Adolescent Behavior
Conditions
Keywords
stress, alternative, complementary, self-regulation
Brief summary
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.
Detailed description
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.
Interventions
BEHAVIORALYoga-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).
BEHAVIORALPhysical Education Class
Standard physical education
Sponsors
Long Island University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
SINGLE (Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
14 Years to 19 Years
Healthy volunteers
Yes
Inclusion criteria
* • Male or female students attending NYC schools
Exclusion criteria
* Lack of permission to attend physical education class
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Academic Performance: Grade Point Averages | 1 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. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Response to Stress Questionnaire (RSQ) | 1 year | 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. |
| Warwick Edinburgh Mental Well Being Scale | 1 year | 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. |
Other
| Measure | Time frame | Description |
|---|---|---|
| Self Report Questionnaire (Child and Adolescent Mindfulness Measure) | 1 year | 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. |
| Student Self-Report Behavior Rating Inventory of Executive Function | 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. |
| Teacher Report Behavior Rating Inventory of Executive Function | One year | 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. |
Countries
United States
Participant flow
Participants by arm
| Arm | Count |
|---|---|
| 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). | 48 |
| Physical Education Class Behavioral intervention
Physical Education Class: Standard physical education | 64 |
| Total | 112 |
Baseline characteristics
| Characteristic | Total | Health and Wellness Program | Physical Education Class |
|---|---|---|---|
| Age, Continuous | 15.3 years STANDARD_DEVIATION 0.97 | 15.2 years STANDARD_DEVIATION 0.94 | 15.4 years STANDARD_DEVIATION 0.98 |
| Cardiovascular Fitness (Pacer Test: Fitnessgram) | 50.8 Number of 20 meter laps completed STANDARD_DEVIATION 15.63 | 48 Number of 20 meter laps completed STANDARD_DEVIATION 13.3 | 52.9 Number of 20 meter laps completed STANDARD_DEVIATION 17.3 |
| Grade Point Average Previous Academic Year | 84.34 per cent STANDARD_DEVIATION 7.81 | 85.62 per cent STANDARD_DEVIATION 7.9 | 83.38 per cent STANDARD_DEVIATION 7.68 |
| Height in inches | 56.4 inches STANDARD_DEVIATION 5.23 | 54.9 inches STANDARD_DEVIATION 5.7 | 57.5 inches STANDARD_DEVIATION 4.9 |
| Lunch Status Free lunch | 71 participants | 31 participants | 40 participants |
| Lunch Status Full Price Lunch | 15 participants | 7 participants | 8 participants |
| Lunch Status Reduced Lunch | 17 participants | 6 participants | 11 participants |
| Race/Ethnicity, Customized Asian | 12 participants | 7 participants | 5 participants |
| Race/Ethnicity, Customized Black | 29 participants | 12 participants | 17 participants |
| Race/Ethnicity, Customized Hispanic | 59 participants | 21 participants | 38 participants |
| Race/Ethnicity, Customized White | 12 participants | 8 participants | 4 participants |
| Region of Enrollment United States | 112 participants | 48 participants | 64 participants |
| Sex: Female, Male Female | 54 Participants | 29 Participants | 25 Participants |
| Sex: Female, Male Male | 58 Participants | 19 Participants | 39 Participants |
| Weight | 128.64 pounds STANDARD_DEVIATION 23.9 | 129.5 pounds STANDARD_DEVIATION 26.6 | 128.0 pounds STANDARD_DEVIATION 21.9 |
Adverse events
| Event type | EG000 affected / at risk | EG001 affected / at risk |
|---|---|---|
| deaths Total, all-cause mortality | — / — | — / — |
| other Total, other adverse events | 0 / 48 | 0 / 64 |
| serious Total, serious adverse events | 0 / 48 | 0 / 64 |
Outcome results
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.
Time frame: 1 year
Population: Intent to treat analysis. Data from all participants was available at baseline and at end of study.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| Health and Wellness Program | Academic Performance: Grade Point Averages | 85.71 per cent | Standard Deviation 8.44 |
| Physical Education Class | Academic Performance: Grade Point Averages | 83.45 per cent | Standard Deviation 8.79 |
Comparison: Model 1: An intent to treat analyses was performed determining effect of group assignment on academic performance while controlling for previous year GPA.p-value: 0.5495% CI: [-1.25, 2.41]Regression, Logistic
Comparison: Model 2: As active participation between groups was significantly different a second intent to treat analysis was performed which added to Model 1 (controlling for previous year GPA) by controlling for active participation.p-value: 0.0895% CI: [-0.21, 3.55]Regression, Linear
Comparison: Model 3: Per Protocol Analysis: it was hypothesized that any benefit of yoga education would only accrue if the student was assigned to yoga classes and actively participated in the class. A third Model was fit with an interaction term for class assignment and class participation.p-value: 0.00995% CI: [0.69, 4.71]Regression, Linear
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.
Time frame: 1 year
Population: Missing data: 2 from experimental group, none from control group
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| Health and Wellness Program | Response to Stress Questionnaire (RSQ) | Involuntary Engagement | 0.84 units on a scale | Standard Deviation 0.76 |
| Health and Wellness Program | Response to Stress Questionnaire (RSQ) | Voluntary Engagement | 1.37 units on a scale | Standard Deviation 0.61 |
| Physical Education Class | Response to Stress Questionnaire (RSQ) | Involuntary Engagement | 0.67 units on a scale | Standard Deviation 0.64 |
| Physical Education Class | Response to Stress Questionnaire (RSQ) | Voluntary Engagement | 1.27 units on a scale | Standard Deviation 0.61 |
Comparison: Analysis of the Voluntary subscale of the Response to Stress Questionnairep-value: 0.301Regression, Linear
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.
Time frame: 1 year
Population: 9 subjects missing from experimental group and 11 subjects missing from comparison group
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| Health and Wellness Program | Warwick Edinburgh Mental Well Being Scale | 48.90 units on a scale | Standard Deviation 13.44 |
| Physical Education Class | Warwick Edinburgh Mental Well Being Scale | 49.51 units on a scale | Standard Deviation 12.04 |
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.
Time frame: 1 year
Population: 9 subjects missing from experimental group and 11 subjects missing from comparison group
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| Health and Wellness Program | Self Report Questionnaire (Child and Adolescent Mindfulness Measure) | 25.59 units on a scale | Standard Deviation 8.72 |
| Physical Education Class | Self Report Questionnaire (Child and Adolescent Mindfulness Measure) | 26.38 units on a scale | Standard Deviation 8.45 |
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.
Time frame: 1 year
Population: 9 subjects missing from experimental group and 9 subjects missing from comparison group
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| Health and Wellness Program | Student Self-Report Behavior Rating Inventory of Executive Function | 52.49 units on a scale | Standard Deviation 13.84 |
| Physical Education Class | Student Self-Report Behavior Rating Inventory of Executive Function | 46.84 units on a scale | Standard Deviation 11.93 |
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.
Time frame: One year
Population: 3 subjects missing from experimental group and 5 subjects missing from comparison group
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| Health and Wellness Program | Teacher Report Behavior Rating Inventory of Executive Function | 64.51 units on a scale | Standard Deviation 20.4 |
| Physical Education Class | Teacher Report Behavior Rating Inventory of Executive Function | 59.39 units on a scale | Standard Deviation 16.61 |