Butzer Bethany, Ebert Marina, Telles Shirley, Khalsa Sat Bir S
Adv Mind Body Med. 2015 Fall;29(4):18-26.
Substantial interest has begun to emerge around the implementation of yoga interventions in schools. Researchers have found that yoga practices may enhance skills such as self-regulation and prosocial behavior, and lead to improvements in students' performance. These researchers, therefore, have proposed that contemplative practices have the potential to play a crucial role in enhancing the quality of US public education.
The purpose of the present study was to provide a summary and comparison of school-based yoga programs in the United States.
Online, listserv, and database searches were conducted to identify programs, and information was collected regarding each program's scope of work, curriculum characteristics, teacher-certification and training requirements, implementation models, modes of operation, and geographical regions.
The online, listserv, and database searches took place in Boston, MA, USA, and New Haven, CT, USA.
Thirty-six programs were identified that offer yoga in more than 940 schools across the United States, and more than 5400 instructors have been trained by these programs to offer yoga in educational settings. Despite some variability in the exact mode of implementation, training requirements, locations served, and grades covered, the majority of the programs share a common goal of teaching 4 basic elements of yoga: (1) physical postures, (2) breathing exercises, (3) relaxation techniques, and (4) mindfulness and meditation practices. The programs also teach a variety of additional educational, social-emotional, and didactic techniques to enhance students' mental and physical health and behavior.
The fact that the present study was able to find a relatively large number of formal, school-based yoga programs currently being implemented in the United States suggests that the programs may be acceptable and feasible to implement. The results also suggest that the popularity of school-based yoga programs may continue to grow.
围绕在学校实施瑜伽干预措施已经开始出现大量关注。研究人员发现，瑜伽练习可能会提高自我调节和亲社会行为等技能，并改善学生的表现。因此，这些研究人员提出，冥想练习有可能在美国公共教育质量提升方面发挥关键作用。
本研究的目的是对美国的校本瑜伽项目进行总结和比较。
通过在线搜索、邮件列表和数据库搜索来识别项目，并收集有关每个项目的工作范围、课程特点、教师认证和培训要求、实施模式、运营方式以及地理区域的信息。
在线搜索、邮件列表和数据库搜索在美国马萨诸塞州波士顿和康涅狄格州纽黑文进行。
共识别出36个项目，这些项目在美国940多所学校提供瑜伽课程，并且这些项目已经培训了5400多名教师在教育环境中教授瑜伽。尽管在具体实施模式、培训要求、服务地点和涵盖年级方面存在一些差异，但大多数项目都有一个共同目标，即教授瑜伽的4个基本要素：（1）体式，（2）呼吸练习，（3）放松技巧，以及（4）正念和冥想练习。这些项目还教授各种额外的教育、社会情感和教学技巧，以促进学生的身心健康和行为发展。
本研究能够找到美国目前正在实施的相对大量的正规校本瑜伽项目，这一事实表明这些项目可能是可接受且可行的。研究结果还表明，校本瑜伽项目的受欢迎程度可能会持续增长。
