Butzer Bethany, LoRusso Amanda Marie, Windsor Regina, Riley Frankye, Frame Kate, Khalsa Sat Bir S, Conboy Lisa
University of New York in Prague, Prague, Czech Republic.
Department of Medicine, Brigham and Women's Hospital, Harvard Medical School, Boston, MA.
Adv Sch Ment Health Promot. 2017;10(3):195-219. doi: 10.1080/1754730X.2017.1325328. Epub 2017 May 14.
The present study was part of a group randomized controlled trial in which 7 grade students were assigned to a yoga intervention or physical-education-as-usual. Sixteen students were randomly selected from the yoga condition to participate in one-on-one interviews. Qualitative analyses revealed 13 themes that were organized into two categories: Usability (student perceptions of the usefulness, learnability, and convenience of the yoga intervention) and Effect (student perceptions of the direct results of the yoga intervention). Students reported both positive and negative opinions of yoga, especially when making direct comparisons between yoga and physical education. Students had particularly positive opinions regarding the beneficial effects of yoga on stress, sleep, and relaxation. Student opinions regarding the effects of yoga on self-regulation, social interaction, substance use, and academic performance were also generally positive, although somewhat mixed. Results suggest that qualitative research shows promise for providing an in-depth perspective on the impact of mind-body interventions in schools.
本研究是一项群组随机对照试验的一部分，该试验将7年级学生分为瑜伽干预组或常规体育教育组。从瑜伽组中随机挑选了16名学生参加一对一访谈。定性分析揭示了13个主题，这些主题被归为两类：可用性（学生对瑜伽干预的有用性、可学性和便利性的看法）和效果（学生对瑜伽干预直接结果的看法）。学生们对瑜伽既有积极的看法，也有消极的看法，尤其是在将瑜伽与体育教育进行直接比较时。学生们对瑜伽对压力、睡眠和放松的有益影响有特别积极的看法。学生们对瑜伽对自我调节、社交互动、物质使用和学业成绩的影响的看法总体上也是积极的，尽管有些复杂。结果表明，定性研究有望为深入了解身心干预在学校中的影响提供视角。
