YOGA IN INDIAN EDUCATION SYSTEM

Dissertation submitted by
SACHIN S YELVE
UNDER THE GUIDANCE OF

Ms. TAPANI PARIDA, (M.Sc Yoga)

And
Dr. PROMILA CHOUDHARY ( BAMS, MD)

Towards The Partial Fulfillment Of

MASTER OF SCIENCE IN YOGA (M.Sc. Yoga)

JULY – 2017
Reg. No: 40717047

To

SWAMI VIVEKANANDA YOGĀ ANUSANDHANA

SAMSTHANA (SVYASA)
(Declared as deemed-to-be university under Section 3 of the UGC Act, 1956) No.19,
Eknath Bhavan, Gavipuram Circle, Kempegowdanagar, Bangalore-560019, INDIA

1
 CERTIFICATE

This is to certify that SACHIN S YELVE is submitting this project on

“YOGA IN INDIAN EDUCATION SYSTEM towards partial fulfilment of the requirement

for the Master of Science (Yoga) from Swami Vivekananda Yoga Anusanthana Samsthana

(SVYASA) and this record of work carried out by her in Navi Mumbai Maharashtra- India.

Date: 22/10/2020
Place: Mumbai

Ms Tapani Parida Dr Promila Chaudhary

Research Guide Research Co-Guide

2
 DECLARATION
I hereby declare that this study was conducted by me in Navi Mumbai, Raigad and

Maharashtra India under the guidance of Mis. Tapani Assistant Professor and Dr. Promila

Chaudhary. S-VYASA University, Bengaluru.

Date: 22/10/2019
Place: Mumbai
SACHIN S YELVE

3
 AKNOWLEDGEMENT
Obeisance to that Supreme Teacher who works through all the Teachers to spread the light of

knowledge and Divine Wisdom in the world.

Honour to my University Swami Vivekananda Yoga Anusandana Samsthana (S-VYASA) for

being an abode of Yogic Knowledge.

My humble thanks to my Guide Mis Tapani

My deepest thanks to our beloved Dr. Promila Choudhary for guiding me with cheer and smile

in the entire M.Sc Programme and who made this journey possible.

Date: 22/10/2020
Place: Mumbai
SACHIN S YELVE (Rg. No. 40717047)

4
STANDARD INTERNATIONAL TRANSLITERATION CODE USED TO

TRANSLITERATE SANSKRIT WORDS

5
 ABSTRACT
Title: Survey Study about Yoga in Navi Mumbai, Raigad and Maharashtra.

Background: The ancient education system focuses on the holistic development of the
student and they didn’t give much importance to the material things. Gurukul system was the
type of education system prevailed in ancient India, in which the Shishas living proximity
with the Guru.
The present day education system is primarily focused on result oriented and there is no
holistic or integrated development approach. It leads to lot of disturbances in students at
physical, mental and emotional levels. So to overcome these disturbances, yoga should be
offered as a subject. In the survey I conducted, I think yoga practices along with other
subjects can create a lot of improvements in the students.

Aim: The aim of this study is to find the awareness about yoga and its acceptability in
schools, colleges and universities in Navi Mumbai, Raigad District and Maharashtra, India.

Methodology: For the purpose of this study, the survey was conducted in ten schools,
colleges in the locality with a properly structured questionnaire. The survey was carried out
directly from the heads of the Institutions without any proxy. Most of the school authorities
gave the data enthusiastically. The data gathered were analyzed through the computer tools.

Result: According to this study, there are 100% of the institutions conduct yoga practices.
Only one institutions have full time Yoga trainers. In 7 institutions a PE teacher is conducting
the yoga program. But as per my study, most of the institutions are aware of yoga and its
benefits.

Conclusion: This study shows that the schools are very much interested to implement Yoga
as a part of academics. But they are not able to implement because of lack of funds and lack
of skilled yoga trainers. Since the students and teachers are well aware of the prevalence of
yoga and its benefits, it is the need of the hour to implement yoga in the educational
institutions. The government should introduce Yoga as a subject in the curriculum followed
by the appointment of trained yoga teachers.

Key words: Yoga, Memory, survey, education system

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 TABLE OF CONTENTS

1 INTRODUCTION................................................................................................................................9
1.1 Glorious past of Indian education system......................................................................................9
1.2 Methodologies of education system............................................................................................10
1.3 Contemporary education system..................................................................................................11
1.4 Yoga and its role in the Education system...................................................................................12
1.5 Conclusion...................................................................................................................................13
2 ANCIENT LITERATURE RESEARCH...........................................................................................14
2.1 Introduction..................................................................................................................................14
2.2 Ancient Literature Study..............................................................................................................14
3 SCIENTIFIC LITERATURE RESEARCH.......................................................................................19
3.1 Introduction..................................................................................................................................19
3.2 Summary......................................................................................................................................37
4 AIM AND OBJECTIVE.....................................................................................................................38
4.1 Aim..............................................................................................................................................38
4.2 Objective......................................................................................................................................38
To study the.......................................................................................................................................38
5 MATERIALS & METHODOLOGY.................................................................................................39
5.1 Sample.........................................................................................................................................39
5.1.1 Source...................................................................................................................................39
5.1.2 Sample Size..........................................................................................................................39
5.1.3 Age Range............................................................................................................................39
5.1.4 Gender...................................................................................................................................39
5.1.5 Education..............................................................................................................................39
5.1.6 Socio- Economic Status........................................................................................................39
5.2 Inclusion criteria..........................................................................................................................40
5.3 Exclusion criteria.........................................................................................................................40
5.4 Informed consent.........................................................................................................................40
5.5 Design of the study......................................................................................................................40
5.6 Intervention..................................................................................................................................40
6 DATA EXTRACTION AND ANALYSIS........................................................................................41
6.1 Data collection.............................................................................................................................41
6.2 Statistical Analysis.......................................................................................................................41
7 RESULTS...........................................................................................................................................42

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 8 DISCUSSION.....................................................................................................................................57
9 CONCLUSIONS……………………………………………………………………………………58
10 APPRAISALS……………………………………………………………………………………...59

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 CHAPTER 1
1. INTRODUCTION
Education is the study of subjects around us to gain knowledge and apply in our daily life.
Education will improve human life and also helps in gaining the knowledge of “higher truth”
i.e. “Tamaso Ma Jyotirgamaya” from darkness to light. Education is not only a way of
earning money or fame, but it also helps to develop all round personality with skills, values,
morals and enhancement of different attributes of man. Education also means opening the
doors of the mind, cleansing the soul and realization of the self. The quality of education
greatly influences the quality of manpower for the societal benefits. (Yadav, 2018)

There are 3 central aims of integral education

a) Individual growth
b) Strengthening and enrichment of the nation-soul and its Dharma
c) Ascending mind and soul of humanity

Sri Aurobindo believes that man is the maker of his own destiny and education is a big tool
to achieve the target. Sri Aurobindo states that the education must emphasis on the whole
aspects of human life such as physical, psychic, mental, beauty, power, knowledge and love
etc. Sri Aurobindo stressed on the following dimensions of the education that the education.
(Goyena, 2019)

1) Should be in accordance with the needs of our complex modern life.

2) Should train and purify all the senses such as hearing, speaking, listening,
touching, smelling and tasting.

3) Should provide moral, emotional and mental development of the child.

Sri Aurobindo emphasized that without moral and emotional development,

mental development becomes harmful to human process. (Goyena, 2019)

1.1 Glorious past of Indian Education System

The great Indian rishis, seers, scholars and teachers knew mathematics, medicines,
music, life and the universe. They have derived theorems, discovered distant planets,
measured distance of sun to earth thousands of years ago. They also calculated distance
between earth and many other planets.

9
As per research and studies done by several scholars and scientists that our strong education
system was the backbone and reason for that. Ancient learning system was a meaningful
education system; the idea of education has been great & principled in golden era.

The aim of education was to understand the life to the fullest and the building the character of
men and women to live a meaningful and purposeful life. As quoted by Swami Vivekananda,
education was for “Man Making and Character Building”. (Yadav, 2018)

1.2 Methodologies of Education System:

Ancient education system includes the following methods for teaching of the students:

1) Brahmacharya
2) Three Processes of Education
3) Gurukul System
4) Learning of Vedas
5) Personality Development
6) Development Civic Responsibilities and Social Values

Brahmacharya: All students are initiated into Brahmacharya through a process

called, Upanayana. Students are taught to be self-discipline and self-controlled and students
must complete all the work given by a Guru. Understanding of the mind is the main aspect for
the students. The training of the mind and the process of thinking is primary requirement for
acquisition of knowledge. (Yadav, 2018)
Three Processes of Education: Sravana, Manana and Nididhyaasana are the three processes
for gaining knowledge. Sravana is listening to the truths from the teacher. Knowledge is
what the ear heard and not what is seen in writing. Manana is reflecting the things we heard
(Sravana). It is discussion of the truth of opinions. In this Guru will raise the topics of
discussion, students will answer, and the point will be discussed in the group.
Nididhyaasana, means complete comprehension by the pupil of the truth that is taught so
that the student may live the truth and not merely explain it by word. It is the realization of
truth. (Yadav, 2018)

10
 Gurukul System: In Gurukul system, students used to reside at guru’s place and learn
everything which can be later implemented to find solutions to real life problems. An
emotional bond between a guru and his students was must before practicing teaching learning
process. Every student used to lead a very simple life and followed the discipline, rules and
regulations that were rooted in morality and religion. (Yadav, 2018)

Learning of Vedas: Students used to learn Vedas mandatorily as they are the basis of
the life and the universe around us. There are four Vedas, and they are as follows: Rigveda,
Yajurveda, Samaveda and Atharvaveda. Vedas are the core essence Indian culture, and they
outline our culture, the meaning of life& its purpose, how we should conduct our lives, right
vs. wrong. The Indian education was based on Vedas, provides rules of sacrifice, grammar
and derivation, understanding secrets of nature, logical reasoning, science and skills
necessary for an occupation. The ancient education system in India had explicitly recognized
that the supreme
goal of life is self-realization. (Yadav, 2018)

Personality Development: The education system ensured all round personality

development and character of the students. Both the formal and informal education were
given due importance. The personality traits such as self-esteem and self-confidence were
inculcated in students through education. (Yadav, 2018)

Development of Civic Responsibilities and Social Values: The learning and

understanding of civic virtues and social values were given equal importance in education
system. A student after his education in the gurukulam, went back to the society to serve the
rich and the poor, to relieve the diseased and the distressed. He was required to be generous to
the people and helpful to the needy. Everyone in the society had a responsibility to preserve
the culture and act as a transmission medium to spread the knowledge. (Yadav, 2018)

1.3 Contemporary Education System:

India has gone through tremendous transformations due to various changes such as
Mughal invasions, destruction of the ancient civilization and cultural impositions by
Europeans, heavy industrialization, growing urbanization, demand for privatization, power of
globalization

brought many problems and evils in Indian society which caused declining ethical & social
values in Indian education system. The modern education system has definitely increase
11
literacy rate but does not help in creating educated persons in the society and as a result it
does not produce citizens who are well rounded and have an outlook for the society and
nation at large.

The primary objective of Indian students is concentrated on how to take a degree,

which helps in finding a career and earn money without consideration of ethical values and
national spirit in their life. Because of this, the Indian society is encountering new and
continuous problems. Corruption has increased, diminishing ethical values, illegal ways of
making a living, cruelty towards fellow human beings, disruptive behaviors, violation of rules
and no self
realization, which is slowly decaying the Indian society and the nation. It is high time to
contemplate, investigate for the Aim of Education and major causes of declining Social,
moral values and spiritual strengthening in Indian education system. (Yadav, 2018)

1.4 Yoga and its Role in the Education System:

Yoga is union of body, mind and soul. Yoga teaches the science of living. It is a
process concerned with the evolution of mind, body and elevation of consciousness. Yoga is a
disciplined study for furthering an integrated development of all aspects of the individual.
Yoga helps an individual in balancing the physiological abnormalities, emotional stability,
self
confidence, self-awareness, and self-control. Also, yoga helps in reducing the stress levels
and improves concentration.

Typically, yoga includes four primary components: (Butzer, Bury, Telles, & Khalsa, 2016)

1) Asanas to promote strength and flexibility of the body

2) Pranayama to enhance respiratory functioning and pranic energy
3) Deep relaxation techniques to cultivate the ability to release of the tensions and
stress physically and mentally.
4) Meditation mindfulness practices to enhance mind-body awareness and improve
attention and emotion regulation skills.

As per the research and investigations, that yoga practices show promise for
enhancing students’ self-regulation, mind-body awareness and physical fitness, which may
have downstream effects on improving positive behaviors, mental state, health and
performance. (Butzeretal., 2016)

It is also observed that yoga and meditation in education, benefits adults, children, and
12
adolescents. For example, scientists suggest that yoga practices may induce changes in brain
structure and functioning which enhance skills such as self-regulation and pro-social
behavior, thus leading to improvements in student performance. Yoga has a crucial role in
enhancing the quality of student’s life physically, mentally, and emotionally. (Butzer et al.,
2016)

1.5 Conclusion
After inauguration of “International Yoga Day” by the United Nations (UN),
educational institutions in India started recognizing yoga as a subject and a practice, which is
essential for overall development of the students. However, there are still quite several
educational institutions have not adopted or recognized yoga as a subject due to lack of
infrastructure, unavailability of skilled yoga teachers, lack of funds, religious sanctions and
unawareness of benefits of yoga.

13
 CHAPTER 2
2 ANCIENT LITERATURE RESEARCH

2.1 Introduction
As memory is one of the major components of learning, memory studies have been given
much importance. "Memory is the capacity of an individual to remember things". A forgetful
man always fails in his endeavors. A student with poor memory fails to learn his subjects.

The following are the four characteristics of good memory.

1. Power of reproducing the things learn

2. Power of reproducing the things learn with increase or decrease.

3. Power of retaining the things learn.

4. Power of reproducing the things when it is needed.

A student of strong and retentive memory can turnout tremendous work in a short time. He
can master any subject very easily. In India 'Gurukul system' of education, had its unique
advantages. It provided opportunity to develop memory to a remarkable degree, by learning
everything by heart. The training of memory formed a very important part of education in
ancient times.

According to Yoga "mind is a collection of thoughts which has four facets" ie.'Manas',
'Buddi','Smiriti' and 'Ahankara'. The third facet of mind 'Smiriti' (memory) is the store house
of information sorted out by 'Buddhi' and whatever is decided to be stored is passed on to
memory. They will be ready to be unearthed any time we need. Memory is the process by
which thoughts have been experienced and retrieved. (Raj Mohan, 2001)

Meaning of Smriti
Smrti is a Sanskrit word, from the root Smara, which means "remembrance, reminiscence,
thinking of or upon, calling to mind", or simply "memory" (Raj Mohan, 2001)

2.2 Ancient Literature Study

In Patanjali Yoga Sutra - Samadhi Pada, Sage Patanjali explained,

6th Sutra explains the vrittis,

14
 àma[ivpyRyivkLpinÔaSm&ty>.1.6.
pramäëaviparyayavikalpanidräsmåtayaù || 1.6||

Correct knowledge, incorrect knowledge, imaginary knowledge, deep dreamless sleep and
memory.
11th Sutra explains the Memory as,

AnuÉUtiv;yas<àmae;> Sm&it>. 1.11.

anubhütaviñayäsampramoñaù småtiù || 1.11||

Memory is the modification which takes content from the experience that has not yet
disappeared fully.

Smiriti is the modification of the mind which takes the content from the experience that has
not disappeared fully. Mind functions from the memory of the past impressions. The mind
indulges in the past. Because of this function of the mind, it projects the present based on the
experience of past rather than having a right knowledge over the present. This results in
Viparyaya or the wrong knowledge. Not only that, it imagines the future which results in
Vikalpa or Imagination. All the modifications take their precedence in memory and memory
takes precedence in all the modifications. Most of the mind's modifications are the result of
memory only. So Smiriti is the strongest Vritti .(Hat Pradipika, n.d.)

In Bhagavad Gita – 2nd Chapter Sankya Yoga 63rd verse explains,

³aexaÑvit sMmaeh> sMmaehaTSm&itivæm>,

Sm&itæ<zadœ buiÏnazae buiÏnazaTà[Zyit. 2-63.

krodhädbhavati sammohaù sammohätsmåtivibhramaù |

småtibhraàçäd buddhinäço buddhinäçätpraëaçyati || 2-63||

From anger comes delusion; from delusion loss of memory; from loss of memory the
destruction of discrimination; from the destruction of discrimination he perishes. (IITK, n.d.)

15
In Chandogya Upanishad,

icÄ< vav s< kLpaуyae yda v E cetyte=w

s<kLpyte=w mnSyTyw vacmIryit tamu naçIryit
naiç mÙa @k< ÉviNt mÙe;u kmaRi[. 7.5.1.
cittaà väva saà kalpädbhüyo yadä vai cetayate'tha
saìkalpayate'tha manasyatyatha väcamérayati tämu nämnérayati nämni
manträ ekaà bhavanti mantreñu karmäëi || 7.5.1||

The will, no doubt, is a determining psychological function. But the will cannot operate
unless there is a cohesive force behind the functions of thought. Will is nothing but a
collected focusing of the content of the mind. When the mind is directed and focused in a
particular manner, in a specified way, in a particular direction, we call it will. But this
function of the mind which we call will would not be possible unless there is another capacity
which we call memory. A person who is bereft of memory, and cannot even remember what
took place one second before, cannot divert the will in any particular manner. Because the
capacity of remembrance or retention of experiences, and the ability to maintain in one's own
mind an awareness of the target towards which the will is going to be directed, are both
necessary before the will rises up in the mind. This function which is precedent to the rise of
the will is called chitta. It is the mind-stuff, as we may call it, which is the very basic root of
all psychological functions. Will is a specific manifestation. There is a generality behind it
and that is chitta. Beyond the will is chitta, the power of memory and retention. Only when
one has presence of mind, one can direct one's will. Then only one can think, then only one
can speak, then only name, a specific modification of speech, is manifested. In the name,
mantras, sacred formulae, sacrifices and other actions become one. And from actions proceed
their results, all in a continuous chain. (Sivananda, 2011)
tain h va @tain icÄEkaynain icÄaTmain
icÄe àitiótain tSma**ip b÷ivdicÄae Évit
naymStITyevEnma÷yRdy< ved yÖa Ay<
ivÖaÚeTwmicÄ> SyaidTyw y*Lpivi½ÄvaNÉvit
tSma @vaet zuïU;Nte icćýevE;amekayn<
icÄmaTma icÄ< àitóa icÄmupaSSvie t. 7.5.2.
täni ha vä etäni cittaikäyanäni cittätmäni citte
pratiñöhitäni tasmädyadyapi bahuvidacitto bhavati
näyamastétyevainamähuryadayaà Veda Yadav ayaà
vidvännetthamacittaù syädityatha yadyalpaviccittavänbhavati

16
 tasmä evota çuçrüñante cittaðhyevaiñämekäyanaà cittamätmä
cittaà pratiñöhä cittamupässveti || 7.5.2 ||

Everything is rooted in memory. All learning is ultimately memory, because it is the retention
in the mind of whatever we have seen or heard or thought. Whatever be our learning, if our
memory has failed, people say, "This person is nothing." Whatever be our education or
acquisition of knowledge in its extensiveness, if we have lost all memory power, it is as good
as nothing. All knowledge will practically vanish from us. So memory is very important. "If
he was really learned, why does he not remember anything?"-people pose this question. They
say, "He poses himself as very learned, but he cannot say anything; now, what sort of
learning is this?" So, they repudiate the very learning of a person merely because of the
absence of memory in that person. If we have strong memory power, whatever we speak will
carry conviction. People listen to such a person, not to the other one who calls himself
learned but cannot remember anything. So the personality is ultimately rooted in chitta, the
capacity of remembering, which retains in itself all that is valuable in the form of one's
learning or in the form of any type of experience in life. "Therefore, O Narada, you must
hold that chitta, memory, is superior to will. So, contemplate the content of the chitta which is
superior to will. Let this be the object of your meditation."(Sivananda, 2011)

s yiíÄ< äüeTyupaSte icÄaNv E s laekaNØuvaNØuv>

àitiótaNàitiótae=VywmananVywmanae=iÉisXyit
yavi½ÄSy gt< tÇaSy ywakamcarae
Évit yiíÄ< äüeTyupaSte=iSt ÉgviíÄaуy #it icÄaÖav
ÉUyae=StIit tNme ÉgvaNävIiTvit. 7.5.3.

sa yaçcittaà brahmetyupäste cittänvai sa lokändhruvändhruvaù

pratiñöhitänpratiñöhito'vyathamänänavyathamäno'bhisidhyati
yävaccittasya gataà taträsya yathäkämacäro bhavati yaçcitta
brahmetyupäste'sti bhagavaçcittädbhüya iti cittädväva
bhüyo'stéti tanme bhagavänbravétviti || 7.5.3|

The expansiveness of memory is larger than the content of will. Therefore, one who meditates
on the content of memory attains all those realms which are capable of being reached by the
operation of memory, and then enjoys identity of oneself with those realms. One becomes free
and successful to the extent of the operation of one's memory. "Therefore, let that be your
meditation; this is the stage to which you have reached now by way of analysis and practice,"
17
says Sanatkumara. Narada is highly satisfied, but puts a question again, "Is there anything
beyond chitta?" Sanatkumara answers, "There is something beyond that also." Though chitta
is superior to the other functions, viz., name, speech, mind and will, already mentioned, it is
inferior to something beyond that. Narada now wants to know what that is. (Sivananda, 2011)

18
 CHAPTER 3

3 SCIENTIFIC LITERATURE RESEARCH

3.1 Introduction
Purpose of doing scientific literature review is to understand the research already conducted
in the similar areas and to understand and consider the way forward coverage and approach.
Scientific literature review is made more ease by the technology advancement. By
maintaining pool of information as a central repository or index can be reviewed and
understand the advancement taken place across the world.

Many researchers have identified the different effects of yoga practices on many variables
such as physical fitness, anxiety, disease control, attention, concentration, achievement
motivation, emotional stability and learning.

As memory is one of the major components of learning, memory studies have been given
much importance for a long period till today. "Memory is the capacity of an individual to
remember things". A forgetful man always fails in his endeavors. A student with poor
memory fails to learn his subjects.

The following are the four characteristics of good memory.

1. Power of reproducing the things learnt

2. Power of reproducing the things learnt with increase or decrease.

3. Power of retaining the things learnt.

4. Power of reproducing the things when it is needed.

A man of strong and retentive memory can turnout tremendous work in a short time. He can
master any subject very easily. In India'Gurukul system' of education, had its unique
advantages. It provided opportunity to develop memory to a remarkable degree, by learning
everything by heart. The training of memory formed a very important part of education in
ancient times.

According to Yoga "mind is a collection of thoughts which has four facets" ie.'Manas',
'Buddi','Smiriti' and 'Ahankara'. The third facet of mind 'Smiriti' (memory) is the store house

19
of information sorted out by 'Buddhi' and whatever is decided to be stored is passed on to
memory. They will be ready to be unearthed any time we need. Memory is the process by
which thoughts have been experienced and retrieved. There are many memory techniques
available in the form of mnemonics and memory pills. But these have their own drawbacks.
Hence the necessity to identify and highlight a natural way of improving memory, by
practicing yoga techniques which offer systematic and synchronized training to the mind.
Yoga exercises help the brain cells to receive more blood in order to reach the optimal level
of functioning. Yoga practices develop good thinking, provide good exercise to the mind and
help in the improvement of memory level. (Raj Mohan, 2001)

Below table provides the studies conducted by various researchers on “Memory”

20
S. Author / Title of the Interventi Sample Size Assessme Result Conclusion
No Journal/ Study on & & Groups nt
. Year duration
of study
1 Jois, Srikanth N. Effectiveness of Super brain 64 Students (37 1) Short- Showed that there was a SBY could be used by students
D’Souza, Lancy super brain yoga yoga Boys + 27 term significant improvement in the for better cognitive functioning.
Moulya, R. on short-term Girls) memory short-term memory, Visio- (Jois, D’Souza, & Moulya, 2018)
2018 memory, visuo- Age range: 10 2) Visuo- spatial ability and
spatial ability to 14 years spatial academic
and academic Mean age: ability performance of students.
performance of 12.56 years
students

21
2 Quach, Dianna A Randomized 1) 198 1) Working Participants in the mindfulness This is the first study to provide
Jastrowski Controlled Trial mindfulness adolescents memory meditation condition showed support for the benefits of short-
Mano, Kristen Examining the meditation capacity significant improvements in term mindfulness practice,
E. Alexander, Effect of 2) hatha (WMC) WMC, whereas those in the specifically mindfulness
Kristi Mindfulness yoga hatha yoga and waitlist control meditation, in improving WMC
2016 Meditation on 2) Stress groups did not. No statistically in adolescents. Results highlight
Working significant between-group the importance of investigating
Memory 3) Anxiety differences were found for stress the components of mindfulness-
Capacity in or anxiety. based interventions among
Adolescents adolescents given that such
interventions may improve
cognitive function. More broadly,
mindfulness
interventions may be delivered in
an abridged format, thus
increasing their potential for
integration into school settings
and into existing treatment
protocols. (Quach, Jastrowski
Mano, & Alexander, 2016)

22
3 Bhogal, Differential 1) 45 college Verbal, Results showed significant This study has concluded that the
Ranjeet Singh impact of Meditation students (22– Spatial, and changes in memory scores guided relaxation techniques of
Thakur, Shavasana and & 30 years) associate among meditation and yoga could bring a deeper
2016 meditation on Shavasana Memory Shavasana groups as compared relaxation at the psycho-
memory scores Meditation scores to the control group. Meditation physiological level which,
in healthy 30 days group (n = 15), group had shown a higher resulting into significant
college students: (30min per Shavasana magnitude of change as improvement in verbal, spatial,
A randomized 6 days a group (n= 15), compared to the other groups. and associate memory scores.
controlled study week) and Control Within-group comparison (Bhogal, Thakur, & Shete, 2016)
group (n = 15) revealed significant changes in
memory scores in both
meditation (P < 0.001) as well as
in Shavasana (P < 0.01)
groups.

23
4 Yates, Christine Brief Lecture- 74 College Short-term While the yoga classes displayed The study should be repeated in
Virginia Journal Mindfulness based Student memory the greatest average order to further measure the
2015 Training and classes improvement between sessions, significance of short-term
Short-Term (introductor results indicated that subjects of memory improvement after brief
Memory. y) the mindfulness-based classes mindfulness training. (Yates,
psychology) did not show significant 2015)
, Active- improvement in average digit
learning span over time, nor did they
based show significant improvement
classes when compared to the lecture
(math), or and active-learning based
Mindfulness classes.
-based
classes
(hatha yoga
or
conscious
relaxation)
on three
occasions

2 months

24
5 Manjunath, N. Spatial and 1) Yoga 60 students Verbal and At the final assessment the yoga (Manjunath & Telles, 2004)
K. verbal memory (aged 11 to 16 Spatial group showed a significant
Telles, Shirley test scores 2) Fine Arts years) 30 memory increase of 43% in spatial
following yoga members per tests memory scores (Multivariate
Indian Journal and fine arts 10 days group analysis, Tukey test), while the
of Physiology camps for school fine arts and control groups
and children showed no change.
Pharmacology The results suggest that yoga
practice, including physical
2004 postures, yoga breathing,
meditation and guided relaxation
improved delayed recall of
spatial information.

6 Kimbrough, The effectof three 300 short-term There was no significant (Kimbrough, Balkin, & Rancich,
Sandy inverted yoga inverted participants memory difference between the control 2007)
Balkin, Rick positions on positions group and the experimental
Rancich, Allison short-term group. In this study, the practice
memory. One Week of inverted yoga positions did
Athletic Insight: not influence short-term
The Online memory.
Any improvement appeared to be

25
 Journal of Sport the result of being exposed to the
Psychology pretest rather than the
participation in yoga.
2007

7 Subramanya, Effect of two Cyclic 57 male memory and There was a significant A cyclical combination of yoga
Pailoor yoga-based Meditation state anxiety improvement in the scores of all postures and supine rest in CM
Telles, Shirley relaxation (group average sections of the WMS studied improved memory scores

2009 techniques on age ± S.D., after both CM and SR, but, the immediately after the practice and
memory scores 26.6 ± 4.5 magnitude of change was more decreased state anxiety more than
and state anxiety years) after CM compared to after SR. rest in a classical yoga relaxation
The state anxiety scores posture (shavasana).
decreased after both CM and SR, (Subramanya & Telles, 2009)
with a greater magnitude of
decrease after CM. There was no
correlation between percentage
change in memory scores and
state anxiety for either session.

26
8 Manjunath, N K Improvement in Yoga 14 children visual yoga group showed a significant (Manjunath & Telles, 1999)
Telles, Shirley visual perceptual training (aged 12–17 perceptual increase in Critical Flicker
1999 sensitivity in (yogasanas, yrs) sensitivity Fusion Frequency (CFF) and
children prianayarna, decrease in degree of illusion;
following yoga kriyas, the control group showed no
training meditation, change.
and bhajans,
along with
specially
designed
games to
improve
memory
and
attention)

10 days

27
9 Hariprasad, V. Randomized Yoga 87 subjects immediate Yoga group showed significant Yoga based-intervention appears
R. clinical trial of (yogasanas (yoga=44, and delayed improvement in immediate and beneficial to improve several
Koparde, V. yoga-based , waitlist=43) recall of delayed recall of verbal domains of cognitive function in
verbal
Sivakumar, P. T. intervention in prianayarna, (RAVLT) and visual memory elderly living in residential care
(RAVLT)
Varambally, S. residents from kriyas, (CFT), attention and working homes. Study findings need to be
and visual
Thirthalli, J. elderly homes: meditation) memory (WMS-spatial span), interpreted after considering
memory
Varghese, M. Effects on 6 months verbal fluency (COWA), methodological limitations like
(CFT),
Basavaraddi, I. cognitive executive function (Stroop lack of active comparison group.
attention and
V. function working interference) and processing (Hariprasad et al., 2013)
2013 memory speed (Trail Making Test-A)
(WMS- than waitlist group at the end of
spatial 6 months after correcting for
span), verbal corresponding baseline score and
fluency education.
(COWA),
executive
function
(Stroop
interference)
and
processing
speed (Trail
Making Test-
A)

28
10 Dr. Shikha Effect of Yoga yoga 40 (20 each memory yogic practices did help in The present study has open up
Banerjee on the Memory practice viz. group) increasing memory level among fresh areas for further research: ·
of Middle suryanamas boys and girls of experimental The present study can be
IOSR Journal of School Level kar, group as compared to the control replicated in combination with
Research & Students pranayam(a group boys and girls, who were one or more variables like
Method in nulomvilom not exposed to yogic practices. academic achievement, academic
Education ), anxiety stress, depression,
(IOSR-JRME) bhramari,o personality development etc. ·
mkar jap,
and yoga
nidra
regularly in
the morning
hours

60days

29
11 R Rangan, HR Effect of yogic yoga way of 49 boys standard The present study showed that (Rangan, Nagendra, & Bhat,
Nagendra, and G education life Age range :11- spatial and the GES (Gurukula Education 2009)
Ramachandra system and 13 years verbal System) meant for total
Bhat modern 1 year memory personality development
education tests adopting yoga way of life is
International system on more effective in enhancing
Journal of Yoga memory visual and verbal memory scores
than the MES (Modern
2009 Education
System).
12 Gulati, Kankan Self-esteem and yoga 116 children (i) self- There was a significant Yoga practice is beneficial for
esteem improvement in the scores of (i) school children as it improves
Sharma, performance in practice
using Indian
SachinKumar attentional tasks (60min/day) group mean Adaptation SLCT (P < 0.001), (ii) DLST (P attention, concentration, memory,
of Battle's < 0.001), (iii) social self-esteem (P <
Telles, Shirley in school age ± standard motor speed, and self-esteem
Self Esteem 0.01), (iv) academic self- esteem (P
Balkrishna, children after 4 and half deviation; 10.2 Inventory < 0.001), and (v) total self-esteem (P (social, academic and total).
for Children < 0.001) after 60 min/day of yoga
Acharya 4½ months of months ± 0.6 years. (Gulati, Sharma, Telles, &
and (ii) practice for 4½ months. Pearson
yoga performanc correlation showed a positive Balkrishna, 2019)
ee in correlation between yoga
International performance and the behavior with
Attentional
Journal of Yoga tasks using teachers (r =
two different 0.221 and P < 0.05).
tests
2019

30
13 Brunner, Devon A yoga program Yoga 43 Measures of Analyses revealed significant A 6-session yoga program was
Abramovitch, for cognitive practices (working improvement from pre- to post- associated with improvement on
Amitai enhancement memory) training assessment on both manipulation and maintenance
Etherton, Joseph 6 sessions WM (Digit maintenance WM (Digit Span WM measures as well as
Span Forward) and manipulation WM enhanced mindfulness scores.
PLoS One Forward, (Digit Span Backward and Additional research is needed to
Backward, Letter-Number Sequencing). No understand the extent of yoga-
2017 and change was found on Digit Span related cognitive enhancement
Sequencing, Sequencing. Improvement was and mechanisms by which yoga
and Letter- also found on mindfulness may
enhance cognition, ideally by

31
Number scores. However, no correlation utilizing randomized controlled
Sequencing) was observed between trials and more comprehensive
mindfulness and WM measures. neuropsychological batteries.
(Brunner, Abramovitch, &
Etherton, 2017)

32
14 Sharma, Vivek Effect of fast Fast 84 (18 - 24 Perceived Executive functions, PSS and (Sharma et al., 2014)
Kumar and slow pranayama years) stress scale reaction time improved
Rajajeyakumar, pranayama included (PSS), BMI, significantly in both fast and
M. practice on kapalabhati, 28 participants waist to hip slow pranayama groups, except
Velkumary, S. cognitive bhastrika. in each group ratio and reverse digit span, which showed
Subramanian, functions in Slow cognitive an improvement only in fast
Senthil Kumar healthy pranayama parameters- pranayama group. In addition,
Bhavanani, volunteers included letter percentage reduction in reaction
Ananda B. nadishodha cancellation time was significantly more in
Madanmohan na, Pranav test, trail the fast pranayama group as
Sahai, Ajit making tests compared to that in slow
Thangavel, 12 weeks A and B, pranayama group. Both types of
Dinesh (35min per forward and pranayamas are beneficial for
week) reverse digit cognitive functions, but fast
Journal of spans and pranayama has additional effects
clinical and auditory and on executive function of
Diagnostic visual manipulation in auditory
Research reaction working memory, central neural
times for processing and sensory-motor
2014 red light and performance.
green light.

33
15 Kumaran VS, Influence of Brahma- 54 students digit letter Brahma-muhurtha group after 20 (Kumaran, Raghavendra, &
Raghavendra early rising on muhurtha (16-22 years) substitution days showed a significant Manjunath, 2012)
BR, Manjunath performance in group were task and improvement in the net scores
NK. tasks requiring asked to rise verbal and for digit letter substitution task
attention and before 4:30 spatial as well as scores for verbal and
Indian Journal memory. am in the memory spatial memory tasks. The
of Physiology morning task control group also showed an
and improvement in the memory task
Pharmacology control but not in the task requiring
group were attentional processes. The
2012 allowed to present study suggests that rising
wake up just early in the morning as described
before 7 am in ancient Indian tradition
influences the process of
20 days attention and can improve the
ability to recall.

34
 3.2 Summary

Following summary can be concluded based on the above details,

1) In current educational system,

a. students are under tremendous pressure for the competition

b. rotten approach is not elevating the student in overall development

2) By implementing the yoga in school & college curriculum will leads the all-rounder
growth to the students
a. Yoga will improve the body and mind coordination

b. Yoga will improve the short term & long term memory, attention, sensitivity,
awareness
c. Yoga will improve the sharpness and presence of mind

37
 CHAPTER 4

4. AIM AND OBJECTIVE

4.1 AIM:
As we know, practice of yoga leads to an overall development of personality, which
consists of various dimensions such as physical, emotional, intellectual, social and
spiritual aspects of the behavior of the practitioner. So the aim of this study is to find
out how the Indian Education System is allowing Yoga as a mainstream subject and a
practice for students in schools, colleges and universities.

4.2 OBJECTIVE:
Study about these factors

▪ The prevalence of yoga practices among the school children.

▪ The penetration of Yoga in Indian education system.
▪ Any reasons for the non-implementation of yoga in the schools.

38
 CHAPTER 5

5 MATERIALS & METHODOLOGY

5.1 Sample
Nine different schools and colleges data collected for this study. Sample size is eight in this
study. This sample included Government & Private Schools & Colleges.

5.1.1 Source
The interview was conducted with the Head of the institutions, Yoga Teachers and
Physical Education Teachers to gather the information for the purpose of my study.

5.1.2 Sample Size

This sample consists of both government and private schools in Navi mumbai and
Maharashtra. All school belong to urban area.

5.1.3 Age Range

All the students are between 08-18years.

5.1.4 Gender
All the institutions are co- education system. So both boys and girls are there in sample.

5.1.5 Education
All are primary schools, high schools, intermediate college.

5.1.6 Socio- Economic Status

All the schools are in the city. All the students which are studying in these institutions
are belongs to Navi Mumbai & Maharashtra urban areas. All the school heads were very
enthusiastic in providing the details regarding the conduct of Yoga in the school. A
Government school didn’t have the funds to conduct Yoga on regular basis. They don’t have
proper infrastructure to conduct a yoga class. Many school authorities were interested to start
Yoga in their schools if a helping hand gets from the State Government.

39
5.2 Inclusion criteria:
All Co-education schools and college.

5.3 Exclusion criteria:

Schools those who are not interested to participate in the survey.

5.4 Informed consent

The survey was filled by the consent of the respective Head & Physical Education
Teacher of the school.

5.5 Design of the study

It is a survey based study through questionnaire.

5.6 Intervention
There is no intervention. It is a survey study.

40
 CHAPTER 6

6 DATA EXTRACTION AND ANALYSIS

6.1 Data collection
To conduct the survey, a number of educational institutions have been requested for
their participation in Navi Mumbai region. Except a few private educational institutions, many
schools have responded positively and participated enthusiastically. All institutions principals
or their physical directors have provided the necessary details to complete the survey. My
survey includes both public and private schools. It was quite interesting and encouraging to
know that many schools and colleges are conducting regular yoga classes in their respective
premises. There are also schools and colleges have shown their interest in conducting the yoga
classes but currently they are unable to do so because of lack of funds, skilled yoga teachers
and facilities to conduct the classes.

6.2 Statistical Analysis

The consolidated questionnaire comprised of 30 questions as a regarding the penetration of
Yoga practices in Indian Education System. It mainly focuses on

 Whether Yoga is introduced in the school as an extracurricular activity, if yes how

fruitfully it is implemented? If not what is the reason behind the implementation?
 Whether Yoga is implemented daily basis or periodical basis?
 Comparison of government and private institutions.

Data was collected manually by the prescribed questionnaire sent by the S-Vyasa
University. The collected data was saved and processed in MS Excel tool 2013 for the
descriptive statistical analysis including the graphical representation, result and
percentage calculations.

41
 CHAPTER 7
Results
year No. of institutes established
1900-1910 1
1950-1960 1
1970-1980 1
1980-1990 1
1991-2000 3
2010-2020 1
Website No. of institutions
Yes, have it 1
No, don‘t have it 7
Type of organization No. of schools
Government 3
Private 5
Religious affiliation from management No. of schools
Hindu,Muslim,christian 0
Muslim 0
Christian 0
Secular 8
Area of institute No. of schools
Urban 8
Rural 0
No. of students No. of institute
0-500 4
500-1000 2
1000-1500 1
1500-2000 1
No. of staff No. of institutes
0-20 3
20-40 3
40-60 1
60-80 1
80-100 1
Progrms run by institute No. of instiutes
Primary 2
10UG 5
th th
11 and 12 1

Independent yoga departments No. of institutes

Yes 1
no 7
Daily and regular yoga sessions No. of institutes
Yes 0

42
 no 8
Yoga sessions on periodic basis No. of institutions
Yes 8
No 0
Frequency of classes per week No. of institutions
Once a week 7
Twice a week 1

 Table and figure shows year of establishment

Year No. of institutes established Percentage %

1900-1910 1 13
1950-1960 1 12
1970-1980 1 12
1980-1990 1 12
1990-2000 3 13
2010-2020 1 38

Above pie chart shows that 13% of the institutes established in the year of 1900-1910, 12% of the
institutes established in the year of 1950-1960, 12% of the institutes established in the year of 1970 -

13% 12%

12%

12%
38%

13%

1900-1910 1950-1960 1970-1980 1980-1990 1990-2000 2010-2020

1980, 13% of the institutes established in the year of 2080-90, 38%of the institutes established in the
year 1990-2000 and 13% of the institutes established in the year 2010-2020.

43
  Table and graph shows number of institutes having websites.

Website No. of institutions

Yes, have it 7
No, don‘t have it 1

Website

12%

88%

Once a week Twice a week

The above pie chart shows 88% of the institutes have shared their website and 12% institutes
have not shared their website.

 Table and graph shows the type of organization

Type of organization No. of schools

Government 5
Private 3

No. of school

37%

63%

Private Government

Above pie chart shows that the number of private institutes are 37 % and the number of

44
government schools is 63 %.

45
 Table and graph show number of schools affiliated by management

Religious affiliation from management No. of schools

Hindu 0
Muslim 0
Christian 0
Secular 8

Religious affiliation

Secular
25%

Hindu
75%

Hindu Secular

Above pie chart shows that all 100% schools are secular.

 Table and graph show area of institute

Area of institute No. of schools

Urban 8
Rural 0

Area of institute

Rural
38%

Urban
63%

Urban Rural

Above pie chart shows that all 100% of the schools fall under urban area

46
  Table and graph show number of students studying in institute.

No. of students No. of institute

0-500 4
500-1000 2
1000-1500 1
1500-2000 1

No of Student

25% 25%

13%

38%

0-500 500-1000 1000-1500 1500-2000

Above pie chart shows that 50% of the institutes have less than 500 students, 25% have 500-
1000 students, 12% have 1000-1500 students and 13 %of students studying in institutes are
between 1500-2000.

 Table and figure show number of teaching and nonteaching staff in the institution.

No. of staff No. of institutes

0-20 3
20-40 2
40-60 2
60-80 0
80-100 1

47
 No. of staff

12%

38 %
25%

25%

0-20 20-40 40-60 60-80 80-90

Above pie chart shows that 38% of the school have less than 20 staff members, 25% of the
school have less than 40 staff members, 25 % of the school have less than 80 staff members. 12
% of the school have less than 100 staff members.

 Table and graph shows total programs run by institute

Programs run by institute No. of institutes

10UG 6
th
1st and 12 2

Programs Run

25%

75%

10UG 1st and 12th

th std .
Above pie chart shows 10UG institutes are 75%, 25 % are 1st and 12

 Table and graph show number of institutes has independent yoga department

48
 Independent yoga departments No. of institutes
Yes 1
no 7

Independent Yoga Dept.

12%

88%

Yes no

Above pie chart shows that 88% of the institutes have no independent yoga department.

Only 12% Institute have independent yoga department.

 Table and graph shows institutes conducting regular yoga sessions on a daily basis

Daily and regular yoga sessions No. of institutes

Yes 0
no 8
Daily yoga sessions

no
100%

Yes no

Above pie chart shows that 100% of the institutes dose not conduct daily and regular yoga
sessions.
 Table and graph shows institutions conducting regular yoga programs on a
periodic basis

49
 Yoga sessions on periodic basis No. of institutions
Yes 8
No 0

Yoga sessions on periodic basis

Yes
100%

Yes No

Above pie chart shows that 100% of the institutes conduct yoga sessions periodically

 Table and graph show frequency of classes conducted on periodic basis.

Frequency of classes per week No. of institutions

Once a week 7
Twice a week 1
Frequency of classes per week

12%

88%

Once a week Twice a week

Above pie chart shows that 87% of the schools conduct yoga sessions once a week and 13% of
the schools conduct twice a week.

50
  Table and graph show institutes conducting yoga competition in institions

Yoga competitions NO. of institutions

Yes 2
No 6

Yoga competitions

25%

75%

Yes No

Above pie chart shows that the 25% institutes conducting yoga competitions and 75% doesn't
conduct yoga competition.

 The enrollment for yoga optional or mandatory for all students.

Enrolment for Yoga No. of institutions

Optional 1
Mandatory 7
Yoga Enrollment Status

12%

88%

Optional mandatory

Above pie chart shows that all 88% of the institutions kept yoga Enrollment as mandatory and
only 12% Optiona

51
Table and Graph shows whether people taking yoga training satisfied with the program.

Satisfied with yoga program No. of institutions

Yes 8
no 0

Satisfied with yoga program

Yes
100%

Yes No

Above pie chart shows that 100% institutes are satisfied with the yoga program.

 Table and graph shows whether institutes agree yoga is necessary for the students

Yoga is necessary No. of institutes

Yes 8
No 0
Yoga is necessary

Yes
100%

Yes No

Above pie chart shows that all the 100% institutes agree that yoga is necessary for the students.

52
  Table and graph show whether yoga is necessary for teachers, nonacademic staff
in institution.

Necessity of Yoga for teachers and nonacademic No. of institutions

staff Yes 8
No 0
Necessity of Yoga for staff

100%

Yes No

Above pie chart shows that all 100% institutes agree that yoga is necessary for teaching and non-
teaching staff.

 Table and graph shows overall adherence towards yoga session

Adherence towards yoga No. of institutes

AdherenceLow
towards yoga 1
Moderate 4
High 3

Adherence towards yoga

12%

38%

50%

Low Moderate High

53
Above pie chart shows that overall adherence towards yoga is 38%, and 50% is moderate and 12%
is low.

 Table and study shows overall complaints about yoga session.

Complaints about yoga session No. of institutes

Low 8
Moderate 0
High 0
Complaints about yoga session

Low
100%

Low Moderate High

Above pie chart shows that all 100% of the institutes receive low complaints about yoga sessions.

 The table and graph shows whether the separate trained yoga teachers take the
yoga class or Physical Education (PE) teacher takes the class

Who conducts yoga class No. of institutes

Yes, yoga teacher 1
No, PE teacher 7
Yoga teachers in Institute

12%

88%

Yes, yoga teacher No, PE teacher

54
Above pie chart shows that 88% of the institutes don‘t have separate yoga teachers and 12% of
them have yoga teacher.

 Table and graph shows whether there is a separate Yoga hall facility.

Institute has Yoga hall facility No. of institutes

Yes 4
No 4
Yoga hall Facility

No Yes
50% 50%

Yes No

Above pie chart shows that 50% of the institutes doesn't have separate yoga hall facility only 50%
institute have separate yoga hall facility.

 Table and graph shows whether the institutes think yoga should be made
compulsory in Indian education system (schools, colleges etc.)

Yoga should be made compulsory No. of institutions

Yes 8
No 0

55
 Yoga shoud be made compulsory

Yes
100%

Yes No

Above pie chart shows that all 100% institutes agree that yoga should be made compulsory

56
 CHAPTER 8
8 Discussion
Overview of the result

The survey was conducted to find out the penetration of yoga as a mainstream subject and a
regular practice in the Indian Education System. Survey results show that

 Survey study includes the institutions of varying junior college, Government, and private
school in urban areas only.

 100 institutions have implemented yoga training.

 Majority of the institutions have teachers who are conducting either regular or periodic
yoga sessions and the adherence to the Yoga practice is high.

 Some of the institutions do not have a separate skilled yoga trainer and, they are lacking
funds and infrastructure to start yoga sessions in their premises.

 If government comes forward and support, some of the institutions are very much ready to
take up yoga a subject for students and staff.

 Survey includes institutions belong to only secular backgrounds. However, irrespective of

their background, institutions aware of benefits of yoga and wish to start yoga training for
students provided support from the government.

The present study also tells that over 100 % institutions are well aware of the importance of
Yoga. Even though they understand the benefits of yoga, the major concerns are lack of
infrastructure, lack of trained yoga teachers, lack of funds from the government and poor
income in case of private schools, absence of a yoga teacher vacancy in government schools etc.
In order to the the benefits of yoga practices it can be added as a curricular or co-curricular
activities.

57
 CHAPTER 9

9 CONCLUSIONS

Overall it was a positive experience and felt encouraging. Schools curiously asked about the
study and after learning about the survey, they supplied necessary details to the questions in the
questionnaire. The survey results show that majority of institutions are conducting yoga
programs. Most of the institutions have facilities and teachers who can train students. From the
survey it is evident that International Yoga Day celebrations have also brought a good awareness
to the teachers and students irrespective of their religion. Majority of the school authorities are
ready to start Yoga training if they get support from Government or from any voluntary
organization. The survey also revealed that the authorities are ready to start yoga in their school
and the Government should take initiative to include yoga as part of curriculum in the schools
and release sufficient funds for its implementation. If the yoga training's introduced at the
earliest in the school level, our future generations will have better health and thereby the schools
can produce healthy and emotionally stabilized citizens.

CHAPTER 10

APPRAISAL
50
10.1Strength of the study
 Found out the extent of Yoga programme conducting in the school and the reason for
58
 failure to conduct the Yoga sessions.
 Because of this survey the institutions authorities have a chance to more awareness of
yoga.

10.2Limitations of the study

 Lack of reliability and repeatability we don’t know schools are giving correct
information.
 Data was collected from nine schools and sample may not be an adequate
representative of population.
 The type of organization if Government or Private is not uniform. These were chosen
randomly.
 Intervention study is useful to aware of the people because they experience the results.

10.3Suggestions for Future Research

 Larger sample size: A big sample size can be taken which cover a whole city of
geographical area.
 Multi approach: Collect data at various time frames in the society and could give more
responsible samples and use of better sampling techniques such as stratified sampling,
cluster sampling etc.
 Awareness program in schools: Giving awareness programs in school could fetch
better result.
 Conduct the survey in urban & rural area, Government & private separately will get
more accurate and specific results
 Some of the questions are not clear. And the concerned people in the institutions
confused with these questions.

50

59
 APPENDIX

QUESTIONNAIRE
1 Name of the Institution
2 Name, designation & contact number of
institute representative, giving information
3 Year of establishment
4 Website
5 Type of organization Government Private
6 Any religious affiliation of the management Hindu Hindu Christian Secular
7 Area Rural Urban
8 Total strength of students
9 Total strength of teaching and non-teaching
staff
10 Number of programs totally run (e.g., 10 UG,
4 PG / 1-12th Std
etc.)
11 Does the institute has an independent yoga Yes No
department
12 If yes, since how long the department is
functioning
13 Do the institute, conduct regular yoga Yes No
sessions on a daily basis
14 Do the institute, conduct regular yoga Yes No
programs on a periodic basis
15 Frequency of classes per week Theory : Practical:
16 Are you conducting yoga competition in your Yes No
school/ institute?
17 Is the enrollment optional or mandatory for Optional Mandatory
all?
18 Do people taking yoga training satisfied with Yes No
the program?
19 What change do you find in public interest
and perception of yoga after start of
International Day of Yoga ?

20 Do you agree yoga is necessary for the Yes No

students?
21 Do you agree yoga is necessary for teachers, Yes No
non academic staff in institutions?
22 Overall adherence towards yoga session Low Moderate High
23 Overall complaints about yoga sessions Low Moderate High
24 How many yoga teachers are available? Male: Female :
25 Do separate trained teachers take the yoga Yes, Yoga No, PE teacher
50
class or Physical Education (PE) teacher teacher
takes the class
26 Is there a separate Yoga hall facility, how Yes If Yes, How No
many? many :
27 Do you think yoga should be made Yes No
compulsory in Indian education system
(schools, colleges etc.)
28 If no yoga program is run, what is the a. Lack of infrastructure,
reason? (You may choose more than one b. Lack of human resource,
options) c. Lack of fund,
d. Not a scope of the institute
e. Any other, Specify
29 If no yoga program is run, is the institute Yes, will start No, need external
going to start on their own or does the on our own support
institute need external support (infrastructure,
human resource etc.) to start yoga program?

30 Any other comments or remarks:

I hereby, declare that all the above information given by me is true and correct to the best of my

knowledge, and I voluntarily consent to give the above information.

Name and signature with Date and Seal Designation

E mail

Contact Number

50
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