What is the effect of yoga compared to a physical education class on stress reactivity for sixth-grade students?

There is an increasing interest in developing school programs that improve the ability of children to cope with psychosocial stress. Yoga may be an appropriate intervention as it has demonstrated improvements in the ability of children to manage psychosocial stress. Yoga is thought to improve the control of reactivity to stress via the regulation of the autonomic nervous system. The current study examined the effects of yoga compared to a physical education class on physiological response (blood pressure (BP) and heart rate (HR)) to behavioral stressor tasks (mental arithmetic and mirror tracing tasks). Data analysis of BP and HR was performed using a 2 × 2 × 4 repeated measures ANOVA (time × group × stressor time points). 30 (17 male) 6th graders participated in the study. Yoga did not provide significant differences in stress reactivity compared to a physical education class (group × time: systolic (F(1,28)=.538,P=.470); diastolic (F(1,28)=.1.061,P=.312); HR (F(1,28)=.401,P=.532)). The lack of significant differences may be due to the yoga intervention failing to focus on stress management and/or the stressor tasks not adequately capturing attenuation of stressor response.

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An ecological examination of an urban sixth grade physical education class

Physical Education and Sport Pedagogy ◽

10.1080/17408989.2010.535203 ◽

2011 ◽

Vol 16 (3) ◽

pp. 279-293 ◽

Cited By ~ 2

Author(s):

Alisa R. James ◽

Douglas Collier

Keyword(s):

Physical Education ◽

Sixth Grade ◽

Physical Education Class ◽

Education Class

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Mexican Validation of the Engagement and Disaffection in Physical Education Scale

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17061821 ◽

2020 ◽

Vol 17 (6) ◽

pp. 1821 ◽

Cited By ~ 1

Author(s):

René Rodríguez-Medellín ◽

Jorge Zamarripa ◽

María Marentes-Castillo ◽

Fernando Otero-Saborido ◽

Raúl Baños ◽

...

Keyword(s):

Physical Education ◽

Factor Model ◽

Sixth Grade ◽

Physical Education Class ◽

School Students ◽

Education Class ◽

Two Factors ◽

Course Engagement ◽

Fit Indexes ◽

Education In Mexico

To date, no instrument adapted and validated that measures engagement and disaffection in the physical education class has been found, which limits the generation of knowledge of this area in Mexico. The aims of this study were to translate and adapt the engagement and disaffection scale to the context of physical education in Mexico and to examine its reliability, structure (two and four factors), and factorial invariance by gender in Mexican fifth- and sixth-grade elementary school students. A total of 1470 students participated (50.6% boys) with ages between 10 and 14 years (mean (M) = 10.56; standard deviation (SD) = 0.77) from federal (89.3%) and state (10.7%) elementary schools. Two factorial structures were tested (with four factors and two factors). The fit indexes of both models were satisfactory, and the factorial saturations were significant. The differences between the fit indexes of both models were irrelevant; therefore, the two-factor model was considered more suitable. The total strict invariance by gender was confirmed, and the reliabilities of the engagement and disaffection scale were acceptable. The Mexican version of the course engagement and disaffection scale in physical education is valid and useful to measure these constructs in the context of physical education in Mexico.

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