Yoga for Sports: Mental and Physical

Achieving High levels of Fitness

Chelsea Quackenbush

Laura Douglass

CSOCS 3452 Yoga

November 15, 2010

Research Paper

Abstract

The focus of this research is to prove the transformation of yoga into the Western world should not be seen as negative but rather a positive way to conform to a healthy lifestyle. Sports teams and athletes no matter their interest have discovered the use of yoga as a way to have a complete balance of the body. The focus of this physical style of yoga is to practice constructive breathing techniques as well as specific poses to build up the strength of muscles naturally and increase elasticity within the connective tissue. This practice has been used on NFL teams as well as the everyday athlete. This style of yoga has been proven to prevent injuries and making the body feel naturally better. Yoga has been seen as a breakthrough within medicine as well and as seen as a means for helping arthritis victims instead of resulting to numerous pain killers. Certain poses can be used to be beneficial to the athletic body, especially for soccer players. Within this research, the styles and stretches used to increase flexibility within the legs and back muscles ensuring that the body is fit for a 90 minute match. Without the use of strength training and weight lifting the body can naturally build muscle through the use of yoga.

“Yoga is not a religion or cult, [but rather] a 5,000 year old exercise system used by people to achieve higher levels of health and fitness” (Anthony 2008). Yoga has been categorized as a way to fulfill a physical and mental state of mind, but our western view of these exercises focus more on the body than the mind. “Yoga trains the body, mind and spirit to become strong and flexible, release stress and create inner peace” (Anthony 2008). All of these are necessary for living a healthy and balanced lifestyle, but the mind and spirit aspect can be forgotten with our society’s obsession with the body. “Yoga is not an aerobic exercise; it does not burn calories” (Anthony 2008). There are ways that yoga can be used to stabilize the body physically, and this practice has been modified and accepted by athletes in all different levels of activity.

“Many poses are held from 1 to 5 minutes so that muscles and deep connective tissue are simultaneously stretched and strengthened giving them a rubber band memory not achieved in traditional exercise” (Anthony 2008). This has nothing to do with weight lifting or strength training; this is a natural way for the body to build connective tissue to the muscle that stabilizes to the bone. The importance of this elasticity for the muscles is to reduce the amount of injuries for athletes due to poor body health. Strength training and weights can create more muscle mass, but with that comes less flexibility. The less flexible the muscles are for an athlete in motion, the higher the chances for injury. By practicing these forms of yoga to “increase flexibility throughout the muscular system” muscles are more likely to form memory (Anthony 2008).

It is important for athletes to have healthy muscles because of the extensive practice and match regiments they must adhere to. Using yoga for this purpose helps with balance and can help center the body for peak performance. While building muscle strength and working on the center of the body, yoga can also be beneficial internally to the body. “As the practice of yoga focuses on deep breathing while stretching, this diaphragmic breath not only helps with sinking into a deeper stretch but also circulates the body's lymph fluid which increases the bodies capacity to cleanse and detoxify by 15%” (Anthony 2008). By using this type of breathing as a cleansing process and maintaining a healthy lifestyle, the body’s immune system is boosted and an athlete can compete to their fullest potential.

Baron Baptiste, a well-know power yogi has been focusing on yoga as a healthy fitness practice. He has even worked with professional athletes and was considered the "specialist in dynamic stretching and injury prevention” for the Philadelphia Eagles, a NFL football team (Kennedy 1998). His goal was to take his teachings and bring them into the sports world, where yoga was mostly seen as a joke. The team responded to him very well and saw his poses as useful rather than bothersome. Many of the responses to his practice were that it helped with focus and concentration and admitted that they are not just stretches. Using football as a crutch was a great way to make a break through into the sports world using yoga. However, some were not thrilled by his theories.

"He's a showman," says one Midwestern yogi who's been watching the scene

for years, and who worries that Baptiste's fast-moving, sweat-inducing

"power-yoga" is just aerobics without the pumping, beat-box soundtrack. "I

think he's diluting traditional yoga just to make money, and I don't agree

with his concept of yoga. Basically, I think he's giving my profession a bad

name” (Kennedy 1998).

Baron’s practice became more popular with the mainstream yoga culture, but shied about from the traditional practice that some were so used to. He retorted back by saying,

"If you try to take the majority of people in America into a quiet, contemplative

environment — if you bring something in too pure of a form, something too different,

people have fear. But with power yoga, more active yoga, it brings them into a whole

process where their hearts are pumping, they're breathing, they're working their muscles.

It's an easy crossover from traditional fitness, it isn't too different, it makes sense, they're

getting a good physical workout. And then suddenly — and you hear this from nine out

of ten people — they've tapped into an inner calm, a poise, an equanimity, an inner peace

with themselves that they've never experienced before in their lives."

His style of yoga is about being attached to your outcome and reaching your goal. His style has been extremely influenced by western culture but for the purpose of physical activity, it is perfect. This might look like the latest gym craze for many, or may be the next best thing for active people. A body in motion stays in motion, and with his practice the muscles are constantly being tested and strengthened. Even though this practice shies away from the eastern aspect of mind, body, and spirit, it still works to keep the body centered and help create a well-balanced and healthy lifestyle.

“Osteoarthritis (OA) is a chronic disease of cartilage” (Kolasinski and Mishra 2010) and is the leading cause of physical disability in many men and women alike. Women are more likely to develop it than men, but men have a higher risk over the age of 50. The idea of using yoga for physical rehab is a new concept within our culture, but not entirely fanatical idea. “Yoga to reduce symptoms in the knee may include specific asanas that strengthen the quadriceps and other muscles that can help relieve physical stress on the knee joint” (Kolasinski and Mishra 2010). Certain poses and exercises can be beneficial to the muscles to help strengthen the problem areas. “Different postures might focus on flexibility and increased blood flow, presumably by aligning joints, including the ankles, knees, and hips. Standing postures could strengthen and align bones and muscles, particularly of the lower extremities” (Kolasinski and Mishra 2010). The stretching and allowing of the muscles to become flexible can act as a break though to the arthritis and lessen the stiffness and pain. It is another option to choose besides medicine, resulting in a natural way to heal. This can be considered a new wave of physical therapy. Instead of using medicine to cover up the pain, why not attack it full force and make the problem better.

“The word ‘yoga’ is translated as ‘union’, referring to the union of the body and mind that this therapy brings about. Thus, yoga can help make your body and mind fitter to play a demanding sport like soccer” (Patricia 2009). Soccer is a very intense and hectic activity and sometimes the mind can get distracted by the negative factors influenced by the game. One bad pass or one missed shot can throw off a player’s entire game; that mistake can carry with them over the course of the game. However, allowing the mind to be healthy and positive throughout the match can be attributed to the practice of yoga. “Yoga places a huge emphasis on balance, flexibility, and mental discipline, traits essential for a sport like soccer too” (Patricia 2009). Balance is a key element to the finesse of the sport. Without balance, the athlete cannot glide down the field making swift movements around opponents to achieve their goal. Simple techniques used that are specifically designed for athletes are “the spread-leg forward fold or ‘Upavista Konasana’ [and the] dog pose or the Adho Mukha Svanasana” (Patricia 2009). The spread-leg forward fold is used to stretch the hamstrings and calves and make them more flexible. “In this pose, you sit on the floor with your legs parted as wide as possible. Then lean forward and place your hands on the floor. Maintain this stretch for 15 seconds and rise back up. Repeat this about 10-15 times” (Patricia 2009). The dog pose is designed strengthen your back muscles. In order to have strong legs necessary to play a sport like soccer the back has to be equally as strong. “To do this pose, you sit on the floor on all fours. After this, gently lift up your hips alone while keeping your legs and hands completely stretched out. Make sure that your back is fully straight. Return to the original pose and repeat this 10-15 times as well” (Patricia 2009). These are just certain poses necessary to complete the full physique, mental and physical, of the athletic body in a demanding sport like soccer. Yoga is not only used as a means of meditation, but as a way to increase flexibility to protect the body from harm. This is a western practice, but has been adapted to work and be beneficial. Some can criticize saying this style takes away from what yoga “should” do. In yoga, every experience is different and every practice is different; there is not right and wrong. It’s how one chooses the right method for their body and for their lifestyle is what is important.

I am an athlete and have been for many years and have changed my method of strength training over and over again. I could never find a system that didn’t hurt my body for days afterwards while trying to strengthen my muscles. Game after game no matter what sport I was playing I would constantly complain of aches and pains and how my body would just feel worn down. I needed a lifestyle change just to see options of how to better treat my body. I play soccer and softball; after ever game different parts of my body was sore and aching just from overuse. It is typical for athletes to automatically ice down their bodies after use to prevent too much inflammation. This method is all well and good because it reduces pain but it tightens everything up in the process, therefore making the muscles and body less flexible. I am not a natural flexible person so I am constantly pulling muscles and have even torn a couple muscles over the years.

It wasn’t until I entered my first year of college did I expand my options to a healthier lifestyle as an athlete. During our pre season training for soccer, one of our morning sessions was dedicated to a fast paced practice of yoga to help work with our sore muscles. Our instructor extremely understood that for most this was our first time practicing and were not aware of the extensive effort that went into this particular practice of yoga. She reassured us that this was not meant to create more pain for our bodies, but rather have our body distinguish the difference between pleasure and pain and learn how to control the body. Each pose was specifically designed to hold to the point where you felt it in order to create more flexibility for the muscles. She also emphasized that these poses were also strengthening our connective tissue too. As we were holding our poses she spoke to us reminding us how important it was to take care of our bodies and make sure that each move was done correctly so it would benefit our bodies. Each pose that she chose was specifically designed for soccer and to help us play a full game no matter our position. I really enjoyed getting out of the gym and experiencing muscle building and flexibility in other ways besides weight lighting and sprints. Each one of our bodies were sore after the practice, but in a good way. We had been using muscles that had never been used before that has been weak and needed to be tested. Yoga is the practice of the entire mind and body and we took that to its fullest potential.

In conclusion, yoga has been changed and altered since coming into the western society, but even though the practices shy away from ancient tradition, not all are lacking within the wellness department. The poses and techniques used in power yoga are specifically designed to accommodate to the athletic body and the fast paced practice is ideal for athletes of all levels. Yoga is about discovering a peace fit for your body and through so many options of mindfulness and a healthy lifestyle, each area can be covered.

Works Cited

· Anthony, Janise. 1999-2008. Yoga 4 Sports. Retrieved from http//www.sportshealth4u.com/yogasport.html

· Kennedy, Eden Marriott. September/October 1998. The NFL Yogi: Is There More to Baron Baptiste than Meets the Eye?. Healing Retreats and Spas. http://www.baronbaptiste.com/pages/healingmag1.htm

· Kolasinski, Sharon L., Mishra, Richa. May 2010. Yoga Practice Enhances Management of Knee OA. Lower Extremity Review. Retrieved from http//www.lowerextremityreview.com/article/yoga-practice-enhances-management-of-knee-oa

· Patricia. 26 April 2009. Yoga Exercises for Soccer: Reduce Injuries, Practice Yoga. Yoga Health Benefits. Retrieved from http://www.yogawiz.com/blog/yoga-benefits/yoga-exercises-for-soccer.html

The Benefits of Yoga in Schools

Introduction

In 1837, Ralph Waldo Emerson stood in front of the Phi Beta Kappa Society at Harvard and made a plea for a change in the way in which American students approach their education. Much to Emerson's style, his speech was laden with the Yogic themes he had acquired in studying the then recently translated Bhagavad Gita (Rice, 2000). Emerson explained that, “the one thing in the world, of value, is the active soul... although in almost all men obstructed and as yet unborn,” due to the constrictions of the institution which always, “stop[s] with some past utterance of [the unobstructed soul]” (Emerson, 1837). This Yogic application on education was revolutionary, and consequently not heard to it's potential when it was presented.

American education has yet to hear Emerson's plea. Students, in their immense variety, are forced into increasingly regimented, standardized systems of education that focus on what has been, rather than preparing students for what is to come. As Americans progress technologically, this schism in practice becomes increasingly apparent; students are disengaged from the information which holds seemingly less relevance to their lives with each passing year. The repercussions are seen at every end of the education spectrum. For example, the student health epidemic of Attention Deficit/Hyperactivity Disorder (ADHD); in which students are being prescribed stimulants at an alarming rate in order to chemically force them to attend to information which has no relevance to their lives (Setlik et al., 2009). Despite policy changes such as No Child Left Behind, students continue to drop out of schools, feeling they are not fit to continue their education (Cataldi & KewalRamani, 2007). And students continue to use and abuse a wide assortment of psychotropic substances, both legally and illegally to curb depression and stress brought on by high stakes testing and monotonous education (Setlik et al., 2009). The educational system is broken, and while Yoga integration certainly will not solve all, or even most of the problems present it is in the very least a promising start.

Opposition

Despite the early acknowledgement by Emerson of the promise of Yogic thought in aiding education, nearly two hundred years have yet to see much integration. Even with positive quantifiable results from modern scientific studies, a substantial population remains in opposition to the now explicit efforts for including the benefits of Yogic thought. Recent studies have shown Yogic techniques to be useful in a variety of educational situations, including: students with ADHD, stress management, and in students with Intellectual and Developmental Disorders (IDD), as well as showing some support to cognitive function (Granath et al., 2006; Jense et al., 2004; Peck et al., 2005; Uma et al., 1989).

Despite the growing knowledge base surrounding the benefits of Yogic interventions, there are significant segments of the population who are fighting the use of the various techniques in schools. The article, “Yoga in the Public Schools: Diversity, Democracy and the Use of Critical Thinking in Educational Debates,” highlights that a primary underlying factor for the perpetuation of discomfort with Yoga in schools lays in the influence of Abrahamic religions on Western society. The article explains that, “some Christian groups... have vocalized their belief that the introduction of Yoga violates the separation of church and state” (Douglass, 2010, p.163). This view is a complete misunderstanding of what the phrase separation of church and state really means. This phrase is a simplification of two primary concerns, 1) that any establishment of religion is not directly pulling any influence within the government, and, 2) that people should not impose their beliefs on each other. Considering the first concern, Yoga is a philosophy that teeters into the realm of spirituality, but is not an organized religion. There is no fundamental establishment of Yoga which is exerting pressure to train students to be yogis. The drive for inclusion of Yogic practice in schools is based wholly on the results of Western scientific testing. Regarding the second concern, the inclusion of Yogic thought is not an imposition on beliefs, it is a familiarization with fundamentals. To remove religion from all aspects of the public realm is both impossible, and frankly, negligent. Douglass puts it well when she states America has a, “need for education that clearly articulates the differences and similarities between the world religions;” if we do not, the people of America may be incapable of making an informed decision about their spirituality (2010, p.166). The capability of the population to make informed decisions in all aspects of life is the backbone assumption of Democracy; limiting a student's exposure to information or methodologies is fundamentally undemocratic. The familiarization of students with Yogic philosophy and spirituality is a pertinent aspect of understanding half of the world's population; just as understanding Greco-Roman philosophy and Christian spirituality is pertinent to the study of the West. To study philosophy and spirituality is not an imposition of beliefs; understanding is not the equivalent of faith.

Benefits

The recognized benefits of various aspects of Yoga being included in schooling are profound. Various practices have a wide range of effects which fall into both categories of being counteractive to student hinderances as well as promoting efficacy in academics. From the first category, studies have shown therapeutic benefit to students with attention problems, stress management problems, as well as those with an IDD (Granath et al., 2006; Jense et al., 2004; Peck et al., 2005; Uma et al., 1989). From the second, there is some argument for the improvement of cognitive function, motor function, pre-conscious nervous function, as well as general physiological benefits (Marjunath & Telles, 2004; Telles et al., 1993; Telles et al., 1997).

Attention Disorders

A primary focus of the major schools of Yogic thought, Hatha Yoga and Raja Yoga, is to achieve optimal utility of cognitive function (Muktibodhananda, 2009). While the goals of these schools lay in the realm of spirituality, seeking to clear the mind wholly for the hope of finding insight within one's mind, the function of their practice out-of-context is unaltered; this is the basis underlying the benefits of Yoga in curbing attention problems. Through developing the ability to clear, or focus the mind, a student would hopefully be able to internally gauge their mind's tendency for distraction. Jense et al. investigated the benefits of Yoga practice on boys diagnosed with ADHD and found that the practice of pranayama (breathing techniques), asana (physical postures), and meditation/ deep relaxation showed some benefit when coupled with conventional drug therapy (Jense et al., 2004, p.205). Alternatively, Peck et al. researched the benefits of a similar therapy for children with attention problems not formally diagnosed as ADHD complex. Their findings were that, “yoga may become a promising alternative or complement to behavioral and medical interventions that are commonly used” (Peck, 2005, p. 422). These findings lie parallel to the Yogic theory behind them. The difference in populations between these two studies lies in the former possessing physical differences that lead to substantial attention issues; this may potentially be curbed by Yogic practice, but it would likely need to be far more extensive than that of the study. The latter showed great promise because the epidemic of attention issues (other than physiological ADHD) is primarily caused by the high degree of stimulation present in the contemporary American child's life; they are overstimulated, and thus have difficulty attending to traditional tasks within common classroom situations (Alvermann, 2007).

Stress Management

Another fundamental faculty of the Yogic practice is the tempering of mood. In the practice of meditation, practitioners seek to even themselves, so that they act according to 'right action,' rather than in obligatory reaction to emotional stimulus. Seeking this capacity in terms of Yogic philosophy is seeking spiritual growth, but possessing this capacity is not limited to the spiritual. The natural tendency for people is to act reactionary to their emotions, controlling this reaction is an issue that everyone deals with along the lines of development. Stress results from fear, evolutionarily as a result of the fight or flight response, and the release of adrenaline. In modern civilization, the conventional sense of fear is a far cry from what people currently fear. In schools, students are placed in extremely high-stakes environments, feeling the need to achieve at the top of many peers in all aspects of life, socio-cultural, athletics, cognizance, economically, and the list goes on. These unending fears develop into chronic stress on students' physiological bodies. The immediate effects can include emotional duress, underachievement, and at times, paradoxically procrastination. The long term issues can be heart disease, and decreased cognitive function. Developing a capacity for the calming of one's mind, of one's fears would lead to a decrease in stress, and a generally more productive, healthier lifestyle. Granath et al. in a study comparing the effectivity of a stress management program to a program of Kundalini Yoga, found that both were equivalently effective in the curbing of stress management problems (Granath et al., 2006). It should be noted that while they were equal in the scales measured, cognitive behavioral therapy is a psychological technique developed purely for the task of developing stress management. Kundalini Yoga has the equivalent effect, but it carries with it substantial ulterior benefits; the most notably recognized being increased strength and flexibility. As well, with further study, and the development of a deeper understanding of the functions of Yogic practices, the effectivity of Kundalini on stress could show deeper insight into the functions of stress on the body, and how to counteract or curb it.

Intellectual and Developmental Disorders

The added benefit of the development of the two faculties mentioned, is an improvement of efficacy in cognitive function. This has a benefit on the whole person, Uma et al. highlight, “It is known that regular practice of yoga builds up the personality at all levels, i.e. physical, mental, intellectual and emotional, in normal persons” (Uma et al., 1989, p.5). While in all situations of IDD the underlying basis for cognitive limitations is physiological underdevelopment, or malformation, it would be presumptuous to say that individuals of this population are wholly incapable of benefitting from similar practices of Yoga. In a year long study comparing students of low cognitive function who practice Yoga for an hour a day in school against an equivalent population who continued with standard curriculum, it was found that:

The results from this study clearly show that children with [IDD] also improve considerably by yogic practices. It has been found especially useful in improving the intellectual

performance and social adaptation in all three categories of retardation under study, more so in the moderate and mild group. (Uma et al., 1989, p.5)

Through the practice of pranayama, yogic stretching, yogasana, deep relaxation, and meditation; students showed marked increases in motor function as well as cognitive functioning. The focus of Yoga on the conscious control of the mind lends to it's ability to improve cognitive function; improving the efficacy of thought patterns, a practitioner is capable of utilizing their mind to a higher degree of function. This function is particularly beneficial to students with existing cognitive difficulties because even a slight increase in efficacy could greatly improve their capabilities within the classroom.

Cognitive Function

In addition to the benefits of Yoga practice on the cognition of struggling individuals, studies have shown a marked increase in some facets of memory with the practice of Yoga as well. In a study comparing students from Yoga camp, fine arts camp, and a control group, Manjunath and Telles have found that the, “study suggests that

yoga practice, including physical postures,

yoga breathing, meditation and guided relaxation improves delayed recall of spatial

information;” this study tested both visual/spacial memory as well as verbal memory, the only significant change was in spacial memory with the Yoga group (Marjunath and Telles, 2004, p.358). The Yoga camp lasted for ten days, six hours were devoted to Yogic studies (consisting of asana, pranayama, kriya, meditation, deep relaxation, and ethical storytelling), the remaining two hours were devoted to games. Students were tested before the first day, and on the last day. While this is substantially more time than would be allocated within a school environment, the potential benefits should not be neglected. Increased visual-spatial memory in students would be

beneficial for a variety of circumstances: visual arts classes, workshop classes, mathematics, abstracted sciences, and navigation to name a few (Gardner, 1993).

Motor Function

In addition to the faculties developed to steady the mind, the practice of Yoga also has the effect of steadying the body. This effect is the display of a conscious development to control motor functioning. In a comparison between students trained in Yoga and a control group, Telles et al. found that, “results suggest that 10 days training in Yoga can on immediate retest significantly show improved static motor performance;” continued practice would likely maintain, if not further this improvement (Telles et al., 1993, p.2). This study had a similar structure to the previously mentioned studies, with the addition tratakas (eye cleaning exercises), to the Yoga group's practice (1993, p.2). This study is a signifier of an individual's development of greater control over their motor function. Development of this faculty in students is beneficial through the development of physical efficacy; a more conscious awareness and control of oneself in relation to her environment. Developing physical efficacy would have broad reaching benefits for students, improvements in capabilities and efficiency relating to any activities involving physical movement: arts, physical sciences, playing music, athletics, operating equipment/ technology.

Physiological Health

Increases in strength and flexibility are commonly accepted physiological benefits of the practice of Yoga. In addition, there has been research into the benefit of Yoga practice on pre-conscious nervous function (heart-rate, breathing-rate, breathing rhythm) (Telles et al., 1997, p. 5). In a study comparing a group of girls in a community home who practiced Yoga to a group of girls who played games which promoted exercise, Telles et al. found, “After six months of practice of the yoga or games significantly reduced the Community Home girls' heart rates. [Only] the yoga group showed a significant reduction in the rate of respiration after 6 mo... breathing was more regular in this group after 6 mo" (1997, p. 5). While these benefits do not have a direct benefit on academics, it should be noted that school is a place of development for the whole person; these changes in pre-conscious nervous function are a general benefit to the well-being of an individual, and should not be ignored due to a lack of academic 'practicality'.

Conclusion

With an ever increasing research base surrounding the benefits of Yogic practice on the public, as well as on students, it is becoming increasingly apparent that the inclusion of Yoga practice in schools would be beneficial. While there continues to be opposition to this inclusion, it is colored with Western imposition, and is fundamentally undemocratic. Yoga's connection to philosophy and spirituality is one of it's most pertinent aspects; Yoga is a fundamental backdrop to the study of Eastern humanities. A truly democratic education would not neglect the fundamentals from half of the greatest philosophical dichotomy in civilization. Atop this, there is substantive benefit derived from the practice of Yoga for students. The common problems of attention, stress, and cognitive struggles all are benefitted by a routine Yoga practice. As well, the areas of cognitive efficacy, physical efficacy, and pre-conscious neural activity all show marked increases after substantive Yoga practice in a general student population. Yoga is an relevant and beneficial area of study for students, and should not be neglected, or pushed aside because of Abrahamic religiosity or Western pride.

Bibliography

Alvermann, D. E. (2007). Multiliterate youth in the time of scientific reading instruction. In Beers, K., Probst, R., & Rief, L. (Eds.). Adolescent Literacy. London: Heinemann.

Cataldi, E. F., & KewalRamani, A. (2007). High school dropout and completion rates in the united states: 2007: compendium report. National center for educational statistics.

Gardner, H., (1993). Frames of Mind. New York: Basic Books.

Granath, J., Ingvarsson, S., von Thiele, U., & Lundberg, U. (2006). Stress management: a randomized study of cognitive behavioural therapy and yoga. Cognitive behaviour therapy, 35(1), 3-10.

Jense, P. S., Kenney, D. T. (2004). The effects of yoga on the attention and behavior of boys with Attention-Deficit/hyperactivity Disorder (ADHD). Journal of attention disorders, 7, 205- 216.

Manjunath, N. K., Telles, S. (2004). Spatial and verbal memory test scores following yoga and fine arts camps for school children. Indian journal physiology pharmacology, 48(3), 353– 356.

Muktibodhananda, S., (2009). Hatha Yoga Pradipika. City: Bihar School of Yoga.

Religion - definition and more from the free merriam-webster dictionary. (n.d.). Merriam- Webster Online. Retrieved November 10, 2010, from http://www.merriam- webster.com/dictionary/religion

Setlik, J., Bond, G. R., & Ho, M. (2009). Adolescent prescription ADHD medication abuse is rising along with prescriptions for these medications. Pediatrics, 124, 875-880.

Peck, H., Kehle, T., Bray, M., & Theodore, L. (2005). Yoga as an intervention for children with attention problems. School Psychology Review, 34(3), 415-424.

Rice, J. P. (2000). In the wake of orientalism. Comparative Literature Studies, 37(2), 223-238.

Telles, S., Hanumanthaiah, B., Nagarathna, R., Nagendra, H. R. (1993). Improvement in static motor performance following yogic training of school children. Vivekananda Kendra Yoga Research Foundation.

Telles, S., Narendran, S., Raghuraj, P., Nagendra, R. (1997). Comparison of changes in autonomic and respiratory parameters of girls after yoga and games at a community home. Vivekananda Kendra Yoga Research Foundation.

Uma, K., Nagendra, R., Nagarathna, S., Vaidehi, S., Seethalakshmi, R. (1989). The integrated approach of yoga: a therapeutic tool for mentally retarded children: a one-year controlled study. Vivekananda Kendra Yoga Research Foundation.

Yoga's Influence on Treatment of Eating Disorders and Negative Body Image- Research Paper

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Yoga’s Influence on Treatment of Eating Disorders and Negative Body Image

Research Paper

Kristen Cartin

CSOCS 4352

Professor Laura Douglass

December 6, 2010

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Yoga’s Influence on Treatment of Eating Disorders and Negative Body Image

Research Paper

Introduction

When considering the impact of negative body image and eating disorders in people today, one would think that the calm, relaxing, body orientated practices of yoga would be a beneficial tool in overcoming and coping with these struggles. According to Dittman and Freedman (2009), over five million Americans are affected by negative body image disturbances and eating disorders (p. 273), whereas Douglass (2009) state that eight million Americans suffer from eating disorders in which ninety to ninety-five percent of them are women (p. 126). Studying the impact that yoga has as a healing tool is extremely interesting to me. I have done previous research on how dance/movement therapy (DMT) is an effective treatment with individuals who have eating disorders and its positive impact of healing by allowing one to get to know and build a relationship with their physical bodies through movement. The movement component of DMT made me think of the relaxing mind, body, spirit aspects of yoga and made me question what research was out their regarding the use of yoga for healing with this population, and how could it be used as a helpful tool to promote positive self-esteem and positive body image.

Yoga’s positive influence in possible treatment

The DSM-IV characterizes eating disorders as “severe disturbances in eating behavior (American Psychiatric Association, 2000, p. 583). Anorexia nervosa is characterized by the

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“refusal to maintain a minimally normal body weight” and bulimia nervosa is characterized as “repeated episodes of binge eating, followed by inappropriate compensatory behaviors such as self-induced vomiting, misuse of laxatives, diuretics, and other medications, fasting, or excessive exercise”(p. 583). According to many research articles, there are limited studies on the long-term effects that yoga has on treatment of these disorders. Douglass (2009) makes a point that yoga could have a positive influence. She argues that the practice of yoga has been effective with the intervention of obsessive compulsive disorder, depression, and anxiety; all of which have comorbid links to eating disorders (p. 127). She also makes points to research that has been done on the influence of yoga and it’s change in neurophysiology. Yoga increases melatonin (which helps regulate circadian rhythm, sleep, and mood), increasing GABA (which low levels are linked to depression and anxiety), increasing Dopamine (has important role in behavior, cognition, motivation, etc.), increasing Serotonin (has important role in regulation of anger, mood, metabolism, appetite, etc.), and decreases Cortisol (which is involved in the stress response and increases blood pressure, blood sugar, and is an immunosuppressant) all of which have a positive impact in the healing of individuals with eating disorders and depression (p. 128). This physiological impact is extremely relevant because all of these neurotransmitters connect to eating disorder disturbances in one way. Another physiological impact that yoga has on the body relates to bone density and muscle mass. Individuals who have anorexia nervosa often have low bone density. Strength exercises in patients with anorexia nervosa can help increase muscle mass and strength within the individual (“Strength Training or Yoga for AN Patients”, 2005, para. 1). The article reports a hypothesis that the strength practices of yoga can not only help with the production of muscle mass and strength, but can increase bone density as well (para. 2).

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Though this scientific explanation for positive influence is important, the simpler explanations of how yoga can be positive are important as well. Relaxation in yoga is beneficial. This sensation is often new to patients in the recovery process. The combination of yoga postures that is followed by relaxation helps create “a deep sense of peace and freedom” that patients may have never experienced before (Boudette, 2006, p. 167). Yoga also enables them to experience their bodies in ways that may be new to them. Eating disordered patients often relate to the body as “ornament” and suffer from the disconnect between their body, feelings, appetites, and inner experience (p. 168). Boudette (2006) also explains how in an authentic yoga class, you will not find mirrors, therefore the individual can solely focus inward on what their body feels like rather than what it looks like allowing for a new awareness of their physical selves (p. 167). I feel that this thought makes sense in the way that it allows for an inner focus of how the body is working and moving. Newmark (n.d.) also supports this idea by stating that yoga teachers invite people who focus solely on their bodies’ outer appearances to let go of competition with themselves and others and to notice the inner qualities throughout the practice (para. 5). The body is the main “battlefield” of eating disorders in which all negative attention is focused. The practice of yoga can help the individual focus on the body as part of the self that has the ability to accomplish something positive. The act of achieving certain postures that can have a relaxing and euphoric effect shows this positivity and connection with the physical self rather than seeing the body as a disliked attachment. I believe that this can be essential in the healing process.

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Yoga’s Eastern philosophy compared to Western medical model

The focus of a yogic practice centers on not only physical awareness, but also emotional awareness. This focus can not only help satisfy more emotional needs of patients suffering from eating disorders, but also their spiritual needs that may not be given attention to in traditional psychiatric interventions (Dale, Mattison, Greening, Galen, Neace, & Matacin, 2009, p. 423). Dale et al (2009) comment that “yoga is a process in which people can gain a better understanding of life, learn methods to manage the mind, realize one’s potential, and transform personality” (p. 423). They further explain that yoga instructors seek to create an environment in which practitioners can develop self-awareness and begin to facilitate and control their own healing whereas in the “allopathic” western medical model the physician is the main focus of healing facilitation (p. 423). This Eastern yogic perspective of providing an environment in which the individual can facilitate their own healing allows for them to take more ownership of themselves in many ways. Not only are they taking the ownership of their bodies, but also their healing process. Taking this ownership can be rewarding and empowering because it provides a sense of control and can positively influence one’s wellbeing. Individuals who have eating disorders struggle with control. Delaying “impulse control” is a benefit of a regular yoga practice. Price (n.d.) explains that “through a regular yoga practice, individuals may find themselves in postures that are difficult or awkward” and that “learning to stay within the poses and work through these postures can help an individual, who feels an urge to binge or purge, delay acting on this urge” (para. 2).

Yoga’s possible negative influence

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When thinking about using yoga as a tool in the treatment of individuals with eating disorders, the type of yoga practice needs to also be taking into consideration. The relaxation methods of yoga seem to be researched more on the benefits for treatment. When thinking about the individuals who are obsessed with thinness and exercise, yoga can have harmful side effects rather than helpful.. An example of this could be the practice of power yoga in which is a “vigorous, aerobic form of yoga that is performed in a room heated to a temperature of 99 degrees or higher” (Douglass, 2009, p. 132). Douglass (2009) explains the negative impact this can have on an with individual with the obsession of exercise and with the health issue of dehydration. When practicing power yoga, one sweats immensely and it is important to keep hydrated throughout the whole practice. Individuals with eating disorders are sometime accustomed to drinking only 8 to 16 oz. of water a day, which could propose serious health risk for this practice (p. 132). Many researchers and yoga instructors explain the importance of being aware of the risks of working with those who suffer from disordered eating and knowing which practice, if any, are suitable in each particular case. I feel that this need to be aware of each individual need is important in any therapeutic intervention. Each individual is different and has different needs, so many talk therapies, expressive therapies, or alternative therapies need to be evaluated as a whole to see if it suits their needs or not; yoga is not any different from considering cognitive behavioral therapy or pharmaceutical interventions.

Yoga as prevention

Yoga can not only be used as a treatment plan for those with eating disorders, but can also be used as a tool for prevention. There are multiple factors that can lead to eating disorders,

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such as trauma and issues of control, but there is a significant correlation between body dissatisfaction and the development of an eating disorder. There is a strong link between yoga and its influence of positive body image. Dittman & Freedman (2009) explain how women who have body dissatisfaction place a great importance on their physical appearance and devalue and objectify their physical selves (274). They explain how extreme body image disturbances can be conceptualizes as a “dualistic split between the mind and body or a spiritual crisis”. My understanding of this is that if someone struggles with dissatisfaction of their physical bodies, the negative thoughts cloud the connection of the body and the mind and can see them as not interrelated. Yoga offers a perspective that joins them and provides an approach for the unification of mind, body, and spirit. It helps the individual focus inward and experience the true self and uses the body as a “vehicle for self-discover through observation and attention” (p. 274). If this and the other previous research mentioned by Douglass, Dale, et al, and Boudette, are all true, then yoga can not only be used as a treatment method but as a prevention method as well. Negative body image starts at an early age when people are influenced by the media and cultural ideas of “perfection”. If one starts the practice of yoga and its body, mind, and spirit aspects and learn the values of seeing the body as an extension of one’s self with many abilities and capabilities, then there may be more positive self-esteem rates. Even though external factors, like the media and social/environmental factors, can still have a huge impact on how one views themselves, being introduced to practices that emphasize the bodies capabilities and what it can do and how it feels rather than what it can’t and what’s “wrong” with it can be huge educational practice that can benefit prevention. Yoga, a powerful practice for some individuals, can help

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influence a more positive outlook on one’s physical self-esteem as well as intellectual and spiritual esteem.

Studies on Yoga as Prevention Method

Throughout my research, I have come across two contradicting studies regarding yoga as a prevention method. Scime & Cook-Cottone (2008) present a study of a school-based eating disorder prevention program that involved 75 fifth grade students. This program included yoga as a major component along with a positive psychology framework and a focus on mind-body integration. The yoga sessions were conducted afterschool weekly for a period of 90min and ran for ten consecutive weeks (p. 136). At the end of the study, the results that the group that involved the practice of yoga was effective in reducing body dissatisfaction compared to the individuals in the comparison group. They also reported significantly decreased tendencies in their thought process in regards to engaging in uncontrollable eating (p. 140). Another study included female undergraduate participants suggest different results. In this study, those who participated in the programs that included a yoga practice for prevention showed no significant changes in the variables that were being measured, such as disordered eating symptomatology, drive for thinness, body dissatisfaction, and reduction of attitudes and behaviors related to disordered eating (Mitchell, Mazzeo, Rausch, & Cooke, 2007, pp. 125-126). They do argue that these results manifested because the yoga program used was not intense enough to have a significant impact on attitudes and behaviors and that members of the study have had no previous yoga experience. They cite that women who are committed to the practice of yoga for several years may have a predisposition to be more self-aware and perhaps a longer commitment

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and practice is needed in the study to show significant results (p. 126). Because these results differed, this suggests to me that more research needs to be done to get a better understanding of why, how, and if yoga can be used as a positive prevention method.

Conclusion

In conclusion, the research I have conducted in this paper seems to show a balance of benefits and concerns in a yoga practice for treatment/prevention methods for those who suffer with eating disorders. Even said, there does seem to be a strong correlation between the practice and negative body image. Newmark (n.d.) cites that “yoga teaches self-acceptance-in the poses and in life. People come to yoga for a variety of reasons. Without expecting it, through the practice of yoga, they gain a deep sense of well-being” (para. 5). If yoga is to be viewed as a treatment method, it should be explored and addressed just like any other form of treatment. It should be assessed on whether it will be beneficial to the individual based on their recover process and their specific needs. Throughout this paper, Douglass (2009), Boudette (2006), Dale et al (2009) are exploring whether yoga is a helpful tool or not in the treatment and prevention of eating disorders. I am interested in seeing how it can be used and learning more about the process yoga as treatment in the future. I strongly believe that movement can help an individual identify themselves within their own “skin” and can help improve their way of thinking about their bodies and its potential. Even if future research negates the impact of yoga as a treatment tool, I feel it still has a strong argument on how it can help improve body image perspective and help in the ways of prevention.

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References

American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. Washington, DC, American Psychiatric Association, 2000.

Boudette, R. (2006). Question & answer: yoga in the treatment of disordered eating and body image disturbance: how can the practice of yoga be helpful in recovery from an eating disorder? Eating Disorders, 14(2), 167-170.

Dale, L., Mattison, A.M., Greening, K., Galen , G., Matacin M.L., & Neace, W.P. (2009). Yoga workshop impacts psychological functioning and mood of women with self-reported history of eating disorders. Eating Disorders, 17(5), 422-434.

Dittman, K.A., & Freedman, M.R. (2009). Body awareness, eating attitudes, and spiritual beliefs of women practicing yoga. Eating Disorders, 17(4), 273-292.

Douglass, L. (2009). Yoga as an intervention in the treatment of eating disorders: does it help. Eating Disoders, 17(2), 126-139.

Mitchell, K.S., Mazzeo, S.E., Rausch, S.M., & Cooke, K.L. (2007). Innovative interventions for disordered eating: evaluating dissonance-based and yoga interventions. International Journal of Eating Disorders, 40(2), 120-128.

Newmark, G. (n.d.). Hathat yoga and eating disorders. 6(1), Retrieved from http://www.yogapsychology.org/art_hathayogaanded.html

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Price, B. (n.d.). Reconnect with food: yoga in the treatment of eating disorders. Retrieved from http://www.yogapsychology.org/art_reconnectwithfood.html

Scime, M., & Cooke-Cottone, C. (2008). Primary prevention of eating disorders: a constructivist integration of mind and body strategies. International Jouranl of Eating Disorders, 41(2), 134-142.

Strenth training or yoga for an patients. (2005, March/April). Eating Disorders Review, 16(2), 8.

Final Paper: Autism meets Yoga

Introduction
Autism meet yoga. New doors are opening in the U.S for alternative healing modalities to physical, psychological, social and learning ailments. As autism is becoming more widespread and common, new treatment methods are being discovered (Betts & Betts, 2006). There is a new relationship that is developing between yoga and autism. Yoga is an Indian healing method that has gained some popularity in the Western culture. In recent findings, Yoga has been proven to be a powerful healing tool for the autistic child. Through the consistent practice of yoga, an autistic child can learn social and spatial skills. Their learning and attention difficulties can also improve (Radhkrishna, Nagarathna & Nagendra, 2010).
I chose this paper topic because I’ve been working with adults with disabilities at my internship for two semesters. Most of those adults have autism and we have a yoga teacher that comes once a week. I always appreciated that the clients were able to experience yoga every week. During the yoga session, I help the clients get into the different yoga postures. It is a very different kind of yoga instruction. The teacher needs to cater to the physical barriers of each client. It’s been interesting to notice how the autistic clients respond to the class. The autistic clients that participate, have a hard time focusing on the instructor. The teacher has a great method of using a visual and playful aspect to each pose. For instance, when we do side stretches , the teacher says that we are picking apples. We also use visual play when we “stir a pot of soup” as were doing arm streches. This seemed to give an interactive aspect to the class. The clients are able to bring their attention back to the class and they are able to choose what fruit we are picking or what soup we are stirring. Through these weekly classes I was curious to know more about using yoga for autistic clients. Most of the research that I found was about yoga for children with autism. I did not find as many sources on the use of yoga for autistic adults so I decided to see the benefits of this practice for autistic children instead.
Yoga in Western Culture
Over the years, yoga has acquired numerous definitions, depends on where you are from. In India, yoga is an umbrella term for numerous practices. There is Hatha, which contains the physical practices nof yoga. Mantra yoga, is the repetition of saying different mantras or songs (Ravindra, 2006). In North America, we have fused the ideas of Eastern and Western cultures to develop our own forms of yoga. There is hot yoga, power yoga, restorative yoga and many more. Emerging from our Western scientific and practical mentalities, came a form of yoga that focuses on treatment. I think that the practical and physical approach to yoga plays an important role on our society. I think that yoga in Europe and America represents a union of eastern and western culture; the literal translation from sanskrit of yoga means “to join” or “union” (Caoul & Cohen, 2010). I find that we loose some of the spiritual aspects of yoga when we look at it practically. It does not necessarily take away from the power of the practice, it just becomes something a little bit different. In the “classical” practice of yoga, there are aspects of the practice that are seen as “healing” or “purifying” the body, mind and spirit (Ravindra, 2006).
Yoga is now becoming more widespread as a treatment for numerous psychological, emotional, behavioral, physical, and developmental ailments. It is now part of a new healing category called “Mind-Body” (Caoul & Cohen, 2010) . There is a slowly increasing body of literature on yoga’s therapeutic benefits with numerous diseases and disabilities (Bower et. al. (2005) & Gordon (2008). Autism is one of the most rapidly growing disabilities in the U.S (Autism Society Organization). Since it is a much more widespread condition, health care professionals and frustrated parents are exploring effective treatment methods. Using yoga to help treat autism, like any illness, utilizes the physical and mental healing properties of yoga (Betts & Betts, 2006).
Autism
The growth of autism is occurring at an approximate rate of 10 to 17 percent per year. The current statistics of autism in the U.S is 1.5 million (Autism Society Organization, 2009). The common symptoms of an autistic individual include a wide range of impairments. Throughout my experience with working with autistic clients at my internships, I found that autism manifested very differently for each client. Each client experienced his or her own unique autism. Someone with autism often has obsessive attachments and has a hard time focusing. Autistic people also have uneven gross motor skills and instead of words they may use gestures to express their needs. Their sensory experience is quite different from someone without autism (Autism Society Organization, 2009). Autistic children also struggle with initiating eye contact and their social skills are underdeveloped. They also tend to obsess over one particular object or subject (Radhakrishna, 2010). For instance, I know an autistic 22 year old that carries around a cartoon book all the time, he constantly refers to this book.
I explored and compared The Spiritual Roots of Yoga according to Ravindra (2006) and our modern idea of yoga as a treatment method for autistic people. Though this exploration I was able to find a good bases for how this approach is based on new and old types of yoga. In Ravindra’s (2006) discussion of yoga as psychotherapy, he describes yoga as a treatment for illness. He also mentioned that yoga is not about personal healing, but rather it is about humanities healing. I think that this idea really illustrates how yoga can be seen as an appropriate healing method for autistic children. They are ill, and we find a treatment method for them. Ravindra (2006) also says that the goal of yoga is can be catered to heal any kind of person, it is not exclusive.
Ravindra (2006) also makes it clear that the aim of yoga is not only mind and body based. He said that it is a goal to transcend the body and mind. I don’t know how this can be achieved with autistic children. The spiritual aspects of yoga are not directly explored in a session with autistic children. It is possible that they may experience some kind of outer body transcendence. Yet it seems that the treatment approach is to actually ground the children in themselves, and help them realize and become aware of their “self” and identity (Radhkrishna, Nagarathna & Nagendra, 2010). According to Ravindra (2006), this is not the goal of yoga, yet it has been shown to be quite effective to have this occur in the yoga practice with autistic children (Radhkrishna, Nagarathna & Nagendra, 2010).
Learning and Education
It is becoming a common trend to bring yoga into the school system. In many schools, yoga is used as a treatment for children with autism and other learning disabilities. Autistic children have an easier time learning and relating to activities that are tactile and visual (Fox News, 2009). On Fox News (2009), there was a short news report about the effectiveness of having yoga classes in schools for autistic children. The teacher used cards with visual images of different yoga posses. The children are then able to visualize and choose what postures or “asanas” they would like to do. This short news clip really illustrates how yoga has been altered to fit the needs and learning styles a variety of populations. This is a very creative approach that can speak to any child, especially an autistic child. Autistic children would especially benefit because they have learning and communicative impairments. In this news clip, there was a brief interview with the academic teacher of the students. The teacher mentioned that the children weren’t struggling with concentration as much in class after their yoga practice. She also said that they were less anxious. The teacher’s observations illustrate effects of yoga on these children from another perspective besides the yoga teacher’s (Fox News, 2009). I found another article that discussed the discovery of yoga for an autistic child (Kailus, n.d). In this story, there was a child who taught himself yoga by using a yoga video tape at home . The boy stumbled across this video in his mother’s collection of yoga videos. The mother discussed how the boy was practicing yoga with this video tape everyday . He always looked for the fitness section of a store to find yoga videos. This is a great example of how the child’s obsessive tendencies brought about very beneficial results in numerous areas in his life (Kailus, n.d).
I interviewed a trained yoga teacher named Alliston Preston. She worked with autistic children for two years. She mentioned how she put together a method of teaching yoga to her clients that would make it easier for them to learn. She would use visual cards of the postures for them to pick from. She also used song and games. When she first taught a pose, she would have them repeat the pose numerous times. Once they got used to the pose, they wouldn’t repeat it as much. She was also able to approach their struggle with change, by gently changing the routine of the poses. In the same interview with Allison, we talked about how yoga was being used in schools to help the teachers work with autistic children. She said that worked at a school that was for children with special needs. They had her show the teachers some yoga relaxation techniques that would help them work with the autistic kids who had trouble focusing and behaving in class.
Imitation skills
In a study conducted by Radhakrishna (2010), using yoga with autistic children increased their imitation skills. The average child learns through imitating their parent or teacher. Autistic children have difficulty in this area because they lack social skills right from the beginning of their lives. Parents are looking to find a treatment for the imitation skill deficiency early on. In his study, Radhakrishna (2010) had the children practice yoga along with their parents five times a week for 45 minutes. They had these classes for a span of ten months. I think that it’s important for the parents to participate in the yoga class with their children. If the parents know how to practice yoga with their children at home, the effectiveness of the treatment would strengthen.
In the the study, the children practiced yoga in a very calming and beautiful space. The yoga studio overlooked greenery and an ashram. It is interesting to note that simply the change in space may effect the autistic child. Since they experience sensory overload most of the time, this quiet and calm space itself may have effected their capabilities and impairments. The yoga instructor led the children through numerous Asanas and Pranayamas. The study results showed a positive correlation between autistic children’s imitation skills and yoga practice. Throughout the ten months the children were observed. In the beginning there were apparent difficulties with imitation skills. For instance, they struggled with some Pranayama breath exercises. At the end of the ten months, there were many improvements with the interest and imitation skills. For instance, their vocal imitation skills were increased because they would repeat vowels and said “Om” after the teacher would (Radhakrishna, 2010).
A bridge for social gaps
Yoga is shown to be an effective tool to help autistic children with their social impairments (Betts & Betts, 2006). Since yoga usually involves an interaction between the teacher and the student, it is ideal for an autistic child. Yoga is usually practiced in a calm, nonjudgmental and simple space. There is nothing to over-stimulate and distract the child. There is no competition, there is only the gentle presence of the patient yoga instructor. This allows the child to explore their physical capabilities through their interaction with the teacher (Betts & Betts, 2006). I found this to be true at my internship. The autistic clients were able to explore physical postures that they would otherwise avoid. I also interacted with them more while helping them get into certain posses. In a study conducted by Radhakrishna, (2010), there was a teacher that noticed that the children gave her eye contact and greeted her in the beginning of the class. The autistic students were more inclined to sit closer to the teacher after taking a few months worth of classes . According to Fox News (2009), parents and teachers of autistic children are trying to find alternative ways to relate to their children. They see their child’s struggle with relating to others and sitting in the classroom. Yoga can be used to bridge gaps between the parent that is struggling to relate to the unresponsiveness of their autistic child . This relationship development is encouraged by the yoga teachers who tell parents to learn and practice yoga with their children at home (Fox News, 2009).
Release anxiety
In my interview with the yoga teacher, Allison Preston, we also discussed how yoga releases the autistic child’s tension, anxiety and frustration. When she stated her intentions for teaching autistic children, she stressed the importance of the calming effects of yoga in every day situations.
The main reason I created a program for kids with special needs (autism, cerebral palsy,
down syndrome) is to teach them how to relax or create focus on their own if they become over stimulated or frustrated and to apply these techniques into real life situations (Preston, 2010).
This teacher, Allison Preston, shared a beautiful example of how yoga can calm the anxiety of an autistic child. In her one-on-one yoga sessions, she often times includes song at different parts of the practice. One of her clients was undergoing a cat scan of his head after falling. The mother told Allison that the child was singing one of the songs that he learned from his yoga practice with her. The mother said that he was singing to calm himself down. This is an inspiring example of how Allison’s relaxation methods in the yoga class has gone beyond the mat for this child. The children are given relaxation tools that they can use at any time outside of the yoga classes. Breathing is a big part of the yoga practice. Breathing is known to release tension and relax the nervous system. The breathing and yoga practice also relieve the sensory overload that the autistic child experiences (Betts & Betts, 2006).
Conclusion
In the exploration of this topic in yoga as therapy, I was able to see how powerful the healing effects of yoga can be on anyone. It does not matter what your physical or mental capabilities are because yoga is a way of life, not only a series of postures. For the autistic children, it is a creative way to transcend their disability and give them a calming technique that can be used beyond the yoga mat. I found that some of the articles and stories were inspiring. In India many ages ago, when yoga was coming to life, I don’t think that they had autism in mind. We have transformed yoga in the modern day. Like an old shirt, re-sewn, to be worn for another occasion; we have re-sewn the original stitching of yoga to fit the needs of the autistic child.

Resources

Alejandro Chaoul, M., & Cohen, L. (2010). Rethinking Yoga and the Application of Yoga in Modern Medicine. Cross Currents, 60(2), 144-167. doi:10.1111/j.
1939-3881.2010.00117.x.

Autism Society Organization. (2009). What is autism. Retrieved from
http://www.autism-society.org/site/PageServer?pagename=about_whatis

Betts, D.E, & Betts, S.W. (2006). Yoga for children with autism spectrum disorders: a
step-by-step guide for parents and caregivers. Philadelphia, PA: Jessica Kingsly.

Fox News, Initials. (Producer). (2009). Yoga for autism. [Web]. Retrieved from
http://video.foxnews.com/v/3935493/yoga-for-autism

Kailus, J. (n.d.). Butterfly stretch: Autistic boy finds comfort in the calm of yoga. Giam Life, Retrieved from
http://life.gaiam.com/article/butterfly-stretch-autistic-boy-finds-comfort-calm-yoga

Preston, A. (November, 12, 2010). Telephone interview

Radhakrishna, S., Nagarathna, R., & Nagendra, H (April-June 2010). Integrated approach to yoga therapy and autism spectrum disorders. Journal of Ayurveda and Integrative Medicine. , 1, 2. p.120. Retrieved October 24, 2010

Ruiz, F.P. (2003). Yoga for the special child. Yoga Journal, 172, 70-81.