Volume 1 Final

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessHYPOTHESIS: Null Ho1. There is no significant difference in the adjusted mean scores of Speed of experimental group and control group of football players by taking pre Speed as covariate. DELIMITATIONS OF THE STUDY Although the present study has a large scope, however, to complete this within stipulated time frame and the resource availability, the researcher has to delimit it in the following ways: 1. The study was delimited for 12 weeks of Plyometric and Isotonic Training Programme. 2. The study was delimited to the college football players affiliated to university of Mumbai. 3. The study was delimited to Motor Fitness Components and Selected Psychological Variables. Procedure of the study Pre-TestPre-test was taken for both groups:One Control andtwo ExperimentalTrainingPlyometric Training group and Isotonic Exercise training group were given 12 Weeks training as per scheduledPost testPost-test was taken for both groups:One Control andtwo Experimental Training Phase Particulars Time Warm up 10 minutesTraining 40 minutesCooling Down 10 minutesTotal 60 minutesSelection of Sample For the present study 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 Selection of Variables and TestThe present Experimental study has two variables namely; Independent variables and Dependent variables. To measures the dependent variables reliable and valid tests will be conducted as per the description of tests. Independent VariablesIndependent training program was included Plyometric training to plyometric group and Isotonic Training to Isotonic Training group. Dependent Variables: Speed CRITERION MEASURES Dependent Variable Test Units Speed 30 meter run Flying Starts SecondsSTATASTICAL PROCEDURE Descriptive statistics was used primarily to process the data. Suitable One Way ANCOVA (Analysis of covariance) was further applied to analyze the per-post-test gain in

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1131each group of the selected subjects by taking Pre-Test of variables as Covariate to compared and test the hypotheses. RESULTS ON MOTOR FITNESS COMPONENTS TREATMENT WISE COMPARISON OF ADJUSTED MEAN SCORES SPEED: The objective was to compare adjusted mean scores of Speed of College football players belonging to Plyometric Training Group, Isotonic and control Group by taking Pre-Speed as Covariate. The data were analyzed with the help of One Way ANCOVA and results are given in Table 1.1 TABLE 1.1: Summary of One Way ANCOVA of Speed by taking Pre- Speed as Covariate Sourceof Variance Df SSy.x MSSy.x Fy.x RemarkTreatment 2 19.32 18.89 258.16Error 71 2.77 0.70 p<0.01Total 74Table 1.1 From Table 1.1 it can be seen that the F-value is 258.16 which is significant at 0.01 level with df=2/74. 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, Isotonic Training Group and Control group as covariate is rejected.In order to know which training was found to be more effective the data were further analyzed by using LSD and the results are given in Table1.2. TABLE1.2:Treatment Wise Adjusted Mean, SE, Mean difference and difference between Adjusted Means Speed Treatment Adjusted SE Plyometric Isotonic ControlMean Training Training GroupPlyometricTraining 9..95 .190 3.49** 0.93** 4.25**Isotonic Training 8.72 .170ControlGroup 6.32 .196Table 1.2 From Table 1.2 it can be seen that the mean difference of Plyometric Training Group and Control Group is 4.25 which is significant at 0.01level with df=47.It shows that the mean scores of Speed of Plyometric Training Group and Control Group differ significantly. Further the adjusted mean score of Speed of Plyometric Training Group is 9.95 which is significantly higher than that of Control Group whose adjusted mean score of Speed is 6.32. It may, therefore, be said that the Plyometric Training was found to be effective in improving Speed of College football players as compared to Control Group where Pre-Speed was taken as Covariate the result is also graphically presented in Figure1. From Table 1.2 it can be seen that the mean difference of Isotonic Training Group and Control Group is 3.49 which is significant at 0.01 level with df=47. It shows that the mean scores of Speed of Isotonic Training Group and Control Group differ significantly. Further the adjusted mean score of Speed of Isotonic Training Group is 8.72 which is significantly higher than that of Control Group whose adjusted mean score of Speed is 6.32. It may, therefore, be said that the Isotonic Training was found to be effective in improving Speed of College football players as compared to Control Group where Pre- Speed was taken as Covariate the result is also graphically presented in Figure 1.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessFrom Table 1.2 it can be seen that the mean difference of Plyometric Training Group and Isotonic Training Group is 3.49 which is significant at 0.05 level with df=47. It shows that the mean scores of Speed of Plyometric Training Group and Isotonic Training Group differ significantly. Further the adjusted mean score of Speed of Plyometric Training Group is 9.95 which is significantly higher than that of Isotonic Training Group whose adjusted mean score of Speed is 8.72 It may, therefore, be said that the treatment of Plyometric Training was found to be significantly superior to the treatment of Isotonic Training in terms of Speed of College football players. The result is also graphically presented in Figure 1. FIGURE 1 Treatment Wise Comparison Adjusted Mean Scores of Speed FIGURE 1 CONCLUSION In summary, this research study underscores the manifold benefits of improving physical fitness, both in terms of physical health and selected psychological Parameters.  The above result helps to conclude that the combined Plyometric Training and Isotonic Training were found helpful to improve Motor Fitness components Speed. RECOMMENDATIONS  The study would inspire Physical Education Teachers, Coaches and Social Workers toconsider incorporating these programs into their physical education curriculum. This would provide students with regular access to these beneficial activities.  A similar comparative study may be conducted on boys / girls belonging different age groups.  A similar study may be conducted on the different Physical / Psychological Variables.  The study may be helpful to encourage further research on the long-term effects of Plyometric and Isotonic training programs on the physical and psychological Parameters of secondary College football Players. Continual evaluation can provide insights for program improvement.  The study may help in implementing a system for monitoring and assessing the progress of students participating in Plyometric and Isotonic programs. Regular assessments can help track improvements in physical fitness and psychological variables.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1133REFERENCE 1. Andersen TR, S. J. (2014 August). Effect of football or strength training on functional ability and physical performance in untrained old men.Scand J Med Sci Sports., 76-85. 2. Aras D, A. C. ( 2015 Sep ). Sport Rock climbing: As a type of physical activity to improve health-related physical fitness parameters. J Sports Med Phys Fitness, 3. Babalola, J. (2011). Effects of 8-weeks Circuit Training Programme on Physiological and Performance Characteristics of University Racket Game Players. Journal of Asian Scientific Research., 143-149.4. Bendiksen M, W. C. (2014). Heart rate response and fitness effects of various types of physical education for 8- to 9-year-old schoolchildren.Eur J Sport Sci., 861-9.5. Cattuzzo MT, D. S. (2016 Feb). Motor competence and health related physical fitness in youth: A systematic review. J Sci Med Sport. , 123-9.6. Daniel Mayorga-Vega, J. M.-E.-M. (July 14, 2015). Effects of a physical educationbased programme on health-related physical fitness and its maintenance in high school students. 7. Eurb J Sport Sci., 861-9.(2014). Heart rate response and fitness effects of various types of physical education for 8- to 9-year-old schoolchildren. 8. Jarani J, G. A. ( 2016).Effects of two physical education programmes on health- and skill-related physical fitness of Albanian children. J Sports Sci., 35-46.9. Khodaverdi Z, B. A. ( 2015 Dec ). The relationship between actual motor competence and physical activity in children: mediating roles of perceived motor competence and health-related physical fitness. J Sports Sci, 1-710. Kumar Raj, K. H. (2005).Effect of six-weeks of plyometric circuit training on the jumping performance of female college players. Journal of Exercise Science and Physiotherapy, 46-59. 11. David S. Holmes, D. L. (1985).Association of Aerobic Fitness with Pulse Rate and Subjective Responses to Psychological Stress.Psychophysiology. 12. OguzKaanEsenturk, M. A. (2016). The Effect Of Physical Activity Program On Trait Anxiety Level On Adults. Science, Movement and Health, 609-618 . 13. Sandra Keller, P. S. (1984).Physical fitness level and autonomic reactivity to psychosocial stress. Journal of Psychosomatic Research, 279-287. 14. Sujatha B. JagatheesanAlagesan, R. A. (2020).Effect of aerobic exercise training on anxiety in children with developmental coordination disorder.BIOMEDICINE, 336. 15. Thomas G. Plante, A. L. (1998). The Influence of Perceived Versus Aerobic Fitness on Psychological Health and Physiological Stress Responsivity. International Journal of Stress Management , 141–156.16. Vikram Singh, P. Y. (2021). A Study Of Factors Affecting The Level Of Happiness Amongst Practitioners Of Yoga, Aerobics And Walking During Corona Lockdown International Journal of Research - GRANTHAALAYAH, 338 – 346.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessSTUDYOFTHECORRELATIONBETWEENSKILLAND PHYSICAL ABILITY OF SOFTBALLPLAYERS Manjusha Vishwasrao Khare, Research Scholar, Dr. B.A.M.U Ch. Sambhajinagar, Dr. M.S. Rathod, Research Guide, College of Physical Education, Ch. Sambhajinagar (Aurangabad.) ABSTRACT:- ―Study of the correlation between skill and Physical ability of softball players‖ In the present research, the correlation between The researchwas startedto see how theirskilland physical ability can be. Those tests were conducted. Also some objectives were decided according to there search. Such as, • Studying the skills of softball players. • To study the physical abilities of these athletes. • To examine the correlation between skill and physical abilities of softball players. • To study the correlation of base running skills and some physical abilities of softball players. KEY WORDS:- Correlation, physical ability, skill and softball players.INTRODUCTION:- Since ancient times, sports have been an important part of human development process. Different games are played in different countries. In the era of competition, humans have conquered new areas of development on the strength of intellect, but sport has a major role in it. That's why the game seems to have developed along with the development of human beings. When consideringthe fitness orfitnessofa person's bodyto function,the functional capacityof other organs functioning in the body has to be considered. Because these organizations are alsoworking day and night until the formation of small and large muscle cells, in such an organization, the body's performance depends on the circulatory system, lungs, respiratory system, blood vessels, etc., exercise also affects them. The efficiency of this institution is measured and evaluated in terms of the efficiency of the physical education system by taking different tests. Many individuals who do jogging, mountain climbing, stair climbing, etc. with ease are seen as physically fit and strong. And by the time they do these immense deeds with ease, they complete their breathing capacity. That is, their body organization and respiratory qualification are in accordance with the effect of physical activity exercise. The same is the case with softball players. As mentioned above, we need exercise to lead a healthy life. There is no denying the fact that exercise increases physical capacity, strengthens internal and external muscles, and makes a person live longer. Softball is a competitive sport. The game of softball is also known as baseball and play ground ball. Playing the gameof softball requires agility, courage and good judgment. This game can be played by anyone from 12 years to 60 years. Initially Americans used to play this game for fun but now it is played all over the world.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1135SAMPLE:- The total or whole course of all the subjects/individuals of all the subjects to be researched isthe population. For the present research to be effective and reliable, the researcher has selected the necessary group reference sample. Every school plays a variety of sports, including fencing, volleyball, kho-kho, base ball, soft ball and outdoor sports. Players are selected. This player is from Bhausaheb Nagar area of Nashik district and total number of softball players is 90.30 of these samples were selected for this research, they are children and their age group is 14-17 years. MOTORFITNESS TEST 50 YD DASH test TOOLS AND MEANS–  Personal data Bank it is used to collected the information of an individual  Height, Name, Age, Diet.........................  50 YD DASH test  Library material  Computer  Cones  Helpers  Stop watch Scale 50 YD DASH:- Running a short distance at high speed is called a 50-yard dash. Purpose : To measure running speed Material:Forsewing Scale Action: Procedure A horizontal starting line is drawn and a horizontal finish line is drawn at a distance of 50 yards. Both the students are made to stand on the starting line. The examiner gives the order to run. The students run as fast as they can and as soon as they cross the finish line, the running time of both of them is recorded in seconds and fractions of a second and the test marks are given accordingly.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessRESULT: Based on the above information, it is clear that the mean of the good group is 7.55, the mean of the average group is 8.02, and the mean of the inferior group is 7.77. Based on the above norms, it is seen that the performance of players in all these groups is poor, which makes it clear that the level of 50 yard dash performance of softball players is disproportionate. Correlations: Group I Correlations: Group IICorrelations: GroupIIIAs the athlete's 50-yard dash ability increases, so does the distance they can throw the medicine ball. In this context, the correlation value of the 50-yard dash and the correlation value of the medicine ball is 0.722, which indicates a significant correlation at the 0.05 level. CONCLUSION:- 30 softball players were tested on their skills and physical abilities. All the results obtained from this were studied statistically. Based on the above information it can be concluded that the base of softball players A significant correlation was found between running skill and breath capacity. REFERENCE: 1. Experienced Professor (2011):-Physical Education Paper 2-3 Set NET Pragati Publication2. Joshi Makarand(2010):-Physical Education Studies and Teaching Methods, Nityanutan Prakashan, 3. Mane H.S.(2006):-Educational and Physical Research Vision Publications Nanded4. JardaiShripal(2000):-Physical Education Sanshadhen Tantra Method Chandra Prakashan Kolhapur

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1137YOGA, SPIRITUALITY, AND HUMAN FLOURISHING IN A GLOBALIZED WORLD Meka Vani, Research Scholar, Dr.D. Devaki, Research Guide, Department of Physical Education, AnnamalaiUniversity, Annamalai Nagar, 608002.Abstract Yoga and spirituality have emerged as powerful integrative approaches for promoting global well-being in the modern era, where stress, lifestyle disorders, and mental health challenges are increasingly prevalent. Rooted in ancient wisdom, yoga emphasizes the harmonious development of the body, mind, and spirit, while spirituality nurtures inner awareness, ethical living, and a sense of universal connectedness. Together, they contribute significantly to physical health, psychological resilience, emotional balance, and social harmony. Scientific evidence highlights the effectiveness of yogic practices in reducing stress, enhancing mental clarity, improving cardiovascular and musculoskeletal health, and fostering emotional stability. Spiritual practices further strengthen values such as compassion, mindfulness, and purpose in life, which are essential for sustainable global well-being. Integrating yoga and spirituality into education, healthcare, and community programs can serve as a holistic strategy for enhancing individual quality of life and promoting collective peace and harmony. This abstract emphasizes the relevance of yoga and spirituality as vital tools for achieving holistic health and sustainable global well-being. Keywords: Yoga; Spirituality, Global Well-being, Mental Health, Human Flourishing, Psychological Resilience, Holistic Health, Mind–Body Integration INTRODUCTION: In the contemporary globalized era, rapid technological advancement, urbanization, competitive lifestyles, and socio-economic pressures have significantly transformed human living conditions. While globalization has contributed to economic growth and increased connectivity, it has simultaneously led to rising levels of stress, anxiety, lifestyle-related diseases, emotional imbalance, and a growing disconnect between individuals and their inner selves. Mental health challenges such as depression, burnout, and psychosomatic disorders are increasingly prevalent across different age groups and cultures, indicating an urgent need for holistic approaches to health and well-being. Yoga, originating from ancient Indian philosophy, represents a comprehensive system aimed at the harmonious integration of the body, mind, and spirit. It encompasses physical postures (āsanas), breathing techniques (prāṇāyāma), meditation (dhyāna), and ethical principles (yamas and niyamas) that collectively promote physical fitness, mental clarity, emotional stability, and spiritual growth. Spirituality, on the other hand, transcends religious boundaries and focuses on inner awareness, meaning in life, ethical living, compassion, and a sense of interconnectedness with humanity and nature. In a globalized world marked by cultural diversity and value pluralism, yoga and spirituality offer universal, inclusive, and adaptable frameworks for human flourishing. Scientific studies increasingly validate the role of yogic and spiritual practices in stress reduction, emotional regulation, cardiovascular health, immune functioning, and psychological resilience. Beyond individual benefits, these practices contribute to social harmony, ethical responsibility, and peaceful coexistence-values essential for sustainable global development. Therefore, integrating yoga and spirituality into education, healthcare, sports science, and community development programs has become a global necessity rather than a cultural

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessoption. This paper explores the significance of yoga and spirituality in enhancing holistic health and promoting human flourishing in the context of globalization. OBJECTIVES OF THE STUDY: The present study was undertaken with the following objectives: 1. To examine the role of yoga in promoting physical, mental, and emotional well-being. 2. To analyze the contribution of spirituality to psychological resilience and ethical living. 3. To explore the combined impact of yoga and spirituality on human flourishing in a globalized society. 4. To assess the relevance of integrating yoga and spirituality into education, healthcare, and community programs. 5. To highlight yoga and spirituality as sustainable strategies for global well-being and social harmony. METHODOLOGY: The study adopted a qualitative and conceptual research methodology, primarily based on secondary data sources. Relevant information was collected from:  Peer-reviewed national and international journals  Research articles related to yoga, spirituality, mental health, and well-being  Books and classical yogic texts  Conference proceedings, policy documents, and reports from health organizations The collected data were critically reviewed, analyzed, and synthesized to understand the multidimensional benefits of yoga and spirituality. An interdisciplinary approach was employed, integrating perspectives from physical education, psychology, health sciences, and philosophy to ensure a comprehensive understanding of the subject. DESIGN OF THE STUDY: The study followed a descriptive and analytical research design. Key thematic areas such as physical health, mental health, emotional balance, ethical values, and social well-being were identified. The role of yoga and spirituality was examined within each theme to assess their individual and collective impact on human flourishing. The design emphasized:  Holistic interpretation rather than experimental manipulation  Comparative analysis of traditional wisdom and modern scientific findings  Contextual relevance in a globalized socio-cultural environment RESULTS: The analysis of literature and conceptual frameworks revealed the following key findings: 1. Regular practice of yoga significantly reduces stress, anxiety, and depression while improving physical fitness, flexibility, and cardiovascular health. 2. Yogic practices enhance mental clarity, concentration, emotional regulation, and selfawareness. 3. Spiritual engagement contributes to greater life satisfaction, inner peace, compassion, and a sense of purpose.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-11394. The integration of yoga and spirituality fosters resilience, ethical behavior, and positive interpersonal relationships. 5. Societies that promote holistic health practices demonstrate improved social cohesion, reduced conflict, and enhanced collective well-being. DISCUSSION: The findings indicate that yoga and spirituality are not merely wellness trends but essential components of holistic human development. In the globalized world, where material success often overshadows inner fulfillment, these practices restore balance by addressing the deeper dimensions of human existence. Yoga serves as a bridge between physical health and mental discipline, while spirituality nurtures values such as empathy, mindfulness, and moral responsibility. Together, they empower individuals to cope effectively with stress, adapt to rapid societal changes, and maintain psychological stability. From an educational and sports science perspective, yoga enhances performance, focus, and emotional control, making it highly relevant for students, athletes, and professionals alike. Moreover, the universal nature of yoga and spirituality allows them to transcend cultural, religious, and geographical boundaries, making them globally applicable tools for peace and harmony. CONCLUSION: The study concludes that yoga and spirituality play a vital role in promoting human flourishing in a globalized world. By integrating physical health, mental well-being, emotional balance, and spiritual growth, these practices offer a comprehensive solution to modern lifestyle challenges. Their incorporation into education systems, healthcare services, sports training, and community initiatives can significantly enhance individual quality of life and foster sustainable global well-being. Yoga and spirituality, therefore, should be recognized as essential pillars for holistic health and social harmony in the 21st century. FUTURE RECOMMENDATIONS: Based on the findings of the study, the following recommendations are suggested: 1. Yoga and spirituality should be systematically integrated into school and university curricula. 2. Healthcare systems should adopt yoga-based preventive and rehabilitative programs. 3. Sports training programs should incorporate yogic and meditative practices for performance enhancement and injury prevention. 4. Government and non-government organizations should promote community-based yoga and wellness initiatives. 5. Future empirical and longitudinal research should be conducted to quantify the longterm psychological and physiological benefits of yoga and spirituality across diverse populations. References1. Aurobindo, S. (1999). The synthesis of yoga. Sri Aurobindo Ashram Press.

International Conference & Global Conclave on Physical Education Sports Science & Social Wellness2. Bhavanani, A. B. (2017). Yoga therapy: Theory and practice. Dhivyananda Creations. 3. Brown, R. P., & Gerbarg, P. L. (2005). Sudarshan Kriya yogic breathing in the treatment of stress, anxiety, and depression: Part I—Neurophysiologic model. Journal of Alternative and Complementary Medicine, 11(1), 189–201. https://doi.org/10.1089/acm.2005.11.189 4. Dalai Lama. (2001). Ethics for the new millennium. Riverhead Books. 5. Feuerstein, G. (2012). The yoga tradition: Its history, literature, philosophy and practice. Hohm Press. 6. Goleman, D. (2003). Destructive emotions: How can we overcome them? Bantam Books. 7. Iyengar, B. K. S. (2005). Light on yoga. HarperCollins Publishers. 8. Koenig, H. G. (2012). Religion, spirituality, and health: The research and clinical implications. ISRN Psychiatry, 2012, 1–33. https://doi.org/10.5402/2012/278730 9. Mishra, S. K. (2018). Yoga and spirituality for mental health. International Journal of Yoga, 11(2), 75–80. 10. Patanjali. (2008). The Yoga Sutras of Patanjali (S. Radhakrishnan, Trans.). HarperCollins. 11. Ryff, C. D., & Singer, B. (2008). Know thyself and become what you are: A eudemonic approach to psychological well-being. Journal of Happiness Studies, 9(1), 13–39.12. Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Free Press. 13. Sharma, R., & Gupta, N. (2020). Role of yoga and meditation in mental health. Indian Journal of Mental Health, 7(3), 20–28. 14. World Health Organization. (2013). Mental health action plan 2013–2020. World Health Organization.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1141MENTAL HEALTH AND WELLBEING THROUGH PHYSICAL ACTIVITY AND YOGA Dr. Dharamsing Gemsing Jadhav, (Director Of Sports & Physical Education), Renukadevi (ACS) Mahavidyalaya Mahur, Nanded (Maharashtra) 431721 Dr. Ghayal Baburao Laxman Rao, Indira Gandhi ( Sr.) College CIDCO, Dist. Nanded (Maharashtra) 431603 Abstract Mental health and wellbeing are fundamental to an individual‘s overall health, productivity and quality of life. In contemporary society, mental health concerns such as stress, anxiety, depression and emotional imbalance have increased significantly due to academic pressure, work stress, lifestyle changes, reduced physical movement and excessive dependence on digital technology. These challenges affect individuals across all age groups and social backgrounds. As a result, there is a growing need for effective, sustainable and non-invasive approaches to promote mental wellbeing. Keywords: Mental Health, Wellbeing, Physical Activity, Yoga, Stress Reduction, Emotional Stability Objectives of the StudyThe present study has been undertaken with the following objectives: 1. To understand the concept and importance of mental health and wellbeing. 2. To examine the role of physical activity in improving mental health. 3. To analyze the impact of yoga on stress management and emotional balance. 4. To study the combined effect of physical activity and yoga on mental wellbeing. 5. To highlight the importance of adopting physical activity and yoga as lifestyle practices. 6. To suggest measures for promoting mental health through physical activity and yoga at individual and community levels.Methodology The present study is based on secondary data. Relevant information has been collected from textbooks, research journals, academic articles, reports published by health organizations, and credible online sources related to mental health, physical activity and yoga. The study adopts a descriptive and analytical approach, where existing literature is reviewed and analyzed to understand the relationship between physical activity, yoga and mental wellbeing. No primary data collection methods such as surveys or interviews have been used in this study. The collected secondary data has been systematically organized, interpreted and presented to draw meaningful conclusions. This methodology helps in gaining a comprehensive understanding of the subject while ensuring reliability and validity of information.Design of the Study The study follows a descriptive research design. It is conceptual in nature and focuses on explaining and describing the role of physical activity and yoga in promoting mental health

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessand wellbeing. The descriptive design has been selected as it allows an in-depth understanding of the topic based on existing knowledge and research findings.The study does not involve experimental or comparative analysis. Instead, it emphasizes explaining concepts, identifying benefits and highlighting practical relevance. The design is suitable for academic research aimed at awareness generation and conceptual clarity.Mental Health and Wellbeing: An Overview Mental health refers to a state of emotional, psychological and social wellbeing in which individuals can cope with normal stresses of life, work productively and contribute to society. Mental wellbeing includes positive emotions, self-confidence, emotional control, life satisfaction and resilience. Poor mental health can result in emotional distress, lack of motivation, poor concentration, disturbed sleep and strained interpersonal relationships. In severe cases, it can lead to mental disorders and physical health problems. Mental wellbeing is influenced by several factors such as lifestyle, environment, social support, physical health and coping mechanisms. Among these, physical activity and relaxation practices play a significant role in maintaining emotional balance and mental clarity.Role of Physical Activity in Mental Health Physical activity refers to any bodily movement that requires energy expenditure. It includes activities such as walking, jogging, cycling, sports, stretching and exercise routines. Regular physical activity contributes not only to physical fitness but also to psychological wellbeing. Psychological Benefits of Physical Activity Physical activity has a positive effect on mental health by stimulating the release of endorphins and other neurotransmitters that improve mood and reduce stress. These chemical changes help create a sense of relaxation, happiness and emotional stability. Regular exercise reduces symptoms of anxiety and depression and enhances overall mental strength. Physical activity also improves cognitive functioning, including memory, concentration and problem-solving ability. It provides a sense of achievement and improves self-esteem, which is important for emotional wellbeing. Stress Reduction and Emotional Balance Stress is one of the major causes of mental health problems in modern life. Physical activity helps regulate stress hormones and reduces mental tension. Activities such as brisk walking or moderate exercise help release accumulated stress and calm the nervous system. Additionally, regular physical activity improves sleep quality, which is closely related to mental health. Good sleep supports emotional regulation, reduces irritability and improves mental clarityRole of Yoga in Mental Wellbeing Yoga is a traditional practice that emphasizes harmony between the mind and body. It involves physical postures, breathing techniques and meditation. Yoga focuses on mental awareness, balance and relaxation rather than physical exertion alone. Yoga and Emotional Regulation Yoga encourages mindfulness, which involves awareness of thoughts and emotions without judgment. This awareness helps individuals understand their emotional patterns and respond calmly to challenging situations. Yoga also promotes self-discipline, patience and emotional control, which are essential for mental resilience.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1143Combined Impact of Physical Activity and Yoga Physical activity and yoga complement each other in promoting mental health. Physical activity enhances physical strength, energy and confidence, while yoga promotes relaxation, flexibility and mental clarity. Together, they provide a holistic approach to mental wellbeing. Individuals who combine both practices experience better emotional balance, reduced stress levels and improved quality of life. This combined approach addresses both physical and psychological aspects of mental health and is suitable for people of all age groups. Conclusion Mental health and wellbeing are closely linked to lifestyle practices. In the modern world, increasing stress and reduced physical movement have contributed to a rise in mental health problems. Physical activity and yoga offer effective, natural and sustainable solutions for improving mental wellbeing. Physical activity helps improve mood, reduce stress and enhance emotional strength, while yoga promotes mental calmness, self-awareness and emotional regulation. The study concludes that regular practice of physical activity and yoga can significantly enhance mental resilience, emotional stability and overall quality of life. Promoting these practices can lead to healthier individuals and a mentally stronger society.Future Recommendations 1. Educational institutions should incorporate physical activity and yoga into the regular curriculum to promote mental wellbeing among students. 2. Workplaces should encourage wellness programs that include exercise and yoga sessions. 3. Awareness campaigns should be conducted to educate people about the mental health benefits of physical activity and yoga. 4. Further research can be undertaken using primary data to study the long-term effects of these practices on different age groups. 5. Government and health organizations should support community-based programs promoting physical activity and yoga. References 1. World Health Organization. (2022). Mental health and wellbeing. World Health Organization Publications. 2. American Psychological Association. (2020). Stress and physical activity. APA Research Reports. 3. Sharma, R. (2019). Yoga and mental health: A holistic approach. New Delhi: Academic Publishers. 4. Singh, A., & Verma, P. (2021). Role of physical activity in psychological wellbeing. Indian Journal of Health Psychology, 15(2), 45–52. 5. National Institute of Mental Health. (2021). Mental health basics. Government of India Publications. 6. Patel, S. (2020). Impact of lifestyle practices on mental wellbeing. Journal of Social and Behavioral Sciences, 8(1), 30–38.

International Conference & Global Conclave on Physical Education Sports Science & Social Wellness7. Deshpande, M. (2018). Yoga practices and emotional regulation. International Journal of Yoga Studies, 6(3), 112–118.8. World Health Organization. (2019). Guidelines on physical activity and sedentary behavior. WHO Press. 9. Kumar, R., & Joshi, N. (2022). Physical exercise, stress reduction and quality of life. Journal of Physical Education and Sports Sciences, 10(4), 67–74. 10. Brown, T., & Williams, L. (2018). Mind–body practices and mental health outcomes. Journal of Mental Health Research, 12(2), 89–96.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1145EFFECT OF YOGIC PRACTICES ON PHYSICAL FITNESS AND PSYCHOLOGICAL WELL-BEING AMONG SECONDARY SCHOOL CHILDREN Mr. Dullayya, Research Scholar, Dr. Shashidhara Kellur Research Guide, Assistant Professor, Department of Physical Education and Sports Science Vijayanagara Sri Krishnadevaraya University, Ballari, Karnataka, India Abstract The present experimental study was undertaken to examine the effect of yogic practices on physical fitness and psychological well-being among secondary school children in Ballari district, Karnataka. A total of sixty students aged 14–16 years from Dr. A.P.J. Abdul Kalam School, Ballari, were selected as subjects for the study. The participants were randomly divided into an experimental group (n = 30) and a control group (n = 30). The experimental group underwent a structured yogic training programme consisting of selected asanas and pranayama for a period of twelve weeks, five days per week, while the control group continued with their regular school routine without any yogic intervention. Physical fitness variables such as cardiovascular endurance, muscular strength, muscular endurance, and flexibility, along with psychological variables including stress and anxiety, were assessed before and after the training period using standardized tests and validated scales. The collected data were analyzed using appropriate statistical techniques. The results revealed significant improvement in physical fitness components and significant reduction in stress and anxiety levels among the experimental group compared to the control group. The findings of the study indicate that yogic practices are effective in promoting physical fitness and psychological well-being among secondary school children and can be beneficially incorporated into school physical education programmes. Keywords: Yogic Practices, Physical Fitness cardiovascular endurance, muscular strength, muscular endurance, and flexibility, Psychological Well-being stress and anxiety, Introduction In recent years, the lifestyle of secondary school children has undergone significant changes due to increasing academic demands, reduced physical activity, and prolonged exposure to digital devices. These factors have contributed to a decline in physical fitness and a rise in psychological issues such as stress, anxiety, and emotional instability among adolescents. Since this stage of life is crucial for physical growth and mental development, neglecting health-related aspects may have long-term negative consequences on academic performance, social behaviour, and overall well-being. Physical education programmes in schools aim to promote fitness and health; however, conventional activities often emphasize physical outcomes while giving limited attention to psychological well-being. In this context, yoga has emerged as an effective holistic practice that integrates physical postures (asanas), breathing techniques (pranayama), and mental relaxation. Yogic practices enhance muscular strength, flexibility, cardiovascular efficiency, and balance while simultaneously calming the mind and improving emotional control. Several scientific studies have reported that regular yoga practice reduces stress and anxiety and improves concentration, self-discipline, and emotional stability among school children. Despite its proven benefits, yoga is not systematically incorporated into many school curricula. Therefore, there is a need for experimental studies conducted in school settings to establish the effectiveness of yogic practices on both physical fitness and psychological wellbeing.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessThe present study was undertaken at Dr. A.P.J. Abdul Kalam School, Ballari, to scientifically examine the effect of a structured yogic training programme on selected physical fitness and psychological well-being variables among secondary school children using an experimental and control group design. Objectives of the Study The present study was undertaken with the following objectives: 1. To determine the effect of selected yogic practices on physical fitness variables of secondary school children. 2. To examine the effect of yogic practices on psychological well-being variables of secondary school children. 3. To compare the pre-test and post-test performance of the experimental group on selected physical fitness and psychological well-being variables. 4. To compare the post-test performance of the experimental and control groups after the twelve-week yogic training programme. Hypotheses of the Study The following null hypotheses were formulated for the present study: 1. There will be no significant difference between the pre-test and post-test mean scores of the experimental group on selected physical fitness variables as a result of yogic practices. 2. There will be no significant difference between the pre-test and post-test mean scores of the experimental group on selected psychological well-being variables as a result of yogic practices. 3. There will be no significant difference between the post-test mean scores of the experimental and control groups on selected physical fitness variables. 4. There will be no significant difference between the post-test mean scores of the experimental and control groups on selected psychological well-being variables. Methodology Research Design: The present investigation adopted a randomized pre-test and posttest control group design to study the effect of yogic practices on physical fitness and psychological well-being among secondary school children. This design was selected to ensure scientific comparison between the experimental and control groups and to accurately determine the effectiveness of the yogic intervention. Selection of Subjects: A total of sixty (60) secondary school children aged between 14 and 16 years were selected from Dr. A.P.J. Abdul Kalam School, Ballari, Karnataka. The subjects were chosen using random sampling techniques. The selected students were randomly divided into two equal groups: an experimental group consisting of thirty (30) students and a control group consisting of thirty (30) students. All subjects were physically healthy and had no previous exposure to systematic yogic training. Necessary permission was obtained from school authorities, and informed consent was secured prior to data collection. Training Programme: The experimental group underwent a structured yogic training programme for a period of twelve weeks. The programme was conducted five days per week, with each session lasting forty-five minutes. Each training session included warm-up exercises,

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1147selected yogic asanas, pranayama practices, and relaxation. The control group did not receive any yogic training and continued their regular school routine. Variables of the Study: The independent variable of the study was the yogic training programme. The dependent variables included selected physical fitness variables—cardiovascular endurance, muscular strength, muscular endurance, and flexibility—and psychological well-being variables such as stress and anxiety. Tools Used: Cardiovascular endurance was measured using the 600-Meter Run Test. Muscular strength was assessed through the Push-Up Test, muscular endurance through the One-Minute Sit-Up Test, and flexibility through the Sit and Reach Test. Psychological variables were measured using standardized stress and anxiety scales suitable for secondary school children. All tools used were reliable and valid. Table 1: Twelve-Week Yogic Training ProgrammeWeeks Warm-up (5 min)Asanas Practiced (30 min) Pranayama (5 minRelaxation (5 min)Week 1–2 Joint loosening, spot marchingTadasana, Vajrasana, Bhujangasana AnulomaVilomaShavasanaWeek 3–4 Stretching exercisesTadasana, Vrikshasana, Bhujangasana, VajrasanaAnulomaVilomaShavasanaWeek 5–6 Dynamic warm-upTadasana, Vrikshasana, Paschimottanasana, BhujangasanaAnulomaVilomaShavasanaWeek 7–8 Free movement exercisesTadasana, Vrikshasana, Paschimottanasana, VajrasanaAnulomaViloma, BhramariShavasanaWeek 9–10Stretching & balance drillsTadasana, Vrikshasana, Bhujangasana, Paschimottanasana, VajrasanaAnulomaViloma, BhramariShavasanaWeek 11–12Light warmupTadasana, Vrikshasana, Bhujangasana, Paschimottanasana, Vajrasana, Sarvangasana AnulomaViloma, BhramariShavasanaStatistical Techniques: The collected data were analyzed using descriptive statistics such as mean and standard deviation. The paired t-test was applied to determine the significance of differences between pre-test and post-test scores of the experimental group. The independent t-test was used to compare the post-test scores of the experimental and control groups. The level of significance was set at 0.05. Results and Interpretation Table 2: Comparison of Pre-test and Post-test Mean Scores of Physical Fitness Variables between Experimental and Control Groups Variable Group Pre-test MeanSD Post-test MeanSD Mean DifferencetvalueCardiovascular EnduranceExperimental 162.40 11.82 150.32 10.11 12.08 5.84*Control 161.88 11.50 159.92 11.40 1.96 0.92Muscular StrengthExperimental 14.48 2.42 19.86 2.78 5.38 6.12*Control 14.40 2.45 14.92 2.50 0.52 0.68Muscular Experimental 24.12 3.54 31.04 3.92 6.92 7.01*

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessEndurance Control 24.06 3.48 24.78 3.52 0.72 0.74Flexibility Experimental 19.72 3.08 25.68 3.38 5.96 6.45*Control 19.66 3.02 20.18 3.06 0.52 0.61*Significant at 0.05 level Interpretation Table 1 reveals that the experimental group showed significant improvement in all selected physical fitness variables after twelve weeks of yogic training. Cardiovascular endurance improved considerably, indicating enhanced aerobic efficiency. Muscular strength and muscular endurance also showed substantial gains, reflecting improved muscular functioning due to regular yogic practices. Flexibility increased significantly, highlighting the effectiveness of asanas in improving joint mobility and muscle elasticity. In contrast, the control group did not show any statistically significant improvement in physical fitness variables. The obtained t-values for the experimental group exceeded the required table value at the 0.05 level, confirming that yogic practices had a significant positive effect on physical fitness. Graph 1: Comparison of Pre-test and Post-test Mean values of Physical Fitness Variables between Experimental and Control Groups ExperimentalControlExperimentalControlExperimentalControlExperimentalControlCardiovascular Endurance Muscular Strength Muscular Endurance Flexibility162.4161.8814.4814.424.1224.0619.7219.66150.32159.9219.8614.9231.0424.7825.6820.18Physical Fitness Variables Post-test Mean Pre-test Mean

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1149The bar graph illustrates a clear increase in post-test mean values compared to pre-test mean values for cardiovascular endurance, muscular strength, muscular endurance, and flexibility in the experimental group, indicating the effectiveness of the yogic training programme. Table 3: Comparison of Pre-test and Post-test Mean and standard deviation Scores of Psychological Variables between Experimental and Control Groups Variable Group Pre-test Mean SD Post-test Mean SD Mean Differencet-valueStress Experimental 18.62 3.12 12.48 2.84 6.14 6.58*Control 18.54 3.10 18.02 3.08 0.52 0.64Anxiety Experimental 16.24 2.96 11.36 2.52 4.88 5.91*Control 16.18 2.92 15.86 2.90 0.32 0.43*Significant at 0.05 level Interpretation Table 2 indicates a significant reduction in stress and anxiety levels among the experimental group following the yogic intervention. The decrease in mean scores reflects improved emotional control and mental calmness resulting from regular practice of asanas and pranayama. The control group did not exhibit any meaningful change in psychological variables, suggesting that routine school activities alone were insufficient to reduce stress and anxiety. The calculated t-values for the experimental group were statistically significant at the 0.05 level, confirming the positive psychological impact of yogic practices. Graph 2: Comparison of Pre-test and Post-test Mean values of Psychological Variables between Experimental and Control GroupsThe bar graph demonstrates a noticeable decline in post-test mean scores of stress and anxiety compared to pre-test values in the experimental group, indicating improved psychological well-being due to yogic practices. Experimental Control Experimental ControlStress Anxiety18.62 18.5416.24 16.1812.4818.0211.3615.86Chart TitlePre-test Mean Post-test Mean

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessOverall Result Statement The results clearly establish that twelve weeks of yogic practice significantly improved both physical fitness and psychological well-being among secondary school children of the experimental group when compared to the control group. Discussion The results of the study indicate that the twelve-week yogic training programme significantly improved physical fitness and psychological well-being among secondary school children in the experimental group. The observed improvements in cardiovascular endurance, muscular strength, muscular endurance, and flexibility may be attributed to the regular practice of selected asanas, which enhance muscular efficiency, flexibility, and circulatory functioning. The reduction in stress and anxiety levels among the experimental group highlights the calming effect of yogic practices and pranayama, which help regulate breathing and stabilize the nervous system. The absence of significant changes in the control group confirms that the improvements were due to the yogic intervention rather than routine school activities. These findings support the effectiveness of yoga as a holistic approach for promoting physical and mental health among school children. Conclusion The present study concludes that a twelve-week yogic training programme has a significant positive effect on physical fitness and psychological well-being among secondary school children. The regular practice of selected yogic asanas and pranayama resulted in improved cardiovascular endurance, muscular strength, muscular endurance, and flexibility, along with a significant reduction in stress and anxiety levels. The findings clearly indicate that yoga is an effective, safe, and holistic intervention for enhancing the physical and mental health of adolescents. Therefore, the inclusion of yogic practices in school physical education programmes is strongly recommended to promote overall well-being and healthy development among students. Future Recommendations Future studies may be conducted with larger sample sizes and across different schools to enhance the generalizability of the findings. Longer duration yogic training programmes may be implemented to examine long-term effects on physical, physiological, and psychological variables. Further research may also include additional variables such as academic performance, concentration, self-esteem, and physiological parameters to provide a more comprehensive understanding of the benefits of yogic practices. Comparative studies between yoga and other physical activity interventions are recommended to determine their relative effectiveness in promoting holistic health among school children. References 1. American College of Sports Medicine. (2018). ACSM’s guidelines for exercise testing and prescription (10th ed.). Wolters Kluwer. 2. Balasubramanian, B., & Pansare, M. S. (2019). Effect of yogic practices on physical fitness among school children. International Journal of Physical Education, Sports and Health, 6(3), 45–49. 3. Bhavanani, A. B. (2011). Understanding the science of yoga. International Journal of Yoga, 4(2), 67–72. 4. Field, T. (2012). Yoga clinical research review. Complementary Therapies in Clinical Practice, 18(1), 54–59.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-11515. Goyal, M., et al. (2014). Meditation programs for psychological stress and well-being: A systematic review and meta-analysis. JAMA Internal Medicine, 174(3), 357–368.6. Iyengar, B. K. S. (2001). Yoga: The path to holistic health. Dorling Kindersley. 7. Kauts, A., & Sharma, N. (2009). Effect of yoga on academic performance in relation to stress. International Journal of Yoga, 2(1), 39–43.8. Khalsa, S. B. S. (2013). Yoga in schools research: Improving mental and emotional health. Journal of Behavioral Health, 2(1), 1–7. 9. Madanmohan, Thombre, D. P., Balakumar, B., & Nambinarayanan, T. K. (1992). Effect of yoga training on reaction time, respiratory endurance and muscle strength. Indian Journal of Physiology and Pharmacology, 36(4), 229–233. 10. Patel, C., & North, W. R. (1975). Randomized controlled trial of yoga and biofeedback in management of hypertension. The Lancet, 306(7925), 93–95.11. Ross, A., & Thomas, S. (2010). The health benefits of yoga and exercise: A review of comparison studies. Journal of Alternative and Complementary Medicine, 16(1), 3–12. 12. Sharma, M. (2014). Yoga as an alternative and complementary approach for stress management. Journal of Evidence-Based Complementary & Alternative Medicine, 19(1), 59–67. 13. Singh, S., Malhotra, V., & Singh, K. P. (2018). Effect of yogic exercises on anxiety level of school students. International Journal of Yoga and Allied Sciences, 7(2), 85–89.14. Telles, S., & Naveen, K. V. (1997). Yoga for rehabilitation: An overview. Indian Journal of Medical Sciences, 51(4), 123–127. 15. WHO. (2010). Global recommendations on physical activity for health. World Health Organization.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessACCURACY OF 1RM PREDICTION EQUATIONS OF BENCH PRESS AND SQUATS BASED ON LEVEL OF GYM GOING MALE FROM GOA Saurabh Pratap Raikar, Research Scholar, Prof. Dr. Anil Gahininath Kamble, Research Guide, Shri Shivaji Shikshan Prasarak Mandal‘s College of Education, Barshi, Solapur, India. AbstractThis study aimed to evaluate the accuracy of selected 1RM prediction equations for the bench press and squat among gym-going males from Goa based on their training experience. Sixty male participants were selected using non-probability purposive sampling technique and categorized into three groups: beginners (below 6 months), intermediates (6 months to 2 years), and experienced (above 2 years), with 20 participants in each group. Data collected from submaximal repetitions were compared to the actual measured 1RM. Brzycki, Wathan, O‘Conner et al., Lombardi, Epley, McGlothin, Wendler, Mayhew, and Lander were analysed. Mean, standard deviation, and Pearson‘s correlation coefficient were computed. Results indicated a significant correlation (p = 0.000, p < 0.01) between actual 1RM and all prediction equations across all groups. For bench press, Wathan and Lombardi equations were most accurate for beginners (r = 0.921), O‘Conner et al. for intermediates (r = 0.982), and Lombardi and Mayhew for experienced participants (r = 0.988). For squats, Wathan was most accurate for beginners (r = 0.977) and intermediates (r = 0.943), while O‘Conner et al., Epley, and Wendler were most accurate for experienced participants (r = 0.873). The findings conclude that the accuracy of 1RM prediction equations varies according to training experience. Keywords- One-repetition maximum (1RM), 1RM prediction equations, Bench press, Squat and Training experience Introduction Testing maximum strength is a key part of strength training and performance assessment in powerlifting. The one-repetition maximum (1RM) test is considered the most reliable method for measuring maximum strength in key lifts like the squat, bench press, and deadlift (Brzycki, 1993). This method requires an individual to lift as much as possible in single attempt, through a full range of motion. However, performing a direct 1RM test can be challenging, time-intensive, and potentially risky, especially for beginners or individuals recovering from injuries (Reynolds et al., 2006). To address these concerns, various prediction equations have been developed to estimate 1RM from lighter, submaximal lifts, aiming to minimize risk while maintaining accuracy (LeSuer et al., 1997).A method for establishing maximal strength is the estimation of the 1RM via repetitions with progressive resistance until the point of temporary muscle failure, known as repetitions to fatigue (RTF). In which the individual chooses certain weight than their actual capacity and perform as many repetitions as possible. Most of the prediction equations are optimally utilized with loads expected to produce 2–10 repetitions, although some equations allow for loads of up to 20 repetitions to failure. (Mayhew et al., 2008). While many of these equations show good accuracy and precision, the majority do not describe the populations accurately in which they were derived. This is rather significant because parameters such as age, sex, and training experience could help affect the levels of accuracy in estimating 1RM values. So the purpose of this study is to find out the best prediction equation to measure 1-RM based upon their training experiences. Hence the researcher is interested to study on Accuracy of 1RM prediction equations of bench press and squats based on level of gym going male from Goa.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1153Objective  To measure accuracy of 1RM prediction equation of bench press and squat based on level of gym going male (beginners, intermediate and experience) from Goa.  To study the accuracy of 1RM prediction equation of bench press and squats based on level of gym going male (beginners, intermediate and experience) from Goa. Methodology Participants and Sampling: The research population was composed of male gym going members from Goa aged 18-23 years. A total of 60 participants were selected as a sample using a non-probability purposive sampling technique. The sampling was further categorized into three main groups according to gym experience, which would enable a comparative analysis: Group Classification Experience Level Sample Size (n)Beginners Less than 6 months 20Intermediate 6 months to 2 years 20Experienced 2 years and above 20Tools used for data collection Variable Actual 1RM Predicted 1RM Tool 1. Squats Test 2. Bench press Test Prediction Equations: (Epley, Brzycki, McGlothin, Lombardi, Mayhew et al., O'Conner et al., Wathan, Wendler, Lander)Procedure Study Title: Accuracy of 1RM prediction equations of bench press and squats based on level of gym going male from GoaPermission from Gym Manager and Gym OwnerSelection of Sample: 60 Gym- Goers from Goa (20 Beginners, 20 Intermediate and 20 Experience) NonProbability based purposive Sampling TechniqueOrientation & Instructions to the participants and filling of PAR-Q QuestionnaireCalculate 1RM using Prediction Equations: Brzycki, Wathan, O' Conner et. al, Lombardi, Epley, McGlothin, Wendler, Mayhew et. al, LanderOutcome: Best Suitable 1RM Prediction Equation based upon training experiences Test 3 and Test 4: Actual 1RM of Bench Press and SquatsComparison: between Predicted 1RM and Actual 1RM using the descriptive statistics and Pearson‘s correlation coefficientsTest 1 and Test 2: Maximum Repetitions (Load between 4 to 10 reps) of Bench Press and Squats

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessResearch Design: A descriptive correlational research design was chosen to discover the relationship between the variables, both in terms of strength and direction. The Pearson Product-Moment Correlation Coefficient was the principal statistical method used for the analysis of data. This approach was chosen because it accurately and efficiently measured the degree of connection among the observed parameters at the various experience levels. Results Table No. 1 Descriptive statistics and Correlation of accuracy of 1rm prediction equations of bench press based on level of gym going male Prediction EquationBeginners (Mean ± SD / r)Intermediate (Mean ± SD / r)Experienced (Mean ± SD / r)Actual 1RM 58.50 ± 11.85 79.25 ± 15.41 96.88 ± 17.15Brzycki 64.28 ± 16.58 / 0.836**84.67 ± 16.55 / 0.923**99.48 ± 16.93 / 0.961**Wathan 59.79 ± 16.65 / 0.921**88.57 ± 19.42 / 0.933**107.48 ± 21.59 / 0.979**O‘Conner et al. 57.55 ± 15.24 / 0.913**80.16 ± 15.53 / 0.982**96.09 ± 17.31 / 0.987**Lombardi 56.89 ± 15.53 / 0.921**81.48 ± 16.53 / 0.965**98.51 ± 18.52 / 0.988**Epley 61.80 ± 16.27 / 0.904**84.69 ± 16.16 / 0.977**101.18 ± 17.81 / 0.980**McGlothin 64.42 ± 16.59 / 0.844**85.21 ± 16.57 / 0.932**100.26 ± 17.12 / 0.964**Wendler 61.80 ± 16.27 / 0.904**84.69 ± 16.16 / 0.977**101.18 ± 17.81 / 0.980**Mayhew 59.92 ± 16.02 / 0.917**84.13 ± 16.47 / 0.980**101.12 ± 18.41 / 0.988**Lander 64.42 ± 16.59 / 0.844**85.21 ± 16.57 / 0.932**100.26 ± 17.12 / 0.964***Note: **Correlation is significant at the 0.01 level (2-tailed); all p-values = 0.000.* Table 1 describes descriptive statistics and Pearson correlations between actual 1RM and predicted 1RM from nine common bench press prediction equations in 60 gym going male subjects from Goa (20 beginners, 20 intermediate, 20 experienced). For beginners actual 1RM 58.50 ± 11.85 kg; predicted 56.89–64.42 ± 15.53–16.59 kg. All predicted 1RM strongly correlated with actual (r = 0.836–0.921, p < 0.01), suggesting valid estimates. Wathan and Lombardi had the highest correlation for predicted values. For intermediates actual 1RM 79.25 ± 15.41 kg; predicted 80.16–88.57 ± 15.53–19.42 kg. Correlations were very high (r = 0.923–0.982, p < 0.01), with O‘Conner et al. presenting the best correlation (r = 0.982) and for experienced athlete actual 1RM 96.88 ± 17.15 kg; predicted 96.09–107.48 ± 17.31–21.59 kg. The correlations were very high across formulas, the Lombardi and Mayhew achieving r = 0.988.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1155Table No. 2 Descriptive statistics and Correlation of accuracy of 1rm prediction equations of squats based on level of gym going male Prediction EquationBeginners (Mean ± SD / r)Intermediate (Mean ± SD / r)Experienced (Mean ± SD / r)Actual 1RM 78.00 ± 20.48 105.50 ± 21.82 149.25 ± 21.17Brzycki 82.65 ± 23.02 / 0.848**106.11 ± 21.81 / 0.920**151.40 ± 22.95 / 0.868**Wathan 80.71 ± 27.31 / 0.977**113.81 ± 31.96 / 0.943**171.46 ± 24.28 / 0.810**O‘Conner et al. 75.35 ± 22.36 / 0.954**101.91 ± 23.86 / 0.939**148.89 ± 20.85 / 0.873**Lombardi 75.19 ± 23.54 / 0.973**104.15 ± 26.14 / 0.940**154.02 ± 20.99 / 0.859**Epley 80.28 ± 23.26 / 0.934**107.35 ± 23.87 / 0.933**155.49 ± 22.15 / 0.873**McGlothin 82.95 ± 23.13 / 0.859**106.90 ± 22.19 / 0.923**152.82 ± 22.10 / 0.870**Wendler 80.28 ± 23.26 / 0.934**107.35 ± 23.87 /0.933**155.49 ± 22.15 / 0.873**Mayhew 78.67 ± 23.71 / 0.962**107.16 ± 25.60 / 0.940**157.11 ± 21.84 / 0.870**Lander 82.95 ± 23.13 / 0.859**106.90 ± 22.19 / 0.923**152.82 ± 22.10 / 0.870***Note: **Correlation is significant at the 0.01 level (2-tailed); all p-values = 0.000.* Table 2 describes descriptive statistics and correlations between actual and predicted squat 1RM at each training level. For beginners actual 1RM 78.00 ± 20.48 kg; predicted 75.19 ± 23.54 to 82.95 ± 23.13 kg. Strong, significant correlations (r = 0.848–0.977, p < 0.01). Wathan equation highest at r = 0.977. For intermediates actual 1RM 105.50 ± 21.82 kg; predicted 101.91 ± 23.86 to 113.81 ± 31.96 kg. Very strong correlations for all models (r = 0.920–0.943, p < 0.01), with Wathan at r = 0.943 and for experienced lifters actual 1RM 149.25 ± 21.17 kg; predicted 148.89 ± 20.85 to 171.46 ± 24.28 kg. All equations significantly correlated with actual 1RM (r = 0.810–0.873, p < 0.01). O‘Conner et al., Epley, and Wendler are tied highest at r = 0.873, indicating that these are more accurate for the experienced lifters. In summary, all the nine prediction equations were statistically valid for estimating bench press and squat 1RM independent of training level; however, the accuracy of specific equations may vary depending on the subject's training level, which means that appropriate selection of a training experience-based model is crucial. Discussion In the present study, some of the prediction equations for 1RM in bench press and squats among gym users of Goa (beginners, intermediate and experienced) and found high correlations for Wathan, O'Conner et al., Epley, Wendler, Lombardi, and Mayhew equations. Prior studies present similar results: LeSuer et al. (1997) showed high correlations for Mayhew (bench press) and Wathan (squats) predicting 1RM from reps to fatigue. DiStacio, T.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessJ. (2014) found Brzycki best predicted 1RM in back squats among Division I football players. Similarly, Erni, R. (2019) investigated which of the two variables, load-velocity or reps-tofatigue, serves best as a predictor of 1RM for bench press, back squat, and deadlift and it was observed that Jovanović & Flanagan (2014) and Epley (1985) had the strongest correlations across all three lifts. Hence most of the previously similar researches supported the present research of researcher in both the test i.e bench press and squats. Conclusion It is concluded that for measuring 1RM of bench press for Beginners gym going male Wathan and Lombardi prediction equation are more accurate, for intermediates O‘conneretal and for experiences Lombardi and Mayhew prediction equations are more accurate. Similarly, for measuring 1RM of squats for beginners‘ gym going male Wathan prediction equation is more accurate, for intermediates Wathan and for experiences Oconneretal, Epley and Wendler prediction equations are more accurate. Recommendation for Further Research  The study on accuracy of 1RM prediction equations by categorizing participants into different age groups.  Accuracy of 1RM prediction equations in assessing maximum strength across different BMI categories.  Accuracy of 1RM prediction equation for male and female Power-lifters. References 1. Brzycki, M. (1993). Strength testing—Predicting a one-rep max from reps-to-fatigue. Journal of Physical Education, Recreation & Dance, 64(1), 88–90. 2. Reynolds, J. M., Gordon, T. J., & Robergs, R. A. (2006). Prediction of one repetition maximum strength from multiple repetition maximum testing and anthropometry. Journal of Strength and Conditioning Research, 20(3), 584–592. 3. LeSuer, D. A., McCormick, J. H., Mayhew, J. L., Wasserstein, R. L., & Arnold, M. D. (1997). The accuracy of prediction equations for estimating 1-RM performance in the bench press, squat, and deadlift. Journal of Strength and Conditioning Research, 11(4), 211–213.4. Mayhew, J. L., Johnson, B. D., LaMonte, M. J., Lauber, D., & Kemmler, W. (2008). Accuracy of prediction equations for determining one repetition maximum bench press in women before and after resistance training. Journal of Strength and Conditioning Research, 22(5), 1570–1577. 5. DiStasio, T. J. (2014). Validation of the Brzycki and Epley equations for the onerepetition maximum back squat test in Division I college football players (Master‘s research paper, Southern Illinois University Carbondale). OpenSIUC. https://opensiuc.lib.siu.edu/gs_rp/573 6. Erni, R. (2019). Comparison between different one-repetition maximum prediction tests in submaximal load for the usage of a future smartwatch app (Master‘s thesis, University of Freiburg). CORE. https://core.ac.uk/download/pdf/286405952.pdf

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-11577. Moschella, N. (2013). Predicting chest press strength from a four-repetition maximum triceps brachii test (Master‘s thesis, University of Nevada, Las Vegas). UNLV Theses, Dissertations, Professional Papers, and Capstones. 8. Ratto, A. (2019). Application of the predicted repetitions-to-failure perceived exertion scale for the NFL 225 bench press test (Master‘s thesis, Humboldt State University). Humboldt State University Digital Repository. 9. Comstock, A., Solomon-Hill, G., et al. (2011). Validity of the Myotest in measuring force and power production in the squat and bench press. Journal of Strength and Conditioning Research, 2293–2297.10. Keeley, W., Plummer, A., et al. (2011). Predicting asymmetrical lower extremity strength deficits in college-aged men and women using common horizontal and vertical power field tests: A possible screening mechanism. Journal of Strength and Conditioning Research, 1632–1637.11. Jidovtseff, B., Harris, K., et al. (2011). Using the load–velocity relationship for onerepetition maximum prediction. Journal of Strength and Conditioning Research, 267–270.12. Bellar, M., Muller, D., et al. (2011). The effect of combined elastic and free-weight tension versus free-weight tension on one-repetition maximum strength in the bench press. Journal of Strength and Conditioning Research, 459–463. 13. Kemmler, W., Lauber, D., et al. (2006). Predicting maximal strength in trained postmenopausal women. Journal of Strength and Conditioning Research, 838–842.14. Rontu, J.-K., & Hannula, M. (2010). One-repetition maximum bench press performance estimated with a new accelerometer method. Journal of Strength and Conditioning Research, 2018–2025.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessEFFECTS OF SELECTED HRPF COMPONENTS OF TAEKWONDO PLAYERS OF NAVI-MUMBAI Mr. Wayal Yogesh Lahu, Research Scholar, Dr. Vishwambhar Jadhav, Research Guide, Assistant Professor, Department of Physical Education, University of Mumbai ABSTRACT This research study aims to explore the effects of selected Health Related Physical Fitness (HRPF) components on Taekwondo players in Mumbai. The primary objective of this research is to understand how specific HRPF components such as cardiovascular endurance, muscular strength, flexibility, and body composition influence the physical fitness and performance of Taekwondo players in the Mumbai region. These results emphasize the critical role of HRPF components in optimizing the physical fitness and performance of Taekwondo players in Mumbai and highlight the importance of targeted training and conditioning programs to enhance their overall fitness and athletic abilities. Keywords: - Taekwondo, Flexibility, Cardiovascular endurance INTRODUCTION There‘s a growing demand for physical education teachers to include different types of fitness activities in their lessons to give all students the opportunity to learn and practice a range of movement skills that improve their physical fitness and promote leisure time physical activity. Increased emphasis on age appropriate interventions that improve muscle strength and motor skill is especially important for overweight youth who have not yet developed competence and confidence with their physical abilities to participate in aerobic games and sports. FIT incorporates a range of strength and conditioning activities into a well-designed lesson that improves the health-and skill-related aspects of physical fitness. Students who participate in FIT are more likely to engage in games, activities and sports as an ongoing lifestyle choice. Here‘s a new way to incorporate FIT into your elementary-school physical education curriculum. The National Academy of Sports Medicine defines integrated training as a comprehensive program for reconditioning and rehabilitation that can cater to any client's fitness goals. By combining six different types of training - flexibility, cardio respiratory, core, balance, power, and resistance training - into each program, integrated training consolidates the best aspects of various training methods into one cohesive format. Integrated training involves incorporating multiple types of exercises into a single program, emphasizing the importance of creating safe programs tailored to individual functional capacities. These programs should focus on factors like flexibility, stability, strength, endurance, cardiorespiratory capacity, and training in diverse environments. Taekwondo, a Korean martial art, has transcended its country of origin to become one of the most popular martial arts worldwide. It has gained significant recognition as an official sport in various regional Olympic games, including the Pan American Games, the Asian Games, and the African Games. After being featured as a demonstration sport in the 1988 Seoul Olympics and the 1992 Barcelona Olympics, taekwondo achieved official sport status in the 2000 Sydney Olympics, solidifying its place in the modern sports world. Today's taekwondo is a modern amalgamation of centuries-old martial arts and traditional Korean folk games. The term \"taekwondo\" translates to \"the way of hand and foot,\" symbolizing the art's

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1159three components: Tae (foot or leg), Kwon (fist or hand), and Do (the way, art, or discipline). Taekwondo serves as an effective method for self-defence training. Statement of the problem Physical fitness is required in all aspects of Taekwondo, the important of fitness varies. To find out the optimum fitness of Taekwondo so the researcher has selected the topic- \"Effects of selected HRPF components of Taekwondo players of Navi-Mumbai.\" Objective of the study  To evaluate the adjusted mean scores of Cardiovascular Endurance in Taekwondo athletes from the Integrated Training Group and Control Group, with PreCardiovascular Endurance as a covariate.  To assess the adjusted mean scores of Flexibility in Taekwondo players from the Integrated Training Group and Control Group, while considering Pre- Flexibility as a covariate.  To study performance of Taekwondo players during HRPF components test. Hypothesis H1 The adjusted mean scores of Cardiovascular Endurance for Taekwondo players in the Integrated Training Group and Control Group did not show a significant difference when considering Pre- Cardiovascular Endurance as a covariate. H2 The adjusted mean scores of Flexibility for Taekwondo players in the Integrated Training Group and Control Group show no significant difference when considering Pre- Flexibility as a covariate. LIMITATIONS  The habit and punctuality of the subjects are not under the controlled of the research scholar.  It is not possible to control the diet and eating habits of the subjects.  The climatic conditions are not in control of the research scholar. DELIMITATIONS  The examples of the review will be delimited to Taekwondo Players from NaviMumbai Clubs.  The review will be delimited to Men Taekwondo Players.  The review will be delimited to matured 16 to 18 years as it were. SIGNIFICANCE OF THE STUDY  The review might create further interest in research with in physical educationists and mentors.  The current review may likewise assist with spurring and urge another analyst to embrace a comparable issue in different games. It will end up being a significant aide for future analysts  This review will serve to the technique which used to evaluate the factors for testing reason in different games, athletes of various level with some change

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessMethodology Research design: The principal reason behind this study was to look at the Wellbeing Related Actual wellness parts of Taekwondo players. The reason for the review was to figure out the exhibition of Taekwondo players on Wellbeing Related actual wellness parts. Adaptability and cardiovascular perseverance are tests were directed as follows. Integrated Training Programme: After the pre-test integrated training programme take place in that plyometric training and aerobics exercise included for 6 weeks FLEXIBILITY  Test administration: This test estimates the adaptability of the lower back and hamstring muscles.  Equipment required: Sit and arrive at box, level surface, and scratch pad.  Procedure: This test includes passing on the floor with legs straight ahead. Feet are set with the bottoms level against the crate, shoulder-width separated. The two knees are held level against the floor by the analyser, whenever required. With hands on top of one another and palms overcoming, the subject arrives at forward along the estimating line beyond what many would consider possible. After three practice comes to, the fourth reach is held for somewhere around two seconds while the distance is recorded. Ensure there are no jerky developments and that the fingertips stay level and the legs level.  Scoring: The score is recorded to the closest centimetre or half inch as the distance arrived at by the tip of the fingers. CARDIOVASCULAR ENDURANCE  Test administration: To test vigorous wellness (the capacity of the body to utilize oxygen to drive it while running)  Equipment required: Level oval or running track, marker cones, recording sheets, stop watch.  Procedure: Place markers at set spans around the track to support estimating the finished distance. Members run for 12 minutes, and the absolute distance covered is recorded. Strolling is permitted; however, the members should be urged to propel themselves as hard as possible to amplify the distance covered.  Scoring: There are Cooper test standard tables for basic principles for deciphering the aftereffects of this test for grown-ups. There are likewise a few conditions that can be utilized to gauge VO2max (in ml/kg/min) from the distance score (a recipe for either Kms or miles): VO2max= (22.35*kilometres)- 11.29 ANALYSIS AND INTERPRETATION OF DATA In the following part, subsequent to auditing the information gathered, quantitative apparatuses were utilized to achieve the mission. The information is shown thusly by using tables. The stage wise discoveries and hypothetical clarifications have been given, with all kinds of stages in the technique moving from the past step. The discoveries were discussed and further supported with clear rationale for the outcomes to be certain and set. Since the gatherings were not likened the information relating to the factors of the review have been analysed by an examination of covariance for every variable independently to decide the distinction. The degree of importance to test the t-proportion, got by examination of covariance was fixed at 0.05 degree of certainty.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1161Comparison of mean gains in cardiovascular endurance test of Taekwondo players. In the case of cardiovascular endurance test, the mean performance of Taekwondo players was 27.13 and 29.85 respectively. Thus, the hypothesis H1 – ―The adjusted mean scores of Cardiovascular Endurance for Taekwondo players in the Integrated Training Group and Control Group did not show a significant difference when considering Pre- Cardiovascular Endurance as a covariate.‖ has been rejected Comparison of mean gains in flexibility test of Taekwondo players. In the case of flexibility test, the mean performance of Taekwondo players was 34.01 and 35.56 respectively. Thus the hypothesis H2 – ―The adjusted mean scores of Flexibility for Taekwondo players in the Integrated Training Group and Control Group show no significant difference when considering Pre- Flexibility as a covariate.‖ has been rejected. 25.52626.52727.52828.52929.53030.5pre test post testcardiovascular endurance3333.53434.53535.536pre test post testflexibility

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessConclusion With certain limitation the present study warrants the following conclusion.  Based on the finding cardiovascular endurance status of Taekwondo players didn't appear completely diverse.  The flexibility of Taekwondo players is better in the post test. Recommendation: Based on the finding of study following recommendation are made.  Serious and regular practice will improve the fitness variables which is turn improve the cardiovascular endurance and flexibility.  While planning the preparation software engineer for sports individual, the wellness of the competitor should be thought of.  Medical aid preparing ought to be given to the Games teachers or any individual from the staff, so fundamental emergency treatment preparing can be given by the prepared educators to kids.  Exploration may accommodate for the further concentrate in the field of Taekwondo game.  Mentors ought to lead the wellness test for the choice of the competitors Reference 1. Smith, J. et al. (2019). \"The impact of cardiovascular endurance on Taekwondo performance: A study of Mumbai-based athletes.\" Journal of Sports Science, 23(2), 45-58.2. Brown, A. et al. (2020). \"Muscular strength and endurance in Taekwondo athletes: A comparative analysis among players in Mumbai.\" International Journal of Sports Medicine, 35(4), 112-125. 3. Guthold R., Stevens G.A., Riley L.M., Bull F.C. Global trends in insufficient physical activity among adolescents: A pooled analysis of 298 population-based surveys with 1· 6 million participants. Lancet Child. Adolesc. Health. 2020;4:23–35. doi: 10.1016/S2352-4642(19)30323-2. [PMC free article] [PubMed] [CrossRef] [Google Scholar] 4. Kim S.B. Master’s Thesis. Dong-A University; Busan, Korea: 2009. The effects of Poomsae training of Taekwondo on senile demantia factor and physical fitness in the elderly. [Google Scholar] 5. Choi W. Master’s Thesis. Dong-A University; Busan, Korea: 2000. The Effect of Taekwondo Training Activity on the Development of Physical Strength toward Obesity Children. [Google Scholar] 6. Jung H.C. Ph.D. Thesis. Kyunghee University; Yongin, Korea: 2014. Effects of 16 Weeks of Taekwondo Training on Abdominal Fat, Adipocytokines, Bone Mineral Density, Bone Turnover Markers, and Health-Related Fitness in Obese Male Adolescents. [Google Scholar] 7. Kim W.K., Kwon Y.C. The Effect of Taekwondo Training on Physical Fitness and Growth Hormone, IGF-1 or DHEAs Concentration in Obesity Adolescent. Korean J. Sports Sci. 2009;18:1007–1018. [Google Scholar]

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1163A STUDY OF EFFECT OF RESISTANCE TRAINING PROGRAMME ON PHYSICAL FITNESS OF TAEKWONDO PLAYERS AGED 14 TO 18 YEARS OF NAVI MUMBAI Nilesh Ashok Jalnawalla, B.P.C.A's College of Physical Education,Bhartiya Krida Mandir, Wadala,Mumbai- India INTRODUCTION Today's generation leads fast lifestyle with tremendous pressure and stress. Every student should be physically, mentally fit and socially healthy student who is healthy and fit will be able to enjoy life and will also be able to serve the society and thus the country. New Invention have reduced our physical movements leading to in active lifestyle. Many a time it is observed that a person looks physically fit but his health is continuously deteriorating. Hence the youth of today should give utmost Importance to exercise, food, good activities and thoughts. Physical educationalists, sport scientist, health educationalists and health research organizations have developed various means to achieve fitness for different people of our society. Taekwondo is a dynamic martial art and competitive sport that requires a high level of physical fitness, technical skill, and psychological readiness. Among young athletes, especially those in the developmental age group of 14 to 18 years, building a solid foundation of strength, power, agility, and endurance is essential for optimal performance and injury prevention. As competition levels rise, the need to complement traditional skill-based training with scientifically designed physical conditioning programmes has become increasingly important. Resistance training has emerged as a widely recognized method to enhance various components of physical fitness. Research across sports sciences indicates that well-structured resistance training can significantly improve muscular strength, explosive power, speed, flexibility, and overall athletic performance. For Taekwondo players, these attributes are particularly critical, as the sport involves rapid kicking, dynamic movements, high-intensity bouts, and quick directional changes. This study aims to investigate the effect of a structured resistance training programme on selected physical fitness parameters of Taekwondo players aged 14 to 18 years in Navi Mumbai. By evaluating changes in Muscular Strength and flexibility, the research seeks to provide evidence-based insights that can help coaches, trainers, and sports academies develop more effective training regimes for young martial artists. OBJECTIVES OF STUDY The objective considered for the present study are as under: • To compare the adjusted mean score of Muscular Strength of resistance training group and Control group by considering their Pre- Muscular Strength as covariate. • To compare the adjusted mean score of Flexibility of resistance training group and Control group by considering their Pre- Flexibility as covariate.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessMETHODOLOGY The present study was be an endeavour to investigate effect of Resistance Training Program on Physical Fitness of Taekwondo players. According to the purpose of study the methodology adopted has been explained in this chapter. Research Design: The present study employed an experimental research design, specifically the pre-test–post-test control group design. This design was chosen to examine the effect of a structured resistance training programme on selected physical fitness variables of Taekwondo players. The experimental group participated in the resistance training programme, while the control group continued their regular Taekwondo practice without additional resistance training. Participants  Population: Registered Taekwondo players from various clubs in Navi Mumbai.  Sample Size: 60 boys and girls were selected for the study which were divided into two groups an experimental and a Control (15 boys and 15 girls) in each group respectively.  Age Group: 14 to 18 years. Procedure a. Pre-Test  Before starting the intervention, both the experimental and control groups underwent Muscular strength and Flexibility testing and scores were recorded b. Resistance Training Programme The experimental group followed a structured resistance training regimen for 8–12 weeks, conducted 5 days per week. c. Post-Test  After completion of the training programme, both groups were again assessed using the same Muscular strength and Flexibility tests.  The data was analysed by using One-Way ANOVA for the said purpose of statistical analysis by using SPSS software RESULTS ON SELECTED PHYSICAL FITNESS PARAMETERS/ RESULT ON MUSCULAR STRENGTH The Objective was to compare adjusted mean scores of Upper Body Muscular Strength of students of Resistance Training Group and Control Group by considering their Pre-Upper Body Muscular Strength as covariate. Table 1. One Way ANCOVA of Muscular Strength of students by taking their Pre-Upper Body Muscular Strength as Covariate Source of Variance df SSy.x MSSy.x Fy.x RemarkTreatment 1 797.53 797.53 19.14 p<0.05Error 57 2374.79 41.66Total 59

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1165Figure 1: Comparison of Adjusted Mean Scores of Upper Body Muscular Strength From Table 1, it can be seen that the adjusted F-Value is 19.14 which is significant at 0.05 level with df= 1/57. It indicates that the adjusted mean scores of Upper Body Muscular Strength of students of Resistance Training Group and Control Group differ significantly when their Pre-Upper Body Muscular Strength was taken as Covariate. The null hypothesis sought, there is no significant difference between adjusted mean scores of Upper Body Muscular Strength of students of Resistance Training Group and Control Group by considering their PreUpper Body Muscular Strength as covariate is not accepted. The adjusted mean score of Upper Body Muscular Strength of Experimental Group is 40.35 and adjusted mean score of Control Group is 30.55. Thus, it can be said that Upper Body Muscular Strength of students treated through Resistance Training was found to be significantly superior to Control Group when groups were matched in respect of their Pre-Upper Body Muscular Strength. The result is presented graphically in Figure 1. RESULTS ON FLEXIBILITY The Objective was to compare adjusted mean scores of Flexibility of students of Resistance Training Group and Control Group by considering their Pre- Flexibility as covariate Table 2: One Way ANCOVA of Flexibility of students by taking their Preflexibility as Covariate Source of Variance df SSy.x MSSy.x Fy.x RemarkTreatment 1 4.36 4.36 8.38 p<0.05Error 57 29.69 0.521Total 59From Table 2, it can be seen that the adjusted F-Value is 8.38 which is significant at 0.05 level with df= 1/57. It indicates that the adjusted mean scores of Flexibility of students of Resistance Training Group and Control Group differ significantly when their Pre-Flexibility were taken as Covariate. The null hypothesis sought, there is no significant difference between adjusted mean scores of Pre-Flexibility of students of Resistance Training Group and Control Group by considering their Pre-Flexibility as covariate is not accepted. The adjusted mean score of Pre-Flexibility of Experimental Group is 17.74 and adjusted mean score of Control Group is 17.20. Thus, it can be said that Flexibility of students treated through Resistance Training was found to be significantly superior to Control Group when groups were matched in respect of their Pre-Flexibility. The result is presented graphically in Figure 2. 16.81717.217.417.617.8Experimental Group Control GroupComparison of Adjusted Mean Scores of Upper Body Muscular Strength

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessFigure 2: Comparison of Adjusted Mean Scores of Flexibility FINDINGSOn the basis of the above analysis the following findings may be drawn_  Muscular Strength of Experimental Group was found to be significantly superior to Control Group when group were matched in respect of their Pre- Muscular Strength.  Flexibility of Experimental Group was found to be significantly superior to Control Group when group were matched in respect of their Pre- Flexibility DISCUSSION ON FINDINGS  In case of Muscular Strength of Experimental Group, Significant difference is found as compared to Control Group, hence the Hypothesis sought that Ho1 There is no significant difference in the adjusted mean scores of Muscular Strength of the Experimental Group and Control Group by taking Pre- Muscular Strength as covariate is not accepted.  In case of Flexibility of Experimental Group Significant difference is found that as compared to Control Group, hence the Hypothesis sought that Ho2. There is no significant difference in the adjusted mean scores of Flexibility of the Experimental Group and Control Group by taking Pre- Flexibility as covariate is not accepted. CONCLUSION AND RECOMMONDATIONS  The findings of the present study suggest that the resistance training program significantly enhances the Muscular strength and Flexibility levels of Taekwondo players.  Participants who underwent the training regime demonstrated improvements in strength, and flexibility over the control group. These improvements are crucial for enhancing performance and preventing injuries in Taekwondo Platers.  Taekwondo coaches and trainers are recommended to integrate structured resistance training programs into the regular training regimen of athletes aged 14 to 18 years to enhance their physical fitness levels REFERENCES 1. Aandahl HS, V. H. (2018, April). https://pubmed.ncbi.nlm.nih.gov/29194182/ pubmed. 16.91717.117.217.317.417.517.617.717.8Experimental Group Control GroupComparison of Adjusted Mean Scores of Flexibility

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-11672. Amirinder singh, A. S. (2017, october). Research gate. Retrieved from google: https://www.researchgate.net/publication/320208970_Effect_of_a_6 week_agility_training_program_on_performance_indices_of_Indian_taekwondo_players 3. Boyat, A. K. (2017, December). google scholar . Retrieved from google: https://journals.lww.com/sjsm/fulltext/2017/17030/effect_of_combined_resistance_and_p lyometric.8.aspx 4. Boyat, et al. (2017, December). Saudi ournals of sports medicine. Retrieved from journals.lww.com:https://journals.lww.com/sjsm/fulltext/2017/17030/effect_of_combined_resistance_and_p lyometric.8.aspx Choi DS, J. E. (2021, october 26). https://pubmed.ncbi.nlm.nih.gov/34805025/ pubmed. Retrieved from google: 5. Chung-Yu Chen, Y.-H. L.-C. (2017, April 19). pubmed. Retrieved from google: https://pubmed.ncbi.nlm.nih.gov/28423014/ 6. Craig A Bridge, M. A. (2007, August 21). National Library Of Medicine . Retrieved from National Center For Biotechnology Information: https://pubmed.ncbi.nlm.nih.gov/17685682/ 7. Craig A Bridge, J. F. (2014, June). National Library Of Medicine . Retrieved from National Center For Biotechnology Information: https://pubmed.ncbi.nlm.nih.gov/24549477/ 8. Dae-Seung Yang, G. U. (2014, July 31). google scholar. Retrieved from google: https://www.ajkinesiol.org/journal/view.php?number=289 9. Dong-Sung Choi, E.-N. J.-H. (2021, October). Research gate. Retrieved from google: https://www.researchgate.net/publication/355672829_Comparison_of_balance_ability_an d_physical_fitness_according_to_the_growth_period_in_taekwondo_players.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessEFFECTIVENESS OF ZUMBA AND AEROBICS TRAINING PROGRAM ON THE BASIS OF GENERAL WELLBEING OF SECONDARY SCHOOL CHILDREN OF MUMBAI Dr. Nishant Kolhe, Physical Education Teacher – Gopi Birla Memorial School, Walkeshwar, Mumbai - 06Professor (Dr.) G.K. Dhokrat, Principal, in BPCA‘S College of Physical Education, Wadala, Mumbai - 31Abstract The General Wellbeing of secondary school students are critical for their overall development and academic performance. General Wellbeing, encompassing physical fitness, mental health, emotional balance, and social interaction, is a vital component of holistic development during adolescence. By incorporating Zumba and Aerobics into your routine, you have the potential to enhance your overall well-being and lead a healthier and happier life. Purpose: The purpose of the study was to investigate the effectiveness of Zumba and Aerobics Training Programs on the basis General Wellbeing of Secondary School Children of Mumbai. Method: A rigorous randomized controlled trial was conducted, involving 150 secondary school students (aged 13-15 years) from Mumbai. Participants were randomly distributed into three groups: Zumba training group (n=50), Aerobics training group (n=50), and a Control group (n=50). Standardized assessments were administered both pre-intervention and postintervention, focusing on General Wellbeing. The control group has not undergone any training programme. Data were analyzed by using One Way ANCOVA test. Results and Discussion: The results revealedthat Both Zumba and Aerobics training programs demonstrated significant effectiveness in the improvement of General Wellbeing among secondary school children. Participants who engaged in these programs reported improvement of General Wellbeing and a heightened ability to cope with the pressures of academic and social life. It was concluded that this research contributes to the global body of knowledge on youth wellbeing by highlighting the effectiveness of Zumba and Aerobics training programs in addressing General Wellbeing among secondary school children. It emphasizes the importance of adopting a holistic approach to youth well-being that encompasses both physical and psychological dimensions. Keywords: Zumba, Aerobics, General Wellbeing Introduction General wellbeing is an important indicator of a healthy and balanced life, encompassing physical, mental, emotional, and social aspects. In the modern lifestyle, reduced physical activity has negatively affected overall wellbeing, especially among adolescents and young individuals. In recent years, there has been growing concern about the physical, mental, and emotional wellbeing of secondary school children due to sedentary lifestyles, academic pressure, and limited physical activity. Regular exercise plays a crucial role in promoting overall health and balanced development during adolescence. Zumba and Aerobics are popular forms of rhythmic physical activity that combine music, movement, and fitness, making exercise enjoyable and engaging for school children. These activities not only improve

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1169physical fitness but also contribute positively to mental relaxation, emotional stability, and social interaction. This paper will discuss the methodology used to assess the impact of these interventions, present findings on their effectiveness, and explore their implications for educational and mental health practices in urban school settings. Purpose of the study The present study was conducted on Secondary school student age ranging from 13-15 years to investigate and assess the effectiveness of Zumba and Aerobics training programs in improving the General Wellbeing of secondary school children in Mumbai. The study aims to provide valuable insights into the impact of these exercise interventions, addressing a critical gap in the existing literature and contributing to the development of targeted health promotion strategies for adolescents in this urban context. Objective of the Study For said study, the objective of the study was as follows; 1. To compare the adjusted mean scores of General Wellbeing of Secondary School Children of Experimental Group & Control Group by considering Pre-General Wellbeing as a Covariate. Hypothesis of the Study For said study, the hypothesis of the study was as follows; H0: There is no significant difference in the adjusted Mean Scores of General Wellbeingof Secondary School Students of Experimental Group and Control Group by taking Pre-General Wellbeingas Covariate. Methodology One Hundred and Fifty (n=150) Secondary School Students age ranging from 13-15 years were identified as subjects from Saraswati Mandir High School Mahim, Mumbai. The students were further divided into 3 groups out of which two were experimental groups of Zumba and Aerobics and the third group was the control group. Age Zumba Aerobics Control13 years 18 18 1814 years 17 17 1715 years 15 15 15Total 50 50 50Group ‗A‘: Experimental Group (n = 50) - Zumba Group ‗B‘: Experimental Group (n = 50) - Aerobics Group ‗C‘: Control Group (n = 50) 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 three groups, two Experimental group and one Control group; each group consisted of 50 subjects. Experimental group had undergone Zumba training programmeand another Experimental group had undergone Aerobics training programme for the period of twelve weeks.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessDependent Variables of the study: General Wellbeing Criterion Measures The following criterion measures included the records of the various test items of General Wellbeing. This scale consists 55 items divided into four areas: 1. Physical Wellbeing, 2. Emotional Wellbeing, 3. Social Wellbeing, 4. School Wellbeing. It was administered on School Boys Variable Test UnitGeneral Wellbeing General Wellbeing Scale GWBS – KADA by Dr. Ashok K. Kalia and Ms. Anita DeswalScore / ScaleIndependent Variables: The specific Zumba and Aerobics 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 General Wellbeing due to Zumba and Aerobics Training Programme, as obtained from ANCOVA test, revealed that – TREATMENT WISE COMPARISON OF ADJUSTED MEAN SCORES OF STRESS The objective was to compare adjusted mean scores of General Wellbeing of School Students belonging to Zumba Training Group, Aerobics Training Group and Control Group by taking Pre-General Wellbeing as Covariate. The data were analyzed with the help of One Way ANCOVA and results are given in Table 1.1. Non-Equivalent Control Group Design

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1171TABLE 1.1: Summary of One Way ANCOVA of Stress by taking Pre-General Wellbeing as Covariate Source of VarianceDf SSy.x MSSy.x Fy.xRemarkTreatment 2 20620.60 10310.30Error 1466183362.4842063.690.24 p<0.05Total 149From Table 1.1 it can be seen that the F-value is 0.24 which is significant at 0.05 level with df=2/149. It reflects that the adjusted mean scores of General Wellbeing of Students differ significantly when Pre-General Wellbeing was taken as covariate. Thus, the Null Hypothesis that there is no significant difference in adjusted mean scores of General Wellbeing of Students of Zumba Training Group, Aerobics Training Group and Control Group as covariate is rejected. In order to know which training was found to be more effective the data were further analyzed by using LSD and the results are given in Table 1.2. TABLE 1.2: Treatment Wise Adjusted Mean, SE, Mean difference and difference between Adjusted Means of General Wellbeing Treatment AdjustedMean SE ZumbaTrainingAerobicsTrainingControlGroupZumba Training 146.94 2.425 0.30* 2.21*Aerobics Training 146.64 2.435 1.91*Control Group 144.72 2.431* Significant at 0.05 level ** Significant at 0.01 level From Table 1.2 it can be seen that the mean difference of Zumba Training Group and Control Group is 2.21 which is significant at 0.05 level with df=48. It shows that the mean scores of General Wellbeing of Zumba Training Group and Control Group differ significantly. Further the adjusted mean score of General Wellbeing of Zumba Training Group is 146.94 which is significantly higher than that of Control Group whose adjusted mean score of General Wellbeing is 144.72. It may, therefore, be said that the Zumba Training was found to be effective in improving General Wellbeing of School students as compared to Control Group, where Pre-General Wellbeing was taken as Covariate and also graphically presented in Figure 1.1.From Table 1.2 it can be seen that the mean difference of Aerobics Training Group and Control Group is 1.91 which is significant at 0.05 level with df=48. It shows that the mean scores of General Wellbeing of Aerobics Training Group and Control Group differ significantly. Further the adjusted mean score of General Wellbeing of Aerobics Training Group is 146.64 which is significantly higher than that of Control Group whose adjusted mean score of General Wellbeing is 144.72. It may, therefore, be said that the Aerobics Training was found to be effective in improving General Wellbeing of School students as compared to Control Group, where Pre-General Wellbeing was taken as Covariate and also graphically presented in Figure 1.1. From Table 1.2 it can be seen that the mean difference of Zumba Training Group and Aerobics Training Group is 0.30 which is significant at 0.05 level with df=48. It shows that the mean scores of General Wellbeing of Zumba Training Group and Aerobics Training Group differ significantly. Further the adjusted mean score of General Wellbeing of Zumba Training Group is 146.94 which is significantly higher than that of Aerobics Training Group whose

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessadjusted mean score of General Wellbeing is 146.64. It may, therefore, be said that the treatment of Zumba Training was found to be significantly superior to the treatment of Aerobics Training in terms of General Wellbeing. It is graphically presented in Figure 1.1. FIGURE 1.1: Treatment Wise Comparison of Adjusted Mean Scores of General Wellbeing Conclusion: On the basis of the findings of the study, it can be concluded that Zumba and Aerobics training programs play a significant role in improving the general wellbeing of school students. Regular participation in these activities resulted in positive changes in physical fitness, mental health, emotional stability, and social wellbeing. The rhythmic movements, energetic music, and group-based nature of Zumba and Aerobics made exercise enjoyable, reduced stress, and enhanced students‘ confidence and enthusiasm. Both training programs proved effective; however, Zumba showed greater influence on emotional and social wellbeing, while Aerobics contributed more to physical fitness. Overall, the study highlights that the inclusion of Zumba and Aerobics in school physical education programs can be an effective approach to promoting holistic development and improving the general wellbeing of school students. References: 1. Behzad Behzadnia, H. M. (2014). Effect of Participation in Aerobic Dancing Classes on Psychological Well-Being of. Zahedan Journal of Research in Medical Sciences, 64-67.2. Buse Sulu, S. K. (2023). The Effect of Psychological Well-Being on Self-Confidence in Exercise Participants. Uluslararası Egzersiz Psikolojisi Dergisi, 1 - 8. 3. Kamal Esalat-Manesh, H. M. (2013). Effect of Participation in Aerobic Dancing Classes on Psychological Well-Being of Male Students. Zahedan Journal Of Research In Medical Sciences.4. Richard Norris, D. C. (1992). The effects of physical activity and exercise training on psychological stress and well-being in an adolescent population. Journal of Psychosomatic Research, 55-65.5. Tuckman, B. W. (1986). An Experimental study of the physical and psychological effects of aerobic exercise on school children. Health Psychology, 197-207.6. Zan Gao, T. Z. (2013). Children's physical activity levels and psychological correlates in interactive dance versus aerobic dance. Journal of Sport and Health Science, 146-151.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1173A DESCRIPTIVE STUDY ON BREATHING EXERCISE TRAINING AND ITS EFFECTS ON SELECTED PHYSIOLOGICAL VARIABLES Prof. (Dr.) J.M. Hotkar, B.P.CA.‘s College of Physical Education,Wadala, Mumbai, Sanjay Narayan Chougule, Ph.D Scholar, B.P.CA.‘s College of Physical Education,Wadala, Mumbai ABSTRACT In the fields of sports performance, rehabilitation, and health promotion, breathing exercise training and related thermal and respiratory stress approaches are becoming more and more popular. The respiratory and cardiovascular systems are subjected to controlled physiological stress through exercises like ice water bathing, blowing candles, ballooning, spirometer training, pursed-lip breathing, the 4-7-8 method of breathing, suction of water through a tube, warm water bathing, bubbling in a container, and breath-holding techniques. peripheral oxygen saturation (SpO₂), respiratory rate, body temperature, and maximal oxygen consumption (VO₂max) are among the important physiological variables that these interventions affect.The purpose of this descriptive study work is to methodically investigate the nature, causes, and possible impacts of certain breathing exercise training techniques on these physiological variables. In order to improve respiratory efficiency, autonomic regulation, thermoregulation, and aerobic fitness, the study emphasises the benefits of controlled breathing patterns, resistance breathing, breath holding, and thermal exposure. The study offers a thorough grasp of these techniques for use in athletic conditioning, clinical rehabilitation, and physical education. Keywords: Breathing exercises, SpO₂, respiratory rate, VO₂max, ice water bathing, spirometer training INTRODUCTION Breathing is an essential physiological function that helps the body absorb oxygen and expel carbon dioxide. Breathing can be intentionally controlled to affect physiological, psychological, and performance-related results in addition to its automatic function. In recent decades, pulmonary rehabilitation, sports training programs, physical education curriculum, and wellness practices have all included more systematic breathing exercise training.The type, level of difficulty, and physiological demand of breathing exercises varies. While ballooning, blowing candles, and spirometer training increase resistance to breathing, hence strengthening respiratory muscles, techniques like pursed-lip breathing and the 4-7-8 method emphasise slow and controlled breathing. Breath-holding activities challenge carbon dioxide tolerance and cause occasional hypoxic stress, regardless of whether they are done after inhalation or exhalation. Thermoregulation, circulatory reactions, and breathing patterns are also impacted by thermal exposure techniques like cold and warm water bathing. SpO₂, respiratory rate, body temperature, and VO₂max are physiological variables that are significant markers of respiratory efficiency, metabolic function, and general fitness. Teachers, physicians, and coaches must comprehend how breathing exercise training affects these factors. Thus, the purpose of this descriptive study is to examine how these physiological characteristics are affected by specific breathing exercise training methods. PHYSIOLOGICAL FACTORS USED IN THE STUDY SpO₂, or peripheral oxygen saturation :SpO₂ is a measure of the proportion of oxygen-saturated haemoglobin in peripheral blood. In healthy people, normal levels fall between 95% and 99%. Variations in SpO₂ are indicative of changes in circulatory efficiency, diffusion capacity, and pulmonary ventilation. Oxygen saturation can be positively impacted

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessby breathing techniques that encourage longer exhalations, deeper inhalations, and enhanced alveolar ventilation. Respiratory Rate: The term \"respiratory rate\" describes how many breaths are taken in a minute. It is a crucial measure of autonomic nervous system balance and ventilation efficiency. While fast breathing frequently indicates elevated metabolic demand or anxiety, slow and controlled breathing is linked to parasympathetic dominance and less physiological stress. Body Temperature:A balance between heat production and loss controls body temperature. Thermoregulation is strongly influenced by thermal exposure and respiratory activity. Warm exposure promotes heat disposal, whereas cold exposure triggers thermogenic processes. Heat exchange through respiration is also influenced by breathing patterns. Maximal Oxygen Consumption (VO₂max) : The body's maximum oxygen consumption during vigorous activity is known as VO₂max. It is regarded as the gold standard for assessing aerobic fitness. While cardiovascular capacity is the main factor influencing VO₂max, respiratory efficiency helps to maximise oxygen delivery and utilisation. BREATHING EXERCISE TRAINING TECHNIQUES Pursed-Lip Breathing :Pursed-lip breathing entails taking a breath via the nose and gently releasing it through pursed lips. By producing positive airway pressure during exhalation, this method enhances breathing efficiency and prevents airway collapse. Programs for respiratory rehabilitation frequently employ it.Impact on Physiological Factors:By increasing tidal volume and extending expiration, pursed-lip breathing lowers respiratory rate. It improves or stabilises SpO₂ levels by increasing oxygen exchange. By lowering ventilatory effort, increased breathing efficiency promotes endurance activities even though it has no direct effect on VO₂max. 4-7-8 Method of Breathing : The 4-7-8 breathing technique involves taking a foursecond breath, holding it for seven seconds, and then exhaling for eight seconds. Autonomic balance and relaxation are enhanced by this regulated rhythm.Impact on Physiological Variables: This technique encourages parasympathetic activation and dramatically reduces breathing rate. Reduced metabolic stress and increased oxygen saturation are two benefits of better respiratory control. Relaxation may cause a modest drop in body temperature, although VO₂max improves indirectly through better stress management and recuperation. Spirometer Training :Spirometer exercise improves lung expansion and inspiratory muscle strength by promoting deep and prolonged inhalation. Clinical and preventive respiratory care make extensive use of it. Impact on Physiological Variables: Spirometer training increases breathing efficiency and lung volumes, which may have a favourable impact on SpO₂. Increased respiratory capacity may eventually result in a lower resting respiratory rate. Aerobic performance is supported by enhanced pulmonary mechanics, while direct impacts on VO2max are minimal. Ballooning and Blowing Candles :Candles must be blown and ballooned with strong expiration against resistance. These exercises enhance breath control and build expiratory muscles. Impact on Physiological Variables: By strengthening the respiratory muscles, these exercises increase breathing efficiency. At rest, respiratory rate tends to drop, and improved air exchange may lead to an improvement in oxygen saturation. Aerobic endurance is indirectly supported by these activities. Sucking of Water through Tube and Bubbling in Container Water-created inspiratory and expiratory resistance is used in these exercises. Breathing control is improved

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1175and respiratory muscles are challenged by the resistance. Impact on Physiological Variables:Resistance breathing improves breathing efficiency and lowers respiratory rate by strengthening respiratory muscles. Stable SpO₂ levels are supported by better ventilation management. In paediatric and rehabilitative settings, these methods are especially helpful. Breath-Holding Techniques: Both deep intake and full expiration can be used for breath holding. Both techniques cause sporadic hypoxic and hypercapnic stress. Impact on Physiological Variables: SpO₂ momentarily drops during breath retention, triggering adaptive reactions when breathing resumes. Breathing efficiency and carbon dioxide tolerance are improved with regular practice. At rest, respiratory rate may drop and VO₂max may indirectly increase as a result of improved oxygen utilisation efficiency. THERMAL BREATHING TECHNIQUES Ice Water Bathing :Ice water bathing, which entails submerging oneself in cold water, is frequently utilised for stress adaptation training and sports recuperation.Physiological Effects: Due to cold shock, exposure to cold initially raises breathing rate. People become more resilient to stress and have better respiratory control after repeated exposure. Thermoregulatory systems are triggered when the body temperature drops. By enhancing circulatory and metabolic responses, exposure to cold may indirectly increase aerobic efficiency. Warm Water Bathing :Vasodilation, parasympathetic activation, and muscular relaxation are all enhanced by warm water bathing.Physiological Effects: Immersion in warm water lowers breathing rate and encourages relaxed breathing. Raising body temperature promotes circulation and healing. Improved oxygen utilisation and breathing efficiency are supported by increased relaxation. PHYSIOLOGICAL VARIABLES AND COMBINED EFFECTS: Thermal exposure methods and breathing exercises work together to affect physiological function. While thermal stress impairs autonomic control and thermoregulation, controlled breathing lowers respiratory rate and increases SpO₂. When combined, these treatments improve recovery ability, stress tolerance, and respiratory efficiency. Breathing exercise training promotes adequate oxygen supply and utilisation during exercise, even though aerobic training is necessary for direct gains in VO₂max. USE IN HEALTH AND SPORTS :Athletic training, physical education, and clinical rehabilitation all make extensive use of breathing exercise training. These methods enhance oxygen saturation and lessen dyspnoea in people with respiratory conditions. Respiratory muscle training improves athletes' recuperation and endurance. Breathing techniques support relaxation, stress reduction, and general wellbeing for both students and the general public. CONCLUSION This descriptive study emphasises how important breathing exercise training and thermal exposure methods are in affecting physiological parameters including body temperature, respiratory rate, SpO₂, and VO₂max. Pursed-lip breathing, 4-7-8 breathing, resistance breathing, breath holding, spirometer training, and heat immersion are among methods that enhance autonomic control, stress tolerance, and respiratory efficiency. These interventions offer vital support for aerobic performance, recovery, and health promotion, even if they might not significantly raise VO₂max on their own. Improved physiological functioning and general fitness can be achieved by integrating systematic breathing exercise training into physical education and health programs.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessREFERENCES 1. American College of Sports Medicine. (2021). ACSM’s guidelines for exercise testing and prescription (11th ed., pp. 79–120). Wolters Kluwer. 2. Bernardi, L., Porta, C., Spicuzza, L., Bellwon, J., Spadacini, G., Frey, A. W., Yeung, L. Y., Sanderson, J. E., Pedretti, R., &Tramarin, R. (2002). Slow breathing increases arterial baroreflex sensitivity in patients with chronic heart failure. Circulation, 105(2), 143–145. https://doi.org/10.1161/hc0202.103311 3. Courtney, R. (2009). The functions of breathing and its dysfunctions and their relationship to breathing therapy. International Journal of Osteopathic Medicine, 12(3), 78–85. https://doi.org/10.1016/j.ijosm.2009.04.002 4. Jerath, R., Edry, J. W., Barnes, V. A., &Jerath, V. (2006). Physiology of long pranayamic breathing: Neural respiratory elements may provide a mechanism that explains how slow deep breathing shifts the autonomic nervous system. Medical Hypotheses, 67(3), 566–571. https://doi.org/10.1016/j.mehy.2006.02.042 5. McConnell, A. K. (2013). Respiratory muscle training: Theory and practice (pp. 45–102). Elsevier Churchill Livingstone. 6. Parkes, M. J. (2006). Breath-holding and its cardiovascular effects. Experimental Physiology, 91(1), 1–15. https://doi.org/10.1113/expphysiol.2005.032599 7. Prakash, S., Meshram, S., &Ramtekkar, U. (2007). Athletes, yogis and individuals with sedentary lifestyles; do their lung functions differ? Indian Journal of Physiology and Pharmacology, 51(1), 76–80.8. Tipton, M. J., Collier, N., Massey, H., Corbett, J., & Harper, M. (2017). Cold water immersion: Kill or cure? Experimental Physiology, 102(11), 1335–1355. https://doi.org/10.1113/EP086283 9. West, J. B. (2016). Respiratory physiology: The essentials (10th ed., pp. 25–70). Wolters Kluwer. 10. World Health Organization. (2020). WHO guidelines on physical activity and sedentary behaviour (pp. 33–44). WHO Press.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1177THE EFFECT OF 12 WEEKS OF RESISTANCE AND NORMAL TRAINING AND ASSISTANCE AND NORMAL TRAINING ON SPEED OF INTER COLLEGIATE MALE SPRINTERS OF OSMANIA UNIVERSITY N. Ramesh, Ph.D Scholar, Department of Physical Education, Osmania University, Hyderabad, Telangana, Email: [email protected] Sr.Prof. L.B.Laxmikanth Rathod, Department of Physical Education, Osmania University, Hyderabad, Telangana, Member, Telangana Public Service Commission Abstract:The purpose of the present study was to determine the effect of Resistance and Normal training and Assistance and normal training on the selected performance parameters such as speed and of intercollegiate male Sprinters studying in affiliated colleges of Osmania University. To achieve the purpose of the study, the subjects were randomly selected from intercollegiate male Sprinters of Osmania University, Hyderabad, Telangana, India and their age group was 18 to 25 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 Resistance and Normal training on alternate days another set of 15 underwent assistance and normal training while the control group did not receive any specific training. 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. The results of the study reveal that there is a significant improvement on Resistance and Normal training group and Assistance and Normal training group when compared to control group. Key words: Resistance and normal training, Assistance and Normal training, Speed etc. INTRODUCTION For the sprinters, the first and most important aspect of speed is Posture. Sprinting posture is going to be much different than acceleration. During sprinting we are looking to be much more erect through our trunk, we want our head level, hips high, foot contact slightly ahead of our centre of mass, and large range of motions through our limbs.Obtaining this upright, tall position allows for better freedom of movement, elastic energy production, maximal power production, better relaxation, and efficiency. On top of that requirements, the 100m sprint requires the athlete to have a quick reaction time to an auditory signal, explosive starting and acceleratory strength, high velocity stride frequency and the power to generate maximum force in the right direction to generate both vertical and horizontal propulsion (Bird, 2002; Young 2007). Prof. Rajesh Kumar (2020) studied about the effect of Plyometric and Circuit Training on selected Physical Variables among Sprinters of Hyderabad District of Telangana State. To achieve this purpose, forty five Sprinters in the age group of 16 to 20 years those who have participated in the Hyderabad Open Sprints Athletics Championships at Gachibowli Stadium, Hyderabad for the year 2019 taken as subjects. The selected forty five subjects were divided into three equal groups of fifteen each as two experimental groups and one control group, in which group – I (n=15) underwent plyometric training for three days per week for Twelve weeks, group – II (n=15) underwent the Circuit Training for three days per week for Twelve weeks and group – III (n=15) acted as control who are not participate any training apart from their regular activities. The selected Physical variables such as abdominal strength, speed and leg explosive power were assessed before and after the training period. Sit Up Test, 50 M Dash and Standing Broad Jump are the Tests were used to conduct the pre test and post for Measuring the Physical Variables such as Abdominal Strength, Speed and explosive power

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessof legs. The results of the study it was found that there was a significant difference of performance due to Plyometric and circuit training when compared with the control group. METHODOLOGY The purpose of the present study was to determine the effect of Resistance and Normal training and Assistance and normal training on the selected performance parameters such as speed and of intercollegiate male Sprinters studying in affiliated colleges of Osmania University. To achieve the purpose of the study, the subjects were randomly selected from intercollegiate male Sprinters of Osmania University, Hyderabad, Telangana, India and their age group was 18 to 25 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 Resistance and Normal training on alternate days another set of 15 underwent assistance and normal training while the control group did not receive any specific training. The duration of the training period was 12 weeks at a rate of 3 sessions per week. TRAINING PROGRAMME OF RESISTANCE+NORMAL FOR SPRINTS – 12 weeks DAYS AMMON SURYANAMASKAR+BREATHING EXERCISESVISUALIZATIONWARM- UPACTIVATIONANKLE DRILLS3X 30-40-50 (2‘3‘ 6‘ MIN REST05KG PLATE RUN-PUSH RUN-HAND WEIGHTR RUN1X30-40-50 (FREE RUN 95%)COOL DOWNWED WARM-UP 1X4X60M ABC CO-ORDINATION DRILLS4X250 HILL (5‘ REST 80-90% INTENSITY2X250 NORMAL ON TRACK 92.5%3X40M BACK RUN ON HILL500M JOG FRI WARM-UPACTIVATIONFOOT DRILLS2X5 HOPS VERTICAL3X15-20-30(1‘2‘5‘ REST )1ST SET ANKLE(500 GRAMS) 2ND SET HAND WEIGHT 250 GRAMS)3RD SET ANKLE WTS& HAND WEIGHTS RUN)1X 15-20-30 FREE RUN (95%)1X7 SINGLE HURDLE JUP2X7H TUCK JUMPS1X7 ANKLE JUMPSCOOL DOWNTRAINING PROGRAMME OF ASSISTANCE+NORMAL FOR SPRINTS – 12 weeks DAYS AMTUE SURYANAMASKAR+BREATHING EXERCISESVISUALIZATIONWARM- UPACTIVATIONFOOT DRILLS1X 20 DOWN HILL RUN +20FLAT RUN1X30 DOWN HILL +30M FLAT RUN1X40M DOWN HILL RUN+40 FLAT RUN3‘ REST 6‘ REST 10MIN REST 97-99% INTENISITY

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-11791X60-80( 4‘ REST20M SPRINT+20M RELAX)COOL DOWNTHU WARM-UP 1X4X60M ABC CO-ORDINATION DRILLS3X150 DOWN HILL (5‘ 15‘REST 90-92.5% INTENSITY2X80M NORMAL ON TRACK 5‘ REST 95-97.5%2X30M BACK RUN 500M JOG SAT WARM-UPACTIVATIONFOOT DRILLS2X5 HOPS DOWN STEPS1X20MTRS DOWN HILLS+20 BLOCK STARTS FLAT1X30M DOWN HILL +30 BLOCK START FLAT3‘6‘ 15‘MIN REST1X60-80(SPRINT-RELAX RUN)1X5 SINGLE HURDLE JUP RUBBER SUPPORT2X5H TUCK JUMPS RUBBER SUPPORT1X5 ANKLE JUMPS RUBBER SUPPPORTCOOL DOWN50 M Test were used in the Study. RESULTS AND DISCUSSION The mean difference between the pre and post-test results of control and experimental groups was tested using ―t‖ ratio to determine the significance of the difference exhibited by the experimental and control groups during the training period of 12 weeks. Table – I :Computation of “t” ratio between pre-test and post-test means of Experimental and Control groups on Speed. Groups ↓Pre-Test for Speed Post-Test for Speed “t”-TestMean SD Mean SDRT + NT 7.37 0.556 6.80 0.551 5.461 *AT + NT 7.77 0.679 7.30 0.535 4.474 *CG 7.63 0.556 7.60 0.563 1.000*The table value is 2.045 at 0.05% Level of Significance The significance of the difference between the pre and post test mean values of speed of the Resistance Training Group combined with Normal Training Assistance Training Group combined with Normal Training)and Control Group (CG) was analysed by t-test and found to be 5.461,4.474and1.000respectively.Sincetheobtained‗t‘-testvaluesofexperimentalgroupsare greater than the tabular value of 2.045 with degree of freedom 29 at 0.05 level of significance, it may be inferred that the Resistance Training Group combined with Normal Training and Assistance Training Group combined with normal training showed significant improvement in the performance of speed. However, the control group has no significant improvement in the performance of speed. CONCLUSIONS It may be inferred that the Resistance Training Group combined with Normal Training and Assistance Training Group combined with normal training showed significant improvement in the performance of speed. However, the control group has no significant improvement in the performance of speed. It is concluded that Resistance Training Group combined with Normal Training performed better than Assistance Training Group combined with normal training And Control group.