., 2012; Elnaggar & Shendy, 2016; Hainsworth et al., 2018), community settings ( N = 2) (Choukse, Ram, & Nagendra, 2018; Höner & Demetriou, 2014) or via advertisements ( N = 2) (Lopera et al., 2016; Schranz et al., 2013).…”

Section: Resultsmentioning

confidence: 99%

“…Designs included randomised controlled trials (RCT) ( N = 17) (Butzer et al., 2017; Costigan et al., 2016; Dudley et al., 2010; Dunker & Claudino, 2018; Eather et al., 2016; Ha et al., 2015; Haden et al., 2014; Ho et al., 2017; Kalak et al., 2012; Lindwall & Lindgren, 2005; Lubans et al., 2012; Lubans, Smith, et al., 2016; Morgan et al., 2012; Neumark‐Sztainer et al., 2010; Roh et al., 2018; Schranz et al., 2013; Smith et al., 2018), nonrandomised ( N = 8) (Bahram et al., 2014; Bonhauser et al., 2005; Elnaggar & Shendy, 2016; Felver et al., 2020; Höner & Demetriou, 2014; Lopera et al., 2016; Schneider et al., 2008; Toulabi et al., 2012), single‐group pre–post interventions ( N = 2) (Dopp et al., 2012; Hainsworth et al., 2018) and a three‐group cohort (Choukse et al., 2018). Of the studies that implemented a control, most used PE as usual as the comparator ( N = 13) (Bonhauser et al., 2005; Butzer et al., 2017; Costigan et al., 2016; Dudley et al., 2010; Dunker & Claudino, 2018; Eather et al., 2016; Ha et al., 2015; Haden et al., 2014; Höner & Demetriou, 2014; Lubans et al., 2012; Lubans, Smith, et al., 2016; Schneider et al., 2008; Toulabi et al., 2012).…”

Section: Resultsmentioning

confidence: 99%

“…Four studies used no intervention (Bahram et al., 2014; Lopera et al., 2016; Roh et al., 2018; Schranz et al., 2013), four used sedentary activities (e.g. access to health education website) (Elnaggar & Shendy, 2016; Felver et al., 2020; Ho et al., 2017; Kalak et al., 2012), three used a wait‐list control (Lindwall & Lindgren, 2005; Morgan et al., 2012; Smith et al., 2018) and one used a female‐only PE class (Neumark‐Sztainer et al., 2010).…”

Section: Resultsmentioning

confidence: 99%

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Review: Physical activity interventions for the mental health and well‐being of adolescents – a systematic review

Hale

Colquhoun

Lancastle

et al. 2021

Child Adoles Ment Health

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Background Rates of physical activity decline throughout adolescence, and evidence indicates that this has an adverse impact on psychological health. This paper aims to synthesise available evidence for physical activity interventions on the mental health and well‐being of young people (11–19 years) from the general population. Method Nine databases were searched to identify studies published between January 2005 and June 2020: Web of Science, ProQuest Psychology Journals, PsycINFO, Pub Med, ASSIA, CINHAL PLUS, SPORTDiscus, EMBASE and Wiley Online Library. Key search terms included ‘physical activity intervention’, ‘mental health’ and ‘adolescen*’. Eligible studies were independently screened by two authors based on inclusion/exclusion criteria. Results Twenty‐eight interventions were narratively synthesised in four categories: Quality of Life (QOL), self‐esteem, psychological well‐being and psychological ill‐being (e.g. depression, stress). A large proportion (67.9%) of interventions were multicomponent and combined physical activity with other features such as health education (e.g. nutrition). However, only a limited number (N = 5) specifically addressed mental health. Findings suggest that interventions are useful in improving psychological well‐being and QOL, yet evidence for self‐esteem is mixed. Conclusions Although effectiveness in improving well‐being is evident, evidence for a reduction in the frequency and severity of mental health problems is less clear. A summary of the overall impact of physical activity interventions on the mental health of young people is presented.

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School‐based interventions to improve emotional regulation skills in adolescent students: A systematic review

Pedrini

Meloni

Lanfredi

et al. 2022

Journal of Adolescence

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Introduction Emotional regulation (ER) is a core variable involved in the onset and maintenance of mental health disorders; therefore, interventions targeting ER in adolescence represent a promising preventive action. The current systematic review provides a synthesis of the evidence on school‐based interventions on ER in adolescent students. Methods Six electronic databases (Medline, Psychology Database, Embase, Scopus, Psychinfo, and Web of Science) were searched. The methodological quality of the included studies was assessed by the Methodological Index for Nonrandomized Studies. Results A total of 36 studies were identified. The interventions were based on different theoretic frameworks and focused on different components of ER. There were universal interventions that addressed the entire class, as well as interventions for a selected population of at‐risk students. Only one‐third of the studies were based on manualized programs. Small to moderate effect sizes were found for mental health and ER skills. Only a few studies assessed risky behaviors, and these studies showed a reduction with moderate to large effect size. Studies conducted on high‐risk populations showed medium‐high effect sizes on ER skills. In contrast, studies conducted on unselected samples of students showed greater variability in the outcome estimates. Acceptability analysis and attendance rates suggested that the interventions were well received by students. The lack of follow‐up assessments and the absence of sample‐size calculation were the most frequent methodological weaknesses. Conclusions The content of the present review could be useful for professionals involved in the planning of school psychological services. Overall, the findings of the current review support the applicability and beneficial effect of school‐based intervention for adolescents. Moreover, the results clearly point out the utility of a multitiered model to structure coordinated and integrated preventive interventions and to optimize resources.

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School-based yoga intervention increases adolescent resilience: a pilot trial

Cited by 22 publications

References 25 publications

Analysis of Yoga as an Inclusive Sport in Educational Contexts

Analysis of Yoga as an Inclusive Sport in Educational Contexts

Review: Physical activity interventions for the mental health and well‐being of adolescents – a systematic review

School‐based interventions to improve emotional regulation skills in adolescent students: A systematic review

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