Abstract
The present pilot study investigated the effects of yoga training, as compared to physical skill training, on motor and executive function, physical self-concept, and anxiety-related behavior in junior primary school-aged children. Twenty-four participants with a mean age of 8.4 (±1.4) years completed either yoga or physical skill training twice a week for 6 weeks outside of regular school class time. Both forms of training were delivered in an individualized and child-oriented manner. The type of training did not result in any significant differences in movement and executive function outcomes. In terms of physical self-concept, significant group differences were revealed only for perceived movement speed such that yoga training resulted in perceptions of being slower while physical skill training resulted in perceptions of moving faster. Analysis of anxiety related outcomes revealed significant group effects only for avoidance behavior and coping strategies. Avoidance behavior increased following yoga training, but decreased following physical skill training. In addition, following yoga training, children showed an increased use of divergent coping strategies when facing problematic situations while after physical skill training children demonstrated a decrease in use of divergent coping strategies. Changes in overall physical self-concept scores were not significantly correlated with changes in avoidance behavior following yoga training. In contrast, following physical skill training increased physical self-concept was significantly correlated with decreases in avoidance behavior. In sum, exposure to yoga or physical skill training appears to result in distinct effects for specific domains of physical self-concept and anxiety-related behavior. Further studies with larger samples and more rigorous methodologies are required to further investigate the effects reported here. With respect to future studies, we address potential research questions and specific features associated with the investigation of the effects of yoga in a sample of school-aged children.
Highlights
Yoga is a traditional technique to improve health and wellbeing by way of exercises, breathing, and meditation
In the present pilot study we investigated the effects of yoga vs. physical skill training in primary school-aged children on motor functions and physical self-concept, as well as emotional and cognitive functions
We found only single significant differences between the yoga group and the physical skill training group in an array of tests of motor functions and physical self-concept, anxiety, and executive function. This may be due to the fact that we investigated healthy children, that sample size was small and that the age-range investigated was large
Summary
Yoga is a traditional technique to improve health and wellbeing by way of exercises, breathing, and meditation (for detailed information on the roots of yoga see, for example, Gard et al, 2014). The interest in yoga as an alternative medicine intervention, and as a means to prevent diseases and foster normal functioning and development has increased. There is an increasing effort to scientifically establish the positive effects of yoga on adult’s and children’s motor function, emotion and cognition (Galantino et al, 2008; Kaley-Isley et al, 2010; Balasubramaniam et al, 2013). Changes in motor function may, in turn, modify the physical aspect of adults’ (Moore et al, 2011; Musanti, 2012) and children’s selfconcept (Ekeland et al, 2005). In the present pilot study we asked whether yoga training in primary school-aged children has an effect on body, emotion, and cognition. There is no study analyzing the effects of yoga in its entity in this age group
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