Volume 1 Final

Quarterly InternationalJournal of Physical Education Sports Management and Yogic SciencesISSN Print 2231 – 1394, Online 2278 795X VOL. 16 Special Issue 2026 Volume 1Peer Reviewed, Referred, DOI and SJ Impact Factor 8.31 (2025)Papers written in English/HindiEditor in ChiefMrs. Ruby SharmaSudhir Surya Yoga College & Research CentreRegd. Office: C-84, LIG Flats, Ashok Vihar Phase IV, Delhi 110052Head Office: A1 353, Blue’s Springfield Society, Waghodia Road Vadodara 390019Mobile: 9990803459, 8733934440, Email: [email protected]: www.mrdsect.in/pesyPesy

iiAbout the Journal Pesy is a referred International, Quarterly and Bi lingual Journal of Physical Education, Sports Management and Yogic Sciences. It promotes interdisciplinary perspective to discuss issues of National and International Significance. Its regular features include research book editorial correspondence. All the Research papers are subject to a double – blind referring process and are published on the recommendations of referees and discretion of the editor. As far as the Research papers are concerned, the views or statements expressed in the Research papers are solely of the author and the editor is not responsible for the same. PURPOSES1. Cooperation in the exchange of information about Physical education, sportsManagement and Yogic Science Culture worldwide2. Development of both the physical and mental aspects of Physical Education, Sports Management and Yoga.3. Balance of advanced theories and common practices.AIMS1. To provide a medium for the exchange of information and an opportunity for cooperation and development among various countries worldwide. 2. To promote the study of both and physical and mental aspect of physical education, sports management and yogic sciences by using the advances in scientific research results.3. To establish a common foundation of theory based on the positive differences of various backgrounds.4. To develop interest in the significant study of various researchers.Printed and Published by Mrs. Ruby Sharma on behalf of Sudhir Surya Yoga College and Research Centre, Regd. Office: C-84, LIG Flats, Ashok Vihar Phase IV, Delhi-110052. Head Office: A1 353, Blue’s Springfield Society, Pavlepur Village, Waghodia Road, Vadodara-390019

iiiEditorial BoardPatron Dr. R. ThirumalaisamyFormer (Founder) First Vice Chancellor,Tamil Nadu Physical Education and Sports University,Chennai, TamilNadu, IndiaEditor in ChiefMrs. Ruby SharmaAdvisory BoardDr. Chia Hua Kuo (Taiwan) Email:[email protected] Ph: +886-2-28718288 ext.5802Catarina Isabel N. G. Abrantes (Portugal) Email: [email protected], Ph: 259350890 Dr. Essam Eldin Shaaban A. H (Egypt) Email id: [email protected] Dr. Yousra Al-Sinani (Oman)Phone: +968 2414 1634Email: [email protected]. George Abraham(India)Mo: 99656 25502Email id: [email protected]. Inder Mohan Datta (India) Mobile No.: 9818330804 Email id: [email protected] Dr. Nagendra Sharma (India)Email: [email protected] Mo: 9412038902Dr. J. K. Thakur (India)Mo: 9421710105Email: [email protected]’s BoardProf. M Chandra Kumar(India) E-Mail:[email protected]: 9449040903Dr. A. Shenbagavalli (India)Email Id: [email protected]: 9443411072Dr. Kaukab Azeem (Saudi Arab)Mob. 00966 534097996Email Id.: [email protected]. D. Maniazhagu (India) Mobile No.: 9865204005Email id.: [email protected] correspondence related to the Journal should be addressed to:- Mrs. Ruby Sharma (Editor in Chief) Sudhir Surya Yoga College & Research CentreRegd. Office: C-84, LIG Flats, Ashok Vihar Phase IV, Delhi 110052Head Office: A1 353, Blue’s Springfield Society, Pavlepur Village, Waghodia Road, Vadodara 390019, Mo: 9990803459, 8733934440, Email: [email protected], Website: www.mrdsect.in/pesy

ivGUIDELINES FOR AUTHORSProcedureCommunicationThe Sudhir Surya Yoga College & Research Centre welcomes articles of interest representing original work, analytical papers and papers based on review of extensive literature on any aspect of Physical Education, Sports Management & Yogic Sciences for publication in PESY. All communications should be addressed to the Mrs. Ruby Sharma (Editor in Chief), Sudhir Surya Yoga College & Research Centre, Head Office: A1 353, Blue’s Springfield Society, Waghodia Road, Vadodara 390019. DeclarationEach article should be accompanied with a declaration by all the authors that I/They are the authors of the article in the order in which listed; and the article is original, has not been published and has not been submitted for publication elsewhere.It is the author’s responsibility to obtain permission in writing for the use of all previously published material, not that of the editor or publisher.Manuscript Manuscripts should be type/written (double spacing) on one side of the white A4 paper.These should normally consist of five to eight thousand words. The length of the full paper must be 8-10 single spaced (Books typed) pages. Please use Time New Roman Font with 11pt. size. (In adobe PageMaker). Papers in Hindi language should be typed in Krutidev 40, 12pt. size in adobe PageMaker (Book Styled) Submission of ArticlesArticles should be sent by post or e-mail along with your brief bio-data and email Id. One hard copy along with the CD should be sent.Review SystemEvery Article will be reviewed by a masked peer review by two referees. The criteria used for acceptance of articles are contemporary relevance, contribution to knowledge, clear

v and logical analysis, and sound methodology of research articles. The Editor reserves the right to reject any manuscript as unsuitable in topic, style or form without requesting external review.CopyrightThe author owns the copyright of the article until it is accepted by the Editor for publication. After the acceptance communication, the copyright of the article is owned by the Sudhir Surya Yoga College & Research Centre and should not be reproduced elsewhere without the written permission of the Editor and the authors of the article.Preparation of the ArticleTitle PageThe title page includes the title of the article, name/s of the authors, position/s their institution and e-mail address/s. repeat only the title on the first page of the article. AbstractThe first page of the article should contain an abstract of the article not exceeding 200 words.SpellingsUse British spellings in all case instead of American (Concise Oxford Dictionary).Underlining WordsWords underlined in a manuscript appear in Italics when typeset. Don’t underline words for emphasizing them.AbbreviationsA term to be abbreviated must, on its first appearance, be written out completely and followed immediately by its abbreviation in parentheses. Thereafter, the abbreviation may be used without further explanation.

viNumbersUse figures to express all numbers 10 and above. Use words to express numbers lower than 10, and common fraction numbers that begin a sentence/title.NotesFootnotes should be listed as notes in an appendix and not typed at the bottom of the manuscript pages on which they appear.QuotationsVerbatim citation of fewer than 40 words may be incorporated in the text, enclosed with double quotation marks. A quotation of more than 40 words may be displayed as a free standing block. Do not use quotation marks for the block quotation. Give the source of the quotation in the form of author’s last name, year and page number in parentheses.Reference List1. The author should follow the APA style. The reference list at the end should provide complete information necessary to identify and retrieve each source. References sited in the text must appear in the reference list; conversely, each entry in the reference list must be sited in the text, both should be identical in spelling and year.2. An article published in journal may be listed as: Author’s last name, initials, year of publication, name of the article, name of the journal in italics, volume number, issue number in parentheses, and page number.3. An article published in an edited book may be listed in the following format: Author’s last name, initials, year of publication, name of the article, initial and surname of editors, Ed/s in parentheses, title of the book in italics, place of publication and name of publisher, separated by a colon.4. A book may be listed in the following manner: Author’s last name, initials, year of publication, title of the book in italics, place of publication and name of publisher, separated by a colon.5. When a reference has more than one author, list all the author’s names. 6. For an institutional report, write full name of the institute as the author. For a Government report, the author is the name of the country/state and the name of the Ministry/Department, separated by a colon.7. Arrange references in the alphabetical order. If information is missing in the reference,(?) will be inserted in the published paper.

viiImportant Information’s1. Acceptance of the paper will be sent through e-mail. 2. All decisions regarding members on Editorial board or Associate Membership will rest with the Editor-in-Chief. 3. For getting the copies of “Reprints’, kindly inform before the publication of the Journal. In this regard, the fees will be charged from the author. 4. Authors should submit their research paper/Article through email [email protected]. 5. Research Papers will be reviewed and will be published on the recommendations of the members of the referee’s Board, the advisory board and experts of the subjects and the discretion of the editor.

viiiS. No. Topic Page No.1. YOGA EDUCATION FOR MASTERING VAYU FUNCTIONYogacharya Jadranko Miklec1 – 92. ROLE OF SPORTS UNIVERSITIES IN DEVELOPING DUAL CAREERS OF STUDENT-ATHLETES IN INDIADr. Sudhir Kumar Sharma, Dr. Sandeep Kumar10 - 153. MENTAL HEALTH AND WELL-BEING MENTAL HEALTH THROUGH YOGADr. Balasubramaniam, Dr. Surekha16 – 214. ASSOCIATION OF ABO BLOOD TYPES WITH PSYCHOLOGICAL TRAITS: A STUDY ON STRESS, ANXIETY, AND DEPRESSIONRahul Kumar Rana , Dr. Anita Gupta, Shraddha Dwivedi, Sirajuddin, Bishnu Prashad Tamang, Sonika Rai, Nongmeikapam Jenia Devi 22 – 285. EFFECT OF TRADITIONAL INDIAN SURYANAMASKAR ON TRUNK JOINT MOBILITY IN COLLEGE FACULTY MEMBERSDr. Suresh Kondiba Rathod 29 – 326. POTENTIAL BENEFITS OF NO EQUIPMENT AND CULTURAL BASED PHYSICAL EDUCATION IN RURAL SCHOOLSAditya Shriwas, Hridip Talukdar, Mayank Shrike, Yash Gangare33 – 387. EFFECT OF PLYOMETRIC TRAINING FOR DEVELOPMENT OF UPPER BODY MUSCLE STRENGTH AMONG VOLLEY BALL PLAYERS OF OSMANIA UNIVERSITY, HYDERABAD Amanaganti Mahesh, Prof. B. Sunil Kumar39 – 408. EVALUATING AN ADAPTED PHYSICAL EDUCATION PROGRAM: IMPACTS ON MOTOR SKILLS, WELL-BEING, AND INCLUSION FOR CHILDREN WITH DISABILITIES Archana Dhurve41 – 509. INDIAN TRADITIONAL YOGIC PHILOSOPHY: AN ESSENCE OF GLOBAL WELL-BEING Chetana Dundappa Paygonde, Dr. Neetu O. Joshi 51 – 5510. TRAINING OUTCOMES OF DIFFERENT FORMS OF SPEED TRAINING ON SELECTED SPEED AND POWER PARAMETERS AMONG COLLEGE MEN STUDENTSChintamalla Rajeev Gandhi, Dr. S. Alagesan56 – 5911. EFFECT OF PLYOMETRIC TRAINING AND RESISTANCE TRAINING ON THE DEVELOPMENT OF SPEED AMONG SCHOOL SPRINTERS OF NORTHERN TELANGANADr. Anitha60 – 6212. EVALUATING AN ADAPTED PHYSICAL EDUCATION PROGRAM: IMPACTS ON MOTOR SKILLS, WELL-BEING, AND INCLUSION FOR CHILDREN WITH DISABILITIES Dr. Archana B Uikey63 - 7313. THE SCOPE OF ARTIFICIAL INTELLIGENCE (AI) IN PHYSICAL EDUCATION AND SPORTS UNDER NEP 2020Dr. Archana S. Giri74 – 7714. EFFECT OF CORE STRENGTH TRAINING FOR DEVELOPMENT OF EXPLOSIVE POWER AMONG HOCKEY PLAYERS OF HYDERABAD DISTRICT Dr. G. Akhila78 – 8015. COMPARATIVE STUDY OF AGILITY, REACTION TIME, STRENGTH AND FLEXIBILITY MEASURES OF VOLLEYBALL AND BASKETBALL PLAYERSDr. Rajendra Nana Shelke81 – 84

ix16. YOGA FOR STRESS MANAGEMENT Dr.Rohini C. Kawade85 – 9017. EFFECT OF CORE STRENGTH TRAINING AND MEDICINE BALL EXERCISES ON DEVELOPMENT OF SPEED AMONG B.PED STUDENTS OF DR. MUSCU MADHUSUDHAN REDDY COLLEGE OF PHYSICAL EDUCATION, CHOUTUPPAL, M.G. UNIVERSITY Dr. Sanjay Kumar Sahu, Dr. Muscu Madhusudan91 – 9318. MODERN LIFESTYLE Dr. Satyavan Harmalkar 94 – 9619. PEACE THROUGH SPORTS: A PATHWAY TO SOCIAL WELL‑BEING AND INCLUSIVE COMMUNITIES Dr. Sham Devichandji Kabuliwale97 – 10120. AN ANALYTICAL STUDY OF MENTAL HEALTH AND WELL-BEING THROUGH PHYSICAL ACTIVITY AND YOGADr. B. C. Mohite, Sharad Arun Sawale102 - 10521. MEMORY MATTERS: EARLY DETECTION AND SUPPORTIVE CARE FOR DEMENTIA IN INDIAN SENIORSDr. Sushama Narayan Chougule106 – 10822. A COMPARATIVE STUDY OF MALLAKHAMB, YOGA, AND STANDARD PHYSICAL EDUCATION ON FITNESS AND WELLNESS PARAMETERS IN ADOLESCENTSDr. Shailesh Narayan Padwal 109 – 11623. PHYSICAL ACTIVITY AND YOGA AS COMPLEMENTARY STRATEGIES FOR ENHANCING PSYCHOLOGICAL WELL-BEING Dr. Yampalla Srinivas Reddy, K. Gopal Reddy117 – 12024. EFFECT OF SPECIFIC SELF DEFENCE TRAINING ON REACTION TIME OF HAND AND LEG OF SECONDARY SCHOOLS CHILDRENHarish Waidande, (Dr.) G.K. Dhokrat121 – 12425. THE EFFECT OF 12 WEEKS OF PLYOMETRIC AND CIRCUIT TRAINING ON SPEED AMONG COLLEGIATE TAEKWONDO PLAYERS OF OSMANIA UNIVERSITY K. Reddiya Nayak, Sr. Prof. Rajesh Kumar125 – 12726. A STUDY OF EFFECT OF PLYOMETRIC AND ISOTONIC TRAINING PROGRAMME ON MOTOR FITNESS COMPONENTS, PSYCHOLOGICAL VARIABLES AND SKILL ABILITIES OF COLLEGE FOOTBALL PLAYERS OF MUMBAIMahendra Sahadev Kambli, Dr. Rajendra R Dhakne128 – 13327. STUDY OF THE CORRELATION BETWEEN SKILL AND PHYSICAL ABILITYOF SOFTBALL PLAYERSManjusha Vishwasrao Khare, Dr. M.S. Rathod134 – 13628. YOGA, SPIRITUALITY, AND HUMAN FLOURISHING IN A GLOBALIZED WORLDMeka Vani, Dr. D. Devaki137 – 14029. MENTAL HEALTH AND WELL BEING THROUGH PHYSICAL ACTIVITY AND YOGADr. Dharamsing Gemsing Jadhav Dr. Ghayal Baburao Laxman Rao 141 – 14430. EFFECT OF YOGIC PRACTICES ON PHYSICAL FITNESS AND PSYCHOLOGICAL WELL-BEING AMONG SECONDARY SCHOOL CHILDRENMr. Dullayya, Dr. Shashidhara Kellur145 – 151

x 31. ACCURACY OF 1RM PREDICTION EQUATIONS OF BENCH PRESS AND SQUATS BASED ON LEVEL OF GYM GOING MALE FROM GOASaurabh Pratap Raikar, Prof. Dr. Anil Gahininath Kamble152 – 15732. EFFECTS OF SELECTED HRPF COMPONENTS OF TAEKWONDO PLAYERS OF NAVI-MUMBAIMr. Wayal Yogesh Lahu, Dr. Vishwambhar Jadhav158 – 16233. A STUDY OF EFFECT OF RESISTANCE TRAINING PROGRAMME OF PHYSICAL FITNESS OF TAEKWANDO PLAYERS AGED 14 TO 18 YEARS OF NAVI MUMBAINilesh Ashok Jalnawalla163 – 16734. EFFECTIVENESS OF ZUMBA AND AEROBICS TRAINING PROGRAM ON THE BASIS OF GENERAL WELLBEING OF SECONDARY SCHOOL CHILDREN OF MUMBAIDr. Nishant Kolhe, Professor (Dr.) G.K. Dhokrat168 – 17235. A DESCRIPTIVE STUDY OF BREATHING EXERCISE TRAINING AND ITS EFFECTS ON SELECTED PHYSIOLOGICAL VARIABLESDr. J. M. Hotkar, Sanjay Narayan Chougale 173 - 17636. THE EFFECT OF 12 WEEKS OF RESISTANCE AND NORMAL TRAINING ANDASSISTANCE AND NORMAL TRAINING ON SPEED OF INTERCOLLEGIATE MALE SPRINTERS OF OSMANIA UNIVERSITYN. Ramesh, Sr. Prof. L. B. Laxmikanth Rathod177 – 18037. A STUDY ON THE EFFECT OF SUN SALUTATION ASANA TRAINING ON STRENGTH, ENDURANCE AND FLEXIBILITY OF MIDDLE AGED WOMEN Bandi Renuka Research Scholar, Pro. (Dr.) Shafioddin S Shaik 181 – 18638. EFFECTIVENESS OF CONTINUOUS TRAINING ON CARDIOVASCULAR ENDURANCE OF WRESTLERSSandeep Dhanbahadur Dhami187 – 19039. EFFECT OF THORACIC MOBILITY EXERCISES ON UPPER LIMB FUNCTION IN BADMINTON PLAYERSDr. Shailja Mehta, Dr Dhara Salvia 191 – 19640. YOGA, SPIRITUALITY AND GLOBAL WELL-BEING Sharad D Shingote197 – 20241. QUANTIFYING PROPULSION CONTRIBUTIONS OF ARM ACTION AND KICKING ACROSS DIFFERENT SWIMMING STYLESShraddha Dwivedi, Dr. Yogesh Nirmal, Nikhil Kumar Sinha, Arun Bhagat 203 – 20942. COMPARISON OF SPEED AMONG KABADDI AND KHO-KHO GIRLS PLAYERS OF RANGA REDDY DISTRICT Gone Shravani210 – 21143. PSYCHOLOGICAL RESILIENCE AND COMPETITION-RELATED ANXIETY IN UNIVERSITY RACKET SPORT ATHLETES Mr. Suhotro Roy, Dr. Mithilesh Kumar Singh 212 – 21444. DEVELOPMENT AND VALIDATION OF A TEACHER –MADE QUESTIONNAIRE TO MEASURE THE EFFECT OF PHYSICAL FITNESS EXERCISE ON MENSTRUAL PAIN AND SYMPTOMS AMONG WOMEN AGED 18- 45 YEARSPoonam Chandulal Dholu, Dr. Shobha Pramod Shinde, Dr. Mohit Rajendra Shinde215 – 21945. CHOLESTEROL LDL AND HDL: REEVALUATING THE GOOD AND BAD PARADIGMPushpak Pradiprao Khonde220 - 225

xi46. COMPARATIVE ANALYSIS OF EMOTIONAL STABILITY OF HOSTEL BOYS AND GIRLS OF AMRAVATI DISTRICTHarshad Babhulkar, Narottam Kumar,Oma Hang Subba, Dr. Anita Gupta, Shraddha Dwivedi, Dr. Suhas Khandwe, Pushpak Khonde 226 – 23147. THE AI REVOLUTION IN INDIAN SPORTS: PERFORMANCE OPTIMIZATION AND AUDIENCE ENGAGEMENT Mr. Parse Abhijit Venkat, Dr. Rohini C. Kawade232 - 23648. COMPARATIVE ANALYSIS OF EMOTIONAL STABILITY OF HOSTEL BOYS AND GIRLS OF AMRAVATI DISTRICT Harshad Babhulkar, Narottam Kumar, Dr. Anita Gupta, Shraddha Dwivedi, Dr. Suhas Khandwe, Pushpak Khonde 237 – 24049. THE CORRELATIONAL STUDY OF EYE-HAND, EYE-FOOT AND WHOLE BODY COORDINATION AMONG PLAYERS OF AMRAVATI Sayali Upare, Pooja Devi, Abhishek Sharma, Kartik Chanan, Tenzin Chunie, Dr. Anita Gupta, Asst. Prof. Shraddha Dwivedi241 - 24550. AN ANALYTICAL STUDY OF MENTAL HEALTH AND WELL-BEING THROUGH PHYSICAL ACTIVITY AND YOGADr. B. C. Mohite, Sharad Arun Sawale246 – 25051. EFFECT OF YOGIC PRACTICES ON PHYSICAL PROBLEMS AND ANXIETY OF MENOPAUSAL WOMEN OF THANE DISTRICTSneha O. Maurya, Dr. Sushama N. Chougule251 – 25352. IMPACT OF INTERVAL TRAINING UNDER DIFFERENT TRAINING CONDITIONS ON ENDURANCE AND VO2 MAX OF LONG-DISTANCE ATHLETEST. Vijaya Sagar, Dr. A. Siddhartha, Dr. Md. Imran Sa 254 – 25853. EFFECTIVENESS OF YOGA TRAINING PROGRAM ON SELECTED MENTAL HEALTH COMPENENT OF FOOTBALL PLAYERS AGED 13-14 YEARSVimla Tiwari, Dr. R. R. Dhakne259 - 26154. A COMPARATIVE STUDY OF CREATIVE THINKING OF STUDENTS OF BRIHANMUMBAI MUNICIPAL CORPORATION AND INDIAN CERTIFICATE OFSECONDARY EDUCATION SCHOOLS OF MUMBAI CITYBhaskar Kashyap, Dr. Rajendra N. Shelke262 – 26755. THE IMPACT IF SMART TRAINING SYSTEMS ON ATHLETIC PERFORMANCEAND INJURY PREVENTION. Dr. Deepali Morey268 – 27256. IMPORTANCE OF PHYSICAL EDUCATION IN SCHOOLS FOR THE PROMOTION OF HEALTH AND FITNESS AMONG SCHOOL CHILDRENSSr. Prof. Rajesh Kumar, D.Vijaya Laxmi, L.Krishnam Raju, Mohan Sayaboina273 – 27557. A COMPARATIVE STUDY OF STUDY HABITS AND SCHOOL WELLBEING OF SECONDARY AND HIGHER SECONDARY SCHOOL STUDENTS OF MUMBAI SUBURBAN DISTRICTDr. Kishore J. Maru, Dr. Jitendra Limbkar276 – 28058. THE EFFECT OF 12 WEEKS OF STRENGTH TRAINING AND PLYOMETRIC TRAINING ON AGILITY OF INTER COLLEGIATE MALE KHO KHO PLAYERS OF OSMANIA UNIVERSITY Dr. Guguloth Sunitha281 – 28359. A COMPARATIVE STUDY OF PSYCHOLOGICAL VARIABLE SELFACCEPTANCE BETWEEN FEMALE PHYSICAL EDUCATION AND OTHER SUBJECT TEACHERSMs. Ritika Ravindra Khamkar, Dr. Kishore J. Maru284 - 288

xii MESSAGEI am delighted to extend my warm greetings to all scholars, delegates, researchers, practitioners, and students participating in the 4th International Conference & Global Conclave on Physical Education, Sports Science & Social Wellness, scheduled on 13th and 14th January, 2026. In today’s rapidly evolving world, the role of Physical Education, Sports Science, and Social Wellness has become increasingly significant in shaping healthy individuals and harmonious societies. Physical activity and sport are no longer limited to performance and fitness alone; they are powerful instruments for promoting mental wellbeing, social cohesion, ethical values, and sustainable development. Integrating scientific research with practical applications in these domains is essential to address contemporary global challenges related to health, lifestyle, and social balance.This international conference and global conclave provides an excellent platform for the exchange of ideas, research findings, and best practices among academicians, researchers, and professionals from across the globe. The deliberations, keynote addresses, and scholarly presentations will undoubtedly contribute to advancing knowledge, encouraging innovation, and strengthening interdisciplinary collaboration in Physical Education, Sports Science, and Social Wellness. I sincerely appreciate the efforts of the organizers, conveners, and all supporting institutions for conceptualizing and successfully hosting this prestigious academic event. I am confident that the outcomes of this conference will inspire meaningful dialogue, foster global partnerships, and pave the way for future initiatives that promote holistic health and social wellbeing.I wish the conference every success and extend my best wishes to all participants for enriching academic interactions and fruitful deliberations.Shri Sanjay SheteChief Patron President, BPCA

xiiiMESSAGEIt gives me immense pleasure to convey my warm greetings to all delegates, scholars, researchers, academicians, and students participating in the 4th International Conference & Global Conclave on Physical Education, Sports Science & Social Wellness, being held on 13th and 14th January, 2026. In the contemporary global context, Physical Education, Sports Science, and Social Wellness have emerged as vital pillars for nurturing healthy individuals and resilient communities. Scientific advancement in sports and physical activity, combined with a strong focus on social wellbeing, plays a decisive role in addressing challenges related to lifestyle diseases, mental health, youth development, and social harmony. Platforms such as this international conference are essential for integrating theory, research, and practice to create meaningful and sustainable impact.This conference and global conclave offers a valuable opportunity for the exchange of innovative ideas, research outcomes, and best practices among national and international experts. The academic deliberations, keynote addresses, and interactive sessions will certainly contribute to strengthening evidence-based practices and promoting interdisciplinary collaboration in the fields of Physical Education, Sports Science, and Social Wellness.I sincerely commend the organizers, convenors, and the entire team for their dedicated efforts in planning and executing this prestigious academic event. I am confident that the discussions and recommendations emerging from this conference will inspire future research, institutional collaborations, and policy-oriented initiatives for holistic health and social development.I wish the conference grand success and extend my best wishes to all participants for productive deliberations and enriching academic engagement.Shri Deepak ShetePatronGeneral Secretary, BPCA

xivCONVENER MESSAGEThe Global Conclave on Physical Education, Sports Science and Social Wellness serves as an important international platform for scholarly dialogue and knowledge exchange addressing contemporary challenges related to health, education, and social well-being. The conclave brings together academicians, researchers, practitioners, and policymakers to explore innovative and evidence-based approaches that strengthen the role of physical activity, sports science, and yoga in holistic human development.The thematic focus of the conclave encompasses innovations in physical education and curriculum development, advancements in sports science and technology, and mental health and well-being through physical activity and yoga. Equal emphasis is placed on the role of physical activity in social inclusion, community development, peace-building through sports, and the promotion of wellness across diverse populations, including individuals with special needs and differently abled persons. Key discussions also address rehabilitation, injury prevention and recovery, policy development for physical education and wellness, and the impact of global health challenges on sports and physical education. The integration of yoga, spirituality, and global well-being further enriches the holistic perspective of the conclave.The scholarly contributions presented in this volume reflect interdisciplinary research, practical insights, and policy-oriented perspectives that will support the advancement of Physical Education, Sports Science, and Social Wellness. It is hoped that this publication will inspire further research, collaboration, and meaningful action toward building healthier, inclusive, and peaceful societies.I extend my sincere appreciation to all authors, reviewers, delegates, and members of the organizing and editorial committees whose dedication has ensured the academic quality and global relevance of this conclave. It is hoped that the outcomes of the Global Conclave on Physical Education, Sports Science and Social Wellness will contribute meaningfully to the creation of healthier individuals, inclusive communities, and a peaceful global societyProf. Dr. Ghansham Kashinathrao DhokratConvenerInternational Conference & Global Conclave on Physical Education,Sports Science and Social Wellness

xvEditorialThe present Special Issue (Volume 16, 2026) of the Quarterly International Journal of Physical Education, Sports Management and Yogic Sciences (PESY) reflects a comprehensive and timely scholarly response to the evolving demands of physical health, mental well-being, and social wellness in a rapidly changing global landscape. This volume brings together a rich collection of interdisciplinary research that highlights the integral role of physical education, sports science, yoga, and emerging technologies in fostering holistic human development. The contributions featured in this issue span a wide spectrum of themes, including yogic philosophy, mental health, physical fitness, sports training methodologies, adapted physical education, social inclusion, and the application of artificial intelligence in sports and education. Collectively, these papers emphasize the synergy between traditional knowledge systems such as yoga and modern scientific approaches to health, performance, and well-being. The research presented not only advances theoretical understanding but also offers practical insights for educators, coaches, health professionals, and policymakers. A notable strength of this issue lies in its focus on inclusivity and social relevance. Studies addressing children with disabilities, student-athletes’ dual careers, women’s health, aging populations, and community wellness underscore the journal’s commitment to socially responsible scholarship. The emphasis on mental health, stress management, resilience, and emotional stability further aligns with contemporary global concerns related to lifestyle disorders and psychological wellbeing. This special issue also resonates strongly with the objectives of the 4th International Conference & Global Conclave on Physical Education, Sports Science & Social Wellness, serving as a valuable academic record of current research trends and collaborative efforts across nations. The editorial board sincerely acknowledges the dedicated efforts of authors, reviewers, and advisors whose scholarly contributions and rigorous peer-review process have ensured the academic quality of this volume. It is hoped that this special issue will inspire further research, interdisciplinary collaboration, and evidence-based practice, contributing meaningfully to the promotion of healthy individuals, inclusive communities, and a balanced global society. With warm regards Mrs. Ruby Sharma Editor in Chief

Keynote speech abstractYoung Kee Lee, Ph.D.Founder & PresidentWorld Recreation Education Association (WREA)The Necessity and Role of the Times in Fostering Global Recreation LeadersRecreation has become an essential part of holistic education in a world shaped by rapid technological change, emotional stress, and social disconnection. As people experience greater levels of loneliness, burnout, and weakened communication, recreation provides an effective way to restore balance, connection, and overall wellbeing. This keynote introduces the mission of the World Recreation Educational Association (WREA) and presents its 40-course global curriculum designed to help individuals grow physically, emotionally, socially, and creatively. The curriculum develops leaders who can communicate clearly, guide groups, create positive energy through laughter programs, and build healthy communities across cultures. The presentation also explains the major functions of recreation, its educational value across the lifespan, and how different continents express recreation in unique and meaningful ways. WREA’s Vision 2030 includes building a global online learning platform, establishing an international certification system, and promoting the concept of Recreation for Peace.Through these efforts, WREA aims to train global recreation leaders who can enhance quality of life, support cultural understanding, and contribute to harmony among nations. Recreation is not simply leisure—it is a powerful tool for human development and global cooperation.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-11YOGA EDUCATION FOR MASTERING VAYU FUNCTION Yogacharya Jadranko Miklec, Vice President of European Yoga Federation, CroatiaDuring the process of Institutionalization, various subjects are taught on modern lines of education. Some of the examples of education for mastering vayu function in the practice of asana, kriya, pranayama are presented Āsana: Āsanas are presented and practiced as exercises with a view to improve physical fitness. Usually, āsanas are practiced as physical exercises or positions rather than as postures. According to the Yoga-sutras of Patanjali, ‗Posture‘ or ‗Postural patterns‘ and ‗Postural substrate‘ would be the most appropriate psycho-physiological understanding of ‗asanas. On analysis, Psycho-physiology of ‗Exercises‘ and ‗Exercise routines‘ is different from the psycho-physiology of ‗Postures‘ or ‗Postural patterns‘ and ‗Postural substrate‘. In Sanskrit language, ‗Vyāyāma‘ is the nearest equivalent for ‗Exercise‘. The other terms used for ‗asanas‘ are ‗Poses‘ and ‗Positions‘. ‗Mudra‘ and ‗Pavitra‘ are the Sanskrit terms for these words. ‗Pavitra‘ implies assuming suitable body position to release some sort of action in the external world such as lifting weight, start running, boxing, etc. while ‗Mudra‘ (pose) denotes the expression of some mood or emotion. The brain areas involved in these activities and actions will be different than those involved in maintaining a ‗posture‘ or ‗postural pattern‘ (asanas). Prānāyāma: Emphasis has to be given on the first hand experiencing without the involvement of sensory-motor organs. One works with Proprioceptive, Visceroceptive and Vestibular sensations which arise from inside the body. This gives information, knowledge and experience of the internal self (subject) and not of the sensory objects (indriya vishayas) outside the body. One should get established in the following understanding: body movements, i.e. muscular activity is primary, while air movement is secondary; muscular activity takes place because of the nerve impulses released from the brain centres. These nerves impulses are usually called as ―neural energy‖; one can view this ―neural energy‖ as ―Individual Prana‖ in comparison to ―Universal Prana‖; the neuro muscular activity could be understood as ―Vayu‖ and it could be differentiated into ten Vayus. There are three ways of working with one‘s breathing: activity of the respiratory muscles; movement of the air; internally aroused sensations because of the pressure changes taking place in body cavities. Various areas of the body can be studied and examined for the presence of absence of neuro-muscular activity in a systematic way. These areas can be related with the concept of different ―lotuses‖ and channels of ―Vayus‖. One can find out whether they are blocked, opened or closed. Accordingly we proceed to open the blocked areas by assuming very simple body positions or postures ―Asanas‖ where certain muscles are kept stretched for some time. Respiratory movements should be experienced in the stretched areas for ten to fifteen breaths along with a let go feeling, ―Prayatna Shaithilya‖. Once breathing movements start taking place in these areas without pain and tension, then one proceeds to intensify them in both the directions by voluntary effort. In this way it could be understood the concept of ―Pranayama‖ in modern medical language.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessIf the movements are taking place in the wrong direction, then the direction has to be corrected and this procedure can be understood as ―Vayu Shuddhi‖:After working with the respiratory movements, one can proceed to work with the air movements involved in breathing. This practice will introduce one to the ―Kumbhaka Pranayamas‖ of ―Hatha Yoga‖ where one is guided by the touch of air experienced inside the body and tries to find the path adopted by it during inspiration and expiration. One is asked to work with different sensory faculties without using the respective modalities. Air is employed as a non specific stimulus which activates brain areas. For example, one works with gustatory and olfactory senses during ―Shitali and ―Sitkari kumbaka pranayama‖, with the olfactory and vocal senses during ―Ujjayi‖, with visual/olfactory senses during ―Bhastrika‖ and with auditory and vibrational senses during ―Bhramari‖.This helps one to develop awareness of different areas of the brain in the skull cavity. Explanation in physiological language:The diaphragm divides the trunk area into two cavities, thoracic and abdominal cavities. In normal conditions, the abdominal cavity remains a closed cavity while the thoracic cavity remains an open cavity all the time. During inspiration, the diaphragm contracts and descends down thereby increasing the intra-abdominal pressure and decreasing the intra-thoracic pressure. If the muscles of the abdominal wall and the vertebral column are properly relaxed, the intra-abdominal pressure will start getting uniformly manifested everywhere and one will experience a kind of expansion of the abdominal wall taking place in all the directions. Gradually one starts experiencing internally aroused sensations in different areas of the body right up to the hair on the skin and the tips of the nails. This is the ideal state of the pranic activity inside the body. On this background, one stats working with different ―Kumbhaka Pranayamas, Mudras and Bandhas‖.Etymologically, pranayama is understood as ‗Prana + Āyāma‘ which means extension or expansion of ‗Prāna‘. According to the traditional texts, ‗Hathapradipikā‘ & SiddhaSiddhant Paddhati, one is expected to be working with the ‗Prana Vayu‘ and ‗Apana Vayu‘ residing inside the body and involved with breathing and the movement of breath. These and other traditional Yogic texts refer to ‗ten vayus‘, ‗five main vayus‘ useful for ‗Yoga Sadhana‘ and ‗five secondary vayus‘ indicating disturbed state of being/consciousness. Authors of the modern Yoga texts are seen to refer to ‗Prana Vayu‘ as Oxygen and ‗Apana Vayu‘ as Carbondi-oxide. Many times, yoga teaching is based on the assumption that ‗Prana‘ and ‗Prana Vayu‘ as Oxygen. The term ‗Vayu‘ appearing in traditional Yoga literature dates back to 300 to 500 BCE. It is related with life while chemical gases such as O2 -CO2 owe their discovery to Alchemy. Therefore, ‗Vayu‘ of yoga cannot be equated and/or compared with the chemical gases. It will be realized that studies based on gaseous exchange will not do proper justice to the studies related to Pranayama mentioned in Yoga even though these studies are important for the scientific community and the common man. Very often, the terms ‗Vayu‘, ‗Prana‘ and ‗Svasa‘ are interchanged and used indiscriminately by translators in English without giving any logic and reasoning for doing so. Present author strongly feels that ‗Vayu‘ represent neuro-

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-13muscular activities and/or psycho-neuro-muscular actions. ‗Prana‘ represents ‗Sensory activity‘ contributing to awareness or consciousness and ‗svasa‘ represents the flow of breath. It is possible to sense, monitor and modify the ‗flow of breath‘ (svasa-prasvasa in yoga) as well as neuro-muscular activities and actions with reference to breathing (Mechanics of breathing). However, it may not be easy to perceive, monitor and modify gaseous exchange and various parameters used in laboratory studies in relation to respiration. ‗Inhalation‘ is ―pūraka‖ and ‗exhalation‘ is ―rechaka‖. Traditional Yoga texts mention about experiencing the trunk area having an internal space or a cavity (e.g. pelvic cavity, abdominal cavity and thoracic cavity in medical sciences). Experiencing these spaces or cavities getting filled as ‗Pūraka‘ and ‗the spaces getting emptied as ‗Rechaka‘. The direction of the internal movement during ‗filling phase‘ (pūraka) related with ‗inhalation‘ is from ‗below→up‘ and from ‗above→down‘ during the ‗emptying phase‘ related with exhalation. The movement of breath perceived through the touch of air movement inside the nostrils and the mouth during ‗inhalation‘ (svāsa in Yoga) is from ‗above→down‘ and from ‗below→ up‘ during exhalation (prasvāsa in Yoga). Thus the experiential aspects of ‗inhalation/pūraka‘ and ‗exhalation/rechaka‘ are opposite in nature. Therefore, these terms cannot be used as synonyms as is being done presently. The scientific and the Yoga worlds are seen to use ‗Oxygen gas‘ and ‗prāna vāyu‘ of Yoga and ‗Carbon-di-oxide gas‘ and ‗apāna vāyu‘ of yoga as synonyms. Detailed analysis of the terms, ‗prāna vāyu‘ of Yoga imply gross voluntary as well as involuntary movements of the body (pyscho-physical and neuro-muscular actions and activities) responsible for taking in or receiving air, water, food because of the expanding movements of the trunk and internal organs while ‗apāna vāyu‘ being the retracting movements of the body responsible for evacuation and expulsion of materials from the body (exhalation, micturition, defecation, etc.). These two ‗vāyus‘ belong to a group of ‗ten vāyus‘ mentioned in yoga texts, subjectively experienced by the person/patient in an intact body. On the other hand, ‗lotuses‘ and ‗chakrās‘ are the descriptions of certain types of subjectively experienced happenings taking place inside the body after some suitable Yoga practices. ‗Lotus flower like expansion and retraction‘ of the trunk can be experienced by placing our hands over the sides of the trunk at different levels. In Yoga, after suitable practices, such movements can be subjectively experienced at the level of the: perineum, pelvis, stomach, chest, neck, the forehead in relation to breathing during the practice of ‗prānāyāma‘. At the level of the mind, various feelings, thoughts and behaviors can give rise to conflicting and whirlpool like state of consciousness keeping the person under stress and tensions all the time requiring medical guidance and help. In a very practical way, the concept of ―Lotuses‖ can be understood in terms of the gross body movement related with breathing subjectively experienced and recognized by the person in the region of the trunk, neck and head and the concept of ―Chakrās‖ as the functional state of the mind as subjectively experienced and recognized by the person. Guidelines and Approaches in Yoga Education Interest in Yoga is growing almost all over the world. Yoga Educational and Therapy programs are available in different countries. Research articles are being published in various peer reviewed indexed journals. Articles are classified under the heading of Yoga with different clinical conditions by MedScape, PubMed, Web of Science, Scopus, and other academic and scientific databases. Concepts and training programs such as Physical Training, Physical Education, Physical Fitness Training, Body Building, Physiotherapy, Psychotherapy, Counseling were conceived and developed in the western hemisphere while the concepts of Yoga, Yoga Education, Yoga Sādhanā were conceived and developed in the eastern hemisphere.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessCommonly followed education programs all over the world are essentially career oriented and based on the spirit of competition while traditional Yoga Education programs give importance to ―self-realization‖ (ātma-sākshātkāra), ―self-correction or purification‖(ātma-shuddhi), and transcending from the state of individual consciousness (I, you, he, she, and other types of dualities) to universal consciousness (non-duality or advaita).Traditional Yoga systems aim at sensing, monitoring and modifying various external and internal, environmental and psycho-physiological ―INPUTS‖ and ―OUTPUTS‖ involved in developing ―self-awareness‖ (ātma-bhāva). It may give rise to a feeling of joy, happiness, bliss, balance and integration (Samādhi) or disturbance, distraction (vikshepa), pain and suffering (duhkha), depression (daurmanasya), irritation (klesha), etc. Various groups of practices such as behavioral and attitudinal practices in social, business, and professional services, as well as personal life (Yamās and Niyamās), postures (Āsanās), working with flow of breath and mechanics of breathing (Prānāyāma), remaining aware of certain areas inside the body (Dhāranā), developing and remaining aware of the sensory inputs arising from a particular aspect of the ―self‖ (Dhyāna), recitation of suitable mantra (Mantra Japa), balanced and integrated state of being (Samādhi), appropriate measures required to be taken to come to a balanced state of being, if found disturbed (Samyam), etc. It is observed that in the physical education teachers, games and sports coaches, physiotherapists and modern yoga experts understand the approaches followed in traditional yoga programs on the basis of psycho-physiology of games, sports and exercises during their first contact with Yoga. Nowadays, we hear and read about new terms like ―Yogic Physiotherapy‖, ‖Yoga Exercises‖, ―Yoga competitions‖, etc. Books and instructions manuals are being published on these lines. Most of the research studies in Yoga are designed and executed by modern medical professionals who are basically interested to treat various clinical conditions. Similarly, experts from the field of games and sports are taking up studies in Yoga related with the topics of their interest. Research studies with the aims and objectives of traditional Yoga education are relatively very few. Games, sports and exercises involve working with external objects through contractionrelaxation of various muscle groups, while classical Yoga postures involve passive stretching of the muscles without any external objects. There are no external aims or objectives to achieve in Yoga. On the other hand, the work is carried out inside the body and with one‘s psyche. Working with breath and breathing in physiotherapy is mainly aimed at improving lung ventilation, relaxation of bronchial muscles and opening the airways and postural drainage of secretions from the lungs and the bronchial tree. Breathing exercises aim at increasing the breath holding time. In Yoga, one is expected to work with mechanics of breathing and to correct it, if found to be wrong. This work is based on the concept of Prāna-Apāna-Samāna Vāyus, which can be conveniently translated as Thoracic/Abdominal/Diaphragmatic breathing with a different approach and understanding. Yoga texts classify neuro-muscular and/or psycho-neuro-muscular activities, which are essentially body movements under five headings, that is, (1) Linear or locomotor movements, (2) Balancing movements, (3) Inspiratory movements, (4) Expiratory movements, and (5) Vertical movements against the force of gravity. Stopping the movements of arms and legs for assuming a stable, comfortable and relaxed body position (āsana) stabilized linear, balancing and vertical movements of

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-15the body as well as the mind by developing proprioceptive awareness. Working in postabsorptive state after empting the bowels and the bladder ensures uniform visceral awareness. On this background, one starts developing the awareness of the spontaneous, involuntary and natural movements of the trunk (mainly the epigastric region followed by thoracic and hypo-gastric regions) caused by the abdominal pressure changes taking place due to the working of the diaphragmatic and the lower intercostal muscles. It makes one aware of the expanding and the retracting movements of the trunk, which are not present everywhere in a beginner. One is educated to extend these (body) movements related with breathing everywhere with the help of practicing suitable postures (āsanās).Body movements and internal pressure changes lead to the suction and the expulsion of the air, which we normally call as the ―movement of the breath: in-breath (svāsa) and outbreath (prasvāsa)‖. One can develop the awareness of the movement of breath through internal touch sensations arising during this process and get guided by the pathway along which the breath seems to move inside the body with certain speed and to some destination. Most of the Yoga disciplines give lot of importance to working with the flow of breath and the mechanics of breathing. The logic behind these practices and their modus operandi is worthwhile studying and understanding on the lines of modern medical and biological sciences. Working with the awareness of breath and breathing movements in yoga In contemporary medical science motor activity is what in Yoga we understand as vāyu, while the contemporary concept of sensory activity, which gives rise to sensations, perceptions and knowledge is understood in Yoga as prāna.In Ayurveda, vāta refers to two functions: kriyā or chestā and jñāna. With reference to breathing or respiration we usually talk about the ―exchange of gases‖ (O2–CO2), ―quality of air and its pollution‖ as well as ―collection and analysis of breath‖, ―composition of breath‖, various ―volumes and capacities‖, etc. Empirical aspects of these breathing processes are studied in laboratory in an empirical manner. At the center of these studies is ―air‖ as a material substance of breathing. Medical science also refer to the ―mechanics of breathing‖, ―control and regulation of breathing‖, and thoracic, diaphragmatic and abdominal breathing. These aspects of breathing are also studied empirically with the help of suitable instruments. However, these results are directly related with the ―individual‖ who is breathing. There is a complex of variables on both internal and external spectrum of individually recognized reality, affecting internality and exteriority of the individual. Both individuality and environmental processes influence the individual and the energy system can thus get disturbed. That is the reason why measured breathing parameters show variations. Traditional education in Yoga gives importance to the subjectively developed awareness of the movements of the body, ―air‖ (svāsa, ―breath‖) and ―energy‖ (Shakti), related with involuntary and voluntary breathing in particular during the practice of prānāyāma. In traditional Yoga literature, there is no mention of diaphragm, diaphragmatic breathing, and understandably also of O2, CO2, and other gases. Instead, we read about vāyus, prāna and prānāyāma while working with breath and breathing.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessWe also find terms like ten vāyus, five prānās, ―main pathways‖ (mārga) of vāyu and prāna, ―six lotuses‖ or chakras as well as pūraka–kumbhaka–rechaka along with ―inhalation–retention–exhalation of breath‖ in relation to the practice of prānāyāma. Traditional concepts of Yoga are based on the experiential knowledge and awareness of the movements of the body and breath during breathing through the internal sensing mechanisms (manas).Experiencing movements of the trunk, related with natural inhalation and exhalation on the four sides with the help of the hands during a state of good relaxation practiced after a session of āsanās can make us aware of the ―lotus flower as if opening and closing‖movements of the trunk segment (prāna–apānavāyus).The awareness of these multidirectional opening and closing type of movements (prāna–apānavāyus) is different from that of the linear, balancing and vertical movements of the body (vyāna, samāna and udāna vāyus), often used in various training and education programs including Yoga. Internalizing our attention while experiencing these opening-closing movements (prāna–apānavāyus) can help us to recognize and appreciate the presence and activity of an ―internal force‖ (Shakti) as being responsible for them during involuntary breathing. Movement of the thoracic diaphragm, which is not mentioned in traditional Yoga texts, is responsible for the phenomenon called Shakti, ―force‖. There is a general misconception that the air movement is responsible for the body movements during breathing. This incorrect notion has to be corrected for taking advantage of prānāyāma used for the maintenance of health. Objectively, medical profession measures the volume of air moving in and out of the lungs and calls it ―breath‖ or ―tidal volume‖. It can be collected in a suitable container and sent to a laboratory for an analysis of different gases, alcohol content, etc. In Yoga, svāsa-prasvāsa is the ―awareness of inward-outward air-movement‖developed through the touch sensations (sparshasamvedanā) arising inside the nasal passages (nāsikyaprāna) and the mouth cavity (mukhaprāna). Subjectively felt and experienced knowledge of svāsa and prasvāsa in Yoga cannot be collected in a container and analyzed, like the ―breath‖ of medical science. Therefore, objectively studied and understood ―breath‖ should not be equated and compared with the Yogic term svāsa, even though both are related with ―air‖. Beginners in Yoga are guided to recognize and appreciate the concept of prāna–apāna vāyus while working with breathing in different areas of the trunk during the practice of prānāyāma. Breathing movements can be initiated in the areas that are physically and energetically blocked with the help of suitable āsanās and kriyas. Thus also incorrect type of body movements have to be corrected (vāyusuddhi) in order to make progress in prānāyāma and Yoga possible. Possible implications of such type of practice with breath and breathing along yogic lines has been attempted in relation to various brain functions. During the practice of prānāyāma, we essentially work in the area of the trunk and the vertebral column in a stabilized and relaxed psycho-physical state. Therefore, the traffic of sensory-motor nerve impulses in these areas will be maximal. Due to this there should be a better development of these areas in the cortex and other areas of the brain and the nervous system.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-17In conclusion, while in ordinary life we use our body and senses like transparent glass panels to see and perceive external objects and events, in Yoga the same structures and faculties are made to function as mirrors reflecting the existing condition or state of the Self. Accordingly, corrective measures can be taken to get established in a balanced and integrated condition (samādhi).In India, yoga is being integrated in the education system of the country from 5th standard. Generally stress is given on asanas which are practiced as exercises. Competitions in asanas at the state and national level are becoming more and more popular. Sometimes, breathing practices are introduced where emphasis is given to oxygen consumption and carbon-di-oxide output under the name of pranayama. Other aspects of yoga training, such as self-perception, self-realization, self-purification are getting neglected and overlooked. A question arises, ―Is this yoga or there is something more than asanas and breathing manipulation in classical yoga?‖Yoga system is supposed to be based on Samkhya Darshana. Its opening verse refers to the threefold suffering of human beings and overcoming this suffering. Thus yoga seems to have treatment (upa-chara) value even though many yoga experts and yoga associations are seen to deny it. Thus Experiential Yoga was also developed for helping patients suffering from psycho-somatic disorders. Emphasis is given to the following approach: 1. Practice, doing or action (karma) 2. Experiencing through knowledge (jnana leading to anubhava) 3. ―How and Why of the practice‖ by referring to the classical yoga texts 4. Understanding the concept, the technique, result of the technique and the resulting state of consciousness 5. Individualization of the technique to get the desired result Application of the resulting state of consciousness as ―self-help‖ technique in stress management. Seminars and Workshops on Yoga Anubhava (Experiential yoga) are designed to: 1. Instruct and educate students on the line of self-perception and self-realization 2. Guide patiens to help themselves along with other medical treatment procedures 3. Orient yoga teachers to train them as yoga therapists REFERENCES 1. Hathapradīpikā of Svātmārām: Critical edition published by Kaivalyadhama Samiti, Lonavala, 1998. Chapt.II, Verses 1 to 5. 2. Goraksha-shatakam: Published by K-dhama Samiti, Lonavala. Verses 24-25. 3. Siddha-Siddhanta Paddhati of Gorakshanath: Critical edition published by Lonavala Yoga Institute, Lonavala, 2016. Chapt.I, Verse 67 (atha dasha-vayavah).4. Shiva Samhita: Critical edition published by K-dhama Samiti, Lonavala, 1999. 3rd Patala, Verses 4 to 8 (atha dasha-vayavah).5. Hathapradipika Jyotsna: Critical edition published by Kaivalyadhama Samiti, Lonavala, 2002. Chapt.II, Verses 1-5.

International Conference & Global Conclave on Physical Education Sports Science & Social Wellness6. Therapeutic References in Traditional Yoga Texts: Critical edition published by Lonavala Yoga Institute, Lonavala, 2010. Chapt. III (Pranayama). 7. Kumbhaka Paddhati of Raghuvira: Critical edition published by Lonavala Yoga Institute, Lonavala, 2005. Verses 9 to 11, 47, 56, 62, 65, 76 8. Yoga Kosha: Pblished from Kaivalyadhama Samiti, Lonavala, 1991. pp. 223 to 227; 291-292. 9. (2014) WHO Consultation Meeting held in New Delhi. 10. Can yoga be dangerous? - Health & Wellbeing – ABC 11. ALERT: Ways yoga can harm you - Times of India 12. (2004) ‗Chakrās – Wheels of life‘ by Anodea Judith, Jaico Publishing House, Mumbai, India. 13. (2018) Yoga as Therapy - Medical view, Practical guide for health and diseases. By Satish Pathak. Published from Kaivalyadhama S.M.Y.M. Samiti, Lonavala, India, pp. 113-120. Mukund Vinayak Bhole. Scientific Research Studies in Yoga: Some Lapses of Fundamental Nature. J Yoga & Physio. 2019; 8(1): 555735. DOI: 10.19080/JYP.2019.08.555735 J Yoga & Physi Copyright © All rights are reserved 14. Mukund Vinayak Bhole. Yoga Research - Some Reflections. J Yoga & Physio. 2019; 7(1): 555701. DOI: 10.19080/JYP.2019.07.555701 Science studies Yoga, a review of physiological data by James Funderburk, Himalayan International Institute of Yoga, Science and Philosophy, U.S.A. 1997. 15. Medical and Psychological scientific research on Yoga and meditation, general effects and possible applications, by Peo, Scandinavian Yoga and Meditation School, 1978 16. Abstracts and Bibliography of Articles on Yoga from Kaivalyadhama up to 1985, Ed. M.V.Bhole, Kaivalyadhama S.M.Y.M. Samiti, Lonavla, India, 1984. 17. International Meditation Bibliography, 1950-1982, Howard R.Jarrel, Screcrow Press, 1985. 18. Yoga Research Bibliography, Ed.Robin Monro, A.K.Gosh and Daniel Kailash, Yoga biomedical Trust, Cambridge, U.K., 1989. 19. ―Yoga Mimamsa‖ started by Swami Kuvalayanada in the year 1924.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1920. Edited Abstracts and Bibliography of articles on yoga published from Kaivalyadhama –part one, 1990. Published by Kaivalyadhama SMYM Samiti, Lonavla. 21. Swami Vivekananda (1893) at the Parliament of the World‘s Religions. 22. Wenger MA, Bagchi BK (1961) Studies of autonomic functions in practitioners of yoga in India. Journal of general systems Research 6(4): 312-32323. Pranayama (Breathing) Exercises & Poses. Yoga Journal. 24. Is prana a food and oxygen? - General Yoga -SS Yoga Forums. 25. Google Wikipedia CO2 gas was discovered around 1640, Nitrogen gas (azote) around 1772, Oxygen gas around 1773-74 and Chlorine gas around 1774).

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessROLE OF SPORTS UNIVERSITIES IN DEVELOPING DUAL CAREERS OF STUDENT-ATHLETES IN INDIA Prof. (Dr.) Sudhir Kumar Sharma, Director Placement Cell, Swarnim Gujarat Sports University,and Associate Professor & former Head, Department of Physical Education, Swarnim Gujarat Sports University, Desar, Vadodara, Gujarat, India Dr. Sandeep Kumar, Assistant Professor, Wainganga College of Physical Education, Sakoli, Distt. Bhandara, MaharashtraAbstract: The concept of dual careers—balancing athletic excellence with academic and professional development—has gained global prominence in sports sciences and education. In the Indian context, student-athletes frequently face the challenge of pursuing sporting aspirations while securing educational and career stability. Sports universities in India are pivotal in addressing this challenge by creating environments that enable simultaneous athletic and academic progress. This thought paper explores the role of sports universities in supporting dual-career pathways, examining institutional policies, curriculum strategies, support systems, and the socio-cultural context influencing student-athletes. Through an analysis of existing frameworks, challenges, and best practices, the paper posits that sports universities—through flexible academic planning, sports-specific curricula, career counselling, and partnerships—can significantly enhance the holistic development and future prospects of student-athletes. Recommendations include policy enhancement, structured mentoring, integration of technology, and strengthened industry linkages to make dual careers both feasible and sustainable in India‘s evolving sports ecosystem. Keywords: Sports Universities, Dual Career Development, Student-Athletes, Higher Education in Sports, Athlete Education, Career Sustainability, Employability in Sports, Sports Policy in India, Academic Flexibility, Athlete Career Transitions, Sports Education System, Holistic Athlete Development, Sports Science Education, Indian Sports Ecosystem 1. Introduction: In the competitive realm of sports, athletes often confront a paradox: the need to excel in their sport while also securing academic qualifications and career options beyond competitive participation. This situation underscores the importance of dual career pathways, defined as structured opportunities that enable athletes to concurrently pursue athletic performance and education or occupation. Globally, dual careers have been recognized as crucial for athlete well-being, identity formation, and long-term career sustainability. Bodies such as the European Union and the International Olympic Committee (IOC) have emphasized supportive policies and educational structures for dual careers (Aquilina, 2013; Stambulova&Wylleman, 2019). In India, the sports landscape is transforming rapidly. Initiatives like Khelo India, increased investment in grassroots sports, and expanding participation in international competitions have elevated the visibility and aspirations of young athletes. However, the academic infrastructure to support such aspirations remains underdeveloped in many regions. Sports universities — including national and state-level institutions dedicated to sports education, science, and management — are uniquely positioned to bridge this gap. By integrating athletic training with academic progression, these universities can cultivate environments that nurture both athletic and educational excellence. 2. Conceptual Framework: Dual Careers in Sport: 2.1 What is a Dual Career? A dual career refers to the simultaneous pursuit of sport and education or vocational training by an athlete. It emphasizes flexible educational pathways, individualized support, and opportunities for career planning beyond sport. The rationale is based on:

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-111 Athletic career uncertainty: Competitive sports careers are often short and subject to performance variability, injuries, and early retirement (Wylleman, Alfermann, & Lavallee, 2004).  Educational empowerment: Academic qualifications enhance employability and broaden post-sport career options.  Personal development: Dual careers support holistic growth, psychological resilience, and life satisfaction (Stambulova&Wylleman, 2019). 2.2 International Models of Dual Careers In Europe and North America, dual career support includes:  Flexible academic schedules  Online and distance education  Athletic scholarships with academic credit  Career counselling specific to athlete needs  Partnerships with sports federations and professional leagues (European Commission, 2018; Ryba et al., 2015) These frameworks emphasize institution-wide commitment to athlete success in both domains. 2.3 Dual Careers in India: Context In India, dual career models are in early stages. Many talented athletes struggle to balance rigorous training with academic responsibilities due to:  Rigid academic systems  Lack of tailored academic support during training or competition seasons  Limited awareness of dual career opportunities among stakeholders Sports universities, through specialized programs and policies, can address these systemic barriers. 3. Sports Universities in India: Landscape and Mandate: 3.1 Overview Sports universities in India have emerged as specialized institutions focused on sports education, science, coaching, physical education, sports management, and allied disciplines. Examples include:  Tamil Nadu Physical Education and Sports University (TNPESU)  Swarnim Gujarat Sports University (SGSU)  Haryana Sports University  Lakshmibai National Institute of Physical Education (LNIPE) aligned academic programs Their mandate encompasses:  Interdisciplinary sports curriculum design  Integration of scientific approaches to training  Research in sports sciences and performance  Professional development for coaches and sports administrators 3.2 Why Sports Universities Matter for Dual Careers Unlike conventional universities, sports universities:  Understand athletic schedules and competition demands  Have campus infrastructure that supports training and education in one environment  Can integrate sport science with career development programs  Are positioned to design allied academic support mechanisms (De Bosscher et al., 2015).

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessThus, they provide an optimal context for dual career frameworks tailored to athlete needs. 4. Institutional Strategies for Supporting Dual Careers: 4.1 Flexible Academic Structures Sports universities can provide:  Customized academic calendars aligned with competition seasons  Modular courses allowing athletes to pause or accelerate academic work  Credit transfer systems recognizing prior learning and training experience Example: A student-athlete participating in a national championship might receive academic accommodations without losing progress. 4.2 Integrated Sports and Academic Curriculum Curricula tailored for athletes may include:  Sports science courses integrated with practical training  Elective modules on career planning (sports management, entrepreneurship)  Applied research projects linked to training and performance enhancement (Bennie & O‘Connor, 2010) This integration strengthens both academic learning and athletic application. 4.3 Career Counselling and Mentorship Dedicated support services are critical:  Career counsellors familiar with athletic trajectories  Mentorship programs pairing athletes with alumni professionals  Workshops on career pathways outside athletic performance (e.g., coaching, analytics, sports media, entrepreneurship) (Aquilina & Henry, 2010) Such services help athletes plan for transitions and long-term goals. 4.4 Partnerships with Sports Bodies and Industry Collaborations with:  State sports associations  National sports federations  Professional leagues (e.g., IPL, ISL)  Sports technology firms and performance labs These expand internship, networking, and professional opportunities (Henry, 2013). 4.5 Use of Technology and Online Learning E-learning platforms, recorded lectures, and virtual mentoring provide flexibility for athletes who travel frequently. Universities can adopt blended learning models to reduce academic disruptions due to sporting commitments. 5. Benefits of Dual Career Models in Sports Universities: 5.1 Enhanced Academic Achievement Sports universities can adapt academic support to athlete needs, improving degree completion rates without sacrificing sporting progress. 5.2 Career Preparedness and Employability Graduates gain:  Academic qualifications  Hands-on experience through internships and field exposure  Skills applicable in sports marketing, coaching, management, performance analytics, and health sciences (Pati & Rizvi, 2013) This diverse skill set enhances employability across sectors. 5.3 Psychological Well-being and Identity Development Balancing sport and academics reduces anxiety related to uncertain athletic futures and reinforces self-concept beyond athletic identity, leading to healthier post-sport adjustments (Cosh & Tully, 2014). 5.4 Long-Term Career Sustainability Dual careers enable athletes to transition into complementary professions such as:

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-113 Coaching and training  Sports science research  Sports administration  Entrepreneurship in fitness and wellness (Stambulova et al., 2020) This diversification safeguards long-term economic and professional stability. 6. Challenges and Barriers: 6.1 Institutional Constraints  Limited faculty trained in dual career counselling  Rigid examination systems in certain programs  Resource limitations in smaller sports universities (Aquilina, 2013) 6.2 Cultural and Structural Challenges Indian sports culture often prioritizes athletic success over balanced development. Students and parents may undervalue academic planning during peak competitive years. 6.3 Market Absorption and Recognition Issues  Employers may lack awareness of sports university qualifications  Certain sectors prefer conventional academic degrees over specialized sports education (Henry, 2013) 6.4 Athlete Time Demands High-performance athletes face training loads that compete with academic responsibilities, requiring robust support systems that are often lacking. 7. Future Directions and Recommendations: 7.1 Policy Frameworks for Dual Careers National and state policies must:  Mandate dual career support in sports universities  Provide incentives for collaboration between universities and external sports bodies 7.2 Career Development Centers Establish dedicated units within universities to provide:  Career coaching Internship facilitation  Alumni networks and employer linkages 7.3 Enhanced Faculty Training Professional development for faculty to:  Understand athletic demands  Provide adaptive teaching and mentorship 7.4 Digital Ecosystems for Flexible Learning Investment in EdTech platforms to:  Support remote learning  Provide athlete-centric academic scheduling  Track academic progress and early career outcomes 7.5 Awareness Campaigns Promoting the value of dual careers through:  Orientation programs  Athlete success stories  Parent and community engagement 8. Conclusion: Sports universities in India have the potential to become pivotal institutions in building dual career pathways that balance athletic excellence with academic achievement and future professional success. By understanding the unique demands faced by student-athletes and implementing flexible academic programming, integrated curricula, career counselling, and

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessstrategic partnerships, these universities can transform how athletes are educated and prepared for life beyond competitive sports. The transition from primary sports participation to lifelong careers requires intentional policy, innovative academic planning, and collaborative support systems. Embracing the dual career model is not just an educational strategy; it is a holistic commitment to athlete development, well-being, and sustainable contribution to the sports ecosystem and broader workforce. 9. References: 1. Aquilina, D., & Henry, I. (2010). Elite athletes and university education in Europe: A review of policy and practice. International Journal of Sport Policy and Politics, 2(1), 25–47.2. Aquilina, D. (2013). A study of the relationship between elite athletes‘ educational development and sporting performance. International Journal of the History of Sport, 30(4), 374–392. 3. Aquilina, D. (2014). Identity, education and dual careers in elite sport: European perspective. Journal of Sport and Social Issues, 38(4), 349–371. 4. Bennie, A., & O‘Connor, D. (2010). Athlete-centered coaching: Re-conceptualizing athlete development. International Journal of Sports Science & Coaching, 5(3), 397–408.5. Cosh, S., & Tully, P. J. (2014). ―All I have to do is pass‖: A discursive analysis of student-athletes‘ talk about prioritising sport to the detriment of education to overcome identity challenges. Psychology of Sport and Exercise, 15(2), 180–189. 6. De Bosscher, V., Shibli, S., &Westerbeek, H. (2015). Successful elite sport policies: An international comparison of the sports policy factors leading to international sporting success (SPLISS 2.0). Meyer & Meyer Sport. 7. European Commission/EACEA/Eurydice. (2018). Athlete learning and dual careers in sports: Policies and practices in European Union member states. Publications Office of the European Union. 8. Henry, I. (2013). Athlete development, athlete rights and athlete welfare: A European Union perspective. International Journal of Sport Policy and Politics, 5(1), 1–21.9. Henry, I., & Schanze, L. (2017). Dual careers: Opportunities and challenges for athletes in elite sport. European Journal of Sport Science, 17(9), 1125–1134. 10. Lavallee, D., &Wylleman, P. (eds.). (2000). Career transitions in sport: International perspectives. Fitness Information Technology. 11. Pati, R. K., & Rizvi, M. A. (2013). Sports education and employability: Bridging the gap. Journal of Physical Education and Sport, 13(2), 245–250. 12. Phillips, E., Davids, K., Renshaw, I., & Portus, M. (2010). Expert performance in sport and the dynamics of talent development. Sport, Education and Society, 15(3), 407–428. 13. Ryba, T. V., Stambulova, N. B., & Ronkainen, N. J. (2015). Dual career pathways of transnational athletes. Psychology of Sport and Exercise, 21, 125–134. 14. Ryba, T. V., Stambulova, N. B., Ronkainen, N. J., Bundgaard, J., & Selanne, H. (2016). Dual career pathways of transnational athletes: A multiple case study. Psychology of Sport and Exercise, 30, 10–19. 15. Stambulova, N. B., Ryba, T. V., & Henriksen, K. (2020). Career development and transitions of athletes: The international society of sport psychology position stand revisited. International Journal of Sport and Exercise Psychology, 18(3), 1–21.16. Stambulova, N., &Wylleman, P. (2019). Psychology of athletes‘ dual careers: A stateof-the-art critical review of the European discourse. Psychology of Sport and Exercise, 42, 74–88.17. Stambulova, N., Stephan, Y., &Jäphag, U. (2007). Athletic retirement: A cross-national comparison of elite French and Swedish athletes. Psychology of Sport and Exercise, 8(1), 101–118.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-11518. Torregrosa, M., Ramis, Y., Pallarés, S., Azócar, F., & Selva, C. (2015). Olympic athletes‘ dual career: Interviews with Spanish elite athletes. Psychology of Sport and Exercise, 21, 57–69. 19. Wylleman, P., & Lavallee, D. (2004). A developmental perspective on transitions faced by athletes. International Journal of Sport and Exercise Psychology, 2(1), 1–21.20. Wylleman, P., Alfermann, D., & Lavallee, D. (2004). Career transitions in sport: European perspectives. Psychology of Sport and Exercise, 5(1), 7–20.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessMENTAL HEALTH AND WELL-BEING MENTAL HEALTH THROUGH YOGADr. Balasubramaniam, College Director of Physical Education, Govt. First Grade College, BidarDr. Surekha, Selection Grade Lecturer, Govt. Polytechnic, BidarAbstract The present study explores the role of yoga in enhancing mental health and overall wellbeing, with a focus on its effectiveness as a holistic intervention for stress reduction and emotional balance. The study examines how regular yoga practices-including breathing exercises, meditation and physical postures-contribute to improved psychological resilience, reduced anxiety and better coping mechanisms among individuals. It identifies key factors such as lifestyle, work-related stress, personal habits that influence mental health outcomes and evaluates how yoga-based practices can mitigate these challenges. Findings emphasize the significance of integrating yoga into daily routines or organizational wellness programs to promote emotional stability, enhance mindfulness and support long-term mental well-being. The study concludes by recommending accessible and sustainable yoga-based strategies that can help individuals cultivate mental clarity, reduce stress levels, and achieve improved overall quality of life.Key Words: Yoga, mental health, emotional well-being, stress reduction, mindfulness, holistic wellness I. IntroductionMental health and overall well-being have become central concerns in recent years, especially as individuals face increasing levels of stress, fast-paced lifestyles and growing psychological demands. Across various professional and personal settings, people are experiencing heightened pressure, emotional fatigue and reduced resilience, making mental well-being a crucial determinant of quality of life. In this context, yoga has emerged as a powerful, holistic approach to supporting mental health by integrating physical, emotional and spiritual practices. Yoga, which combines physical postures, breathing techniques and meditation, offers a natural way to reduce stress, calm the mind and enhance emotional balance. Regular practice helps individuals manage negative emotions, reduce anxiety, improve concentration and build psychological strength. As modern lifestyles become more demanding, the role of yoga becomes increasingly important in restoring inner balance and promoting a sense of peace and stability. When mental health is neglected, individuals often experience reduced motivation, emotional exhaustion and decreased productivity, making wellness practices such as yoga essential for maintaining both personal and professional well-being. Given this background, the present study aims to assess how yoga contributes to improved mental health and overall well-being. Understanding the psychological benefits of yoga provides a foundation for exploring how its practices influence emotional stability, stress reduction, mindfulness and general life satisfaction. This assessment is essential for evaluating whether individuals feel supported in managing their mental health challenges through yogabased interventions. The study also examines the major factors that influence mental health improvements through yoga. These factors may include the regularity of practice, the type of yoga performed, lifestyle patterns, work-related stress, personal habits and levels of social or organizational

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-117support. By identifying which elements contribute most effectively to mental well-being, the study seeks to highlight the components of yoga that have the strongest psychological impact. The study aims to recommend practical yoga-based strategies and interventions that can be adopted by individuals or incorporated into wellness programs. These may include guided meditation sessions, breathing exercises, workplace yoga initiatives, stressmanagement workshops and daily mindfulness routines. Implementing such strategies can help individuals build stronger mental resilience, reduce stress, enhance emotional clarity and cultivate a more balanced and fulfilling life. Through these interventions, yoga can play a transformative role in promoting long-term mental health and holistic well-being. II. Review of Literature Review of literature is the backbone of the any research. It helps the researcher to understand the research problem in depth. 1. Leong (2024)¹, in their study titled ―Yoga-Based Wellness Practices and Their Influence on Mental Health‖, emphasized that incorporating yoga into daily routines significantly contributes to reduced stress levels and improved psychological balance. The study highlighted that practices such as pranayama, meditation, gentle yoga postures help regulate emotional responses, enhance mindfulness and promote overall well-being. Leong concluded that yogabased interventions create a calmer mental state, increase life satisfaction and support longterm mental health. 2. Kumar and Rao (2023)², in their research on ―The Role of Yoga in Managing Psychological Stress and Emotional Fatigue‖, noted that regular yoga practice effectively counters the effects of mental strain caused by demanding lifestyles. Their findings indicated that yoga reduces symptoms of anxiety, stress, fatigue by improving breathing patterns and promoting physical relaxation. The authors emphasized that yoga enhances mental resilience, helps individuals cope better with emotional and situational challenges. 3. Singh (2022)³ conducted a study titled ―Holistic Yoga Interventions for Enhancing Mental Well-Being‖, which examined the impact of structured yoga programs-including guided meditation, breathing exercises and relaxation techniques-on psychological health. The study concluded that yoga-based interventions significantly improve mental clarity, emotional stability and self-awareness. Singh further noted that integrating yoga into personal and organizational wellness programs fosters a supportive environment that enhances overall mental well-being. III. Objectives of the study The following are the objectives of the present study. 1. To assess the current level of mental health and overall well-being among individuals practicing yoga. 2. To examine the key factors such as frequency of yoga practice, types of yoga techniques, lifestyle patterns, and stress levels-that influence mental health and emotional well-being. 3. To suggest practical yoga-based strategies and interventions aimed at improving mental health, enhancing mindfulness and promoting holistic well-being among individuals.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessIV. Research Methodology The study follows a descriptive research design using secondary data from books, research articles and credible online sources related to yoga and mental health. The collected information is analyzed to understand the influence of various yoga practices on psychological well-being. Descriptive analysis is used to identify key factors and evaluate the effectiveness of yoga-based interventions in promoting mental wellness. V. Promoting Well-Being through Yoga Employee well-being is essential for productivity and organizational success in the sugar industry, where long working hours, heavy workloads and seasonal production pressures often lead to physical strain, stress and reduced job satisfaction. To address these challenges, yoga has gained importance as an effective wellness practice that supports both physical and mental health. Practices such as stretching, breathing exercises and meditation help employees relax, reduce fatigue and maintain better overall health in demanding work environments. Yoga-based interventions play a significant role in managing occupational stress and improving emotional balance among workers. Regular yoga practice enhances concentration, self-control and stress tolerance, enabling employees to cope more effectively with workrelated pressures. Employees generally show high acceptance of yoga programs, as they offer a natural, non-invasive approach to improving mental clarity and emotional stability. Promoting well-being through yoga emphasizes a holistic approach to employee health in the sugar industry. By strengthening physical fitness, reducing psychological stress and fostering mindfulness, yoga contributes to healthier employees, improved workplace relationships and enhanced productivity, thereby supporting sustainable organizational growth. V.1. Yoga as a Pathway to Mental Health and Overall Well-BeingImproving mental and emotional health through yoga involves integrating practices that promote relaxation, mindfulness and inner balance. Yoga helps reduce stress, calm the mind and enhance emotional stability through breathing techniques, meditation and physical postures. It also supports mental clarity, strengthens resilience and encourages healthier lifestyle habits. By incorporating yoga into daily routines, individuals can experience greater overall well-being, improved mood and enhanced quality of life. Ultimately, yoga fosters a peaceful, balanced and holistic approach to maintaining mental health. Table-1 Mental Health and Overall Well-Being Sl. No. Focus Area Description Strategies / Programs1Yoga-Based Mental Health ProgramsStructured yoga practices designed to reduce stress, anxiety, and emotional fatigue.Guided yoga sessions, pranayama (breathing exercises), meditation practices2Holistic Wellness InitiativesEfforts to enhance emotional stability, mindfulness, and overall well-being.Mindfulness training, relaxation techniques, yoga-nidra, lifestyle counseling3Creating a Supportive EnvironmentEncouraging spaces and routines that promote inner calm and mental clarity.Quiet practice areas, daily yoga routines, digital wellness resources

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1194Strengthening Personal ResilienceBuilding mental strength and coping ability through regular yoga practice.Stress-relief workshops, resilience-building exercises, selfawareness sessions5Integrating Yoga Into Daily LifeEncouraging consistent practice for long-term psychological benefits.Workplace yoga breaks, community yoga groups, personalized practice plans6Expected OutcomesAnticipated improvements resulting from the adoption of yoga-based wellness strategies.Reduced stress and anxiety, improved emotional balance, enhanced focus, better quality of life(Source: Compiled from yoga and mental health studies) The table highlights how yoga can be used as a holistic approach to promote mental health and overall well-being. It shows that structured yoga programs-including guided sessions, breathing exercises, meditation and relaxation techniques-help reduce stress, anxiety and emotional fatigue. The table also emphasizes the importance of creating supportive environments such as quiet practice spaces and daily routines that encourage mindfulness and inner calm. By incorporating resilience-building activities and integrating yoga into everyday life through workplace breaks or community groups, individuals can strengthen emotional stability and coping ability. The table suggests that consistent yoga practice leads to positive outcomes such as reduced stress, improved focus, better emotional balance and an enhanced quality of life, demonstrating its value as an effective mental health and wellness strategy. V.2. Mental Health and well-being Challenges Mental health and well-being challenges refer to the emotional, psychological and social difficulties individuals face that affect how they think, feel and function in daily life. These challenges may arise from stress, workload, personal pressure, lifestyle factors, or lack of support, leading to issues such as anxiety, depression, burnout and reduced motivation. When left unaddressed, they can negatively impact physical health, relationships, productivity and overall quality of life. Understanding and managing these challenges is essential for maintaining emotional balance, building resilience and ensuring long-term well-being. Table-2 Mental Health and well-being Challenges faced by Yoga Sl. No. Focus Area Description Key Indicators / Examples1Current Mental Health StatusAssesses the emotional and psychological well-being of individuals practicing yoga.Stress reduction, emotional balance, mindfulness, mental clarity2Consistency and Discipline ChallengesExamines difficulties in maintaining regular yoga practice and lifestyle discipline.Irregular practice, lack of motivation, time constraints3 Physical Limitations and Evaluates how physical strain or limitations affect mental well-being Fatigue, posture difficulty, injury concerns, flexibility

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessDiscomfort during yoga. issues4Guidance and Instructor SupportDetermines whether practitioners receive proper instruction, correction, and motivation.Instructor feedback, personalized guidance, session quality5Lifestyle Integration and Stress ManagementAssesses the challenges faced in integrating yoga principles into daily life for better mental health.Work–life balance, stress handling, sleep quality, adherence to healthy routines(Source: Compiled from yoga and mental health studies) The table highlights the key mental health and well-being challenges faced by individuals practicing yoga. It outlines important focus areas such as current mental health status, consistency in practice, physical limitations, the quality of instructor support and the ability to integrate yoga principles into daily life. Each area describes how these factors influence a practitioner‘s emotional balance, motivation, stress management and overall mental well-being. The key indicators provide practical examples of the specific issues individuals may encounter, helping to understand how these challenges affect both the effectiveness of yoga practice and the mental health outcomes it aims to improve. VI. Findings The study revealed several important findings that provide key insights and highlight significant outcomes related to the research. 1. The study indicates that regular yoga practice significantly helps individuals manage mental stress by promoting relaxation, emotional balance and improved focus. 2. Many practitioners reported reduced emotional strain and fatigue as yoga enhanced their ability to cope with physical discomfort, daily pressures and environmental challenges. 3. Improved self-awareness and mindfulness through yoga contributed to better emotional regulation, reducing feelings of isolation and enhancing overall mental clarity. 4. Yoga was found to strengthen psychological stability by lowering anxiety levels and fostering a greater sense of inner security, confidence and resilience. 5. The absence of consistent guidance, structured sessions or trained instructors highlights a gap that limits the full mental health benefits of yoga, emphasizing the need for organized support programs. VII. Suggestions The following suggestions are relevant to the Promoting Employee Well-Being and Mental Health in the Sugar Industry. 1. Organizations should introduce structured yoga programs that include guided sessions, relaxation techniques and mindfulness practices to provide emotional support and reduce stress. 2. The environment for yoga practice should be improved by ensuring clean, wellventilated and quiet spaces that promote mental calmness and physical comfort.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1213. Qualified yoga instructors and regular feedback sessions should be provided to strengthen support systems, encourage open communication and help individuals practice safely and effectively. 4. Consistency in yoga practice can be encouraged by offering flexible schedules, longterm participation opportunities and motivational activities that promote emotional stability and well-being. 5. Wellness initiatives such as meditation, breathing exercises, periodic health assessments and holistic lifestyle guidance should be implemented to enhance both physical and mental well-being. 6. Organizations should develop formal wellness policies that integrate yoga-based mental health practices and provide structured support systems to promote long-term emotional resilience. VIII. Conclusion The study concludes that yoga plays a significant role in enhancing mental health and overall well-being by helping individuals manage stress, emotional strain and fatigue more effectively. Regular practice fosters mindfulness, relaxation and emotional stability, which positively influence motivation, focus and daily functioning. To fully realize these benefits, a structured and supportive approach is essential, including proper guidance, suitable practice environments and consistent wellness initiatives. By integrating yoga-based programs into daily routines, organizations or individuals can create healthier lifestyles, reduce stress levels and promote long-term mental and emotional balance. Such measures contribute to improved well-being, greater resilience and a more harmonious and healthier way of living. References: 1. Leong, W.Y. (2024). Yoga-Based Workplace Well-Being Practices and Their Influence on Mental Health. Journal of Occupational Management and Development, 12(3), 45–56.2. Kumar, S. & Rao, P. (2023). The Role of Yoga in Reducing Occupational Stress and Enhancing Mental Health. Industrial Psychology Review, 18(2), 89–104. 3. Singh, R. (2022). Yoga-Centered Organizational Interventions for Improving Psychological Well-Being. International Journal of Workplace Health & Safety, 9(1), 112–125.4. Mehta, A. & Verma, L. (2021). Effectiveness of Yoga and Mindfulness Practices on Emotional Well-Being. Journal of Behavioral Health Studies, 7(4), 221–233.5. Chatterjee, N. (2020). Integrating Yoga into Workplace Wellness Programs for Stress Reduction and Mental Balance. Asian Journal of Holistic Health, 5(2), 58–70.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessASSOCIATION OF ABO BLOOD TYPES WITH PSYCHOLOGICAL TRAITS: A STUDY ON STRESS, ANXIETY, AND DEPRESSION1Rahul Kumar Rana (Research Scholar), 1Dr. Anita Gupta (PhD) 1Shraddha Dwivedi (Assistant professor) 1Sirajuddin (Research Scholar), 1Bishnu Prashad Tamang (Research Scholar), 1Sonika Rai (Research Scholar), 1Nongmeikapam Jenia devi (Research Scholar), 1Degree College of Physical Education, Amravati (MH) ABSTRACTThis study investigates the association between blood types (A+, B+, AB+, O+) and psychological traits (anxiety, depression, stress) among 120 male college students (aged 18-25) from degree college of physical education college in Amravati, Maharashtra, India. Using a cross-sectional design and purposive sampling (30 per group), the Anxiety, Depression, and Stress Scale (ADSS-BSPSA) measured symptoms via self-reported questionnaires. Data were analyzed with descriptive statistics and one-way ANOVA in SPSS. Results revealed a significant difference in anxiety levels (F=2.84, p=0.041), with AB+ showing the highest mean (6.87±3.16) compared to A+ (4.47±3.23; post-hoc p=0.045). No significant differences emerged for depression (F=0.999, p=0.396) or stress (F=0.290, p=0.833), despite AB+ having slightly higher means. Findings suggest AB+ blood type may elevate anxiety via ABO gene links to neurotransmitter pathways, while depression and stress appear driven by environmental and coping factors, not blood type. This highlights potential genetic influences on anxiety in young males. Key Words: Anxiety, Depression, Stress, Psychology. INTRODUCTION Blood, a vital bodily fluid comprising 7–8% of body weight, transports oxygen, nutrients, and waste throughout the body. It consists of red blood cells (RBCs), white blood cells, and platelets, with adult males averaging 5–6 Liters (10.5 pints) and females 4–5 Liters (8.5 pints). Produced continuously in bone marrow from stem cells regulated by hormones like erythropoietin (Brandes et al., 2019), blood delivers oxygen and nutrients to cells/organs, removes metabolic waste (e.g., urea, CO₂ ), carries antibodies/hormones/signals, combats pathogens via immune responses, enables clotting to prevent blood loss, and regulates pH/temperature (Holzmüller & Weisel, 2023). Blood types—A, B, AB, O, plus Rh factor (+/-)—are crucial for transfusions and pregnancy compatibility (Garratty, 2005). The ABO system classifies individuals into four groups based on RBC agglutination from A/B antigens and corresponding anti-A/anti-B antibodies in sera of those lacking them (Yamamoto et al., 2012). These oligosaccharide antigens appear on RBCs, tissues, and secretions; antibodies form naturally from ~6 months (Branch, 2015; Yamamoto, 2004). Encoded by the ABO gene on chromosome 9 (18+ kb, 7 exons), functional A alleles produce N-acetyl galactosaminetransferase, B alleles galactose-transferase, while O alleles yield inactive enzymes due to nucleotide changes altering sugar specificity. Psychology, the scientific study of mind and behaviour, explores thoughts, emotions, decisions, personality, social interactions, and influences from biology (e.g., genetics, brain chemistry), environment, and society on human development, motivation, normal/abnormal conduct, and group dynamics. Interlinked states—stress (body's response to demands, adaptive acutely but harmful chronically, lowering affective thresholds), anxiety (persistent excessive worry/fear disrupting function, often stress-triggered with heightened arousal; Gupta et al., 2015), and depression (enduring sadness/apathy with impairing symptoms)—form a reciprocal \"downward-spiral\" where daily stress amplifies anxiety/depression, which heighten stress sensitivity, mediating each other's progression and eroding mental health (Feng et al., 2023). Prevalent among students (Ibbad et al., 2022), these have been tentatively linked to blood types

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-123since early 20th-century studies associating ABO groups with health outcomes, fuelling scientific and popular interest into the 21st century. Conflicting research suggests blood group B individuals show higher anxiety; A/O, more severe depression; AB carriers face ~3x psychiatric disorder risk, possibly via immunological ties to neurodevelopmental issues/substance use (Pisk et al., 2019). Despite numerous studies exploring links between ABO blood groups and psychological traits like stress, anxiety, depression, personality, and temperament, findings remain inconsistent and largely non-significant, with no conclusive evidence establishing causation (Al-Saraj 2025; Gupta 2025; Garvert 2021). Critically, research is scarce in specific demographics like physical education students, absent entirely in that field, and limited by small samples, cultural biases (e.g., East Asian ketsueki-gata beliefs), methodological variations (DASS-21 vs. HADS vs. EPQ), and failure to control confounders like gender, Rh factor, or lifestyle. No studies integrate physical activity's moderating role on mental health relative to blood types, representing a substantial gap for future investigation. METHODOLOGY In this study, cross-sectional design was employed. For the present study, 120 male college students (30 from each blood type: A+, B+, O+, and AB+) from the Degree College of Physical Education, Amravati, Maharashtra, served as the source of data. These subjects, aged 18 to 25 years, were selected using a purposive sampling procedure. The key variables included stress, anxiety, depression, and blood types. The Anxiety, Depression, and Stress Scale (ADSS-BSPSA), a psychological assessment tool developed and validated in India to measure anxiety (19 items), depression (15 items), and stress (14 items) symptoms was adopted for this study.Data collection occurred at the Degree College of Physical Education, Amravati, where the research scholar obtained informed consent, explained the study purpose and method, distributed questionnaires to subjects, ensured confidentiality, and collected responses. Analysis involved descriptive statistics (Mean, Standard Deviation, minimum, maximum) and one-way ANOVA to examine relationships between ADSS scores and blood types (A+, B+, O+, and AB+) via SPSS. RESULT The data collected from the participants were subjected to statistical analysis to examine possible differences among the groups based on their blood types. The analysis focused on three major psychological variables: anxiety, depression, and stress. Descriptive statistics were used to summarize the data, while one-way ANOVA was employed to test for significant differences across the four blood type groups (A+, B+, AB+, and O+).Table 1: Descriptive Statistics of Anxiety, Depression and Stress Anxiety Depression StressBlood TypesMean SD Min Max Mean SD Min Max Mean SD Min MaxA+4.466 3.234 .00 12.00 3.633 3.112 .00 12.00 5.033 2.709 .00 11.00B+5.333 3.417 .00 15.00 3.600 2.954 .00 10.00 4.800 3.133 .00 10.00AB+6.866 3.159 .00 12.00 4.833 3.504 .00 13.00 5.433 2.872 .00 11.00O+5.666 3.099 .00 14.00 3.900 3.043 .00 12.00 5.333 3.009 .00 11.00

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessFigure 1: Graphical representation of Anxiety, Depression and Stress Across Blood Types. Table 2: Comparison of Anxiety scores among different groups through one way analysis of Variance (ANOVA) Blood Type (I) Blood Type (J) Mean Difference (IJ)Standard Error SignificanceA+ B+ -.866 .834 .782AB+ -2.400*.834 .045O+ -1.200 .834 .560B+ A+ .866 .834 .782AB+ -1.533 .834 .341O+ -.333 .834 .984AB+ A+ 2.400*.834 .045B+ 1.533 .834 .341O+ 1.200 .834 .560O+ A+ 1.200 .834 .560B+ .333 .834 .984AB+ -1.200 .834 .560Table 3: Multiple Comparisons of Mean Scores Among Blood Types*The mean difference is significant at the 0.05 level The above table presents the results of a Scheffé post hoc test conducted to determine which specific blood groups differ significantly in their mean anxiety scores. The results show that there is a significant difference between individuals with the A+ and AB+ blood type, with a mean difference of –2.40 (p = 0.045). This indicates that participants with the AB+ blood group reported significantly higher anxiety levels than those with the A+ blood type. No other 4.463.115.03 5.332.954.86.863.55.43 5.663.045.33012345678Anxiety Depression StressBlood Groups Psychological comparisonA+ B+ AB+ O+Sum of Squares df Mean SquareF Sig.Between Groups 88.900 3 29.633 2.840 .041Within Groups 1210.267 116 10.433

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-125pairwise comparisons among the blood type (A+ vs. B+, A+ vs. O+, B+ vs. AB+, B+ vs. O+, and O+vs. AB+) showed statistically significant differences. Table 7: Comparison of depression and stress scores among different groups through one way analysis of Variance (ANOVA) @ not significant at 0.05 level DISCUSSION The analysis revealed a statistically significant difference in anxiety levels across blood types (F = 2.84, p = 0.041). Participants with the AB+ blood group reported the highest mean anxiety score (Xu et al., 2019). These findings suggest that individuals with the AB+ blood type tend to experience greater anxiety (Paul &Nasrallah, 2023) compared to those with the A+blood type. This may be due to the well proved theoretical concept that ABO gene may influence anxiety through its proximity to other genes affecting noradrenergic and dopaminergic pathways, both of which are involved in anxiety responses (Hobgood, 2024). Also, the result of our study is consistent with the findings, which suggest that ABO gene's location and genetic linkage to enzymes like dopamine beta hydroxylase (DBH) could contribute to anxiety traits in those with AB blood group, as these genetic factors influence neurotransmitter activity in the brain (Hobgood, 2024). This could be attributed to possible biological or genetic factors influencing emotional regulation, though psychological, environmental, and personality-related aspects may also play a role. For depression, the ANOVA results indicated no significant difference among the four blood types (F = 0.999, p = 0.396). Although the AB+ group again exhibited a slightly higher mean depression score (M = 4.83 ± 3.50) compared to the other groups, these differences were not statistically meaningful. This suggests that, in this sample, blood types were not related to depressive symptoms. The reason blood types were not related to depressive symptoms is that there is no strong or consistent biological or genetic linkage between ABO blood types and depression diagnosis. Studies results are consistent with the study conducted by Clarke et. al., (2021) large-scale analyses, including one with 37,208 individuals from 26 cohorts in the Psychiatric Genomics Consortium, found no statistically significant association between ABO blood types and major depressive disorder (MDD). The differences in blood type frequencies between depressed and non-depressed groups were minimal and not meaningful statistically. This suggests that blood type itself does not influence the risk of developing depression (Garvert et al., 2021). The findings imply that depression may be more strongly influenced by psychological, environmental, or situational factors rather than biological differences associated with blood type (Clarke et al., 2021). Sum of Squaresdf Mean SquareF Sig.Depression Between Groups29.958 3 9.986 .999 .396@Within Groups1159.033 116 9.992Total 1188.992 119Stress Between Groups7.500 3 2.500 .290 .833@Within Groups999.800 116 8.619Total 1007.300 119

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessSimilarly, the analysis of stress scores revealed no significant differences among the blood groups (F = 0.290, p = 0.833). All groups had relatively similar mean stress levels, ranging between 4.80 and 5.43. The absence of significant variation implies that stress experiences were consistent across all blood types, further supporting the idea that stress is influenced more by external life circumstances and coping mechanisms than by physiological characteristics such as blood group (Alkhawaldeh et al., 2023). Stress is more influenced by external life circumstances and coping mechanisms than by physiological characteristics such as blood group because stress responses are primarily shaped by how individuals appraise and react to environmental demands. Research highlights that stress arises when an individual perceives a challenge or threat that disrupts their equilibrium, and coping strategies—including cognitive, emotional, social, and behavioral responses—are critical in managing stress levels (Blascovich & Mendes, 2010). The present study concept are supported by the study conducted by park & Folkman which says that effective coping strategies like problemsolving, social support, positive reappraisal, and planning help modulate stress, demonstrating that external and psychological factors outweigh innate physiological factors in stress management (Park & Folkman, 2023). CONCLUSION In light of the study's result, the following deductions are made based on the findings: 1) Individuals with the AB+ blood type exhibit significantly higher anxiety levels, likely linked to genetic influences of the ABO gene on neurotransmitter regulation. 2) Blood types show no significant association with depression, indicating that depressive symptoms are more influenced by psychological and environmental factors than by genetic linkage to the ABO gene. 3) Stress levels do not differ significantly across blood types, suggesting that stress is primarily shaped by external circumstances and individual coping strategies rather than biological factors like blood group. REFERENCE 1. Alkhawaldeh, A., et al. (2023). Stress Factors, Stress Levels, and Coping Mechanisms Among University Students: A Cross-Sectional Study. International Journal of Environmental Research and Public Health, 20(13), 6009. 2. Blascovich, J., & Mendes, W. B. (2010). The biopsychosocial model of challenge and threat: Appraisal processes. Frontiers in Psychology, 7, Article 1234. 3. Brandes, R., Lang, F., & Schmidt, R. (2019). Physiologie des Menschen: mit Pathophysiologie. Springer. 4. Clarke, T. K., et al. (2021). The association between genetically determined ABO blood types and major depressive disorder. Neuropsychopharmacology, 46(8), 1529–1536.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1275. Feng, G., Xu, X., & Lei, J. (2023). Tracking perceived stress, anxiety, and depression in daily life: A double-downward spiral process. Frontiers in Psychology, 14, Article 1114332.6. Garratty, G. (2005). Blood groups and red cell antigens. Seminars in Hematology, 42(4), 244–269. 7. Garvert, L., Baune, B. T., Berger, K., Boomsma, D. I., Breen, G., Greinacher, A., Hamilton, S. P., Levinson, D. F., Lewis, C. M., Lucae, S., Magnusson, P. K. E., Martin, N. G., McIntosh, A. M., Mors, O., Müller-Myhsok, B., Penninx, B. W. J. H., Perlis, R. H., Pistis, G., Potash, J. B., Preisig, M., … Van der Auwera, S. (2021). The association between genetically determined ABO blood types and major depressive disorder. Psychiatry research, 299, 113837. 8. Gupta, S., Choudhury, S., Das, M., Mondol, A., & Pradhan, R. (2015). Factors causing stress among students of a medical college in Kolkata, India. Education for Health, 28(1), 92–95. 9. Guyton, A. C., & Hall, J. E. (2021). Textbook of Medical Physiology (14th ed.). Elsevier. 10. Hobgood, D. K. (2024). ABO gene is likely a genetic cause of anxiety diagnosis. Journal of Psychiatry and Psychiatric Disorders, 8(2024), 150–155. 11. Holzmüller, P., & Weisel, J. W. (2023). The crossroads of the coagulation system and the immune system. International Journal of Molecular Sciences, 24(15), 9116. 12. Ibbad, S., Baig, L. A., Ahmer, Z., & Shahid, F. (2022). Prevalence of anxiety and depression in high school students of Karachi, Pakistan. Pakistan Journal of Medical Sciences, 38(4, Part II), 916–921. 13. Park, C. L., & Folkman, S. (2023). Meaning in the context of stress and coping. Review of General Psychology, 27(1), 85-102.14. Paul, I., & Nasrallah, H. A. (2023). Association of ABO blood types with psychiatric disorders: Potential biomarkers of genetic susceptibility? Biomarkers in Neuropsychiatry, 9, 100076. 15. Pisk, S. V., Vuk, T., Ivezić, E., Jukić, I., Bingulac-Popović, J., & Filipčić, I. (2019). ABO blood groups and psychiatric disorders: A Croatian study. Blood Transfusion, 17(1), 66–71.

International Conference & Global Conclave on Physical Education Sports Science & Social Wellness16. Xu, F., Yin, J. W., Xiong, E. F., He, H., Zhang, Q. T., Fan, S. W., Qin, X. L., & Wang, S. (2019). Correlation between Preoperative Anxiety and ABO Blood Types: Evidence from a Clinical Cross-Sectional Study. Disease markers, 2019, 1761693. 17. Branch, D. R. (2015). Anti-A and anti-B: What are they and where do they come from? Transfusion, 55(Suppl 2), S74–S79. 18. Yamamoto, F. (2004). Review: ABO blood group system—ABH oligosaccharide antigens, anti-A and anti-B, A and B glycosyltransferases, and ABO genes. Immunohematology, 20(1), 3–22. 19. Yamamoto, F., Cid, E., Yamamoto, M., & Blancher, A. (2012). ABO research in the modern era of genomics. Transfusion Medicine Reviews, 26(2), 103–118. 20. Storry, J. R., & Olsson, M. L. (2009). The ABO blood group system revisited: A review and update. Immunohematology, 25(2), 48–59.21. Al-Saraj, R. N., & Al-Ashou, S. M. (2025). ABO blood groups in relation to anxiety, stress, and depression among university students. Georgian Medical News, (361), 73–7922. Gupta, S. K., Kumar, N., & Singh, R. K. (2025). Association between blood groups and personality traits and intelligence among people in Bihar. European Journal of Cardiovascular Medicine, 15(2), 659–663. Garvert, L., Baune, B. T., Berger, K., Boomsma, D. I., Breen, G., Greinacher, A., Hamilton, S. P., Levinson, D. F., Lewis, C. M., Lucae, S., Magnusson, P. K. E., Martin, N. G., McIntosh, A. M., Mors, O., MüllerMyhsok, B., Penninx, B. W. J. H., Perlis, R. H., Pistis, G., Potash, J. B., Preisig, M., … 23. Van der Auwera, S. (2021). The association between genetically determined ABO blood types and major depressive disorder. Psychiatry Research, 299, 113837.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-129EFFECT OF TRADITIONAL INDIAN SURYANAMASKAR ON TRUNK JOINT MOBILITY IN COLLEGE FACULTY MEMBERS Dr. Suresh Kondiba Rathod, Director of Physical Education, Shri. Haridasan Mahila Mahavidyalaya, Chichal/Barwha, Ta. Lakhandur Dist. Bhandara (MS), Email :[email protected] Abstract The purpose of this study was to see the effect of 6-week suryanamaskar on trunk joint mobility of faculties of Bhandara District of Maharashtra State. To achieve these purpose twenty (20) subjects were divided into two groups (Experimental group – 10 Teachers & Control group – 10 Teachers). The criterion variable of trunk joint mobility was measured by Goniometer. Pretest was taken prior to the Suryanamskar training and posttest was taken after six weeks of Suryanamskar. Suryanamskar were practices every morning i.e. five days (Monday to Friday) per week. After six week training post-test were administered and data were collected. Statistical analyses were done on the basis of ‗t‘ test. The level of significance was set at 0.05. Result shows that on the basis of mean difference there was difference between the means of pre and post-test of control and experimental group of college teachers in reference to trunk joint mobility. To see this difference is significant or not at 0.05 level of significance. Researcher further calculated ‗t‘ test & above table shows that there is significant difference between pre and post-test of experimental group of trunk joint mobility, as the calculated ‗t‘ value 2.115 is greater than tabulated ‗t‘ value 1.734. But there is insignificant found between pre and post-test of control group of trunk joint mobility, as the calculated ‗t‘ value 0.681 is lesser than the tabulated ‗t‘ value 1.734. Concluding we can say that experimental group shows significant difference in reference to trunk joint mobility the differences may be attributed that Surya namaskar is basically a sun salutation that leads to healthy body, mind and soul. However, morning time is the best time for surya namaskar. Sun rises is the time when sun rays help revitalize the body and refresh the mind. It also increases the ability of muscle to perform movement with large amplitude (range of motion). It also refers to functional capacity of a joint to move through a normal range of motion. Keywords: Suryanamaskar, Trunk Joint Mobility, Goniometer, etc. Introduction Life styles have been changing over the past few decades in most parts of the world. The excesses of the consumer society are now showing their effects on health. In case we are to prevent the diseases that are the results of unfavorable life styles, we have to ensure that sound decisions on healthy lifestyles are to be urgently cultivated. This will be a major role of health education. In our ancient culture, instance can be found where the continuation of healthy life styles has contributed to better health and longevity. For instance, the kurichia tribe of wayanad follows several healthy food habits, better sanitation, personal hygiene, moral life, and old age security, hard physical labour and peaceful religious life. Their women have better status and lead a disciplined moral life. They have no diabetes as they eat the right type of food and do hard physical labour. Several of their positive life styles made them free from many common diseases and thereby prolonged their life even beyond the life span of the so called educated and affluent people who have access to modern medical facilities from super specialty hospitals. On the other hand, following improper life styles, modern people invite many complicated and complex diseases necessitating the creation of costly medical facilities to serve minority of population. Such distortion in development can be avoided in poor countries, if proper health education is spread to everybody in the society. Joint Mobility often also referred to as flexibility or suppleness can be defined as the ability to perform movement with greater range of motion or large amplitude. It is controlled partly by the energy liberation