Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Effects of a classroom-based yoga intervention on cortisol and behavior in second- and third-grade students
T2 - A pilot study
AU - Butzer, Bethany
AU - Day, Danielle
AU - Potts, Adam
AU - Coulombe, Sarah
AU - Ryan, Connor
AU - Davies, Brandie
AU - Weidknecht, Kimberly
AU - Ebert, Marina
AU - Flynn, Lisa
AU - Khalsa, Sat Bir
PY - 2015/1/1
Y1 - 2015/1/1
N2 - This uncontrolled pilot study examined the effects of a classroom-based yoga intervention on cortisol concentrations and perceived behavior in children. A 10-week Yoga 4 Classrooms intervention was implemented in one second-grade and one third-grade classroom. Students’ salivary cortisol responses were assessed at 3 time points. Classroom teachers also documented their perceptions of the effects of the intervention on students’ cognitive, social, and emotional skills. Second, but not third, graders showed a significant decrease in baseline cortisol from before to after the intervention. Second and third graders both showed significant decreases in cortisol from before to after a cognitive task, but neither grade showed additional decreases from before to after a single yoga class. The second-grade teacher perceived significant improvements in several aspects his/her students’ behavior. The third-grade teacher perceived some, but fewer, improvements in his/her students’ behavior. Results suggest that school-based yoga may be advantageous for stress management and behavior.
AB - This uncontrolled pilot study examined the effects of a classroom-based yoga intervention on cortisol concentrations and perceived behavior in children. A 10-week Yoga 4 Classrooms intervention was implemented in one second-grade and one third-grade classroom. Students’ salivary cortisol responses were assessed at 3 time points. Classroom teachers also documented their perceptions of the effects of the intervention on students’ cognitive, social, and emotional skills. Second, but not third, graders showed a significant decrease in baseline cortisol from before to after the intervention. Second and third graders both showed significant decreases in cortisol from before to after a cognitive task, but neither grade showed additional decreases from before to after a single yoga class. The second-grade teacher perceived significant improvements in several aspects his/her students’ behavior. The third-grade teacher perceived some, but fewer, improvements in his/her students’ behavior. Results suggest that school-based yoga may be advantageous for stress management and behavior.
U2 - 10.1177/2156587214557695
DO - 10.1177/2156587214557695
M3 - Journal article
VL - 20
SP - 41
EP - 49
JO - Journal of Evidence-Based Complementary and Alternative Medicine
JF - Journal of Evidence-Based Complementary and Alternative Medicine
SN - 2156-5899
IS - 1
ER -