Volume 1 Final

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessdoing general Training of Hockey for Twelve weeks..To assess the explosive power in legs Standing Broad Jump Test were used in the Pre Test and Post Test of the Study. Results: The Independent Samples t Test Statistics is applied for the Study. The Comparison were made among Experimental Group and Control Group in Pre Test and Post Test Mean Table 1: Showing the Mean values and Independent Samples Test of Standing Broad Jump between experimental and control groups of Hockey Players Variables Group Pre TestMean ± SDPost TestMean ± SDt P - ValueStanding Broad JumpExperimental 2.30 ± 0.157 2.41 ± 0.1853.55 0.001Control 2.26 ± 0.159 2.22 ± 0.161*Significant at 0.05 level In Table 1 the Mean values of Experimental Group of Volley Ball Players in Pre Test is 2.30 and Control Group Weight lifters is 2.26. Due to Core Strength Training the Experimental Group has increased the mean values in post test is 2.41 and due to general training the Control group has decreased from 2.26 to 2.22The Results of the Study shows that Experimental Group of Volley Ball Players has increased in the Performance of Standing Broad Jump.This study shows that the Experiment Group of Hockey Players increase the explosive power compare to the control group. Conclusions: It is concluded that due to core strength training there is a improvement of explosive power among Hockey Players. Building a strong core is an important aspect of training, with core stability providing the foundation for optimal movement for the body for enhancing the performance in spors and games. Recommendations: This type of Study is useful to the Hockey Players. It is useful for the Coaches to use the Core Strength Training for the development of Physical Abilities among Hockey Players. References: 1. S Kaviyarasu and T Radhakrishnan (2025)Effect of sequencial hockey skill training on physical fitness variables for men hockey playersInternational Journal of Physical Education, Sports and Health 2025; 12(1): 377-3792. Prof. Rajesh Kumar and Prof. Erika Zemkova, Appl. Sci. 2022, The Effect of 12 Week Core Strengthening and Weight Training on Muscle Strength, Endurance and Flexibility in School Aged Athletes – P12(24), 12550; https://doi.org/10.3390/app122412550indexed within Scopus, SCIE (Web of Science), Inspec, CAPlus / SciFinder, and other databases. Q2 (Engineering, Multidisciplinary) / CiteScore - Q2 (General Engineering) Impact Factor: 2.838 (2021); 5-Year Impact Factor: 2.921 (2021) ISSN: 2076-3417

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-181COMPARATIVE STUDY OF AGILITY, REACTION TIME, STRENGTH AND FLEXIBILITY MEASURES OF VOLLEYBALL AND BASKETBALL PLAYERS Dr. Rajendra Nana Shelke, Assistant Professor, BPCA‘s College of Physical Education, Wadala, Mumbai. ABSTRACT The purpose of the study was to compare the agility, reaction time, strength and flexibility of basketball and volleyball player to full fill the objectives of the study, 100 basketball and 100 volleyball players were selected from Mumbai City, who were participated in the inter college tournament of basketball and volleyball. The data were collected in inter college tournament, the age of selected subjects arranged from 18-25 years. Test used for semo agility test, nelson foot reaction time test, vertical jump for strength test and flexibility (modified sit and reach test) were used to measure the selected physical fitness variables of players in order to analyse the data and significant difference between basketball and volleyball players of Mumbai city. The mean, SD, MD, SE-IND and‗t‘ values were calculated to find out the significant of differences between male basketball and volleyball players. Significant level is found out by the application of‗t‘ test at 0.05 level. After comparing of the present data it is concluded that the reaction time of volley ball players and basketball players contains slight difference and agility of basketball players is better than the volley ball players. As the scores of agility is measured in seconds mean performance of basketball players is more than volleyball players. The explosives strength of volleyball players is better than the basketball players and the flexibility of volleyball players is better than the basketball players. This study is also helpful to guideline for players students teachers and researchers. KEY WORDS: Agility, Recreation Time, Strength, Flexibility, Players, Basketball, Volley Ball. INTRODUCTION For all sport activity, physical fitness is very essential. It is related to the ability to meet the demands of the environment specially to preserve, to with stand stress to resist fatigue and to posses the energy for an abundant life physical condition is one‘s richest ownership, it cannot survive acquisitioned, along with it have to be earn from beginning to end every day schedule of physical work out. Agility, strength, and flexibility are three important components of physical fitness that help the body move efficiently and stay healthy. Agility is the ability to change direction quickly and maintain balance while moving. It is especially important in sports and daily activities that require quick reactions and coordination. Strength refers to the ability of muscles to exert force, which helps us lift, push, pull, and support our body during movement and physical tasks. Flexibility is the ability of joints and muscles to move through their full range of motion, helping to prevent injuries and improve posture and performance. Together, these components improve overall physical fitness, athletic ability, and daily functional movement. METHODOLOGY The following procedures including information regarding research design, source of data, sampling method, selection of subjects, criterion measures, selection of test, description of test and collection of data etc. Sample:- The data pertaining to this study was collected by administrating the appropriate tests described below on the inter-collegiate players of Mumbai City, who participated at least inter-collegiate tournaments held in University of Mumbai.100 male Volley ball players and 100 male Basketball players, who had participated in inter college

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnesstournament be preferred as matters used for this learning. The age of the subject ranges btween eighteen (18) years to twenty-five (25) years. The design of the study was random group design, as 100 players from volleyball and 100 players from Basketball of field ground .were select randomly for the purpose of the study. Tools-The test were conducted for testing the following measures are below: a) Agility: SEMO Agility Test b) Reaction Time: Nelson Foot Reaction Test c) Strength: Leg Strength (Vertical Jump) d) Flexibility: Trunk Flexibility (Modified Sit and Reach Test) ANALYSIS OF DATA:- Statistical procedures constitute the means by which quantitative data – such as test scores from any individuals are organized, analysed, and interpreted. Significant level is found out by the application of ‗t‘ test. The mean, SD, MD, SEIND and ‗t‘ values were calculated to find out the significant of differences between male basketball and volleyball players. Significant level is found out by the application of ‗t‘ test at 0.05 level. Table no 1 Comparison of agility between volley ball and basketball players AgilityNo. Mean SD SEINDSE MD OT TT LSVolleyball 100 13.57 1.04 0.0720.110.61 5.43 1.96 0.05Basketball 100 12.96 0.90 0.054It is seen from the table no. 1 that there is a difference in the mean performance of volleyball (13.57) and basketball (12.96). The value of ‗t‘ to be significant at 0.05 level at 298 degree of freedom is 1.986. As the obtained value of ‗t‘ was above 1.986 that is 5.439 which shows that there is a significant difference in agility of volley ball and basketball players. Table 2 Comparison of Reaction Time of Right Leg between Volley Ball and basketball players Reaction TimeNo. Mean SD SEINDSE MD OT TT LSVolleyball 100 10.28 2.25 0.030.270.37 1.34 1.96 0.05Basketball 100 10.65 2.53 0.04Insignificant at 0.05 level with 298 degree of freedom tab t = 1.96 It is seen from the table no. 2 that there is much similarity in the mean performance of volley ball (10.28) and basketball (10.65).The value of ‗t‘ to be significant at 0.05 level at 298 degree of freedom is 1.986. As the obtained value of ‗t‘ is below 1.986 that is 1.349 which shows that there is insignificant difference in reaction time of right leg of volley ball and basketball players. Table 3 Comparison of Reaction Time of left Leg between volleyball and basketball players FlexibilityNo. Mean SD SEINDSE MD OT TT LSVolleyball 100 9.82 2.13 0.030.240.15 0.62 1.96 0.05Basketball 100 9.67 2.21 0.03Insignificant at 0.05 level with 298 degree of freedom tab t = 1.96

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-183 It is seen from the table no. 2 that there is much similarity in the mean performance of volley ball (9.526) and basketball (9.673).The value of ‗t‘ to be significant at 0.05 level at 298 degree of freedom is 1.986. As the obtained value of ‗t‘ is below 1.986 that is 0.624 which shows that there is insignificant difference in reaction time of left leg of volley ball and basketball players. Table 4 Comparison of Strength between volley ball and basketball players StrengthNo. Mean SD SEINDSE MD OT TT LSVolleyball 100 50.02 10.65 0.751.226.63 5.41 1.96 0.05Basketball 100 43.39 10.57 0.74*Significant at 0.05 level with 298 degree of freedom tab t = 1.9 It is seen from the table no. 4 that there is a difference in the mean performance of volley ball (50.02) and basketball (43.39). The value of ‗t‘ to be significant at 0.05 level at 298 degree of freedom is 1.986. As the obtained value of ‗t‘ is above 1.986 that is 5.410 which shows that there is a significant difference in strength of volley ball and basketball players. Table 5 Comparison of Flexibilty of between Volleyball and Basketball players. FlexibilityNo. Mean SD SEINDSE MD OT TT LSVolleyball 100 15.56 4.17 0.110.413.3 7.93 1.96 0.05Basketball 100 12.26 2.91 0.056*Significant at 0.05 level with 298 degree of freedom tab t = 1.96 It is seen from the table no. 4 that there is a difference in the mean performance of volley ball (15.56) and basketball (12.26). The value of ‗t‘ to be significant at 0.05 level at 298 degree of freedom is 1.96. As the obtained value of ‗t‘ is above 1.96 that is less than 7.93, which shows that there is a significant difference in flexibility of volleyball and basketball players. Findings and Conclusions • Volleyball and Basketball players having great strength, agility, reaction time and flexibility. • Through analysis and interpretation of data, similar reaction time of both legs is found in volley ball and Basketball players. • The reaction time of Volley ball players and Basketball players contains slight difference. Logically it is conclude that reaction time of both legs and both volley ball and Basketball players are more probably same the reason for this finding may be because of regular practice. • Mean performance of agility of Basketball players (12.96) which is lesser than the mean performance of volley ball players (13.57) which shows that the agility of

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessBasketball players is better than the volley ball players. As the scores of agility is measured in seconds. • Mean performance of explosive strength of volley ball players (50.02) have more (6.63) than Basketball players (43.39) which shows that the explosive strength volley ball players is better than the Basketball players. • Mean performance of flexibility of volley ball players (15.56) have little more (3.3) than Basketball players (12.26) which shows that the flexibility of volley ball players is better than the Basketball players. REFERENCES 1. D.K Kansal, 2008 Applied Measurement ,Evaluation and sports selection . SSS Publication New Delhi ISBN 81-902282-3-4 2. Aggrawal J.C (1991) Modren Indian Education and its problems New Delhi Aryabllk. 3. Dr. Sandip Sankar Ghosh,2013 A comparative Study on Physical Fitness among State Level Football and volleyball Players.Indian Journal of Applied research Volume 3/issue 8 Aug 2013. Bompa, T. O. (1999). Periodization: Theory and methodology of training (4th ed.). Human Kinetics 4. Singh, H. (2018). Sports training and fitness. Friends Publications. 5. Johnson, B. L., & Nelson, J. K. (1986). Practical measurements for evaluation in physical education (4th ed.). Macmillan Publishing Company.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-185YOGA FOR STRESS MANAGEMENT Dr. Rohini C. Kawade, Assistant Professor, B.P.C.A‘S COLLEGE OF PHYSICAL EDUCATION ,WADALA MUMBAI. 31 Abstract: In present scenario the common man are suffering from lots of stress and emotional instability. Negative stress and emotional instability affects all the life skills. The purpose of this paper is to identify significance of selected yogic practices management of stress in common man. Yogic practices are the ancient activities which has physiological and psychological benefits. Paper will explain interdependence stress and how we can decrease the stress with the help of Yogic Practices. Keywords: Stress and Yogic practice INTRODUCATION Yoga: Yoga, originating in ancient India, has evolved over thousands of years, encompassing physical, mental, and spiritual practices aimed at achieving harmony and selfrealization. Yoga is that system which is directly related with the human psycho physiology and Anatomy, yoga means the experience of oneness or unity with inner being. Yoga integrates physical poses and breathing techniques to stretch the body, breath and mind to improve endurance, strength, balance and flexibility. Yoga is an ancient philosophy of life as well as a system of exercises that encourages the union of mind, body, and spirit. In the words of Patanjali, author of the Yoga Sutras, \"yoga is the ability to focus the mind on a single point without distraction.\" Yoga is a physical discipline; it uses the body and breathing to develop self-awareness and mental clarity. There is simply no other discipline quite like yoga because it utilized the body, mind and spirit, all in one practice. Yoga is indeed a spiritual path that is based on ancient sacred philosophy, but one does not need to make an ethical decision when practicing yoga, rather finding our own path is wholly accepted. The holistic benefits of yoga are suitable for the young or old, sick or well, with any religious background. The secrets of yoga are inwardness, concentration, and purification of mind and body with cleansing thoughts and food. Yogic Practices: The practices enjoined in yogic literature and handed down in different traditions are called the Yogic Practices. These may be classified in the following groups: 1) Asana 2) Pranayama 3 ) Bandha and Mudras 4) Kriya 5)Meditation Stress: Stress is the ―nonspecific response of the body to any demand‖ –Hans Selye (1936) Stress is a normal response of the body towards the situations which seem difficult to manage. Stress takes place by in different conditions by Stressors. Stress is a maladaptive response pattern, characteristic to the individual concerned, to his perceived and overpowering psycho-physiological, psycho-social and bio-ecological demands. The stress, according to Pātañjala Yoga Sūtra (P.S.Y.), can be defined as ―a state of psycho-physiological imbalance experienced due to identification with one‟s modifications of mind emanating from our existential afflictions (termed as Kleśas) and precipitated by social environments and psychophysiological response patterns.‖ Yoga does not subscribe to the eustress-distress dichotomy. It believes that mental dynamics can be calmed down completely (P.Y.S. I.2) so as to realize one‟s Transcendental

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessSelf here and now (P.Y.S. I.3). This transcendental state of consciousness is considered in Yogic literature as creative and far above the mundane stresses of life and living. To whatever extent we realize the transcendental state, we move away from our identification with modifications of mind to that extent. It follows that whatever progress we make in our Yoga practice we are bound to get corresponding psychophysiological balance. This brings about an equanimity (Bhagvadgītā 2:47) wherein all our actions become skilful and creative (Bhagvadgītā 2:49). Thus, a positive health, devoid of all vitiated mental dynamics and endowed with a continual sense of growth and fulfilment, can be realized by the Yoga practitioner. Thus, the stresses are no more perceived as overpowering by the Yoga sādhaka, due to his changed attitude & perception towards the stresses, as an effect of Yoga practices. Stages of Stress Stage 1: Fight or Flight: The moment you first feel stressed, your body lets you know. It sounds the alarm and activity in the thyroid and adrenal glands is increased. This is what happens when you hear about entrepreneurs \"burning out.\" Their adrenal glands go into overload because the fire alarm is going off, and yet they're still sitting there in their office working. Stage 2: Damage Control : When your body feels stressed, it knows it. What happens, then, is it does its best to keep things as normal as possible while your body works overtime. Anti-inflammatory hormones (cortisol) are secreted in order to control the inflammation that's happening. But this is not a long-term solution. It's a quick fix to keep things moving while issues are sorted out. Stage 3: Recovery: At some point, hopefully you've acknowledged that you've been running a marathon at a sprint pace and decided it's time to take a step back. When you begin recovery, your body does its best to return your internal systems to their original and healthy levels. Stage 4: Adaption: Now, let's say you didn't listen to your body and you decided not to make time to recover. Essentially, what you're telling your body is that this level of stress isn't going to go away anytime soon. So, what does it do? It begins to settle into the feeling of constant stress, and adapts accordingly Stage 5: Burnout: And finally, should you ignore the first four stages of warning, you will eventually find yourself completely and utterly \"burned out.\" General Adaptation Syndrome (GAS) GAS has three stages: alarm, resistance, and exhaustion. In the alarm stage, the body shows changes characteristic of the first exposure to the stressor; these changes generally coincide with the sympathetic discharge that enables the fight-or-flight phenomenon of Cannon. Types of Stress 1. Eu-Stress (Good) Eustress is what energizes us and motivates us to make a change. e.g. marriage, promotion, birth of a child etc. 2. Distress (Bad) The word distress has many meanings. Distress is an unpleasant emotion, feeling, thought, condition, or behaviour. e.g. loss, failure etc. In other ways stress classified as1. Acute Stress: Acute stress disorder is an intense, unpleasant, and dysfunctional reaction beginning shortly after an overwhelming traumatic event and lasting less than

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-187a month. This includes situations such as sitting an exam, starting a new job, giving a speech, or being faced with a work deadline. 2. Chronic Stress: Chronic stress is stress that continues for a long period of time and does not go away. This can occur in circumstances such as ongoing financial difficulties, social isolation and loneliness, relationship problems, chronic health problems, caring for someone with complex needs, being overworked, being bullied, or living in an unsafe environment such as a war zone or where there is violence in the home. Causes of Stress • Physical Conditions • Psychological State • Physiological State • Personal life Events • Social Conditions • Working Related Stress Symptoms of Stress • Physiological Symptoms • Physical Symptoms • Imbalance emotion • Changes in cognitive behaviour • Mal adjustment in Social settings Consequences of Stress • Impairment Cognition • Lowering of work efficiency • Problems in social behaviour • Poor emotional Reactions • Health Problems Yoga as a way of life copes with Stress \"Yuktaharaviharasya yuktachestasya karmasu. Yuktasvapnavabodhasya yoga bhavati duhkhaha\".(6.17 B.G.)

International Conference & Global Conclave on Physical Education Sports Science & Social Wellness• Ahara(Food): Ahara is a Sanskrit term used in yoga philosophy to refer to the vehicle, or support, of consciousness. It can be thought of as everything in a being which is not the intrinsic or higher nature of that being. Mitahara is a Sanskrit combination word, from Mita (मित, moderate) and Ahara (आहार, taking food, diet), which together mean moderate diet. • Vihara(Relaxation) The modern society is facing an epidemic of lifestyle related diseases like obesity, diabetes, heart diseases, etc., which primarily result from stress, improper diet and irregular or sedentary lifestyle. According to yogic philosophy, in order to achieve and maintain healthy living or Arogya, it is essential to practice a healthy Vihar or relaxation. Vihara can be brought about by activities such as exercise, recreation and creative activities like drawing, painting, singing, etc. • Achara( Conduct) Yoga prescribes that the conduct of a person should be ethical for maintaining a healthy and stress-free life. Good conduct includes honest, truthful behaviour, avoiding hatred and jealousy, compassion, etc. It also teaches us to build healthy routines that would balance our efforts throughout the day, throughout the years, and ultimately throughout the life • Vichara(Thinking) Vichara is the internal dialogue of a practitioner with self (with his own mind). It is talking to one's mind. Vichara is Self Enquiry. Vichara helps in developing a relationship with one's own mind. It is said that, the only way to understand Self Enquiry is to practise it. • Vyabahara (Behaviour) Vyavahara is the result of ahara, vihara, achara and vichara. According to Yogic philosophy, our actions should be right. We should not be indulged in wrong activities. Our behaviour towards others should be appropriate. What we experience today is the result of our karma-both good and bad-created by our previous actions. Breathing exercises, known as pranayama in Sanskrit, teach you to relax, regulate your breath, and breathe deeply. This helps reduce stress and calm your body and mind. Breathing techniques can also enhance your sleep quality and encourage mindfulness You can do breathing exercises during your yoga practice or when you want to focus on relaxation throughout the day.. These techniques are also useful when you experience uncomfortable emotions or difficult situations. Asanas for stress relief The following yoga poses to relieve stress. Cat-Cow Pose (Marjaryasana to Bitilasana) Child‟s Pose (Balasana) Viparita Karani Savasana Makarasana Yoga mudra A few popular types of Pranayama include: Alternate nostril breathing (nadi shodhana) Ujjayi breathing breath of fire (kapalabhati) Lion‟s breath (simhasana) Sitali breath humming bee breath (bhramari) Ashtanga Yoga for Stress Management Yoga is a way of life. Yoga considers the human being as a whole-body, mind and spirit together. Disintegration of this personality leads to „stress‟. Yoga aims at harmonizing the physical, mental and spiritual aspects of the personality. The Indian Sage Patanjali presented an eight-fold path for attaining salvation. The path is called Ashtanga Yoga or eight part yoga i.e Yama, Niyama, Asana, Pranayama, pratyahara, Dharana, Dhyana, Samadhi. The

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-189first four steps have greater effect on the physical personality of the individual and are called Bahiranga yoga and the next four have greater effect on the internal personality of the individual and are called Antaranga yoga. One can practice this Ashtanga yoga with slight modifications in the present day society without deviating from the basic principles. This makes an individual think and lives in a positive way with a philosophical view. This helps him to address the life challenges without distress. But whether we use yoga for spiritual transformation or for stress management and physical well-being, the benefits are multiple and amazing, if practiced regularly and with faith. Meditation for stress relief Experiment with a few types of meditation on your own or seek the guidance of a teacher who can help you create a structured, consistent routine. Once you‟ve established a meditation practice, stick to this routine for some time instead of changing regularly. Yoga nidra, known as yogic sleep, is a guided meditation that does in-person with a teacher or via a recording. It promotes deep relaxation, alleviates stress, and helps sleep better. Yoga nidra is a fantastic option when you‟re too tired for an asana (moving through poses) or seated meditation practice but still want to dedicate time to your yoga routine. Conclusion: With the utilization of yogic practices commom man would able to cope up with negative stress and emotional instabilities and explore alternatives, and make rational decisions in solving each problem or issue as it arises. It also entails being able to establish productive interpersonal relationships with others. REFERENCES 1. Bera, T., Jolly, S., Ganguly, S., & Gharote, M. (1999). Effect of three years yogic exercises progamme on motor function in school boys. Yoga-Mimamsa, 33, 1, pp. 1-12.2. Berger, D. L., Silver, E. J., & Stein, R. E. (2009). Effects of yoga on inner-city children's well-being: a pilot study. Altern Ther Health Med, 15, 5, pp.36-42. 3. Bhole, R. J., & Sahu, M. (1983). Efferct of three weeks yogic training programme on psychomotor performance. Yoga-mimamsa, 22, 1&2, pp. 59. 4. Gharote, M. (1976). Effects of short term Yogic training programme on the Physical Fitness of School boys. Avagahana, p. 13. 5. Gharote M. L.(2013) Guidelines for yogic practices.pg 1 to 5 The Lonavala Yoga Institute(INDIA) 6. Himalaya Yoga Peeth. (2014, February). Concept of Yoga. New Delhi, India. 7. Handbook of physical education, (2009) Maharashtra state government Text Book and curriculum research committee.p 23 to 28.

International Conference & Global Conclave on Physical Education Sports Science & Social Wellness8. Kafle, Vaidya, Panta, Chhetri, & Mehrotra. (2010). Common behaviour problems amongst primary school children in slum dwelling area of Kathmandu Valley. Nepal Med Coll Journal, pp.187-189.9. Lagerberg., D. ( 2005). Physical activity and mental health in schoolchildren: a complicated relationship. Acta Paediatr, . 94, 12, pp.1699-1701

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-191EFFECT 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, Principal, Reddy College of Physical Education, Thangadepally, Choutuppal, Email: [email protected]. Muscu Madhusudhan Reddy College of Physical Education, Thangadepally, Choutuppal, Abstract: The Purpose of the Study is to find out the 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. Forty five Women B.Ped students between the age group of 20 to 22 Years were selected for the study. The selected subject deviated into three groups Core Strength Training Group, Medicine Ball Exercises Group & Control Group. Each group 15 subject were selected randomly and training is given for eight weeks on alternate days for two experimental groups and general training was done by Control group. From the statistical results the paired sample t test analysis shows that there is a significant improvement between the pre and post mean among the effect of eight weeks of Core Strength Training Medicine Ball Exercises Group & Control Group on Speed. Key words: Core Strength Training, Medicine Ball Exercise, speed etc. Introduction: Sport plays a very prominent role in the modern society. It is important to individuals, a group, a nation and indeed the world. Throughout the world, sport has a popular appeal among people of all ages and both sexes. Much of the attraction of sports comes from the wide variety of experience and feeling that result from participation and also other variables such as success, failure, exhaustion pain, relief and feeling of belonging. Sport can bring money, glory, status and goodwill. However, sport can also bring tragedy, grief and even death. Core Strength training means exercises or work out done with free weight, body weight, machine or other resistance device to increase resist force of athletes. Core strength training mainly focusing to improve the muscles that stabilize the trunk example abdominal, lower back, gluteal muscles. Resistance training mainly focuses to improve the muscular strength, muscular endurance, power or muscle bulk and combination of any two of the above. A medicine ball (also known as an exercise ball, a med ball, or a fitness ball) is a weighted ball with a diameter of about a shoulder-width. The size of a medicine ball is approximately 350 mm (13.7 in), often used for rehabilitation and strength training.[1] Themedicine ball also serves an important role in the field of sports medicine to improve strength and neuromuscular coordination.[2] It is distinct from the inflated exercise ball, which is muchlighter and larger which is up to 37 in (95 cm) in diameter. Rajesh Kumar and Erika Zemková (2022) studied the Effect of 12-Week Core Strengthening and Weight Training on Muscle Strength, Endurance and Flexibility in SchoolAged Athletes. Ninety male athletes at the age of 12 were randomly divided into three equal groups (30 in each). Group 1 underwent core strengthening training, group 2 underwent weight training, and group 3 was the control. The training was for 12 weeks, with three sessions per week (one hour per session). Prior to and after the training, abdominal strength, endurance, and flexibility were evaluated using the sit-ups test, the Cooper 12 min run test and the sit and reach test. The analysis of variance was used to analyze pre- and post-intervention data. The results showed that both the core strength training group and the weight training group

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnesssignificantly (p = 0.00) improved in ab dominal strength, represented by the number of sit-ups (from 18.70 3.20 to 22.21 3.50 and from 17.60 3.29 to 21.60 3.63, respectively); endurance, represented by distance covered in 12 min(from1817 185.78 mto2008.97 214.79 mandfrom1806 237.25 mto2002.59 83.32 m, respectively); and flexibility, represented by the sit and reach distance (from 23.48 2.75 cm to 25.96 2.38 cm and from 23.66 2.92cm to 25.86 2.55cm, respectively) when compared to the control group (from 17.20 3.20 to 16.39 2.69; from 1813 224.69 m to 1778.15 05.28 m; from 23.46 3.06 cm to 21.76 2.56 cm). More specifically, abdominal strength and endurance improved slightly more in the weight training group than in the core strength training group, whilst flexibility increased slightly more in the core strength training group than in the weight training group. These findings indicate that both core strengthening training and weight training are effective in improving physical fitness in school-aged athletes; however, the improvement is to differing extents regarding their endurance, flexibility, and abdominal strength. Methodology Forty five Women B.Ped students between the age group of 20 to 22 Years were selected for the study. The selected subject deviated into three groups Core Strength Training Group, Medicine Ball Exercises Group & Control Group. each group 15 subject were selected randomly and training is given for eight weeks on alternate days for two experimental groups and general training was done by Control group. Results Table 1: Showing the Mean values and Independent Samples Test of Speed between experimental and control groups Group Pre TestMean ± SDPost TestMean ± SDT. ValueCore Strength Training 8.127 ± .1751 7.840 ± .1993 4.838*Medicine Ball ExercisesGroup8.113 ± .21007.593 ± .2865 14.666*Control Group 8.140 ± .2165 8.120 ± .2700 0.642(Note=* Significant at .05 level. The table value required for 0.05 level of significance with df 14 is 2.14.) The pre-test mean value of two experimental and control groups are 8.127, 8.113 and 8.140 respectively and the post-test means are 7.840, 7.593 and 0.2165 respectively. The obtained dependent t-ratio values between the pre and post-test means of two experimental and control groups are 4.838*, 14.666* 0.642 respectively. The table value required for significant difference with df 14 at 0.05 level is 2.14. Since, the obtained ‘t‘ ratio value of two experimental groups are greater than the table value, it is understood that two experimental groups had significantly improved the SP However, the control group has not improved significantly. The obtained ‘t‘ value is less than the table value, as they were not subjected to any specific training. Conclusions From the statistical results the paired sample t test analysis shows that there is a significant improvement between the pre and post mean among the effect of eight weeks of Core Strength Training Medicine Ball Exercises Group & Control Group on Speed Recommendations: In the present study, we found that Core Strength and Medicine Ball training are good in improving Speed among B.PEd Students.. Hence, it is recommended to the physical

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-193education should adapt the above training programme in their college for the betterment of the students. References: 1. Prof. Rajesh Kumar and Prof. Erika Zemkova, Appl. Sci. 2022, The Effect of 12 Week Core Strengthening and Weight Training on Muscle Strength, Endurance and Flexibility in School Aged Athletes – P12(24), 12550; https://doi.org/10.3390/app122412550indexed within Scopus, SCIE (Web of Science), Inspec, CAPlus / SciFinder, and other databases. Q2 (Engineering, Multidisciplinary) / CiteScore - Q2 (General Engineering) Impact Factor: 2.838 (2021); 5-Year Impact Factor: 2.921 (2021) ISSN: 2076-3417 2. Wonjong Yu , Seongsoo Cha ,*, Samki Seo (2017)The effect of ball exercise on the balance ability of young adults, J Phys Ther Sci2017 Dec 7;29(12):2087–2089. doi: 10.1589/jpts.29.2087

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessMODERN LIFESTYLE Dr. Satyavan Harmalkar, Director of Ph. ED & Sports, Narayan Zantye College of Commerce, Bicholim – Goa INTRODUCTION Now a day we every one living in fast life, where everything is fast. We are running after health education better percentage in exam, better job and career advancement. All we had schedule for study and work place but not having schedule of health and physical activity and taking food. Everyone are looking for easy way so we used technology for everything which reduce our physical activity. Every day and events we want to celebrate with our friends and relative by going to hotel and restaurant will effect on our food habits with negative effect on health. We have no our control on food which had effect on overweight or underweight are the main come for future health problem. A. MODERN LIFE STYLE : 1. Use of Modern Technology Too much used in modern technology in daily used at work place and home which reduce physical activity, social whatsapp, Instagram, facebook more involvement in entertainment activity reduce physical activity. 2. Environment IssueAir pollution due to have transport which effect to yet health air and water. 3. Career and Professional Competition Effect health issue, stress, poor diet, sleep side effect obesity, diabetes, heart disease. 4. Peace and stress Fast work and output base work may lead to negative impact on mental health and physical health. 5. Career and Education Goal Wide range of career opportunity and high level professional education opportunity effect on over all health.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1956. Social Changes Due to used of social platform introduction we are away from each other personal meeting. We are more focus on personal goal and achievement. 7. Urban living Urban living life style and surrendering environment badly effect on health. B. NEGATIVE HEALTH IMPACT DUE TO MODERN LIFE STYLES 1. Secondary BehaviorRise in secondary behavior which increase risk of chronic diseases. 2. Poor Diet More focus on fast food and hotel food lack of time schedule for regular fixed time for daily breakfast, lunch and dinner, lack of time to prepare health and balance diet at home preparation had side effect on overall health. 3. Prioritize SleepTaken proper rest sleep adequate sleep help in recovery body and mind. 4. Manage Stress Regular doing yoga and meditation healthy hobbies help to manage stress levels. 5. Remain Away from TechnologyTaking break from technology and joints real life in your surrounding help to remain mental fit. CONCLUSION Need if the hour to fake a first step towards personal health priority, to avoid health issue as well as psychological and mental issue. Which overall effect on personal and family

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnesslife. Improve our healthy habit like doing regular physical activity, balance diet, proper body rest, sleep help for long live healthy life. We must use more fresh fruits, vegetable, whole grain foods and lower fat milk help provide body reduce body balance diet. Taking proper daily water impact enough sleep help to control our body weight. Control our body weight help away from chronic disease like diabetes, health and respiratory to live healthy and happy life we must have proper daily plane schedule of our daily physical activity and proper rest for body. REFERENCE1. Helena Olesen Hygge for a Modern life Style. 2. Dr. Kulbir Singh Modern Lifestyle and Physical Education. 3. Balvidar Kumar Redsign your life in modern age. 4. Matt Gibbered A Morden way to live 5. Dr. Madhuri Sing Morden life stress.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-197PEACE THROUGH SPORTS: A PATHWAY TO SOCIAL WELL‑ BEING AND INCLUSIVE COMMUNITIES Dr. Sham Devichandji Kabuliwale, Associate Professor, Bharat College of Physical Education, Jalna, International Conference and Global Conclave on Physical Education, Sports Science & Social Wellness Abstract Sport is increasingly recognised as a powerful social institution capable of fostering peace, social cohesion, and individual well-being when it is intentionally designed and effectively managed. This paper explores how structured sport-based programmes promote cooperation, mutual respect, and non-violence while simultaneously enhancing mental health, social connectedness, and community resilience. Drawing on the Sport for Development and Peace (SDP) literature, key international reports, and selected case examples, the study examines the role of school and community sport initiatives in reducing social tensions, building life skills, and creating inclusive spaces for diverse populations. Using a mixed-methods approach, data were collected through surveys and semistructured interviews with youth participants, physical education teachers, and community coaches. The analysis focuses on perceived impacts of sport participation on interpersonal relationships, conflict-resolution skills, and sense of belonging. Findings indicate that when sport programmes embed values education, fair play, gender equity, and opportunities for dialogue, they can contribute meaningfully to peacebuilding and social well-being, particularly in pluralistic and socially stratified societies. The paper concludes with recommendations for educators, policymakers, and sport administrators on integrating peace education into physical education curricula and designing context-sensitive sport initiatives that strengthen positive peace and psychosocial health. Opening Statement In a world marked by increasing polarisation, inequality, and psychosocial stress, the playing field has emerged as an unexpected yet powerful arena for peace. From neighbourhood football leagues to school-based physical education programmes, sport provides shared rules, common goals, and structured interaction that can bridge social, cultural, and economic divides. When deliberately implemented within the framework of Sport for Development and Peace, sport transcends recreation and competition by nurturing empathy, non-violent communication, and a sense of shared humanity—key foundations of social well-being. Introduction Sport has traditionally been valued for its physical benefits; however, contemporary research highlights its significant psychological, social, and educational outcomes when delivered through well-designed programmes. International agencies and scholars conceptualise these outcomes within the Sport for Development and Peace framework, which emphasises sport‘s potential to address social challenges such as exclusion, youth violence, gender inequality, and community fragmentation. Social well-being—defined by the quality of interpersonal relationships, social integration, and perceived contribution to community life—is closely associated with peaceful societies and is increasingly recognised as a critical outcome of sport-based interventions. Schools and community sport settings are particularly influential, as they bring together young people from diverse backgrounds during crucial stages of identity formation. When physical education and sport activities are intentionally facilitated around values such as respect, fairness, and cooperation, they function as experiential learning environments for conflict management and trust building. However, research also cautions that sport can

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessreinforce aggression, exclusion, and power imbalances if not carefully structured, underscoring the need for evidence-based and reflective approaches. Review of Literature Sport for Development and Peace (SDP) emerged as a distinct field in the early 2000s, positioning organised physical activity as a tool for addressing social challenges including conflict, exclusion and inequality. Foundational reports from the United Nations Inter-Agency Task Force (2003) and subsequent syntheses highlight sport‘s capacity to foster social cohesion, life skills and psychosocial resilience when programmes incorporate values education, inclusive practices and reflective facilitation. Coalter‘s comprehensive reviews synthesise evidence showing moderate positive effects on interpersonal relationships, selfesteem and community integration, particularly among youth in marginalised communities, though outcomes vary by programme quality and context. Empirical studies consistently link sport participation to enhanced social well-being, defined as strong relationships, sense of belonging and contribution to community life. Quantitative meta-analyses report improved mental health outcomes, including reduced anxiety and increased empathy, among regular participants in structured programmes. Qualitative research reveals mechanisms such as shared rituals, negotiated rules and postactivity dialogue that build trust and cross-group understanding, especially in diverse or postconflict settings. School-based initiatives, like cooperative games and mixed-ability teams, demonstrate particular promise for developing conflict resolution skills and reducing aggression among adolescents. However, critical scholarship cautions that sport is not inherently peaceful and can reinforce hierarchies, gender stereotypes and competitive aggression if poorly managed. Darnell‘s sociological analysis critiques SDP for occasional over-optimism, noting risks of tokenism, unequal power dynamics and failure to address structural inequalities. Teachers and coaches often lack training in peace pedagogy, leading to inconsistent emphasis on values like respect and equity over performance metrics. Regional studies from Asia and Africa emphasise context-sensitivity, advocating integration with local cultural norms and formal curricula to maximise peace building impacts. Gaps persist in empirical evidence from school settings in developing contexts, where academic pressures may sideline social-emotional goals in physical education. Few studies employ mixed-methods designs to triangulate youth perceptions with educator insights, limiting understanding of pedagogical strategies that optimise sport‘s dual role in well-being and peace. This paper addresses these voids by examining localised school and community programmes, contributing practical frameworks for educators to harness sport intentionally for social harmony Statement of the Problem Despite widespread advocacy for Sport for Development and Peace by global organisations, many school and community sport programmes continue to prioritise competition and performance over inclusion, character development, and peacebuilding. In such environments, an excessive focus on winning, aggressive coaching practices, and the absence of value-based education may normalise hostility, gender bias, and social exclusion, thereby undermining peace and social well-being. The central problem addressed in this paper is the limited integration of peace education and social-emotional learning within sport and physical education programmes, particularly in school systems under increasing academic pressure. In the absence of clear frameworks, pedagogical tools, and professional training for teachers and coaches, the potential of sport as a vehicle for peace and social well-being remains underutilised. This gap

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-199necessitates a focused investigation into participants‘ experiences, perceived outcomes, and the instructional strategies that enable sport to function as a constructive social force. Research Methodology This study employs a mixed-methods research design to capture both measurable outcomes and in-depth contextual insights into the relationship between sport, peace, and social well-being. A convergent parallel approach was adopted, whereby quantitative and qualitative data were collected simultaneously and integrated during analysis. Quantitative Component A structured questionnaire was administered to student participants aged 12–18 who were involved in school or community sport programmes explicitly incorporating values such as fair play, respect, and cooperation. The survey assessed perceived changes in social connectedness, empathy, conflict-resolution self-efficacy, and sense of safety using Likertscale items adapted from validated social well-being and sport participation instruments. Purposive sampling was employed to select programmes with explicit developmental or peacebuilding objectives. Quantitative data were analysed using descriptive statistics, while qualitative data from interviews and focus groups were subjected to thematic analysis to enable triangulation across participant groups. Tools Used Survey Instruments  Adapted items from social connectedness and social capital scales to assess inclusion, trust, and sense of belonging within sport groups.  Measures of peace-related competencies such as empathy, respect for diversity, and non-violent conflict resolution informed by SDP and peace education frameworks. Interview and Focus Group Guides  Semi-structured interview protocols addressing programme design, value integration, and observed behavioural changes.  Focus group prompts encouraging participants to describe specific experiences where sport facilitated conflict management, cross-group friendships, or attitude change. Data Analysis Tools  Statistical software for calculating frequencies, mean scores, and cross-tabulations across gender, age, and type of sport.  Thematic coding frameworks grounded in peace and sport research to identify recurring patterns related to inclusion, empowerment, reconciliation, and well-being. Discussion The findings of this study strengthen existing evidence that intentionally designed sport programmes can function as effective settings for developing peace-related values and enhancing social well-being among young people. Based on participants‘ experiences, sport environments that prioritised fair play, cooperative activities, mixed-ability and mixed-gender participation, and guided reflection were more successful in promoting inclusion, mutual respect, and a sense of safety than programmes focused primarily on performance outcomes. Both students and educators consistently reported improvements in interpersonal relationships, empathy, and conflict-resolution skills when value-based activities were deliberately incorporated, including team challenges that required negotiation, shared decision-making, and structured post-activity discussions on behaviour and attitudes.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessAt the same time, the findings reveal important limitations and potential challenges. In sport contexts where competition, selection, and ranking dominated the culture, participants described instances of bullying, verbal aggression, gender stereotyping, and the marginalisation of less-skilled participants. These outcomes indicate that sport can reinforce existing social inequalities if it is not carefully guided by inclusive principles. Teachers and coaches also highlighted structural barriers such as large class sizes, limited professional preparation in peace education, and institutional pressure to achieve competitive success, which at times restricted their ability to conduct reflective activities or adapt rules to support inclusion. These observations demonstrate that sport is not inherently peace-promoting; rather, its influence depends on pedagogical practices, organisational priorities, and the socio-cultural context in which it is implemented. The mixed-methods design enhanced the analysis by integrating quantitative measures of social connectedness and psychological well-being with qualitative accounts of personal and social change. Survey results indicating higher levels of perceived belonging and conflictresolution self-efficacy among participants in peace-oriented programmes were supported by narratives describing cross-group friendships, reduced interpersonal tensions, and individual developments such as increased confidence and improved emotional regulation. Nevertheless, variations across institutions suggest that outcomes are uneven and influenced by factors including leadership support, programme continuity, and alignment between sport initiatives and broader educational or community objectives. Overall, the discussion highlights sport as a promising yet conditional tool for peacebuilding and social well-being, requiring intentional design, ongoing reflection, and context-sensitive implementation to achieve sustainable impact. Conclusion This study concludes that sport can contribute meaningfully to peace and social wellbeing when it is understood not merely as a competitive activity, but as an educational and relational space grounded in values, inclusion, and dialogue. Evidence gathered from students, teachers, and coaches demonstrates that sport programmes incorporating cooperative learning activities, clearly articulated norms of respect, and structured opportunities for reflection can effectively promote empathy, trust, and non-violent conflict-management skills among young people. These findings are consistent with international Sport for Development and Peace frameworks, which conceptualise sport as a means of fostering social cohesion, life-skills development, and psychosocial health rather than as an end in itself. At the same time, the findings emphasise that the peace-building potential of sport is neither automatic nor guaranteed. Competitive pressures, insufficient professional preparation of teachers and coaches, and unexamined cultural practices may contribute to exclusionary or aggressive environments that undermine peace and social well-being, particularly for girls, marginalised groups, and less-skilled participants. To translate potential into sustained practice, this paper recommends: (a) integrating peace education and social-emotional learning into physical education curricula; (b) providing ongoing professional development for teachers and coaches focused on inclusive and value-based pedagogical approaches; and (c) ensuring alignment between school and community sport policies and broader educational and social objectives. Future research should build on this work through longitudinal studies, inclusion of parental and community perspectives, and examination of context-specific strategies across diverse regions and educational systems to further understand how sport can sustainably support peaceful and socially healthy communities. Bibliography (Sample Key References) 1. Coalter, F. (2010). The social impact of sport: An overview to inform the community planning process. Edinburgh: Scottish Government.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-11012. Darnell, S. C. (2012). Sport for development and peace: A critical sociology. London, UK: Bloomsbury. 3. Höglund, K., & Sundberg, R. (2008). Sports and peace building. International Journal of Sport Policy and Politics, 1(1), 1–15. 4. Institute for Economics & Peace. (2025). The power of play: Sport as a catalyst for peace and societal wellbeing. Sydney: Institute for Economics & Peace. 5. Parnell, D., et al. (2018). Sport participation and mental health outcomes. Journal of Sport and Social Issues, 42(4), 1–18. 6. SportandDev.org. (n.d.). Peace building through sport: An introduction to sport for development and peace. Retrieved from SportandDev.org. 7. Sugden, J. (2010). Sport and peace-building. In United Nations Department of Economic and Social Affairs Expert Group Meeting on Sport for Development and Peace. New York: United Nations. 8. UNESCO. (2023). The social impact of sport: Unlocking the potential of sport to drive social change. Paris: UNESCO.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessAN ANALYTICAL STUDY OF MENTAL HEALTH AND WELL-BEING THROUGH PHYSICAL ACTIVITY AND YOGA Dr.B.C.Mohite, Research Guide, Sharad Arun Sawale, Ph.D. Research Scholar Abstract Mental health and well-being are essential components of holistic human development and significantly influence academic performance, social behavior, and quality of life. Mental health and well-being have emerged as critical components of overall health, especially in the modern era characterized by academic pressure, digital overload, sedentary lifestyles, and social isolation. Adolescents and young people are particularly vulnerable to stress, anxiety, and emotional imbalance. Physical activity and yoga have gained increasing recognition as effective, non-pharmacological approaches for promoting mental health and psychological well-being. This analytical study explores the relationship between mental health and wellbeing through physical activity and yoga by examining theoretical perspectives, physiological mechanisms, psychological benefits, and social implications. The study highlights how regular physical exercise enhances mood, reduces stress, improves cognitive functioning, and fosters emotional resilience. Similarly, yoga, which integrates physical postures, breathing techniques, and mindfulness, offers holistic benefits by harmonizing the body and mind. The paper also discusses the relevance of these practices in educational settings and daily life, emphasizing their role in preventive mental health care. The study concludes that physical activity and yoga are powerful, accessible, and sustainable tools for enhancing mental health and overall wellbeing, particularly among youth. In recent years, increasing stress levels, academic pressure, sedentary lifestyles, and excessive use of digital technology have adversely affected the mental health of adolescents and young adults. This research-based analytical study examines the role of physical activity and yoga in enhancing mental health and well-being. The study adopts a descriptive and experimental research design involving structured physical activity and yoga interventions over a defined period. Data were collected using standardized mental health and well-being scales, observation, and self-reported feedback. The findings indicate significant improvement in stress management, emotional stability, self-esteem, concentration, and overall psychological well-being among participants. The study concludes that regular physical activity and yoga are effective, low-cost, and sustainable strategies for promoting mental health. The paper further offers recommendations for integrating these practices into educational institutions and community programs as preventive mental health measures. Keywords: Mental Health, Well-Being, Physical Activity, Yoga, Adolescents, Psychological Health 1. IntroductionMental health is a state of well-being in which an individual realizes their abilities, can cope with normal stresses of life, work productively, and contribute meaningfully to society. Well-being extends beyond the absence of mental illness and includes positive emotions, life satisfaction, self-confidence, and emotional balance. In the contemporary world, mental health challenges such as stress, anxiety, depression, and emotional instability have become increasingly common, particularly among adolescents and students. Modern lifestyles characterized by reduced physical movement, academic competition, social comparison, and digital dependency have significantly contributed to mental health problems. Adolescents face unique challenges such as identity formation, peer pressure, academic expectations, and emotional fluctuations. These factors make them particularly vulnerable to mental distress.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1103Physical activity and yoga have emerged as effective, non-pharmacological interventions for improving mental health and well-being. Physical activity improves brain functioning and emotional regulation through physiological mechanisms, while yoga offers a holistic approach integrating physical postures, breathing techniques, and mindfulness. This study analytically examines the impact of physical activity and yoga on mental health and well-being through a research-based approach. Mental health refers to a state of emotional, psychological, and social well-being in which individuals can cope with daily stressors, work productively, maintain healthy relationships, and contribute to society. Well-being goes beyond the absence of mental illness and includes positive emotions, life satisfaction, a sense of purpose, and balance. In recent years, mental health issues such as anxiety, depression, stress, and burnout have increased significantly, especially among students and adolescents. Rapid urbanization, academic competition, excessive screen time, reduced physical movement, and lack of emotional expression have negatively impacted mental health. In this context, physical activity and yoga have gained attention as natural and effective methods for improving psychological health. Unlike medication-based treatments, these approaches are preventive, holistic, and accessible. This analytical study aims to explore how physical activity and yoga contribute to mental health and well-being by examining scientific, psychological, and social perspectives. 2. Objectives of the Study The present study was undertaken with the following objectives: 1. To study the concept of mental health and well-being among adolescents. 2. To analyze the impact of regular physical activity on mental health. 3. To examine the role of yoga in promoting psychological well-being. 4. To compare the effects of physical activity and yoga on stress, anxiety, and emotional stability. 5. To assess the effectiveness of a structured physical activity and yoga intervention. 6. To suggest measures for promoting mental health through physical activity and yoga in educational institutions. 3. Research Design / Experimental Design 3.1 Nature of the Study The study adopted a descriptive and experimental research design. The descriptive aspect focused on understanding mental health status, while the experimental aspect involved intervention through physical activity and yoga practices. 3.2 Sample  Sample Size: 60 students  Age Group: 22–25 years  Gender: Both male and female participants  Sampling Technique: Random sampling  Location: College of Education, Barshi The sample was divided into two equal groups:  Group A: Physical Activity Group (30 students)  Group B: Yoga Practice Group (30 students) 3.3 Tools Used for Data Collection 1. Mental Health Scale (measuring stress, anxiety, emotional stability) 2. Psychological Well-Being Questionnaire3. Observation Schedule

International Conference & Global Conclave on Physical Education Sports Science & Social Wellness4. Self-Report Feedback Form3.4 Intervention Program Duration  8 weeks  5 days per week  45 minutes per session Group A: Physical Activity Program  Warm-up exercises  Aerobic activities (jogging, skipping)  Team sports and recreational games  Cool-down exercises Group B: Yoga Program  Asanas (Tadasana, Vrikshasana, Bhujangasana)  Pranayama (Anulom Vilom, Bhramari)  Meditation and relaxation techniques 3.5 Procedure 1. Pre-test was administered to both groups to assess baseline mental health and wellbeing. 2. Structured intervention programs were implemented for 8 weeks. 3. Post-test was conducted using the same tools. 4. Data were analyzed using comparative and descriptive methods. 4. Findings and Discussion 4.1 Impact on Stress Levels Both groups showed a noticeable reduction in stress levels. However, the yoga group demonstrated slightly greater improvement due to relaxation and breathing techniques that directly calm the nervous system. 4.2 Emotional Stability and Mood Regulation Participants in both groups reported improved emotional control and reduced mood swings. Physical activity helped release pent-up energy and frustration, while yoga enhanced emotional awareness and self-regulation. 4.3 Self-Esteem and Confidence Physical activity participants showed significant improvement in self-confidence and body image. Yoga participants developed greater self-acceptance and inner confidence. 4.4 Concentration and Academic Focus Improved concentration, attention span, and mental clarity were observed in both groups. Yoga participants particularly reported better focus and reduced mental distractions. 4.5 Overall Psychological Well-BeingThe post-test results indicated an overall improvement in psychological well-being in both groups. The combined effect of physical movement and mindful awareness contributed to mental balance and positivity. 5. Conclusions Based on the findings of the study, the following conclusions were drawn: 1. Regular physical activity significantly improves mental health by reducing stress and enhancing mood.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-11052. Yoga is highly effective in promoting emotional stability, mindfulness, and psychological well-being. 3. Both physical activity and yoga serve as preventive and promotive mental health strategies. 4. Yoga shows a slightly stronger impact on stress reduction and emotional regulation. 5. Integration of physical activity and yoga leads to holistic mental well-being among adolescents. 6. The study confirms that physical activity and yoga are powerful tools for maintaining mental health and should be encouraged as part of daily routine and educational programs. 6. Recommendations Based on the study, the following recommendations are made: 1. Physical activity and yoga should be made compulsory in school curricula. 2. Schools should allocate dedicated time for mental health-promoting activities. 3. Teachers should be trained to guide basic yoga and relaxation practices. 4. Awareness programs should be conducted to reduce stigma related to mental health. 5. Parents should encourage active lifestyles and mindfulness practices at home. 6. Further research may be conducted using larger samples and longer intervention periods.7. Conclusion This analytical study highlights that mental health and well-being are deeply interconnected with physical activity and yoga. Regular physical exercise improves mood, reduces stress, enhances cognitive functioning, and builds emotional resilience. Yoga, through its holistic approach, promotes mindfulness, emotional regulation, and inner balance. Together, these practices offer a powerful, natural, and accessible means of improving mental health, particularly among adolescents and students. Encouraging physical activity and yoga in daily life and educational settings can contribute significantly to healthier individuals and a more balanced society. 8. References 1. World Health Organization. (2018). Mental health: Strengthening our response.2. Sharma, R. (2015). Yoga and Mental Health. New Delhi: Academic Publishers. 3. Singh, A., & Kaur, J. (2017). Physical activity and psychological well-being. Journal of Health Psychology, 12(3), 45–52. 4. Sallis, J. F. (2016). Physical activity and mental health. American Journal of Preventive Medicine, 50(2), 127–135. 5. Iyengar, B. K. S. (2014). Light on Yoga. New Delhi: HarperCollins. 6. Ryff, C. D. (2014). Psychological well-being revisited. Journal of Personality and Social Psychology, 69(4), 719–727.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessMEMORY MATTERS: EARLY DETECTION AND SUPPORTIVE CARE FOR DEMENTIA IN INDIAN SENIORS Dr. Sushama Narayan Chougule, Associate Professor, BPCA’s College of Physical Education, Wadala, Mumbai ABSTRACT Dementia and Alzheimer's disease are two of the biggest health issues confronting India's elderly population. The number of older persons experiencing memory loss and cognitive decline is gradually increasing due to higher life expectancy and an ageing population. Although dementia is not a typical aspect of ageing, it is frequently misdiagnosed, disregarded, or discovered extremely late in India. Senior persons' quality of life can be greatly enhanced by early detection and appropriate management, which can also help them retain their independence for longer periods of time and lessen the stress on their families and carers. The nature of dementia and Alzheimer's disease, their incidence in India, early warning symptoms in older adults, early detection techniques, and accessible management modalities are all covered in this study paper. It also emphasises the support that families, communities, and healthcare institutions provide to senior citizens. The study highlights the necessity of compassionate treatment, easily accessible healthcare resources, and awareness in order to effectively treat dementia in older Indians. Keywords: Alzheimer‘s disease, dementia, senior citizens, early detection, elderly care, India Introduction: India's population is changing significantly. A growing number of people are elderly due to improvements in living conditions, nutrition, and healthcare. Over 140 million individuals in India are 60 years of age or older, according to government estimates, and this figure is predicted to climb significantly over the next several decades. While growing older gives wisdom and experience, it also raises the chance of some health issues, such as cognitive and memory difficulties. One such illness that primarily affects elderly persons is dementia. Dementia is most frequently caused by Alzheimer's disease. Memory, cognitive function, behaviour, and the ability to carry out daily tasks are all increasingly impacted by these diseases. In India, dementia in the elderly is frequently overlooked or confused with ageing. It is common to disregard personality changes, bewilderment, or forgetfulness until the illness worsens. A delayed diagnosis increases the old person's suffering and places a significant emotional and physical strain on family carers. This essay emphasises the significance of awareness, prompt medical attention, family support, and community involvement in the early detection and treatment of Alzheimer's disease and dementia in older adults in India. The other major risk factors for AD can be broadly classified under three categories- genetic, vascular, and psychosocial (Qiu et al, 2022). Knowledge of dementia and Alzheimer's disease : Dementia is a collection of symptoms brought on by damage to brain cells rather than a single illness. It results in Loss of recall, inability to think clearly and make decisions, communication and language difficulties, personality and behavioural changes, having trouble carrying their daily tasks, because dementia is progressive, it gets worse over time. What Is Alzheimer's disease? About 60–70% of dementia cases are caused by Alzheimer's disease, making it the most prevalent cause. Abnormal protein deposits cause damage to brain cells in this degenerative brain condition, which gradually impairs memory and cognitive function. Does Dementia Come with Growing Older? No. Ageing can cause slight forgetfulness, but dementia is not a normal part of growing older. Confusion and memory loss in dementia are severe enough to impede independence and day-to-day functioning.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1107 Dementia Prevalence among India's Senior Citizens: Over 8 million people in India today suffer from dementia, the majority of who are elderly. According to studies, dementia affects 2–4% of adults over 60, with a higher frequency among those over 75. RiskRaising Factors for Senior Indian Citizens are Growing older, dementia in the family, insufficient education, high prevalence of cardiovascular illnesses, diabetes, and high blood pressure, alcohol consumption with smoking, lack of physical activity and Social exclusion. Indian senior persons are especially susceptible to dementia due to a mix of social and medical reasons.  Early Identification: Early detection refers to recognising cognitive and memory issues before they have a significant impact on day-to-day functioning. Early detection has several advantages. A higher standard of living Early intervention can reduce symptoms, Sustaining independence: Seniors can continue to live on their own for longer. Emotional readiness: Families and individuals can make advance plans, Improved treatment of additional illnesses: Blood pressure and diabetes can be managed. Decreased stress among carers: and families are more equipped The signs of \"normal old age\" include The stigma and fear of mental illness, Lack of knowledge among families and seniors, restricted access to experts in rural regions, Reluctance to seek medical assistance  Early Indications of Dementia in Elderly People: Family members and senior persons should be on the lookout for these early indicators: Recurrent memory loss, particularly in relation to recent events, Asking the same questions again, challenges with money management or domestic chores, Getting lost in locations you know well, difficulty coming up with words during a conversation, alterations in personality, behaviour, or mood, withdrawal from social interactions, Early detection of these symptoms is the first step towards prompt medical attention.  Techniques for Early Identification in India: Physician Consultation: The first step in early detection is to see a doctor, ideally a general practitioner, neurologist, psychiatrist, or geriatric specialist. Memory and Thinking Tests: Easy assessments like the Montreal Cognitive Assessment (MoCA), Hindi Mental State Examination (HMSE), and MiniMental State Examination (MMSE) are performed by doctors to evaluate memory and thinking. These exams are quick, painless, and beneficial for senior persons. Blood tests rule out infections, thyroid issues, and vitamin shortages, while CT or MRI scans help detect changes in the brain. These examinations aid in verifying the diagnosis and ruling out treatable illnesses. Cognitive assessments are an essential component of clinical diagnosis of AD. It includes evaluations of one's orientation, attention, learning, memory, calculation, reading, and writing skills as well as the ability to copy or draw (McKhann et al, 1984).  Dementia and Alzheimer's disease Management: Senior citizens' quality of life can be significantly enhanced by appropriate management, even though there is no cure. Commonly given drugs include donepezil, rivastigmine, galantamine, and memantine. When used early, these drugs can improve everyday functioning and halt the deterioration of memory. For senior citizens, non-pharmacological methods are particularly crucial: Mental exercises such as games, puzzles, and reading physical activity like yoga or walking, a nutritious diet high in whole grains, fruits, and vegetables, Keeping up regular schedules, social contact with friends and family, In India, traditional therapies like yoga, meditation, and music therapy are especially beneficial and socially acceptable.  The role of carers and family: In India, family members typically provide care for elderly people with dementia. Carers' challenges include emotional stress and anxiety, physical tiredness, financial strain, sufficient information and assistance. Educating carers

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessabout dementia to support them support groups and counselling, services for respite care advice from medical experts, Senior citizens receive better care when carers are supported.  The Tasks of the Community and Government : Programs for raising awareness in senior citizen groups: community awareness, participation of local health professionals and NGOs, using education to lessen stigma. Governmental Projects: The goal of initiatives like the National Programme for Health Care of the Elderly (NPHCE) is to enhance healthcare for the elderly. However, more dementia-specific services are required. In 2013 the annual domestic cost of dementia care in India was estimated to range between 20,300- 66,025 INR in rural districts and 45,600-2,02,450 INR in urban districts; more than 50% of the cost was attributed to the expenditure meted towards informal care (Rao and Bharath, 2013).  Difficulties in Indian Senior Citizens' Dementia Care: Lack of qualified medical professionals and carers, restricted services in rural locations, high long-term care costs, Absence of facilities that are dementia-friendly and In order to mature healthily, these issues must be addressed. Suggestions include conducting routine memory tests on senior persons, educating primary care physicians, increasing community-based care services, providing financial assistance for families, and creating a national dementia policy. ConclusionDementia and Alzheimer's disease are two serious health issues that Indian seniors face. Early detection and appropriate treatment can greatly enhance quality of life, preserve dignity, and lessen the strain on families. Strong family and community support, prompt diagnosis, medical and non-medical care, and awareness are all crucial. As the number of senior people in India increases, treating dementia with compassion and readiness must become a national priority. References 1. Rao GN, Bharath S.(2013) Cost of dementia care in India: delusion or reality?. Indian journal of public health.;57(2):71. 2. McKhann G, Drachman D, Folstein M, Katzman R, Price D, Stadlan EM. (1984). Clinical diagnosis of Alzheimer's disease: Report of the NINCDS-ADRDA Work Group* under the auspices of Department of Health and Human Services Task Force on Alzheimer's Disease. Neurology.;34(7):939-. 3. Ministry of Health and Family Welfare, Government of India. (2011). Operational guidelines: National Programme for Health Care of the Elderly (NPHCE) (pp. 1–78). Government of India. https://main.mohfw.gov.in 4. Prince, M., Wimo, A., Guerchet, M., Ali, G. C., Wu, Y. T., & Prina, M. (2015). World Alzheimer Report 2015: The global impact of dementia – An analysis of prevalence, incidence, cost and trends (pp. 1–87). Alzheimer‘s Disease International. https://www.alzint.org 5. World Health Organization. (2023). Dementia (Fact sheet No. 362). World Health Organization. https://www.who.int/news-room/fact-sheets/detail/dementia Alzheimer‘s and Related Disorders Society of India. (2022). Dementia in India: Status report and recommendations (pp. 1–45). ARDSI National Office. https://www.ardsi.org6. United Nations, Department of Economic and Social Affairs, Population Division. (2020). World population ageing 2020: Highlights (pp. 1–46). United Nations. https://www.un.org/development/desa/pd

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1109A COMPARATIVE STUDY OF MALLAKHAMB, YOGA, AND STANDARD PHYSICAL EDUCATION ON FITNESS AND WELLNESS PARAMETERS IN ADOLESCENTS Dr. Shailesh Narayan Padwal, D.T.S.S. College of Commerce, Kurar Village MaladE,Mumbai -97 Abstract Background: Traditional Indian mind-body practices like Mallakhamb and Yoga are posited to offer unique benefits compared to standard physical education (PE), though direct comparative evidence is limited. Objective: This study compared the effects of structured 12-week training in Mallakhamb, Hatha Yoga, and standard PE on selected fitness and wellness outcomes. Methods: Ninety adolescents (14-16 years) were randomly assigned to Mallakhamb (M), Yoga (Y), or PE control (C) groups. Pre- and post-intervention assessments measured strength (grip dynamometer, pull-ups), flexibility (sit-and-reach), balance (Y-Balance test), body composition (skinfold calipers), and perceived stress (PSS-10). Results: The Mallakhamb group demonstrated significantly greater improvements in grip strength and pull-up capacity versus both Y and C groups (p<0.01). The Yoga group showed the highest gain in flexibility (p<0.01). Both intervention groups (M and Y) showed significant reductions in body fat and perceived stress compared to the PE group (p<0.05), with Yoga reporting the greatest stress reduction. Conclusion: Findings demonstrate a task-specific adaptation: Mallakhamb is superior for developing strength and dynamic balance, while Yoga excels in enhancing flexibility and stress reduction. Both practices provide holistic benefits exceeding standard PE, suggesting merit for their inclusion in physical education frameworks to address diverse fitness objectives. Keywords: Mallakhamb; Yoga; Physical Education; Muscular Strength; Flexibility; Mind-Body Practice. Introduction Physical Education (PE) in school curricula serves as the foundational platform for developing fundamental motor skills, promoting physical fitness, and fostering lifelong healthy habits among adolescents [1]. Traditional programs typically emphasize a broad range of activities, including athletics, games, and general conditioning exercises. While effective for overall development, the comparative efficacy of such standard PE against structured, holistic mind-body disciplines remains a significant area of inquiry within sports science and pedagogical research [2]. In parallel, traditional Indian physical practices, such as Yoga and Mallakhamb, have gained global recognition for their integrated approach to wellness. Yoga, a millennia-old discipline, is extensively documented for its positive impacts on flexibility, respiratory function, and psychological parameters like stress reduction and mental focus [3, 4]. Its incorporation of asanas (postures), pranayama (breath control), and dhyana(meditation) offers a unique blend of physical and mental training. Conversely, Mallakhamb—a traditional Indian sport involving performing gymnastic, wrestling, and yogic poses on a vertical wooden pole or a hanging rope—remains comparatively underexplored in the scientific literature. Preliminary observations suggest it demands and develops exceptional grip strength, core stability, dynamic balance, and kinesthetic awareness, presenting a distinct physical profile that combines strength, coordination, and body control [5]. Despite their growing popularity, a critical gap exists in empirical research that directly compares these two

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessdistinct Indian disciplines—one static and meditative (Yoga), the other dynamic and strengthoriented (Mallakhamb)—against the benchmark of standard PE. Most existing studies examine Yoga or PE in isolation, often focusing on single outcome variables [3, 6]. Research on Mallakhamb is sparse and primarily descriptive. There is a pronounced lack of controlled, comparative trials that simultaneously evaluate a comprehensive set of physiological, neuromuscular, and psychological outcomes. This gap limits the ability of educators and policymakers to make evidence-based decisions regarding the potential integration of these specialized practices into or as complements to mainstream physical education programs. Therefore, this study is designed to address this deficit by conducting a head-to-head comparative analysis. The primary objective is to investigate and compare the effects of a 12-week supervised training program in Mallakhamb, Hatha Yoga, and standard PE on key outcome measures including muscular strength, flexibility, balance, body composition, and perceived stress levels in a cohort of adolescent students. We hypothesize that the interventions will induce task-specific adaptations: Mallakhamb training will lead to superior gains in measures of muscular strength and dynamic balance, Yoga will result in the greatest improvements in flexibility and stress reduction, and both traditional practices will demonstrate more significant holistic benefits compared to the standard PE program. The findings aim to provide a robust empirical basis for optimizing physical education strategies to meet diverse fitness and wellness goals. Literature SurveyThe existing body of research provides a foundational, yet segmented, understanding of the individual practices under investigation, highlighting the need for direct comparative analysis. Physical Education (PE): Standard school-based PE is well-established as essential for promoting general health, fundamental movement skills, and social development in youth [1,2]. Systematic reviews confirm its role in improving cardiovascular fitness and muscular endurance [3]. However, studies also note limitations in the depth of skill acquisition and the highly variable intensity of conventional PE programs, which may limit their efficacy for developing specific fitness components like maximal strength or advanced proprioception [4]. Yoga: An extensive volume of research supports the benefits of Yoga. Meta-analyses demonstrate its consistent positive effects on improving flexibility, particularly in the hamstrings and spine [5,6]. Studies on school-aged populations further indicate significant reductions in perceived stress and anxiety, alongside enhancements in concentration and emotional regulation [7,8]. Physiological studies note improvements in respiratory function and balance, though its impact on maximal muscular strength is generally reported as moderate compared to resistance training [9]. Mallakhamb: Scientific literature on Mallakhamb is notably limited but emerging. Descriptive and observational studies characterize it as a demanding discipline that requires and develops exceptional grip strength, core stability, and whole-body coordination [10,11]. A small number of intervention studies report significant post-training improvements in shoulder strength, abdominal endurance, and static balance among practitioners [12]. Its high-intensity, weight-bearing nature suggests it may induce pronounced adaptations in body composition and relative strength, akin to calisthenics or gymnastics [13]. However, robust controlled trials comparing it to other modalities are virtually absent. Comparative Research Gap: While isolated studies abound for Yoga and PE, direct comparative research incorporating Mallakhamb is scarce. Few studies have placed these three distinct modalities—a dynamic strength sport (Mallakhamb), a static mind-body practice (Yoga), and a general multi-activity program (PE)—within the same controlled experimental framework to measure differential effects on a comprehensive set of outcomes [14]. This gap

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1111prevents a clear, evidence-based understanding of their unique and overlapping contributions to adolescent fitness and wellness, which is the primary impetus for the present study. Methodology 1. Study Design : A three-arm, parallel-group, randomized comparative trial was conducted over 12 weeks, with pre- and post-intervention assessments. All participants and their parents/guardians provided written informed assent and consent, respectively. 2. Participants: Ninety adolescent students (45 males, 45 females) aged 14–16 years were recruited from local public schools. The sample size was calculated using G*Power software (v 3.1) for an ANOVA (α=0.05, power=0.80, effect size f=0.25), resulting in a minimum of 66 participants; 90 were enrolled to account for potential attrition. ● Inclusion Criteria: Healthy, normally active students not currently engaged in structured Mallakhamb, Yoga, or other competitive sports training. ● Exclusion Criteria: Any musculoskeletal injury in the preceding six months, cardiovascular or metabolic disorders, or regular use of medication affecting physical performance. 3. Randomization and Group Allocation: Eligible participants were randomly assigned to one of three experimental groups (n=30 per group) using computer-generated random numbers sealed in opaque envelopes by an independent researcher not involved in assessment or training: ● Group M (Mallakhamb): Received structured Mallakhamb training. ● Group Y (Yoga): Received structured Hatha Yoga training. ● Group C (Control): Continued with their standard school Physical Education curriculum. 4. Intervention Protocols : All interventions were supervised, conducted for 60 minutes per session, five days per week, for 12 consecutive weeks. Session intensity was matched using Ratings of Perceived Exertion (RPE 12-14 on the Borg 6-20 scale). ● Mallakhamb Training (Group M): Sessions were led by a certified Mallakhamb coach. Training included a 15-min warm-up (joint mobility, dynamic stretches), 35-min main practice (progressive conditioning on the pole/rope: basic holds, climbs, and static poses like Dand and Uddiyan), and a 10-min cool-down (static stretching). ● Yoga Training (Group Y): Sessions were led by a certified Yoga instructor. Each session included a 10-min centering and pranayama, 40-min asana practice (standing poses, forward bends, backbends, and inversions), and a 10-min guided relaxation/meditation. ● Standard Physical Education (Group C): Sessions followed the standard school PE curriculum, comprising a mix of warm-up games, athletics (running, jumping), sports (basketball, football), and general conditioning exercises, overseen by a qualified PE teacher. 5. Outcome Measures: All assessments were conducted in a dedicated laboratory by trained evaluators blinded to group allocation, one week before and after the intervention. 1. Muscular Strength & Endurance:

International Conference & Global Conclave on Physical Education Sports Science & Social Wellness● Grip Strength: Measured in kg using a calibrated digital handgrip dynamometer (Takei T.K.K.5401). The best of three trials for each hand was recorded and averaged. ● Upper Body Endurance: Maximum number of strict pull-ups (for males) / flexed-arm hang time (for females) and push-ups completed in 60 seconds. 2. Flexibility: Sit-and-Reach Test using a standard box, measured in cm. The best of three trials was recorded. 3. Dynamic Balance: Y-Balance Test Kit (Move2Perform, USA) for the lower quarter. The composite reach distance (% of limb length) was calculated as the primary outcome.4. Body Composition: Body Fat Percentage was estimated using skinfold measurements (Harpenden caliper) at four sites (triceps, biceps, subscapular, suprailiac), following the Durnin and Womersley equation. 5. Psychological Well-being: Perceived Stress was assessed using the validated 10-item Perceived Stress Scale (PSS-10), with scores ranging from 0 to 40. 6. Statistical Analysis: Data were analyzed using SPSS software (Version 28.0). Normality was confirmed using the Shapiro-Wilk test. A two-way mixed-design ANOVA (Group [3] × Time [2]) was employed to examine interaction and main effects for all outcome variables. In case of a significant interaction, Bonferroni post-hoc tests were used for pairwise comparisons. Statistical significance was set at p < 0.05. Data are presented as mean ± standard deviation (SD).Results All 90 participants completed the study protocol with 100% adherence, and no adverse events were reported. The baseline characteristics of the three groups were homogeneous, with no statistically significant differences in age, height, weight, or any of the pre-intervention outcome measures (p > 0.05), confirming successful randomization. The two-way mixed ANOVA revealed a significant Group × Time interaction effect for all dependent variables (p < 0.01), indicating that changes over time differed between the three intervention groups. The main effects of Time and Group were also statistically significant (p < 0.001). The following sections detail the post-hoc pairwise comparisons. Muscular Strength and Endurance Outcomes : Grip Strength: A significant interaction was found (F(2,87)=32.15, p<0.001). Posthoc analysis showed that Group M (Mallakhamb) exhibited a significantly greater increase in grip strength (+38.2%, p<0.001) compared to both Group Y (+9.1%) and Group C (+5.8%). The difference between Groups Y and C was not significant (p=0.254). Pull-Up/Flexed-Arm Hang Performance: A significant interaction was observed (F(2,87)=41.87, p<0.001). Group M demonstrated a remarkable 250% improvement in pull-up capacity (from 2.1 ± 1.5 to 7.4 ± 2.1 reps) and a 180% increase in flexed-arm hang time for female participants, significantly outperforming both other groups (p<0.001). Groups Y and C showed minor, non-significant improvements.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1113Table 1: Muscular Strength and Endurance Outcomes (Mean ± SD)Variable Group Pre-Test Post-Test % Changep-value (Group x Time)Grip Strength (kg)M 24.3 ± 4.1 33.6 ± 4.9 38.20%<0.001 Y 23.8 ± 3.9 26.0 ± 4.0 9.10%C 24.1 ± 4.2 25.5 ± 4.3 5.80%Pull-Ups (reps)M 2.1 ± 1.5 7.4 ± 2.1 250%Y 2.3 ± 1.7 2.8 ± 1.9 21.70% <0.001C 2.0 ± 1.4 2.5 ± 1.6 25.00%Flexibility and Balance Outcomes Sit-and-Reach Flexibility: A significant interaction was found (F(2,87)=25.43, p<0.001). Post-hoc tests confirmed that Group Y (Yoga) achieved the greatest gain in flexibility (+25.5%, p<0.001), significantly more than both Group M (+8.2%, p<0.01) and Group C (+3.1%, p<0.001). Y-Balance Test (Composite Score): A significant interaction was observed (F(2,87)=18.92, p<0.001). Group M showed the most substantial improvement in dynamic balance (+15.4%, p<0.001), which was significantly greater than the gains in Group Y (+7.8%, p<0.01) and Group C (+2.5%, p<0.001). Table 2: Flexibility and Balance Outcomes (Mean ± SD)Variable Group Pre-Test Post-Test % Changep-value (Group x Time)Sit-and-Reach (cm)M 28.5 ± 5.2 30.8 ± 5.0 8.20%<0.001 Y 27.9 ± 5.8 35.0 ± 6.1 25.50%C 28.8 ± 5.0 29.7 ± 5.2 3.10%Y-Balance (% Limb Length)M 84.2 ± 6.5 97.2 ± 5.8 15.40%<0.001 Y 83.5 ± 7.1 90.0 ± 6.9 7.80%C 84.8 ± 6.3 86.9 ± 6.0 2.50%Body Composition and Psychological Outcomes Body Fat Percentage: A significant interaction was found (F(2,87)=9.67, p<0.001). Both intervention groups showed significant reductions in body fat. Group M reduced body fat by 2.1% (p<0.001) and Group Y by 1.8% (p<0.001), with no significant difference between them (p=0.412). The change in Group C (-0.4%) was not statistically significant (p=0.089). Perceived Stress Scale (PSS-10): A significant interaction was observed (F(2,87)=22.34, p<0.001). Group Y reported the largest reduction in perceived stress (-30.2%, p<0.001). Group M also showed a significant decrease (-18.5%, p<0.001), which was less than Group Y (p<0.05) but greater than the marginal change in Group C (-5.1%, p=0.062).

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessTable 3: Body Composition and Psychological Outcomes (Mean ± SD)Variable Group Pre-Test Post-Test % Changep-value (Group x Time)Body Fat (%)M 22.4 ± 3.8 20.3 ± 3.5 -2.10%Y 23.1 ± 4.0 21.3 ± 3.7 -1.80% <0.001C 22.7 ± 3.9 22.3 ± 3.8 -0.40%Perceived Stress (PSS)M 18.5 ± 4.2 15.1 ± 3.8 -18.50%<0.001 Y 19.2 ± 4.5 13.4 ± 3.5 -30.20%C 18.8 ± 4.0 17.8 ± 3.9 -5.10%Discussion The primary objective of this randomized controlled trial was to compare the efficacy of structured Mallakhamb training, Hatha Yoga, and standard Physical Education across a spectrum of physiological and psychological outcomes in adolescents. The results unequivocally support our hypothesis of task-specific adaptation, revealing distinct and significant differential effects that underscore the unique contributions of each discipline. Interpretation of Key FindingsSuperiority of Mallakhamb for Strength and Dynamic Balance: The Mallakhamb group demonstrated the most pronounced gains in grip strength, upper-body endurance (pullups), and dynamic balance (Y-Balance test). This can be directly attributed to the sport's inherent demands. Mallakhamb is a form of vertical calisthenics where maintaining body position on the pole or rope requires immense isometric and dynamic grip strength, intense core stabilization, and whole-body coordination under gravitational load [10, 11]. The 250% improvement in pull-up capacity aligns with the principle of specificity, as climbing and holding poses on the pole directly mimic and enhance pulling musculature endurance. Similarly, the need to control the body in multiple planes during maneuvers on an unstable base (the pole) provides a potent stimulus for proprioception and dynamic balance, exceeding the stimuli provided by standard ground-based PE activities or static Yoga holds [12, 13]. Superiority of Yoga for Flexibility and Stress Reduction: As anticipated, the Yoga group achieved the greatest improvement in hamstring and lower-back flexibility, a welldocumented outcome of regular asana practice that emphasizes sustained stretching and elongation of muscle groups [5, 6]. More notably, Yoga elicited the largest reduction in perceived stress (~30%), significantly outperforming both other groups. This finding reinforces the holistic framework of Yoga, which integrates physical postures with breath awareness (pranayama) and mindfulness, components explicitly designed to modulate the autonomic nervous system and enhance emotional regulation [7, 8]. While Mallakhamb also reduced stress—likely through the mechanisms of physical exertion and mastery—Yoga‘s dedicated focus on relaxation and introspection appears more potent for this specific psychological outcome. Holistic Benefits Over Standard PE: A critical finding is that both traditional practices (Mallakhamb and Yoga) produced significant improvements in body composition (reduced body fat percentage), whereas the standard PE program did not. This suggests that the structured, consistent, and moderately intense nature of both specialized interventions provided a sufficient stimulus for favorable body composition changes, which the more variable and potentially less intense general PE curriculum did not [4]. This highlights a potential limitation of conventional multi-activity PE in delivering targeted fitness outcomes, even as it serves broader educational and social goals.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1115Integration with Existing Literature: Our findings on Yoga's benefits for flexibility and stress align robustly with the existing corpus of research [5, 7, 8]. The novel contribution lies in the empirical data on Mallakhamb, which extends beyond descriptive studies [10, 11] to quantify its potent effects on strength and balance, positioning it as a viable and highly effective training modality for athletic development. The comparative framework confirms that while Yoga is optimal for flexibility and stress management, Mallakhamb is a superior tool for developing functional strength and proprioception. This dual evidence base fills the identified research gap [14] and provides a nuanced understanding previously absent in the literature. Practical Implications and Applications: The results have direct implications for physical education curriculum design and sports training: ● For Athletic Development: Mallakhamb training can be strategically incorporated into conditioning programs for sports requiring high levels of grip strength, relative body strength, and balance (e.g., gymnastics, wrestling, climbing, martial arts). ● For Holistic Wellness in Schools: Integrating Yoga modules within the school day can effectively address growing concerns regarding adolescent stress, anxiety, and sedentary posture, while also improving flexibility. ● For Curricular Enhancement: A blended or elective-based model, where students can choose between or rotate through such specialized modules alongside standard PE, could cater to diverse interests and optimize specific fitness outcomes more effectively than a one-size-fits-all PE program. Limitations and Future Research This study has several limitations. First, the 12-week duration, while sufficient to show significant changes, does not reveal long-term retention or adherence. Second, the sample, though adequately sized, was drawn from a specific age group; effects may differ in younger children or adults. Third, while perceived stress was measured, incorporating biochemical markers (e.g., cortisol) or more advanced cognitive tests would strengthen the psychological assessment. Future research should investigate long-term effects, explore the transfer of Mallakhamb-acquired skills to other sports performance metrics, and examine the potential of combining brief modules of both Mallakhamb and Yoga within a single PE curriculum. Conclusion This comparative study provides clear, evidence-based answers to the question of differential effects between Mallakhamb, Yoga, and standard Physical Education. Mallakhamb training is a uniquely potent intervention for developing superior muscular strength, endurance, and dynamic balance. Yoga is the most effective practice for enhancing flexibility and reducing perceived stress. Both traditional Indian disciplines offer holistic benefits that surpass those of a standard multi-activity PE program, particularly in improving body composition. Therefore, rather than viewing them as alternatives, these practices should be recognized as complementary, specialized tools within the broader physical education and sports training landscape. Their selective integration, based on desired specific outcomes—be it athletic performance, stress management, or overall fitness—can significantly enhance the efficacy and relevance of physical education for contemporary youth. References 1. Bailey, R. (2006). Physical education and sport in schools: A review of benefits and outcomes. Journal of School Health, 76(8), 397–401. https://doi.org/10.1111/j.1746-1561.2006.00132.x

International Conference & Global Conclave on Physical Education Sports Science & Social Wellness2. Centers for Disease Control and Prevention (CDC). (2010). The association between school-based physical activity, including physical education, and academic performance. U.S. Department of Health and Human Services. 3. Ferreira-Vorkapic, C., Feitoza, J. M., Marchioro, M., Simões, J., Kozasa, E., & Telles, S. (2015). Are there benefits from teaching yoga at schools? A systematic review of randomized control trials of yoga-based interventions. *Evidence-Based Complementary and Alternative Medicine, 2015*, 345835. https://doi.org/10.1155/2015/345835 4. Khalsa, S. B. S., Hickey-Schultz, L., Cohen, D., Steiner, N., & Cope, S. (2012). Evaluation of the mental health benefits of yoga in a secondary school: A preliminary randomized controlled trial. Journal of Behavioral Health Services & Research, 39(1), 80–90. https://doi.org/10.1007/s11414-011-9249-8 5. Kirk, D. (2010). Physical education futures. Routledge. 6. Mohanty, S., Kumar, S., & Pradhan, B. (2018). Analysis of grip strength in mallakhamb players. Journal of Clinical and Diagnostic Research, 12(5), CC01–CC03. https://doi.org/10.7860/JCDR/2018/34327.11461 7. Patil, D., & Salagoudar, S. (2020). Effect of mallakhamb training on selected physiological variables. International Journal of Yoga, Physiotherapy and Physical Education, 5(3), 47–49. 8. Polsgrove, M. J., Eggleston, B. M., & Lockyer, R. J. (2016). Impact of 10-weeks of yoga practice on flexibility and balance of college athletes. International Journal of Yoga, 9(1), 27–34. https://doi.org/10.4103/0973-6131.171710 9. Ross, A., & Thomas, S. (2010). The health benefits of yoga and exercise: A review of comparison studies. The Journal of Alternative and Complementary Medicine, 16(1), 3–12. https://doi.org/10.1089/acm.2009.0044 10. Sawant, S., & Ambegaonkar, J. P. (2021). Injury patterns and performance characteristics in Mallakhamb athletes: An exploratory study. The Journal of Sports Medicine and Physical Fitness, 61(6), 856–862. https://doi.org/10.23736/S0022-4707.20.11459-511. Shankar, G., & Pradhan, B. (2017). Mallakhamb: An ancient Indian sport. International Journal of Physical Education, Sports and Health, 4(3), 241–243. 12. Strong, W. B., Malina, R. M., Blimkie, C. J., Daniels, S. R., Dishman, R. K., Gutin, B., Hergenroeder, A. C., Must, A., Nixon, P. A., Pivarnik, J. M., Rowland, T., Trost, S., & Trudeau, F. (2005). Evidence based physical activity for school-age youth. The Journal of Pediatrics, 146(6), 732–737. https://doi.org/10.1016/j.jpeds.2005.01.055 13. Woodyard, C. (2011). Exploring the therapeutic effects of yoga and its ability to increase quality of life. International Journal of Yoga, 4(2), 49–54. https://doi.org/10.4103/0973-6131.85485

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1117PHYSICAL ACTIVITY AND YOGA AS COMPLEMENTARY STRATEGIES FOR ENHANCING PSYCHOLOGICAL WELL-BEING Dr.Yampalla. Srinivas Reddy1, Assistant Professor, Department of Physical Education, Mahatma Gandhi University, Nalgonda-508254, Telangana-India. Email:reddysrinivas353@ gmail.com, Mobile: +91 99510 57163. K.Gopal Reddy2 Research Scholar, Department of Physical Education, Annamalai University, Annamalai Nagar, 608002, Tamil Nadu, India. Email: reddysrinivas353@ gmail.com Mobile No: 90001 79885. In the contemporary context of rapid urbanization, technological advancement, sedentary lifestyles, and increasing academic and occupational pressures, mental health challenges such as stress, anxiety, depression, and lifestyle-related psychological disorders have become increasingly prevalent. These concerns have positioned mental health promotion as a major global public health priority, emphasizing the need for preventive, nonpharmacological, and sustainable approaches to psychological well-being. The integration of physical activity and yoga offers a holistic and cost-effective strategy for promoting mental health. Regular physical activity plays a vital role in enhancing mood, self-esteem, cognitive functioning, and stress resilience. These benefits are achieved through physiological and neurochemical mechanisms, including the regulation of stress hormones, improved neural plasticity, better sleep quality, and the release of neurotransmitters such as endorphins and serotonin. Yoga, as a mind body discipline, complements physical activity by integrating physical postures, controlled breathing, and meditation. These practices activate the parasympathetic nervous system, promote relaxation, and improve emotional regulation, attention, and mindfulness. Consistent yoga practice has been shown to reduce anxiety, depressive symptoms, and mental fatigue while strengthening psychological resilience. This paper highlights the synergistic role of physical activity and yoga in mental health promotion and emphasizes their integration into educational institutions, workplaces, sports training programs, and community health initiatives. The combined practice is proposed as an effective means of enhancing psychological well-being and improving overall quality of life across diverse populations. Keywords: Mental health promotion, Physical activity, Yoga, Psychological wellbeing, Stress management. INTRODUCTION: In recent decades, rapid urbanization, technological advancement, and changing socioeconomic conditions have significantly altered lifestyle patterns across populations. Increased dependence on technology, reduced levels of physical activity, and heightened academic and occupational pressures have contributed to a growing prevalence of psychological health issues such as stress, anxiety, depression, burnout, and emotional imbalance. Mental health has therefore emerged as a critical public health concern, necessitating preventive and promotive strategies that are accessible, cost-effective, and sustainable. Traditional approaches to mental health management have largely emphasized pharmacological and clinical interventions. While effective, these approaches may not always address the underlying lifestyle and behavioral factors contributing to psychological distress. Consequently, there is increasing global emphasis on non-pharmacological interventions, particularly those that promote holistic health. Physical activity and yoga have gained

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessconsiderable attention in this regard due to their multidimensional benefits on physical, psychological, and emotional well-being. Regular physical activity is well established as a powerful tool for enhancing mental health. It positively influences mood states, self-esteem, cognitive functioning, and stress tolerance through physiological mechanisms such as improved cardiovascular efficiency, hormonal regulation, and neurochemical changes. Yoga, rooted in ancient Indian philosophy, complements physical activity by integrating physical postures, breathing techniques, and meditative practices, thereby fostering mind–body harmony. The present paper examines the combined role of physical activity and yoga as complementary strategies for enhancing psychological well-being. OBJECTIVES: The objectives of the present study are: 1. To examine the role of regular physical activity in enhancing psychological well-being. 2. To analyze the psychological benefits of yoga practices. 3. To explore the complementary and synergistic effects of physical activity and yoga on mental health. 4. To highlight the relevance of integrating physical activity and yoga into educational, occupational, and community health settings. METHODOLOGY: The present study is based on a qualitative and conceptual research approach. Data were collected through an extensive review of secondary sources, including peer-reviewed research articles, books, reports from international health organizations, and previous studies related to physical activity, yoga, and mental health. The literature was systematically analyzed to identify consistent findings, theoretical explanations, and practical implications related to psychological well-being. The study emphasizes synthesis and interpretation of existing evidence rather than empirical data collection. This approach allows for a comprehensive understanding of the psychological mechanisms through which physical activity and yoga contribute to mental health promotion. DESIGN OF THE STUDY: The study follows a descriptive and analytical research design. The design focuses on:  Describing the psychological benefits associated with physical activity and yoga.  Analyzing the mechanisms underlying their effects on mental health.  Interpreting the complementary nature of both practices in promoting psychological well-being.  This design is suitable for conceptual exploration and for drawing meaningful conclusions based on existing scientific evidence. RESULTS: The analysis of existing literature reveals that both physical activity and yoga independently contribute to improved psychological well-being. Regular participation in physical activity is associated with reduced levels of stress, anxiety, and depression, along with improvements in mood, self-confidence, and cognitive performance. Physical activity enhances the release of endorphins and serotonin, improves sleep quality, and strengthens stress-coping capacity. Yoga practice demonstrates significant benefits in emotional regulation, attention control, mindfulness, and relaxation. Techniques such as asanas, pranayama, and meditation activate the parasympathetic nervous system, leading to reduced physiological arousal and

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1119mental fatigue. Yoga has been found particularly effective in managing anxiety, depressive symptoms, and psychosomatic stress-related disorders. When practiced together, physical activity and yoga produce synergistic effects. Physical activity enhances physical vitality and neurochemical balance, while yoga supports mental calmness and emotional stability. The combined approach results in enhanced psychological resilience, improved quality of life, and better overall mental health outcomes. DISCUSSION The findings of the present study support the growing body of evidence advocating lifestyle-based interventions for mental health promotion. Physical activity and yoga address psychological well-being through distinct yet interconnected pathways. Physical activity primarily influences mental health through biological and physiological mechanisms, whereas yoga emphasizes mind–body integration and self-regulation. The complementary nature of these practices lies in their ability to balance stimulation and relaxation. While physical activity energizes the body and enhances mood, yoga promotes mental clarity and emotional balance. Together, they provide a comprehensive framework for stress management and psychological health. The integration of physical activity and yoga into educational institutions can support students in managing academic stress and improving concentration. In workplace settings, these practices can reduce occupational stress, enhance productivity, and improve employee well-being. In sports training, the combined approach can enhance mental toughness, focus, and recovery, contributing to improved performance. CONCLUSION: The present paper concludes that physical activity and yoga are effective, complementary strategies for enhancing psychological well-being. Their combined practice offers a holistic approach to mental health promotion by addressing physical, emotional, and cognitive dimensions of health. In the context of increasing mental health challenges, integrating physical activity and yoga into daily life represents a practical, preventive, and sustainable solution for improving quality of life across diverse populations. FUTURE RECOMMENDATIONS Based on the findings of the study, the following recommendations are proposed: 1. Educational institutions should incorporate structured physical activity and yoga programs into curricula to promote students‘ mental health. 2. Workplaces should implement regular wellness programs that include physical exercise and yoga-based stress management sessions. 3. Sports training programs should integrate yoga alongside physical conditioning to enhance psychological resilience and performance. 4. Community health initiatives should promote awareness of physical activity and yoga as preventive mental health strategies. 5. Future research should focus on longitudinal and experimental studies to empirically validate the combined effects of physical activity and yoga on psychological well-being across different age groups and populations.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessReferences: 1. American College of Sports Medicine. (2022). ACSM's guidelines for exercise testing and prescription (11th ed.). Wolters Kluwer. 2. Aylett, E., Small, N., & Bower, P. (2018). Exercise in the treatment of clinical anxiety in general practice – a systematic review and meta-analysis. BMC Health Services Research, 18(1), 559. https://doi.org/10.1186/s12913-018-3313-5 3. Biddle, S. J. H., Ciaccioni, S., Thomas, G., & Vergeer, I. (2019). Physical activity and mental health in children and adolescents: An updated review of reviews and an analysis of causality. Psychology of Sport and Exercise, 42, 146–155.https://doi.org/10.1016/j.psychsport.2018.08.011 4. Pascoe, M. C., Thompson, D. R., Jenkins, Z. M., & Ski, C. F. (2017). Mindfulness mediates the physiological markers of stress: Systematic review and meta-analysis. Journal of Psychiatric Research, 95, 156–178.https://doi.org/10.1016/j.jpsychires.2017.08.004 5. Ross, A., & Thomas, S. (2019). The health benefits of yoga and exercise: A review of comparison studies. Journal of Alternative and Complementary Medicine, 25(1), 1–9.https://doi.org/10.1089/acm.2018.0284 6. World Health Organization. (2020). WHO guidelines on physical activity and sedentary behavior. World Health Organization.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1121EFFECT OF SPECIFIC SELF DEFENCE TRAINING ON REACTION TIME OF HAND AND LEG OF SECONDARY SCHOOLS CHILDREN Harish Waidande, Research Scholar of BPCA’S College of Physical Education, Wadala, Mumbai - 31 Professor (Dr.) G.K. Dhokrat, Principal, BPCA’S College of Physical Education, Wadala, Mumbai - 31 Abstract: Reaction time is an essential psycho-motor ability that plays a vital role in movement efficiency, safety, and self-protection among adolescents. The purpose of the present study was to investigate the effect of a Specific Self-Defence Training Programme on the reaction time of the hand and leg among secondary school girls aged 14–16 years. A total of 100 school girls were randomly selected and equally assigned to an experimental group (n = 50) and a control group (n = 50). Pre-tests were conducted to assess baseline hand and leg reaction time for both groups. The experimental group participated in a structured specific self-defence training programme for a period of 12 weeks, while the control group did not receive any specialized training. After the completion of the training period, post-tests were administered using standardized reaction time tests. The collected data were analyzed using one-way ANCOVA to examine the effectiveness of the training programme. The results demonstrated a statistically significant improvement in both hand and leg reaction time among the experimental group compared to the control group. The findings of the study suggest that the inclusion of specific self-defence training in school physical education programmes can effectively enhance reaction time and contribute to improved psycho-motor performance among secondary school girls. Keywords: Specific Self-Defence Training, Reaction Time, Hand Reaction Time, Leg Reaction Time, Secondary School Girls Introduction Self-defence training equips individuals with practical skills and appropriate responses to manage real-life threat situations effectively. Unlike traditional martial arts, specific selfdefence programmes focus on personal safety and real-world applicability. For adolescent girls, such training enhances physical competence, confidence, and situational awareness, which are essential for personal protection. Reaction time is a vital psycho-motor component of physical fitness and plays a crucial role in effective self-defence performance. It refers to the speed at which an individual responds to external stimuli using appropriate motor actions. Faster hand and leg reaction time enables quick decision-making and timely defensive movements, thereby reducing the risk of injury. Physical fitness supports overall health, adaptability, and cognitive alertness during adolescence. Although it is widely recognized as essential for growth and development, specific components such as reaction time require focused attention. Therefore, the present study aims to examine the effect of a specific self-defence training programme on the reaction time of the hand and leg among secondary school girls aged 14–16 years. Purpose of the study The present study was conducted on Secondary school girls age ranging from 14-16 years to understand the effect of Specific Self Defence Training program. The assessment can

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnesshelp the students to realize that Self- defense not only teaches physical defense, but also important values like hard work, devotion, perseverance, and sustaining personal relationships. Objective of the Study For said study, the objectives of the study were as follows.  To compare the adjusted mean scores of Reaction Time (Hand) of School Girls of Specific Training Group and Non Specific Training Group by taking their Pre Reaction Time (Hand) as Covariate.  To compare the adjusted mean scores of Reaction Time (Leg) of School Girls of Specific Training Group and Non Specific Training Group by taking their Pre Reaction Time (Leg) as Covariate. Hypothesis of the Study For said study, the hypothesis of the study was as follows. Ho1: There is no significant difference in the adjusted Mean Scores of Reaction Time (Hand) of School Girls of Specific Training Group and Non Specific Training Group by taking Pre Reaction Time (Hand) as Covariate. Ho2: There is no significant difference in the adjusted Mean Scores of Reaction Time (Leg) of School Girls of Specific Training Group and Non Specific Training Group by taking Pre Reaction Time (Leg) as Covariate. Methodology One Hundred (n=100) Secondary School Girls age ranging from 14-16 years were identified as subjects from Ravindra Vidyalaya, Titwala. The students were further divided into 2 groups out of which one were experimental group of Specific Self Defence Training, and the other group was control group. Design of the Study The design of the study was Non Equivalent Control Group Design. Phase – I: Pre-test, Phase – II: Training or Treatment, and Phase – III: Post-test. The subjects were divided into two groups, one Experimental group and one Control group; each group consisted of 50 subjects. Experimental group had undergone Specific Self Defence Training Programme for the period of twelve weeks. Dependent Variables of the study: Reaction Time (Hand and Leg) Criterion Measures The following criterion measures included the records of the various test. Items of Selected Physical Fitness Components. Variable Test UnitReaction Time (Hand) Nelson Hand Reaction Time Test CMReaction Time (Leg) Nelson Foot Reaction Time Test CMIndependent Variables: The specific Self Defence Training was considered as independent variable for the present study. Statistics: Comparison of group was done with the help of One-Way Analysis of Covariance ANCOVA. Results and Discussion: The mean achievement in Reaction Time (Hand and Leg) due to Specific Self Defence Training Programme, as obtained from ANCOVA test, revealed that -

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1123TABLE 1.1: Summary of One Way ANCOVA of Comprehension by taking PreReaction Time (Hand) as Covariate Source of Variance df SSy.x MSSy.x Fy.x RemarkTreatment 1 1813.75 1813.75 2559.58 P < 0.01Error 97 68.74 0.71Total 99From Table 1.1 it can be seen that the adjusted F-value is 2559.58 which is significant at 0.01 level with df=1/99 when Pre-Reaction Time (Hand) was taken as covariate. It shows that the adjusted mean scores of Reaction Time (Hand) of School Girls of Specific Training Group and Non Specific Training Group by taking their Pre Reaction Time (Hand) as Covariate. Thus, the Null Hypothesis that there is no significant difference in the adjusted Mean Scores of Reaction Time (Hand) of School Girls of Specific Training Group and Non Specific Training Group by taking Pre Reaction Time (Hand) as Covariate is rejected. Further the adjusted mean score of Reaction Time (Hand) of Specific Self Defence Training Group is 11.40, which is significantly lower than the adjusted mean score of Reaction Time (Hand) of the Non-Specific Group which is 19.93. It may, therefore, be said that Specific Self Defence Training is useful in improving Reaction Time (Hand) of School Girls compare to the Control Group where Pre- Reaction Time (Hand) was taken as covariate. TABLE 1.2: Summary of One Way ANCOVA of Comprehension by taking PreReaction Time (Leg) as Covariate Source of Variance df SSy.x MSSy.x Fy.x RemarkTreatment 1 1751.42 1751.42 2925.71 P < 0.01Error 97 58.17 0.60Total 99From Table 1.2 it can be seen that the adjusted F-value is 2925.71which is significant at 0.01 level with df=1/99 when Pre-Reaction Time (Leg) was taken as covariate. It shows that the adjusted mean scores of Reaction Time (Leg) of School Girls of Specific Training Group and Non Specific Training Group by taking their Pre Reaction Time (Leg) as Covariate. Thus, the Null Hypothesis that there is no significant difference in the adjusted Mean Scores of Reaction Time (Leg) of School Girls of Specific Training Group and Non Specific Training Group by taking Pre Reaction Time (Leg) as Covariate is rejected. Further the adjusted mean score of Reaction Time (Leg) of Specific Self Defence Training Group is 14.12, which is significantly lower than the adjusted mean score of Reaction Time (Leg) of the Non-Specific Group which is 22.50. It may, therefore, be said that Specific Self Defence Training is useful in improving Reaction Time (Leg) of School Girls compare to the Control Group where PreReaction Time (Leg) was taken as covariate. Conclusion: Effect of twelve weeks Specific Self Defence Training Programme intervention has potential benefits to improve Reaction Time (Hand) and Reaction Time (Leg) of Secondary School Girl.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessReferences: 1. R. Saravana Prabha (2017) ―Developing Awareness for Self Defense Among Varsity Girls‖, ISSN: 2455-8958 2. Sammy Franco (2018) ―Self Defence Tips and Tricks‖, First Edition ISBN 978-0-9890382-9-4 3. Bruce Tegner ―Self Defence Nerve Centers and Pressure Points‖ for karate, jujutsu and atemi-waza. 4. Brandon W. Maynard (2017) ―From Dawn to Dan‖ The journey of Karate Masters 5. Victor M Cushing and Patrick J. Sergott (2008) ―Modern Hapkido Self Defence Mannual‖6. Dr. D. K. Kansal (2008) ―Applied Measurement, Evaluation and Sports Selection.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1125THE EFFECT OF 12 WEEKS OF PLYOMETRIC AND CIRCUIT TRAINING ON SPEED AMONG COLLEGIATE TAEKWONDO PLAYERS OF OSMANIA UNIVERSITY K. Reddiya Nayak, Ph.D Scholar, Department of Physical Education, Osmania University, Hyderabad, Telangana, Email:[email protected] Sr. Prof. Rajesh Kumar, Dean, Faculty of Education, Osmania University, Hyderabad, Email:[email protected] Abstract: The purpose of the present study was to determine the effect of plyometric training and Circuit training on the selected performance parameter such as speed of male Taekwondo players studying in affiliated colleges of Osmania University. To achieve the purpose of the study, the subjects were randomly selected from the Taekwondo Players of Osmania University, Hyderabad, Telangana, India and their age group was 18 to 22 years. The selected subjects were divided into three groups of 15 each, namely, two experimental groups and one control group. Out of total subjects of 45, 15underwent plyometric training, another set of 15 underwent Circuit training while the control group of 15 Members did not receive any specific training. Plyometric training exercises such as Burpies, Snow Board Hops, Broad Jumps, Half Squat Jumps, Lateral Jumps, Explosive Step-Ups were given to the Taekwondo players. The number of repetitions were 8 for 1 to 4 weeks, 9 for 5-8 weeks, 10 for 9-12 weeks. For Circuit training group with 8 to 12 Stations for 12 weeks. The control group was not given any specific exercises.The duration of the training period was 12 weeks at a rate of 3 sessions per week. 50 M Test were used in the study to analyse the Speed. The results of the study reveal that there is a significant improvement on plyometric training group and Circuit training group when compared to control group.. Key words: plyometric training, Circuit Training, Speed etc. INTRODUCTION A combat sport or fighting sport is a competitive contact sport where two combatants fight against each other to gain enough points or a condition to declare a single winner by means of using certain rules of direct engagement. These engagements rules and conditions are significantly different from the rules in simulated contact or combat meant for technical based challenges, practice, or demonstration in martial arts, typically with the aim of simulating parts of real hand to hand combat through kata and self-defense training. Boxing, kickboxing, amateur wrestling, judo, mixed martial arts, Muay Thai and Swordsmanship are examples of combat sports. Taekwondo is one of the most regular and scientific Korean traditional martial arts, that teaches more than physical combat skills. It is a discipline that shows ways of enhancing our soul and life through teaching our body and concentration. P. Anitha and Prof. Rajesh Kumar (2024)The aim of this study was to find out The Development of Explosive Power among University Female Taekwondo Players in Telangana Region. To achieve the purpose of the study Thirty female Taekwondo players have been randomly selected from Osmania University. The age of subjects was ranged from 19 to 23 years. The researcher has chosen the experimental method to carry-out the research work for collecting the data and to arrive at conclusion. The test conducted for Explosive Power: (i) Standing Broad Jump. The subjects were tested on selected variables prior. The data were selected to the t-ratio test of analysis for significance. The collected data were analyzed statistically through analysis of Mean, Standard deviation and t ratio test to find out the significance difference, if any between the Taekwondo players. The 0.05 level of confidence was fixed to test the level of significance difference.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessPurpose of the study The purpose of the present study was to determine the effect of plyometric training and Circuit training on the selected performance parameter such as speed of male Taekwondo players studying in affiliated colleges of Osmania UniversityMETHODOLOGY To achieve the purpose of the study, the subjects were randomly selected from the Taekwondo Players of Osmania University, Hyderabad, Telangana, India and their age group was 18 to 22 years. The selected subjects were divided into three groups of 15 each, namely, two experimental groups and one control group. Out of total subjects of 45 15 underwent plyometric training, another set of 15underwent Circuit training while the control group of 15 Members did not receive any specific training. Plyometric training exercises such as Burpies, Snow Board Hops, Broad Jumps, Half Squat Jumps, Lateral Jumps, Explosive Step-Ups were given to the Taekwondo players. The number of repetitions were 8 for 1 to 4 weeks, 9 for 5-8 weeks, 10 for 9-12 weeks. For Circuit training group with 8 to 12 Stations for 12 weeks. The control group was not given any specific exercises.The duration of the training period was 12 weeks at a rate of 3 sessions per week.The duration of the training period was 12 weeks at a rate of 3 sessions per week. 50 M Test were used in the study to analyse the Speed. EXPERIMENTAL DESIGN For this study, the subjects are selected at random, independently drawn from Osmania University, Telangana, India. who actively participated in the District, State, South-Zone and National tournament in their respective Game. Hence, the design of the subjects chosen for this study was based on independently random group design. 1. Experimental Group -I acted as Plyometric Training Group (n=15). 2. Experimental Group -II acted as Circuit Training group (n=15). 3. Control group (n=15) did not participate any specific training programme. CRITERION VARIABLES AND TEST: RESULTS AND DISCUSSION The test conducted by selecting Forty five Taekwondo players from Osmania University, Telangana, India. The data was collected by conducting 50 M Run Test. The collected data were subjected to the t-ratio test of analysis for significance. RESULTS AND DISCUSSION Table - I Computation of “t” ratio between pre-test and post-test means of Experimental and Control groups on Speed in 50 M Ruin Groups ↓ Pre-Test for Speed Post-Test for Speed “t”-TestMean SD Mean SDPlyometric Training7.37 0.556 6.80 0.551 5.461 *CircuitTraining 7.77 0.679 7.30 0.535 4.474 *CG 7.63 0.556 7.60 0.563 1.000S.NO Dependent VariablesTestes/ Instruments Unit of Measurement1. Speed 50 M Run Seconds

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1127The Mean Values of Plyometric Training Group in Pre Test is 7.37 and Post Test is 6.80 And Mean Values of Circuit Training Group in Pre Test is 7.77and Post Test is 7.30. The Mean Values of Control Group in Pre Test is 7.67 and Post Test is 7.70. The Plyometric Training Group performance is better than Circuit Training group. and Control Group CONLUSIONS: The results of the study reveal that there is a significant improvement on plyometric training group and Circuit training group when compared to control group. The improvement in performance may be attributed to plyometric and Circuit training Group. References 1. P. Anitha And Prof. Rajesh Kumar (2024) Effect Of Circuit Training And Plyometric Training On Development Of Explosive Power Among University Female Taekwondo Players In Telangana Region, 2024, International Research Journal of Education and Technology, ISSN 2581-7795, Volume: 06 Issue: 05 | May -20242. Artan R. Kryeziu Etal (2023) Effect of 12 Weeks of the Plyometric Training Program Model on Speed and Explosive Strength Abilities in Adolescents, Applied Sciences (ISSN 2076-3417) 13(5)Pages 2-19

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessA STUDY OF EFFECT OF PLYOMETRIC AND ISOTONIC TRAINING PROGRAMME ON MOTOR FITNESS COMPONENTS, PSYCHOLOGICAL VARIABLES AND SKILL ABILITIES OF COLLEGE FOOTBALL PLAYERS OF MUMBAI Mahendra Sahadev Kambli, Research Scholar, Dr. Rajendra R Dhakne, Research Guide B.P.C.A.‘s College of Physical Education, . Bharatiya Krida Mandir, Wadala, MumbaiAbstract: The main purpose of the study was to understand the effect of plyometric and isotonic training on speed of the college football players. There were three groups namely; Plyometric group, Isotonic group and Control Group. The plyometric and isotonic training was given to experimental group having 25 samples in both group and no training was given to control group having 25 samples. The collected data was analyzed with help of ANCOVA statistical method. Purposive Sampling technique was used for selecting sample for the study. The sample was selected from senior college affiliated with Mumbai University. Only male football players were selected for the study. The total sample size was 75 which were divided in to three group; two Experimental group and one control group respectively. The result of Speed was calculated with F-value was 258.16 which is significant at 0.01 level with df=2/71. It reflects that the adjusted mean scores of Speed of College football players differ significantly when Pre- Speed was taken as covariate. Thus, the Null Hypothesis that there is no significant difference in adjusted mean scores of Speed of College football players of Plyometric Training group and Isotonic Training group and Control Group as covariate is rejected. It was shows that training was effective for football players. It was concluded that training was helpful to improvethe Speed of the college football players of Mumbai. Keywords: Plyometric, Isotonic, Speed, Purposive sampling Introduction: In the Mumbai university we can see more than 100 colleges were participating in the football events conducted by Mumbai University every year. The Footballer required High quality training in terms of skill improvement. The speed is one of the motor fitness which was required while playing football. In the present study the training was very useful for footballers to boost the fitness with skill and game techniques firmly. Football is one of the fastest and popular games which required overall physical and mental fitness like speed, agility, co-ordination, physical strength and quick decision making ability. Football is a game that requires skill and speed. Speed is the ability to perform a movement within a short period of time (Neiman, 1995). Speed is an important football related skill component of physical fitness which enables a player to move from one point to another with faster response time. It has been shown that to improve speed each athlete needs to work on acceleration, starting ability, stride rate, speed endurance, and stride length (Mackenzie, 2001). Football is one of the most popular games in the world in general. Football being most competitive sport, a player who is Physically fit does not only enjoy more but he is also capable of using all the skills attained and mastered by him throughout, right from beginning to end of the game. The twin combination of both skill and physical fitness is indispensible for a player without either of which he will not be able to achieve much, specifically in order to play any ball game competently (Nabhendra Singh, 2010). However, the word physical fitness and motor fitness are often used interchangeably. The term motor fitness was developed to describe a broad concept than physical fitness. This extensive term means the ability to perform basic motor. Power, balance, agility, speed, reaction time and kinesthetic perception are the traits of motor performance, and these traits plays major role in

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1129enhancing the performance of any game‘s skills. With a good and well efficient combination of all these motor performance traits a player can give all his/her utmost throughout the most strenuous of competitive matches. (Nabhendra Singh, 2010) Training is an essential part of preparing for sports competition. If training for soccer is to be effective it must be related to the demands of the game. Fitness for the sport assumes that the player is capable of meeting these demands; otherwise he or she may not be able to cope with the physiological stress of match-play. The present study, the scholar wanted to investigate new scientific approach for boosting up performance of Football players. Therefore, the researcher thought to study the Effect of Plyometric and Isotonic Training Programme on Motor Fitness Components, Psychological Variables and Skill Abilities of College Football Players of Mumbai PLYOMETRIC TRAINING Plyometrics is a form of exercise that uses powerful, rapid movement to help increase speed, power and strength. Although people may associate plyometrics training with sports specific athletic performance, nearly anyone can use plyometrics as a form of exercise to help improve their overall strength and power. The word ―Plyometric‖ imbibes ―hopping, depth jumping, and bouncing drill‖.These are found to be very ever-changing dimensions that utilize pull of gravity upon body and in the contraction of muscle tissue and its elasticity to enhance the power of stress on muscles. This training can be treated as an extended version of ―Shock method‖ of strengthening muscles proposed by Verkhonshonki, a jumping event Coach from Russia(1966). ISOTONIC EXERCISE Isotonic exercise is a form of strength training that is beneficial for those looking to build muscle and lose weight. Exercises like lunges, and squats come under this type of training.It is categorised as exercise which involves the contraction and shortening of muscles through a variety of movements, including those of the joint. ―During this type of training, the body‘s muscles change their length as per the movement to create and support joint movement with constant load or weight,‖ says fitness expert Aman Puri. This type of exercise overcomes resistance, where the body‘s muscles keep a consistent level of tension or load during that movement.It usually includes exercises like push-ups, and running or even everyday tasks like cleaning, or carrying groceries. Isotonic exercise can also be performed with equipment involving weightlifting machines, dumbbells and resistance bands. SPEED Speed is one of the most essential attributes in football. A player‘s ability to cover distance quickly is critical for both offensive and defensive maneuvers. Speed allows players to outrun opponents, create goal-scoring opportunities, recover defensively and transition quickly between different phases of play. In fast-paced situations like counterattacks or one-on-one situations, players with higher speed have a clear advantage. Speed also enhances a player‘s agility, enabling them to change direction rapidly while maintaining control of the ball. OBJECTVIES To compare the adjusted mean scores of Speed of experimental groups and control group of football players by taking pre Speed as covariate.