ABSTRACT
Background: Yoga is an ancient wisdom that originated in India and encompasses eight limbs, including yama, niyama, asanas, pranayama, pratyahara, dharana, dhyana, and samadhi. Despite its holistic nature, many studies on yoga tend to focus solely on its physical aspects, breathing practices, and meditation, neglecting other essential components. To address this gap, a study was conducted to determine the perception and practice of all eight limbs of yoga among yoga teachers. Method: A self-designed questionnaire containing 28 items was used for assessing the knowledge, perception, and practice of the eight limbs of yoga among yoga teachers. A total of 37 yoga teachers participated in the study. Cross-tabulation was performed to analyze the data. Results: The majority of participants (>80%) in this study on the practice of astanga yoga reported that all limbs of yoga were essential in their practice. However, there were varying degrees of emphasis placed on each limb. Pranayama (91.9%) and asana (89.2%) were given the most emphasis, while niyama (75.7%), yama (73%), pratyahara (70.3%), dhyana (70.3%), and dharana (64.9%) were given slightly less emphasis. Interestingly, those with more experience placed greater emphasis on various aspects of yoga. Conclusion: Practitioners should embrace all eight limbs of yoga when introducing it to new populations to increase access to yoga. This will help promote the benefits of yoga and make it more accessible to those who may benefit from it. Health professionals should have a comprehensive understanding of the holistic practice of yoga, including its ethics, postures, breath, mindfulness, and meditation, to promote its maximum benefits and avoid potentially harmful practices.
ABSTRACT
The present study aims to evaluate the auditory sensory process in the brainstem, thalamocortical and cortical areas by using auditory evoked potentials [auditory brainstem response (ABR), mid latency response (MLR) and slow vertex response (SVR)], cognitive functions by P300 and motor response by reaction time in children with poor academic performance. Thirty children between 6-12 years of age were selected as subjects on the basis of poor academic school records. While thirty children with good academic performance served as controls. The recordings were done using a computerized evoked potential recorder by 10-20 electrode placement system. There was no difference in the anthropometric parameters and IQ of the two groups. There was a significant increase in latency of waves II, III, IV and V, and Inter-peak latency I-V of ABR in poor performer females. All the component waves of MLR and SVR showed increased latency in the subjects but could not reach the level of significance. There was a significant increase in latencies of P300 at Cz and Pz electrode positions with no change in amplitude in poor performer females. The reaction time was also increased in the poor performer females as compared to the controls. The latencies of all the waves of ABR, P300 and reaction time are also increased in male poor performers as compared to male controls but could not reach the level of significance. The conduction of impulses is slower in pontine and midbrain auditory pathway along with inefficient cortical processing of task relevant stimuli and motor response in female children having poor academic performance.
