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The purpose of this study is to compare the academic and psycho-social benefits of a yoga-informed health and wellness program (HWP) to a standard physical education program for middle and high school students within New York City (NYC) schools.
Approximately 100 students at a public New York City High School will be randomized at the level of class into either the experimental (yoga-informed health and wellness program) or control arm (physical education class). Students will receive two classes per week of approximately 45 minutes throughout the academic year. Data will be collected in September 2014 and February and May of 2015.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Health and Wellness program | Experimental | Behavioral intervention |
|
| Physical Education Class | Active Comparator | Behavioral intervention |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Yoga-informed Health and Wellness Program | Behavioral | The HWP will be comprised of physical postures, breathing exercises, a period of sitting in stillness (meditation) and relaxation provided two times per week, 45 minutes per session, for the entire school year (Sept. - June). |
| Measure | Description | Time Frame |
|---|---|---|
| Academic Performance: Grade Point Averages | GPA was calculated as the numeric average of course scores of all courses taken by the student weighted by credit load of each course using a standard process within NYC public schools. | 1 year |
| Measure | Description | Time Frame |
|---|---|---|
| Response to Stress Questionnaire (RSQ) | A 57-item self-report questionnaire that was used as a measure of emotional regulation We examined two of the five constructs (24 of the 57 items) within the RSQ as these were most directly theoretically relevant to expected changes due to yoga practice: voluntary engagement and involuntary engagement. Higher values represent higher levels of negative stress responses. Values for the voluntary engagement subscale represent the mean value across 9 questions on the survey and values for the involuntary subscale represent the mean value across 15 questions on the survey. Values for each item range from 0-3, trherefore the total mean values reported as outcomes range from 0-3. |
| Measure | Description | Time Frame |
|---|---|---|
| Self Report Questionnaire (Child and Adolescent Mindfulness Measure) | A 10 item self-report measure assessing mindfulness skills (Scale 1-4). Items are reverse scored and summed (not mean). Higher scores mean more positive mindfulness skills. Min and maximum scores are 0-40. | 1 year |
| Student Self-Report Behavior Rating Inventory of Executive Function |
Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Marshall Hagins, PhD | Long Island University | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Eastside Community High School | New York | New York | 10009 | United States |
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| ID | Title | Description |
|---|---|---|
| FG000 | Health and Wellness Program | Behavioral intervention Yoga-informed Health and Wellness Program: The HWP will be comprised of physical postures, breathing exercises, a period of sitting in stillness (meditation) and relaxation provided two times per week, 45 minutes per session, for the entire school year (Sept. - June). |
| FG001 | Physical Education Class | Behavioral intervention Physical Education Class: Standard physical education |
| Title | Milestones | Reasons Not Completed | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Overall Study |
|
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| ID | Title | Description |
|---|---|---|
| BG000 | Health and Wellness Program | Behavioral intervention Yoga-informed Health and Wellness Program: The HWP will be comprised of physical postures, breathing exercises, a period of sitting in stillness (meditation) and relaxation provided two times per week, 45 minutes per session, for the entire school year (Sept. - June). |
| BG001 |
| Units | Counts |
|---|---|
| Participants |
|
| Title | Description | Population Description | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Denominator Units Selected | Denominators | Classes |
|---|---|---|---|---|---|---|---|---|---|
| Age, Continuous | Mean |
| Type | Title | Description | Population Description | Reporting Status | Anticipated Posting Date | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Time Frame | Units Analyzed | Denominator Units Selected | Arm/Group Information | Denominators | Classes | Analyses | |||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Primary | Academic Performance: Grade Point Averages | GPA was calculated as the numeric average of course scores of all courses taken by the student weighted by credit load of each course using a standard process within NYC public schools. | Intent to treat analysis. Data from all participants was available at baseline and at end of study. | Posted | Mean | Standard Deviation | per cent | 1 year |
|
1 year
Teachers were instructed to report to the PI any incident in which a student was injured during the intervention. Minor injuries not requiring a visit to the nurses station were not reported.
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| ID | Title | Description | Deaths (Affected) | Deaths (At Risk) | Serious Events (Affected) | Serious Events (At Risk) | Other Events (Affected) | Other Events (At Risk) |
|---|---|---|---|---|---|---|---|---|
| EG000 | Health and Wellness Program | Behavioral intervention Yoga-informed Health and Wellness Program: The HWP will be comprised of physical postures, breathing exercises, a period of sitting in stillness (meditation) and relaxation provided two times per week, 45 minutes per session, for the entire school year (Sept. - June). |
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This study had several limitations including the lack of blinding of tester and an excessive reliance on self-report. Analysis limited by an inability to test effects due to clustering. Novelty, Pygmalion, or motivational effect cannot be ruled out.
| Title | Organization | Phone | Extension | |
|---|---|---|---|---|
| Marshall Hagins PhD, PT | Long Island University | 3478048512 | mhagins@liu.edu |
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| ID | Term |
|---|---|
| D000294 | Adolescent Behavior |
| D000068356 | Self-Control |
| ID | Term |
|---|---|
| D001519 | Behavior |
| D012919 | Social Behavior |
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| ID | Term |
|---|---|
| D006293 | Health Promotion |
| ID | Term |
|---|---|
| D006266 | Health Education |
| D011314 | Preventive Health Services |
| D006296 | Health Services |
| D005159 | Health Care Facilities Workforce and Services |
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|
| Physical Education Class | Behavioral | Standard physical education |
|
| 1 year |
| Warwick Edinburgh Mental Well Being Scale | A 14 item self-report measure assessing subjective well-being (1-5 scale). Higher values represent more positive mental well being. The summary measure is a sum of the 14 questions (not a mean). Summary values therefore range from 14-70. | 1 year |
An 80 item self-report questionnaire assessing executive function and self regulation. The BRIEF-SR measures 8 non-overlapping clinical scales that measure different aspects of executive functioning with the Inhibit, Shift, Emotional control and Monitor subscales combining to create a Behavioral Regulation Index (BRI) and the Working Memory, Plan/Organize, Organization of Materials and Task Completion combining to create a Meta Cognition Index. These two indices combine to create a Global Executive Composite (GEC). Only the GEC was used within this study for analysis. Raw scores were converted to T scores (using gender and age for population norms) wherein a score of 50 represents the mean and a difference of 10 from the mean indicates a difference of one standard deviation. |
| 1 year |
| Teacher Report Behavior Rating Inventory of Executive Function | Teacher reported 87 item questionnaire on students executive function and self regulation. The BRIEF for teachers measures 8 non-overlapping theoretically and empirically derived clinical scales that measure different aspects of executive functioning with the Inhibit, Shift, Emotional control and Monitor subscales combining to create a Behavioral Regulation Index (BRI) and the Working Memory, Plan/Organize, Organization of Materials and Task Completion combining to create a Meta Cognition Index. These two indices combine to create a Global Executive Composite (GEC). Only the GEC was used within this study for analysis Raw scores were converted to T scores (using gender and age for population norms) wherein a score of 50 represents the mean and a difference of 10 from the mean indicates a difference of one standard deviation. | One year |
| Physical Education Class |
Behavioral intervention Physical Education Class: Standard physical education |
| BG002 | Total | Total of all reporting groups |
| years |
|
| Sex: Female, Male | Count of Participants | Participants |
|
| Race/Ethnicity, Customized | Number | participants |
|
| Region of Enrollment | Number | participants |
|
| Grade Point Average Previous Academic Year | GPA was calculated as the numeric average of course scores of all courses taken by the student weighted by credit load of each course using a standard process within NYC public schools | Mean | Standard Deviation | per cent |
|
| Height in inches | Mean | Standard Deviation | inches |
|
| Weight | Mean | Standard Deviation | pounds |
|
| Lunch Status | Data was not available for some participants relative to lunch status, therefore totals for each group do not equal baseline values | Number | participants |
|
| Cardiovascular Fitness (Pacer Test: Fitnessgram) | The Pacer test is a test of aerobic fitness wherein participants are required to run back and forth on a level surface 20 meters in length. The allowed time to successfully complete each 20 meter run is gradually increased via an audible timer. The score represents the final number of runs successfully completed within the allowed time. Values range from 1-106 with higher values representing greater levels of aerobic fitness. | Mean | Standard Deviation | Number of 20 meter laps completed |
|
Behavioral intervention Physical Education Class: Standard physical education |
|
|
|
| Secondary | Response to Stress Questionnaire (RSQ) | A 57-item self-report questionnaire that was used as a measure of emotional regulation We examined two of the five constructs (24 of the 57 items) within the RSQ as these were most directly theoretically relevant to expected changes due to yoga practice: voluntary engagement and involuntary engagement. Higher values represent higher levels of negative stress responses. Values for the voluntary engagement subscale represent the mean value across 9 questions on the survey and values for the involuntary subscale represent the mean value across 15 questions on the survey. Values for each item range from 0-3, trherefore the total mean values reported as outcomes range from 0-3. | Missing data: 2 from experimental group, none from control group | Posted | Mean | Standard Deviation | units on a scale | 1 year |
|
|
|
|
| Secondary | Warwick Edinburgh Mental Well Being Scale | A 14 item self-report measure assessing subjective well-being (1-5 scale). Higher values represent more positive mental well being. The summary measure is a sum of the 14 questions (not a mean). Summary values therefore range from 14-70. | 9 subjects missing from experimental group and 11 subjects missing from comparison group | Posted | Mean | Standard Deviation | units on a scale | 1 year |
|
|
|
| Other Pre-specified | Self Report Questionnaire (Child and Adolescent Mindfulness Measure) | A 10 item self-report measure assessing mindfulness skills (Scale 1-4). Items are reverse scored and summed (not mean). Higher scores mean more positive mindfulness skills. Min and maximum scores are 0-40. | 9 subjects missing from experimental group and 11 subjects missing from comparison group | Posted | Mean | Standard Deviation | units on a scale | 1 year |
|
|
|
| Other Pre-specified | Student Self-Report Behavior Rating Inventory of Executive Function | An 80 item self-report questionnaire assessing executive function and self regulation. The BRIEF-SR measures 8 non-overlapping clinical scales that measure different aspects of executive functioning with the Inhibit, Shift, Emotional control and Monitor subscales combining to create a Behavioral Regulation Index (BRI) and the Working Memory, Plan/Organize, Organization of Materials and Task Completion combining to create a Meta Cognition Index. These two indices combine to create a Global Executive Composite (GEC). Only the GEC was used within this study for analysis. Raw scores were converted to T scores (using gender and age for population norms) wherein a score of 50 represents the mean and a difference of 10 from the mean indicates a difference of one standard deviation. | 9 subjects missing from experimental group and 9 subjects missing from comparison group | Posted | Mean | Standard Deviation | units on a scale | 1 year |
|
|
|
| Other Pre-specified | Teacher Report Behavior Rating Inventory of Executive Function | Teacher reported 87 item questionnaire on students executive function and self regulation. The BRIEF for teachers measures 8 non-overlapping theoretically and empirically derived clinical scales that measure different aspects of executive functioning with the Inhibit, Shift, Emotional control and Monitor subscales combining to create a Behavioral Regulation Index (BRI) and the Working Memory, Plan/Organize, Organization of Materials and Task Completion combining to create a Meta Cognition Index. These two indices combine to create a Global Executive Composite (GEC). Only the GEC was used within this study for analysis Raw scores were converted to T scores (using gender and age for population norms) wherein a score of 50 represents the mean and a difference of 10 from the mean indicates a difference of one standard deviation. | 3 subjects missing from experimental group and 5 subjects missing from comparison group | Posted | Mean | Standard Deviation | units on a scale | One year |
|
|
|
| 0 |
| 48 |
| 0 |
| 48 |
| EG001 | Physical Education Class | Behavioral intervention Physical Education Class: Standard physical education | 0 | 64 | 0 | 64 |
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