International Conference & Global Conclave on Physical Education Sports Science & Social WellnessREFERENCE 1. Almarzouki, A. F. (2024). Stress, working memory, and academic performance. EducationalPsychology Review, 36(2), 313–330. 2. Anderson, J. R. (2010). Cognitive psychology and its implications (7th ed.). Worth Publishers. 3. Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation (Vol. 2, pp. 47–89). Academic Press. 4. Baddeley, A. D. (2012). Working memory: Theories, models, and controversies. Annual Review of Psychology, 63(1), 1–29. 5. Bailey, R. (2006). Physical education and sport in schools: A review of benefits and outcomes. Journal of School Health, 76(8), 397–401 6. Beilock, S. L., & Carr, T. H. (2001). On the fragility of skilled performance: What governs choking under pressure? Journal of Experimental Psychology: General, 130(4), 701–725. 7. Bhargava, M. (2012). Span of Immediate Memory (Visual and Auditory) [Test manual]National Psychological Corporation. 8. Cowan, N. (2017). The many faces of working memory and short-term storage. Psychonomic Bulletin & Review, 24(4), 1158–1170. 9. Cowan, N. (2024). Working memory and attention: A refreshed look at an old story. Cognitive Neuropsychology, 41(1), 1–20 10. Curtis, C. E., & D'Esposito, M. (2003). Persistent activity in the prefrontal cortex during working memory. Trends in Cognitive Sciences, 7(9), 415–423. 11. Furley, P., &Memmert, D. (2010). The role of working memory in sport. International Review of Sport and Exercise Psychology, 3(2), 171–194.12. Gathercole, S. E., & Alloway, T. P. (2007). Understanding working memory: A classroom guide. London: Harcourt Assessment. 13. Gathercole, S. E., & Alloway, T. P. (2008). Working memory and learning: A practical guide for teachers. Sage Publications. 14. Guimarães, S., et al. (2023). Aging processes of working memory in different modalities. Developmental Psychology, 59(4), 789–802.15. Gupta, A., & McMahon, M. (2014). Influence of yoga-based programs on memory and cognition in students. Journal of Education and Health Promotion, 3, 26.16. Gupta, R., & McMahon, A. (2014). The role of working memory in motor learning: A review. International Journal of Sport and Exercise Psychology, 12(3), 289–303.17. Hariprasad, V. R., Varambally, S., Shivakumar, V., Kalmady, S. V., Venkatasubramanian, G., & Gangadhar, B. N. (2013). Yoga increases the volume of the hippocampus in elderly subjects. Indian Journal of Psychiatry, 55(Suppl 3), S394–S396.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-123118. Hillman, C. H., Erickson, K. I., & Kramer, A. F. (2008). Be smart, exercise your heart: Exercise effects on brain and cognition. Nature Reviews Neuroscience, 9(1), 58–65.19. Iyengar, B. K. S. (2005). Light on life: The yoga journey to wholeness, inner peace, and ultimate freedom. Rodale Books. 20. Jiang, Y. V., & Cowan, N. (2020). Memory for serial order: Insights from behavior and neuroimaging. Journal of Memory and Language, 112, 104091. 21. Jiang, Y., & Cowan, N. (2020). Theoretical distinction between functional states in working memory. Psychological Science, 31(9), 1125–113422. Kail, R. (2000). Speed of information processing: Developmental change and links to intelligence. Journal of School Psychology, 38(1), 51–61.
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessTHE AI REVOLUTION IN INDIAN SPORTS: PERFORMANCE OPTIMIZATION AND AUDIENCE ENGAGEMENT Mr. Parse Abhijit Venkat, Director of Physical Education and Sports, SanskarMandir Arts and Commerce College, Warje-Malwadi, Pune-58, E-mail – [email protected] Dr.Rohini C. Kawade, B.P.C.A. College of Physical Education, Wadala, Mumbai – 31, ABSTRACT This research paper explores the transformative influence of Artificial Intelligence (AI) on Indian sports, emphasizing its dual impact on performance optimization and audience engagement. By integrating machine learning, predictive analytics, and computer vision technologies, AI is revolutionizing athlete development, tactical decision-making, fan interaction, and broadcasting. The study examines the global evolution of AI in sports, evaluates its growing presence in India, and identifies the challenges hindering its widespread adoption. Using examples from cricket, kabaddi, and football, the paper illustrates how AIdriven innovations enhance performance metrics, improve training efficiency, and redefine the fan experience. The findings suggest that embracing AI strategically can propel India toward becoming a global leader in sports technology, balancing athletic excellence with digital fan engagement. Keywords: Artificial Intelligence, Data Science, Indian Sports, Performance Optimization, Audience Engagement, Sports Analytics Introduction The landscape of global sports has entered a new era where data-driven intelligenceshapes competitive advantage. Artificial Intelligence (AI) — encompassing machine learning, predictive modeling, and automation — has emerged as a key driver of innovation across performance analysis, injury prevention, tactical strategy, and fan engagement. In India, this technological wave is transforming both on-field performance and offfield entertainment. From cricket and kabaddi to emerging leagues in football and esports, AI is empowering athletes and organizations with actionable insights, automated analytics, and interactive digital experiences. Systems powered by AI now analyze player biomechanics, monitor fatigue, predict injuries, and even personalize fan content through augmented and virtual reality. However, while AI adoption in global sports ecosystems has been swift, Indian sports are still navigating structural and cultural barriers such as limited infrastructure, data access, and awareness. This study investigates how AI can revolutionize Indian sports by enhancing athlete performance, refining strategy, and enriching audience connection — two pillars essential for sustainable sporting growth. Objectives of the Research 1. To examine the role and types of Artificial Intelligence in sports performance.2. To analyze the integration of AI in optimizing athlete performance in India.3. To study AI-driven innovations in audience engagement and sports broadcasting.4. To identify challenges and propose strategies for effective AI adoption in Indian sports.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1233Research Methodology The present study is descriptive and analytical, relying primarily on secondary data sources. Information was collected from academic journals, sports technology publications, case studies, online databases, and official reports of sports organizations. The paper also references real-world applications of AI in major Indian sports, enabling a comparative understanding between international and domestic practices. Concept of Artificial Intelligence (AI) in Sports Artificial Intelligence refers to the simulation of human intelligence processes by machines that can learn, reason, and make decisions. In sports, AI technologies analyze massive datasets to uncover insights that were previously inaccessible through manual observation. Globally, AI‘s integration into sports has evolved from basic statistical analysis in the 1970s to real-time analytics and autonomous systems today. From IBM‘s Deep Blue in chess to Hawk-Eye in cricket and tennis, and predictive models in football and basketball, AI now drives nearly every dimension of performance optimization. In India, applications of AI span performance tracking, fan engagement, athlete health monitoring, and broadcast optimization. The synergy between AI and data sciencehas created new possibilities — transforming raw data into strategic intelligence that reshapes both athletic outcomes and spectator experiences. AI for Performance Optimization AI technologies are redefining how athletes train, compete, and recover. Some major applications include: 1. Injury PreventionandRecovery:AI-powered systems track players‘ workload, biomechanics, and fatigue levels. The National Cricket Academy (NCA) employs such analytics to predict injury risks and design individualized rehabilitation programs. 2. Tactical Strategy and Decision-Making:Machine learning models analyze match histories and opponent data to optimize tactics. The Indian men‘s hockey team successfully utilized AI-driven analytics during the 2020 Tokyo Olympics to refine gameplay and achieve podium success. 3. Talent Identification:AI-based scouting tools detect potential talent through performance data collected in school and district-level competitions. Organizations like AIFF and Pro Kabaddi League have adopted such tools to bridge skill gaps. 4. Wearable and Biometric Analytics:Wearable devices equipped with AI analyze movement efficiency, hydration, and recovery rates. Data gathered from Indian athletes in cricket, athletics, and kabaddi help design personalized training plans. 5. Real-Time Performance Feedback:
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessSystems like ―Power Bat,‖ designed under Anil Kumble‘s leadership, integrate sensors and AI to provide instant feedback on batting technique, swing efficiency, and timing accuracy. AI in Audience Engagement and Digital Experience AI is equally transforming how fans interact with sports. As audience expectations evolve, technology-driven engagement becomes crucial for sustainability. 1. Personalized Fan Experiences:AI analyzes user behavior to curate personalized match highlights, recommendations, and commentary. Platforms like Disney+ Hotstar and JioCinema employ these systems to deliver tailored sports content. 2. AI-Powered Broadcasting:Machine learning models enhance live commentary, camera control, and highlight generation. For example, the 2024 IPL integrated real-time translation using AI, allowing international commentators to speak Hindi while retaining their natural voice tones. 3. Virtual and Augmented Reality:AI-driven AR/VR applications immerse fans in real-time experiences — from virtual stadium tours to interactive replays — enhancing the sense of participation. 4. Esports and Gamification:AI algorithms personalize game content, automate refereeing, and improve spectator analytics, making esports one of the fastest-growing digital segments in India. 5. Community and Fantasy Sports Platforms:Fantasy sports platforms such as Dream11 use AI for predictive modelling, enabling users to create data-backed virtual teams and fostering digital communities of engagement. Challenges to AI Adoption in Indian Sports Despite progress, several challenges continue to limit the potential of AI in the Indian sports ecosystem: 1. Data Deficiency and Infrastructure Gaps: Lack of digitized player records and centralized analytics systems restricts AI model training and data accuracy. 2. Skill Shortage: Limited expertise in sports-specific AI and data science constrains innovation. 3. Cultural Resistance: Traditional coaching systems often distrust technology-driven approaches. 4. Financial Barriers: AI tools and infrastructure demand high initial investment, unaffordable for smaller sports organizations. 5. Ethical and Privacy Concerns: Monitoring athletes through biometric data raises privacy issues and requires robust data governance policies.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1235Strategic Measures for Future Integration To fully harness AI‘s potential, India must adopt a strategic roadmap emphasizing: 1. Development of centralized sports data repositories and interoperable systems. 2. Collaboration between academia, tech startups, and sports federations. 3. Establishment of AI research centers in sports universities.4. Creation of training programs for coaches and analysts in data literacy. 5. Implementation of ethical frameworks for data collection and usage. Such steps will enable India to align with global standards, ensuring AI contributes not only to high-performance outcomes but also to inclusive fan experiences. Conclusion The AI revolution in Indian sports signifies more than technological progress — it represents a paradigm shift toward intelligent performance and immersive engagement. Through advanced analytics, automation, and interactive media, AI is bridging the gap between athletes and audiences, enhancing both precision and passion in sports. By strategically investing in AI infrastructure, fostering skilled talent, and nurturing innovation, India can establish itself as a global frontrunner in sports technology. The integration of AI into both athletic and audience ecosystems promises not only improved results but also deeper emotional and digital connections, shaping the future of Indian sports in the 21st century. References: 1. Aggarwal, C. C. (2020). Artificial intelligence in sports: A comprehensive review. Journal of Intelligent Information Systems, 54(1), 1–30.2. Bekkers, J., &Dabadghao, S. S. (2019). Flow motifs in soccer: What can passingbehavior tell us? Journalof Systems Architecture, 5, 299–311. 3. Chatterjee, S., &Kar, S. (2021). AI-powered wearables in sports: A systematic review. IEEE Access, 9, 107257–107271.4. Gupta, P., &Bhatnagar, D. (2020). Data analytics in sports: A review. International Journal of AdvancedResearch in Computer Science and Software Engineering, 10(2), 405–412.5. Kumar, V., & Sharma, A. (2021). AI and machine learning in cricket analytics: A review. Journal of Intelligent Systems, 30(1), 1–20. 6. Le, H. M., Yue, Y., Carr, P., & Lucey, P. (2017). Coordinated multi-agent imitation learning. Proceedingsof the 34th International Conference on Machine Learning, 1995–2003.7. Lucey, P., Bialkowski, A., Monfort, M., Carr, P., & Matthews, I. (2015). Quality vs quantity: Improved shot prediction in soccer using strategic features from spatiotemporal data. MIT Sloan Sports AnalyticsConference. 8. Macdonald, B. (2012). An expected goals model for evaluating NHL teams and players. MIT Sloan SportsAnalytics Conference.
International Conference & Global Conclave on Physical Education Sports Science & Social Wellness9. Mahato, N. K., & Mandal, J. (2020). A survey on artificial intelligence and machine learning techniquesin sports analytics. International Journal of Advanced Research in Computer Science and SoftwareEngineering, 10(4), 557–563. 10. Mishra, A., & Sharma, A. (2021). AI-powered fan engagement in Indian sports: A case study. Journal ofFandom Studies, 9(1), 54–68.11. Nayyar, A., & Agarwal, A. (2020). AI-based talent identification in Indian sports: A review. Journal of Sports Analytics, 6(2), 81–90. 12. Rout, S., &Sahu, P. (2021). AI and machine learning in injury prevention and recovery in Indian sports:A review. Journal of Healthcare Informatics Research, 5(1), 32–43.13. Sahu, P., & Rout, S. (2020). AI-powered broadcast optimization in Indian sports: A case study. Journal ofBroadcasting, 64(2), 187–200. 14. Sandholtz, N., &Bornn, L. (2020). Markov decision processes with dynamic transition probabilities: Ananalysis of shooting strategies in basketball. Annals of Applied Statistics, 14, 1122–1145.15. Singh, S., & Kumar, V. (2021). AI-powered sponsorship and marketing in Indian sports: A review. Journalof Marketing Analytics, 9(2), 106–116. 16. Van Roy, M., Robberechts, P., Yang, W.-C., De Raedt, L., & Davis, J. (2021). Leaving goals on the pitch: Evaluating decision-making in soccer. MIT Sloan Sports Analytics Conference.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1237COMPARATIVE ANALYSIS OF EMOTIONAL STABILITY OF HOSTEL BOYS AND GIRLS OF AMRAVATI DISTRICT Harshad Babhulkar (Research Scholars), Narottam Kumar (Research Scholars),Oma HangSubba (Research Scholars),Dr. Anita Gupta (Assistant Professor), Shraddha Dwivedi(Assistant Professor) Dr. Suhas Khandwe (Assistant Professor), Pushpak Khonde (Assistant Professor), Degree College of Physical Education, Amravati (MH), [email protected], [email protected], [email protected], [email protected], [email protected] AbstractThe present study aimed to examine emotional stability among hostel students in Amravati. A total of 200 students (100 boys and 100 girls) aged 11–13 years from a Government English Medium Residential School were selected using simple random sampling. Emotional stability was measured using the Emotional Stability Inventory by Sen Gupta and Singh (1983), administered under standardized and ethical conditions. Descriptive statistics and independent t-tests were applied to analyze the data. Results indicated no statistically significant difference in emotional stability between boys and girls (t(198) = 2.495, p = .13), although mean scores suggested that girls exhibited higher emotional stability than boys. The findings are supported by neurobiological, psychological, and socialization evidence, highlighting girls‘ better emotional regulation and adaptive coping strategies. The study emphasizes the importance of developing emotional skills, particularly among hostel boys, to enhance mental well-being. Keywords: Emotional stability, hostel students, gender differences, mental health, emotional regulation [Introduction Health extends beyond physical fitness to include psychological, social and emotional well-being (WHO, 2001). Many physical disorders are influenced by psychological factors, yet mental health is often ignored, especially in Indian society. School observations reveal common problems such as anxiety, withdrawal, aggression, poor attention and depression among students. Due to lack of awareness and limited availability of mental health services, these issues frequently remain untreated (Roul & Bihari, 2016). Mental health allows individuals to manage stress, function effectively and maintain positive relationships. It reflects emotional balance, resilience and constructive thinking rather than only the absence of illness (APA, 2013). Psychological adjustment plays a key role in handling emotions and adapting to changing situations. Well-adjusted individuals maintain social harmony, while poor adjustment leads to stress and interpersonal difficulties (Bharath & Anbazhagan, 2016; Bell, 1934). Autonomy refers to independent decision-making and personal responsibility, which promote confidence and maturity (Deci & Ryan, 1985). Psychological security provides a sense of safety and self-trust, whereas insecurity results in fear and anxiety (Maslow, 1943). Self-concept, shaped through life experiences and social feedback, influences confidence and motivation. A positive self-view supports mental well-being, while a negative one weakens adjustment (Cooley, 1902; Rogers, 1959). Intelligence includes the ability to learn, reason and adapt, incorporating emotional and practical skills beyond academic knowledge (Goleman, 1995; Wechsler, 1958). Emotional
International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessstability reflects the capacity to regulate emotions and remain calm during stress, promoting resilience, healthy relationships and success in life (Eysenck, 1970). Overall, mental health, adjustment, autonomy, security, self-concept, intelligence and emotional stability collectively contribute to healthy personality development and overall wellbeing (WHO, 2001). Methodology The study used a systematic research design to assess emotional stability among 200 hostel students (100 boys and 100 girls) aged 11–13 years from a Government English Medium Residential School, Amravati. The sample was selected using simple random sampling. Emotional stability was measured using the Emotional Stability Inventory by Sen Gupta and Singh (1983), administered under standardized and ethical conditions. Responses were scored according to the manual, with higher scores indicating lower emotional stability, and data were recorded carefully to ensure reliability and validity. Result and Discussion The data collected from 200 hostel students (100 boys and 100 girls) studying at the Government English Medium Residential School, Amravati, were statistically analyzed to assess their level of emotional stability. The analysis was carried out in accordance with the objectives of the study using appropriate statistical procedures. Descriptive statistical measures were applied to interpret the emotional stability scores of the subjects. Table 1 presents the descriptive statistics related to emotional stability of the selected students, which form the basis for further interpretation and discussion of the results. TABLE 1: Table showing the Descriptive Statistics of Emotional stability between hostel boys and girls Gender Mean S.D Minimum Maximum Skewness KurtosisEmotional StabilityBoy‟s 6.5000 1.321 3.00 9.00 -.294 -.084Girl‟s 7.0600 1.813 3.00 11.00 -.340 -.325Figure1:-Graphical representation of Emotional Stability of hostel boys and girls Table2:-Independentt-testofEmotionalstabilitybetweenhostelboysandgirls EmotionalStability7.67.47.276.86.66.46.265.85.67.066.5Boys GirlsGenderEmotionalStability Linear(EmotionalStability)
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1239Levene‘s test indicated unequal variances (F = 7.736, p = .006). The independent t-test showed no statistically significant difference in emotional stability between hostel boys and girls, t(198) = 2.495, p = .13. However, mean scores revealed that hostel girls demonstrated comparatively higher emotional stability than boys. This trend suggests that girls may manage stress and emotional challenges more effectively. Scientific evidence supports this pattern. Neurobiological studies indicate that the prefrontal cortex, responsible for emotional regulation, matures earlier in females, allowing better emotional control (Whittle et al., 2011; Cahill, 2006). Females also show stronger interaction between emotional and regulatory brain regions, improving emotional modulation (Goldstein et al., 2001). Psychologically, girls tend to use adaptive emotion regulation strategies such as emotional expression and cognitive reappraisal, while boys often rely on suppression (Gross, 2015; Nolen-Hoeksema, 2012). Socialization further encourages emotional expression and support-seeking in girls, enhancing emotional stability (Brody & Hall, 2008). The findings are consistent with earlier studies reporting higher emotional stability among female students (Nandini & Joseph, 2021; Patil & Deshmukh, 2020; Sivakumar & Vasanthi, 2019). Although the difference was not statistically significant, the observed pattern highlights the need for emotional development interventions, particularly for hostel boys. Conclusion The study concludes that hosteller girls are more emotionally stable than hosteller boys.REFERENCES 1. Bharath, R., & Anbazhagan, S. (2016). Psychological adjustment of adolescent students. International Journal of Educational Science and Research, 6(2), 23–30.2. Bell, H. M. (1934). The adjustment inventory. Stanford University Press. 3. Cahill, L. (2006). Why sex matters for neuroscience. Nature Reviews Neuroscience, 7(6), 477–484. https://doi.org/10.1038/nrn1909 4. Cooley, C. H. (1902). Human nature and the social order. Scribner‘s. 5. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media. 6. Eysenck, H. J. (1970). The structure of human personality. Methuen. 7. Goleman, D. (1995). Emotional intelligence. Bantam Books.8. Goldstein, J. M., Seidman, L. J., Horton, N. J., Makris, N., Kennedy, D. N., Caviness, V. S., Faraone, S. V., &Tsuang, M. T. (2001). Normal sexual dimorphism of the adult human brain assessed by in vivo magnetic resonance imaging. Cerebral Cortex, 11(6), 490–497. https://doi.org/10.1093/cercor/11.6.490 Leven's test of equality of Variancest df Sig. (2-tailed)Emotional Stability (Boys & Girls)F Sig7.736 0.006 2.495 198 0.13
International Conference & Global Conclave on Physical Education Sports Science & Social Wellness9. Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781 10. Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396. 11. Nandini, & Joseph, S. (2021). A study on emotional stability and academic stress among college students. International Journal of Educational Psychology, 10(2), 45–53.12. Nolen-Hoeksema, S. (2012). Emotion regulation and psychopathology: The role of gender. Annual Review of Clinical Psychology, 8, 161–187. 13. Patil, S., & Deshmukh, R. (2020). Emotional stability and adjustment level of hostel students. International Journal of Education and Psychological Research, 9(3), 12–18. 14. Roul, S. K., & Bihari, S. (2016). Mental health of school-going boys and girls adolescents in secondary schools of Delhi. PARIPEX-Indian Journal of Research, 5(6), 45–48.15. Rogers, C. R. (1959). A theory of therapy, personality, and interpersonal relationships. McGraw-Hill. 16. Sen Gupta, A., & Singh, A. K. (1983). Emotional stability inventory.17. Sivakumar, T., & Vasanthi, R. (2019). Gender differences in emotional stability among higher secondary students. International Journal of Educational Research, 7(4), 56–62. 18. Wechsler, D. (1958). The measurement and appraisal of adult intelligence. Williams & Wilkins. 19. Whittle, S., Yücel, M., Fornito, A., & Barrett, R. (2011). Sex differences in the neural correlates of emotion: Evidence from neuroimaging. Neuroscience &Biobehavioral Reviews, 35(1), 47–55. https://doi.org/10.1016/j.neubiorev.2010.07.008 20. World Health Organization. (2001). The world health report 2001: Mental health: New understanding, new hope. Geneva, Switzerland: WHO. BOOKS 1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing. 2. Brody, L. R., & Hall, J. A. (2008). Gender and emotion in context. In M. Lewis, J. M. Haviland-Jones, & L. F. Barrett (Eds.), Handbook of emotions (3rd ed., pp. 395–408). Guilford Press.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1241THE CORRELATIONAL STUDY OF EYE-HAND, EYE-FOOT AND WHOLE BODY COORDINATION AMONG PLAYERS OF AMRAVATI Sayali Upare(Research Scholars), Pooja Devi(Research Scholars), Abhishek Sharma(Research Scholars), Kartik Chanan(Research Scholars), Tenzin Chunie(Research Scholars), Dr. Anita Gupta(Assistant Professor), Asst. Prof. Shraddha Dwivedi (Assistant Professor), HVP Mandal’s DEEGREE COLLEGE OF PHYSICAL EDUCATION, Amravati (MH), [email protected], [email protected], [email protected] present study aimed to examine the relationship among Eye-Hand coordination, Eye-Foot coordination, and Whole body coordination in intercollegiate athletes of DCPE, HVPM, Amravati. Coordination is a vital component of sports performance, influencing accuracy, balance, agility, and efficiency of movement across various sporting activities. Sixty male intercollegiate players (aged 18-25 years) from six sportshandball, volleyball, football, jumping events in athletics, swimming, and cricketwere selected through purposive sampling for the study. Standardized field tests were administered to assess Eye-Hand coordination (Throwing a ball at a target), Eye–Foot coordination (Eye-Foot Coordination Test), and Whole body coordination (Scott Obstacle Race Test).Descriptive statistics were used to analyse the distribution of coordination abilities, while Pearson‘s Product Moment Correlation Coefficient was employed to determine the relationships among the selected variables at a 0.05 level of significance. The results revealed no significant correlation between Eye-Hand coordination and Eye-Foot coordination (r = –0.221, p > 0.05), nor between Eye–Hand coordination and Whole body coordination (r = 0.004, p > 0.05). However, a significant positive correlation was found between Eye-Foot coordination and Whole body coordination (r = 0.337, p < 0.05), indicating that athletes with better lower-limb visuomotor control tend to demonstrate superior overall body coordination.The findings suggest that coordination is a multidimensional and task-specific ability, with Eye-Hand coordination functioning relatively independently from lower-limb and whole-body coordination, while Eye-Foot coordination plays a crucial role in integrated motor performance. The study emphasizes the importance of adopting targeted, coordination-specific training programmes rather than assuming transfer across different coordination domains. These results provide valuable insights for coaches, trainers, and physical educators in designing effective training strategies to enhance athletic performance and reduce injury risk. Keywords: Eye-Hand Coordination, Eye-Foot Coordination, Whole Body Coordination, Intercollegiate Athletes, Motor Performance Introduction Sports play a vital role in the overall development of an individual by promoting physical fitness, mental well-being, and social interaction. Regular participation in sports improves muscular strength, flexibility, endurance, cardiovascular health, and motor efficiency, while also contributing to stress reduction, emotional stability, and self-confidence (Malina, Bouchard & Bar-Or, 2004). Sports environments further encourage teamwork, communication, leadership, discipline, and time management, which positively influence academic, professional, and personal life (Bala & Singh, 2012). Coordination is a crucial factor connecting psychological and physical performance in sports. It refers to the ability to execute movements accurately, rhythmically, and efficiently in space and time. High levels of coordination enable athletes to perform complex skills with
International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessgreater precision, consistency, and adaptability, making it a key determinant of sports performance and motor learning (Hirtz & Starosta, 2002). Well-coordinated athletes also demonstrate better balance and control, which helps in reducing injury risk and improving performance under dynamic and high-pressure conditions (Buczek &Zebas, 1993). Different sports require specific forms of coordination. Eye–Hand coordination is essential in sports such as handball, volleyball, and cricket, where accurate catching, throwing, and striking are required (Irem & Mohammad, 2020). Eye–Foot coordination plays a dominant role in football and jumping events, supporting precise ball control, kicking accuracy, and efficient take-off mechanics (Ridwan & Putra, 2021). Whole body coordination is especially important in swimming, gymnastics, and basketball, where synchronized movement of multiple body segments enhances balance, rhythm, and energy efficiency (Yin et al., 2023). Overall, coordination is a multidimensional and sport-specific ability that significantly influences skill acquisition, performance efficiency, and injury prevention. Therefore, systematic and targeted coordination training is essential for optimal athletic development and long-term sports performance. Methodology A total of 60 male intercollegiate players from DCPE, HVPM, Amravati, aged 18-25 years, were selected for the study using purposive sampling. The variables studied were EyeHand coordination, Eye-Foot coordination and Wholebody coordination, measured by the throwing a ball at a target test, Eye-Foot coordination test, and Scott Obstacle Race Test, respectively. Result and Discussion: The data collected from 60 male intercollegiate players of Handball, Volleyball, Football, Athletics (Jumping Events), Swimming, and Cricket were statistically analyzed in this chapter to examine the correlation among Eye-Hand, Eye-Foot, and Whole Body Coordination. Pearson‘s Product Moment Correlation Coefficient was used for statistical treatment, with the level of significance set at 0.05. Table 2 showing the descriptive statistics of the selected coordination abilities. TABLE 2: Table showing the Descriptive statistics of Eye-Hand, Eye-Foot, Whole body Coordination Coordination AbilitiesN Mean Std. Deviation Range Skewness KurtosisEye-Hand coordination60 2.15 1.13 5 0.27 -0.087Eye-Foot coordination60 5.89 0.81 4.45 0.88 1.734Whole body coordination60 18.46 1.88 9.18 0.11 0.547
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1243Figure 1: Representing the mean scores of the Eye-Hand, Eye-Feet &Whole body CoordinationTABLE 3: Representing the correlation between Eye-Hand and Eye-FootCoordination Coordination Abilities r SignificanceEye-Hand Coordination&Eye-Foot Coordination-0.221 0.089Eye- Foot Coordination&Whole body Coordination0.337** 0.009Whole body Coordination&Eye-Hand Coordination0.004 0.975**Correlation is significant at the 0.05 level (2-tailed)Pearson‘s Product Moment Correlation analysis revealed a weak and non-significant negative correlation between Eye-Hand and Eye-Foot Coordination (r = –0.221, p = 0.089). A moderate, positive, and statistically significant correlation was found between Eye-Foot Coordination and Whole Body Coordination (r = 0.337, p = 0.009), indicating that better eye–foot control is associated with superior whole-body coordination. In contrast, the correlation between Eye-Hand Coordination and Whole Body Coordination was negligible and nonsignificant (r = 0.004, p = 0.975), suggesting that whole-body coordination functions independently of eye–hand coordination in the present sample. Building upon these statistical findings, the present study highlights clear differences in how various coordinative abilities are interrelated in intercollegiate athletes. The weak and non-significant relationship between eye–hand coordination and eye–foot coordination suggests that upper-limb and lower-limb coordination are regulated by largely independent motor control mechanisms. According to Schmidt and Lee (2019), eye–hand coordination is primarily governed by fine motor control, cortical processing, and precise visuomotor integration of the upper extremities, whereas eye–foot coordination depends more on gross 02468101214161820Eye-Hand Coordination Eye-Feet Coordination Whole body Coordination
International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessmotor patterns, balance control, and subcortical regulation of lower-limb movements (Magill & Anderson, 2017). In contrast, the significant positive association between eye–foot coordination and whole-body coordination indicates that effective lower-limb control plays a crucial role in overall body coordination. This relationship can be explained by biomechanical and neuromuscular principles, as lower-limb coordination strongly influences balance, postural stability, and the efficient transfer of forces through the kinetic chain (Winter, 2009; Shumway-Cook & Woollacott, 2017). Efficient eye–foot coordination enhances anticipatory postural adjustments, which are essential for smooth whole-body movement execution. Furthermore, the non-significant relationship between eye–hand coordination and whole-body coordination reinforces the idea that upper-limb visuomotor skills function relatively independently of global postural control systems. This supports the concept of coordination as a multidimensional and task-specific ability, where improvements in one coordinative component do not automatically transfer to others (Newell, 1986). Collectively, these findings emphasize the importance of targeted, sport-specific training programmes aimed at developing distinct coordinative abilities rather than assuming a generalized transfer of coordination skills across different motor tasks. Conclusion This study examined correlations among Eye-Hand, Eye-Foot, and Whole-Body coordination in intercollegiate athletes. Eye-Foot and Whole-Body coordination were significantly positively correlated, while Eye-Hand coordination showed no significant relationship with the others. The findings suggest coordination components develop independently, highlighting the need for targeted training for upper- and lower-limb skills. REFERENCES 1. Bala, S., & Singh, A. (2012). Development of motor abilities in youth athletes. 2. Buczek, F. L., &Zebas, C. J. (1993). Biomechanics of lower-extremity coordination. 3. Hirtz, P., & Starosta, W. (2002). Sensitive and critical periods of motor coordination development and its relation to motor learning. Journal of Human Kinetics, 7(1), 19– 4. Irem, S., & Mohammad, N. (2020). Comparative study of eye–hand coordination among volleyball playing and nonvolleyball playing university students. Saudi Journal of Sports Medicine, 20(3), 64–69. https://doi.org/10.4103/sjsm.sjsm_32_20 5. Ridwan, M., & Putra, D. (2021). Leg muscle strength, eye-foot coordination and balance associated with soccer shooting skill. Advances in Health Sciences Research, 35, 236–239. 6. Yin, X., Zhu, R., Shi, X., Cai, G., Yang, T., Zhang, L., & Li, J. (2023). The effect of rhythm training on the motor coordination abilities of 8–12-year-old freestyle swimmers. PeerJ Life & Environment, 11, e15667. https://doi.org/10.7717/peerj.15667
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1245BOOKS 1. Magill, R. A., & Anderson, D. (2017). Motor learning and control: Concepts and applications (11th ed.). McGraw-Hill Education. 2. Malina, R. M., Bouchard, C., & Bar-Or, O. (2004). Growth, maturation, and physical activity (2nd ed.). Human Kinetics. 3. Newell, K. M. (1986). Constraints on the development of coordination. In M. G. Wade & H. T. A. Whiting (Eds.), Motor development in children: Aspects of coordination and control (pp. 341–360). Martinus Nijhoff. 4. Schmidt, R. A., & Lee, T. D. (2019). Motor learning and performance: From principles to application (6th ed.). Human Kinetics. 5. Shumway-Cook, A., & Woollacott, M. H. (2017). Motor control: Translating research into clinical practice (5th ed.). Wolters Kluwer. 6. Winter, D. A. (2009). Biomechanics and motor control of human movement (4th ed.). John Wiley & Sons.
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessAN ANALYTICAL STUDY OF MENTAL HEALTH AND WELL-BEING THROUGH PHYSICAL ACTIVITY AND YOGA Dr.B.C.Mohite, Sharad Arun Sawale, Research Guide Ph.D. Research Scholar Abstract Mental health and well-being are essential components of holistic human development and significantly influence academic performance, social behavior, and quality of life. Mental health and well-being have emerged as critical components of overall health, especially in the modern era characterized by academic pressure, digital overload, sedentary lifestyles, and social isolation. Adolescents and young people are particularly vulnerable to stress, anxiety, and emotional imbalance. Physical activity and yoga have gained increasing recognition as effective, non-pharmacological approaches for promoting mental health and psychological well-being. This analytical study explores the relationship between mental health and wellbeing through physical activity and yoga by examining theoretical perspectives, physiological mechanisms, psychological benefits, and social implications. The study highlights how regular physical exercise enhances mood, reduces stress, improves cognitive functioning, and fosters emotional resilience. Similarly, yoga, which integrates physical postures, breathing techniques, and mindfulness, offers holistic benefits by harmonizing the body and mind. The paper also discusses the relevance of these practices in educational settings and daily life, emphasizing their role in preventive mental health care. The study concludes that physical activity and yoga are powerful, accessible, and sustainable tools for enhancing mental health and overall wellbeing, particularly among youth. In recent years, increasing stress levels, academic pressure, sedentary lifestyles, and excessive use of digital technology have adversely affected the mental health of adolescents and young adults. This research-based analytical study examines the role of physical activity and yoga in enhancing mental health and well-being. The study adopts a descriptive and experimental research design involving structured physical activity and yoga interventions over a defined period. Data were collected using standardized mental health and well-being scales, observation, and self-reported feedback. The findings indicate significant improvement in stress management, emotional stability, self-esteem, concentration, and overall psychological well-being among participants. The study concludes that regular physical activity and yoga are effective, low-cost, and sustainable strategies for promoting mental health. The paper further offers recommendations for integrating these practices into educational institutions and community programs as preventive mental health measures. Keywords: Mental Health, Well-Being, Physical Activity, Yoga, Adolescents, Psychological Health Introduction Mental health is a state of well-being in which an individual realizes their abilities, can cope with normal stresses of life, work productively, and contribute meaningfully to society. Well-being extends beyond the absence of mental illness and includes positive emotions, life satisfaction, self-confidence, and emotional balance. In the contemporary world, mental health challenges such as stress, anxiety, depression, and emotional instability have become increasingly common, particularly among adolescents and students. Modern lifestyles characterized by reduced physical movement, academic competition, social comparison, and digital dependency have significantly contributed to mental health problems. Adolescents face unique challenges such as identity formation, peer pressure,
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1247academic expectations, and emotional fluctuations. These factors make them particularly vulnerable to mental distress. Physical activity and yoga have emerged as effective, non-pharmacological interventions for improving mental health and well-being. Physical activity improves brain functioning and emotional regulation through physiological mechanisms, while yoga offers a holistic approach integrating physical postures, breathing techniques, and mindfulness. This study analytically examines the impact of physical activity and yoga on mental health and well-being through a research-based approach. Mental health refers to a state of emotional, psychological, and social well-being in which individuals can cope with daily stressors, work productively, maintain healthy relationships, and contribute to society. Well- being goes beyond the absence of mental illness and includes positive emotions, life satisfaction, a sense of purpose, and balance. In recent years, mental health issues such as anxiety, depression, stress, and burnout have increased significantly, especially among students and adolescents. Rapid urbanization, academic competition, excessive screen time, reduced physical movement, and lack of emotional expression have negatively impacted mental health. In this context, physical activity and yoga have gained attention as natural and effective methods for improving psychological health. Unlike medication-based treatments, these approaches are preventive, holistic, and accessible. This analytical study aims to explore how physical activity and yoga contribute to mental health and well-being by examining scientific, psychological, and social perspectives. Objectives of the Study The present study was undertaken with the following objectives: 1. To study the concept of mental health and well-being among adolescents. 2. To analyze the impact of regular physical activity on mental health. 3. To examine the role of yoga in promoting psychological well-being. 4. To compare the effects of physical activity and yoga on stress, anxiety, and emotional stability. 5. To assess the effectiveness of a structured physical activity and yoga intervention. 6. To suggest measures for promoting mental health through physical activity and yoga in educational institutions. Research Design / Experimental Design Nature of the Study: The study adopted a descriptive and experimental research design. The descriptive aspect focused on understanding mental health status, while the experimental aspect involved intervention through physical activity and yoga practices. Sample • Sample Size: 60 students • Age Group: 22–25 years • Gender: Both male and female participants • Sampling Technique: Random sampling • Location: College of Education, Barshi The sample was divided into two equal groups: • Group A: Physical Activity Group (30 students)
International Conference & Global Conclave on Physical Education Sports Science & Social Wellness• Group B: Yoga Practice Group (30 students) Tools Used for Data Collection 1. Mental Health Scale (measuring stress, anxiety, emotional stability) 2. Psychological Well-Being Questionnaire 3. Observation Schedule 4. Self-Report Feedback Form Intervention Program Duration • 8 weeks • 5 days per week • 45 minutes per session Group A: Physical Activity Program • Warm-up exercises • Aerobic activities (jogging, skipping) • Team sports and recreational games • Cool-down exercises Group B: Yoga Program • Asanas (Tadasana, Vrikshasana, Bhujangasana) • Pranayama (Anulom Vilom, Bhramari)• Meditation and relaxation techniques Procedure 1. Pre-test was administered to both groups to assess baseline mental health and wellbeing. 2. Structured intervention programs were implemented for 8 weeks. 3. Post-test was conducted using the same tools. 4. Data were analyzed using comparative and descriptive methods. Findings and Discussion Impact on Stress Levels: Both groups showed a noticeable reduction in stress levels. However, the yoga group demonstrated slightly greater improvement due to relaxation and breathing techniques that directly calm the nervous system. Emotional Stability and Mood Regulation: Participants in both groups reported improved emotional control and reduced mood swings. Physical activity helped release pentup energy and frustration, while yoga enhanced emotional awareness and self-regulation. Self-Esteem and Confidence: Physical activity participants showed significant improvement in self-confidence and body image. Yoga participants developed greater selfacceptance and inner confidence. Concentration and Academic Focus: Improved concentration, attention span, and mental clarity were observed in both groups. Yoga participants particularly reported better focus and reduced mental distractions.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1249Overall Psychological Well-Being: The post-test results indicated an overall improvement in psychological well-being in both groups. The combined effect of physical movement and mindful awareness contributed to mental balance and positivity. Conclusions Based on the findings of the study, the following conclusions were drawn: 1. Regular physical activity significantly improves mental health by reducing stress and enhancing mood. 2. Yoga is highly effective in promoting emotional stability, mindfulness, and psychological well-being. 3. Both physical activity and yoga serve as preventive and promotive mental health strategies. 4. Yoga shows a slightly stronger impact on stress reduction and emotional regulation. 5. Integration of physical activity and yoga leads to holistic mental well-being among adolescents. 6. The study confirms that physical activity and yoga are powerful tools for maintaining mental health and should be encouraged as part of daily routine and educational programs. Recommendations Based on the study, the following recommendations are made: 1. Physical activity and yoga should be made compulsory in school curricula. 2. Schools should allocate dedicated time for mental health-promoting activities. 3. Teachers should be trained to guide basic yoga and relaxation practices. 4. Awareness programs should be conducted to reduce stigma related to mental health. 5. Parents should encourage active lifestyles and mindfulness practices at home. 6. Further research may be conducted using larger samples and longer intervention periods.Conclusion This analytical study highlights that mental health and well-being are deeply interconnected with physical activity and yoga. Regular physical exercise improves mood, reduces stress, enhances cognitive functioning, and builds emotional resilience. Yoga, through its holistic approach, promotes mindfulness, emotional regulation, and inner balance. Together, these practices offer a powerful, natural, and accessible means of improving mental health, particularly among adolescents and students. Encouraging physical activity and yoga in daily life and educational settings can contribute significantly to healthier individuals and a more balanced society. References 1. World Health Organization. (2018). Mental health: Strengthening our response. 2. Sharma, R. (2015). Yoga and Mental Health. New Delhi: Academic Publishers.
International Conference & Global Conclave on Physical Education Sports Science & Social Wellness3. Singh, A., & Kaur, J. (2017). Physical activity and psychological well-being. Journal of Health Psychology, 12(3), 45–52.4. Sallis, J. F. (2016). Physical activity and mental health. American Journal of Preventive Medicine, 50(2), 127–135. 5. Iyengar, B. K. S. (2014). Light on Yoga. New Delhi: HarperCollins. 6. Ryff, C. D. (2014). Psychological well-being revisited. Journal of Personality and Social Psychology, 69(4), 719–727.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1251EFFECT OF YOGIC PRACTICES ON PHYSICAL PROBLEMS AND ANXIETY OF MENOPAUSAL WOMEN OF THANE DISTRICT S Sneha O. Maurya, Ph.D. Scholar, B.P.C.A.‘S College of Physical Education, Wadala Dr. Sushama N. Chougule, Research Guide & Assistant Professor, B.P.C.A.‘S College of Physical Education, Wadala ABSTRACT The present study was undertaken to examine the effect of yogic practices on physical problems and anxiety of menopausal women of Thane District. Menopause is a natural biological transition in women, often associated with various physical discomforts and psychological disturbances such as anxiety. An experimental research design was employed for the study. Seventy menopausal women aged between 45 and 60 years were selected from Thane District and purposively divided into two groups, namely the yogic practices training group (n = 35) and the control group (n = 35). The yogic practices group underwent a structured yoga training programme for a period of twelve weeks, whereas the control group did not receive any specific training. Physical problems and anxiety were assessed before and after the training period. The data were analysed using Analysis of Covariance (ANCOVA). The findings of the study revealed that yogic practices significantly reduced physical problems and anxiety among menopausal women of Thane District. Keywords: Yogic Practices, Physical Problems, Anxiety, Menopausal Women, Thane District INTRODUCTION Menopause is a significant physiological stage in a woman‘s life, generally occurring between the ages of 45 and 60 years, marked by the permanent cessation of menstruation due to hormonal changes. This phase is often accompanied by several physical problems such as joint pain, fatigue, sleep disturbances, hot flashes, and general bodily discomfort. In addition to physical issues, menopausal women frequently experience psychological problems such as anxiety, mood swings, and emotional instability, which may adversely affect their quality of life. Yoga is an ancient Indian mind-body discipline that integrates physical postures (asanas), breathing techniques (pranayama), relaxation practices, and meditation. Regular practice of yoga has been found to improve physical health, enhance emotional stability, and reduce anxiety. Hence, the present study attempts to scientifically investigate the effect of yogic practices on physical problems and anxiety of menopausal women of Thane District. OBJECTIVES OF THE STUDY 1. To compare the adjusted mean scores of physical problems of menopausal women of the yogic practices training group and the control group by taking pre-test scores as covariate. 2. To compare the adjusted mean scores of anxiety of menopausal women of the yogic practices training group and the control group by taking pre-test scores as covariate.
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessHYPOTHESES OF THE STUDY H01: There is no significant difference in the adjusted mean scores of physical problems of menopausal women of the yogic practices training group and the control group by taking pre-test scores as covariate. H02: There is no significant difference in the adjusted mean scores of anxiety of menopausal women of the yogic practices training group and the control group by taking pre-test scores as covariate. METHODOLOGY Design of the study The present study adopted an experimental pre-test and post-test control group design. A total of seventy menopausal women aged between 45 and 60 years were selected from Thane District. The subjects were purposively divided into two groups, namely yogic practices training group (n = 35) and control group (n = 35). The yogic practices training group was given a structured yoga training programme for a period of twelve weeks, five days per week, while the control group continued their routine daily activities without any yogic intervention. SELECTION OF VARIABLES Dependent Variables: • Physical Problems • Anxiety Independent Variable:• Yogic Practices Training Programme TOOLS USED Physical Problems were assessed using a standardized menopausal physical problems questionnaire. Anxiety was assessed using a standardized anxiety scale. STATISTICAL PROCEDURE USED Comparison of groups was done with the help of One Way Analysis test of Covariance ANCOVA.RESULTS AND DISCUSSION Group wise comparision of Yogic Practices Training programme on Physical Problems and Anxiety are: There was a significant difference between the adjusted mean scores of Physical Problems of the Yogic Practices Training Group and the Control Group by taking Pre-Physical Problems as a covariate (Fy.x = 80.99, df = 1/67, p < 0.01). Therefore, the adjusted mean score of physical problems of the Yogic Practices Training Group (11.20) was significantly lower than that of the Control Group (12.86). Thus, the overall performance scores of physical problems of menopausal syndrome women of the Yogic Practices Training Group and the Control Group were not equal, indicating that yogic practices training was effective in reducing physical problems.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1253Figure 1.1 Treatment wise Comparison of Adjustment Mean Scores of Physical Problem There was a significant difference between the adjusted mean scores of Anxiety of the Yogic Practices Training Group and the Control Group by taking Pre-Anxiety as a covariate (Fy.x = 52.22, df = 1/67, p < 0.01). Therefore, the adjusted mean score of anxiety of the Yogic Practices Training Group (6.90) was significantly lower than that of the Control Group (7.92). Thus, the overall performance scores of anxiety of menopausal syndrome women of the Yogic Practices Training Group and the Control Group were not equal, indicating that yogic practices training was effective in reducing anxiety when pre-anxiety was taken as a covariate. Figure 1.2 Treatment wise Comparison of Adjustment Mean Scores of Anxiety CONCLUSION It may be concluded from the findings of the study that yogic practices have a significant positive effect on reducing physical problems and anxiety among menopausal women. REFERENCES 1. Cramer, H., et al. (2018). Yoga for menopausal symptoms: A systematic review and meta-analysis. Maturitas. 2. Joshi, S., et al. (2011). Effect of yoga on menopausal symptoms. Menopause International. Wang, H., et al. (2024). Effectiveness of yoga on menopausal symptoms. International Journal of Nursing Studies. 10111213Experimental ControlMean 11.2 12.86ScoresAxis TitleAdjusted Mean Scores of Physical Problems678Experimental ControlMean 6.9 7.92ScoresAxis TitleAdjusted Mean Scores of Anxiety
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessIMPACT OF INTERVAL TRAINING UNDER DIFFERENT TRAINING CONDITIONS ON ENDURANCE AND VO2 MAX OF LONG-DISTANCE ATHLETES T. VIJAYA SAGAR Ph.D.scholar, Annamalai University, Dr. A.Siddhartha Lecturer, GCPE Hyd. Dr. Md.Imran SA Phy.Edu, ZPHS Vankamamidi, Telangana. ABSTRACT OBJECTIVE The purpose of the present study was to examine the impact of interval training performed under different training conditions—namely conventional interval training and hillbased interval training—on selected physical and physiological variables of long-distance athletes. The study also aimed to determine whether significant differences exist among interval training, hill training, and control groups with respect to speed, endurance, leg strength, resting heart rate, and VO2 max. METHODOLOGY One hundred and fifty male long-distance runners aged between 18 and 25 years were randomly selected from various athletic training centers and colleges in Telangana State. The subjects were randomly assigned into three groups of fifty each: Interval Training Group (ITG), Hill Training Group (HTG), and Control Group (CG). The experimental groups underwent their respective training programmes for 12 weeks, three days per week, while the control group continued with their routine activities. Endurance and VO₂ max were assessed using standard procedures. The data were analyzed using ANCOVA, and Scheffe‘s post-hoc test was employed to identify specific group differences at the 0.05 level. RESULTS The results indicated significant improvements in Endurance and VO₂ max variables among both experimental groups compared to the control group. Both Experimental groups indicating enhanced cardiovascular efficiency. INTRODUCTION Sports serve vital social and cultural functions, the importance of which can hardly be exaggerated. Participation in sports contributes significantly to the all-round development of human personality, providing healthy means of recreation, relaxation, social interaction, and physical fitness. In addition, sports play a crucial role in rehabilitation, disease prevention, and social integration. Performance sports, in particular, have gained global prominence due to their role in developing excellence, discipline, national pride, and international understanding. Long-distance running is one of the oldest and most respected athletic disciplines, rooted in human evolutionary survival mechanisms. In contemporary sport, events such as the 1500 m, 3000 m, 5000 m, and 10,000 m require exceptional endurance, cardiovascular efficiency, muscular strength, and psychological resilience. Performance in long-distance running depends on a complex interaction of physical and physiological variables including speed, endurance, muscular strength, VO2 max, and resting heart rate. Scientific training methods are essential for enhancing these performance-related variables. Interval training and hill training are two widely adopted endurance-training strategies. Interval training improves aerobic capacity and speed endurance through repeated bouts of high-intensity work interspersed with recovery periods, whereas hill training enhances muscular strength, running economy, and anaerobic capacity through resistance-based running against gravity.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1255Despite extensive use of these training methods, comparative evidence regarding their relative effects on physical and physiological variables among long-distance athletes remains limited. Hence, the present study was undertaken to evaluate the impact of interval training under different training conditions on selected performance-related variables of long-distance runners. SIGNIFICANCE OF THE STUDY The findings of the study provide scientific evidence on the effectiveness of interval training and hill training in improving performance-related variables of long-distance athletes. The results are useful for coaches, physical education teachers, sports scientists, and athletes in designing effective endurance training programmes. The study also contributes to the existing body of knowledge in sports training methodology. AIM OF THE STUDY The aim of the study was to determine the impact of interval training under different training conditions on endurance and vo2 max of long-distanceathletes. HYPOTHESIS It was hypothesized that there would be significant differences in endurance and vo2 max variables among long-distance athletes undergoing interval training, hill training, and control conditions. METHODOLOGY EXPERIMENTAL DESIGN The study adopted a true random group design with pre-test and post-test measures. A total of 150 long-distance runners were randomly assigned into three groups of fifty each. Pretests were conducted prior to the commencement of training, and post-tests were administered after the completion of the 12-week training programme. S.no Groups Long Distance Runners Number1 Group – 1 Interval Training 502 Group – 2 Hill Training 50 3 Group – 3 Control 50SELECTION OF SUBJECTS The subjects were selected from degree colleges, sports academies, and university training centers in Telangana State. All participants had a minimum of two years of competitive experience in long-distance running events and volunteered for the study after being informed of its purpose and benefits. SELECTION OF VARIABLES Endurance & VO₂ Max
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessCOLLECTION OF DATA Pre-test and post-test data were collected under standardized conditions using validated testing procedures. Adequate rest intervals and safety precautions were ensured during all testing sessions. Tests UsedParameter Test Used PurposeEndurance Cooper 12-Minute Run/Walk TestTo assess cardiovascular endurance by measuring the total distance covered within 12 minutes.VO₂ Max Queen‟s College Step Test (Queens Step Test)To estimate VO₂ Max through a 3-minute stepping protocol followed by heart rate–based calculation.STATISTICAL TECHNIQUES The collected data were analyzed using: Descriptive statistics (Mean and Standard Deviation) Analysis of Covariance (ANCOVA) Scheffé‘s Post-Hoc Test The level of significance was fixed at 0.05. RESULTS Table-1 Statistical Data for Various Training Groups Variable Group Pre-Test Mean ± SDPost-Test Mean ± SDAdjusted PostTest Meanp-Value (ANCOVA)Endurance Control 42.1 ± 2.4 43.0 ± 2.1 42.9 > 0.05Hill Training42.4 ± 2.6 49.2 ± 2.8 48.7 < 0.01*Interval Training42.3 ± 2.5 47.5 ± 2.9 47.1 < 0.01*VO₂ Max (ml/kg/min)Control 38.5 ± 2.3 39.1 ± 2.2 39.0 > 0.05Hill Training38.7 ± 2.4 45.8 ± 2.6 45.5 < 0.01*Interval Training38.6 ± 2.3 48.3 ± 2.7 47.9 < 0.01**Significant at α = 0.05. Statistical Interpretation No significant difference in pre-test values confirms equal baseline (homogeneity confirmed). Post-test and adjusted means show significant improvement in both training groups. Interval training > Hill training > Control for VO₂ Max improvements. Hill training shows the highest cardiovascular endurance gains due to sustained elevated cardiac output.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1257ANCOVA - Table - 2Analysis of Covariance (ANCOVA) for Endurance and VO₂ Max Across Training GroupsVariable Source SS df MS F pEndurance Between Groups 142.36 2 71.18 9.84 < .01Error (Within) 260.42 36 7.23Total 402.78 38VO₂ Max Between Groups 188.54 2 94.27 11.62 < .01Error (Within) 292.26 36 8.12Total 480.80 381. Graphical Representation of VO2 max 2. Graphical Representation of Endurance DISCUSSION ANCOVA confirmed no significant pre-test differences among groups, indicating homogeneity and validating the experimental design. Post-test and adjusted post-test scores showed significant group differences for endurance, F(2, 36) = 9.84, p< .01, and VO₂ Max, F(2, 36) = 11.62, p< .01. Interval and hill training groups demonstrated greater improvements than the control group. Interval training produced the highest VO₂ Max gains, reflecting enhanced oxygen utilization, stroke volume, and aerobic efficiency. Hill training yielded the greatest endurance improvement due to sustained elevation-based cardiovascular load. The control group showed minimal improvement, indicating limited natural training effect. These results confirm the effectiveness of structured training interventions. Interval training emerged
International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessas the most effective method for VO₂ Max enhancement, while hill training was superior for endurance development. Overall, both training methods significantly improved cardiovascular performance compared to control.CONCLUSION The study concludes that interval training under different training conditions significantly improves VO₂ Max & Endurance of long-distance athletes. Interval training is more effective in improving VO₂ max. Hill training is superior in enhancing endurance. Both training methods significantly improve cardiovascular efficiency. Control group showed no significant improvement. The findings suggest that a combination of interval and hill training may be ideal for comprehensive performance enhancement in long-distance running. REFERENCES 1. American College of Sports Medicine. (2018). ACSM‘s Guidelines for Exercise Testing and Prescription (10th ed.). Wolters Kluwer. 2. Bompa, T. O., & Buzzichelli, C. (2019). Periodization: Theory and Methodology of Training. Human Kinetics. 3. Bramble, D. M., & Lieberman, D. E. (2004). Endurance running and the evolution of Homo. Nature, 432, 345–352.4. Joyner, M. J., & Coyle, E. F. (2008). Endurance exercise performance. Journal of Physiology, 586(1), 35–44. 5. Laursen, P. B., & Jenkins, D. G. (2002). The scientific basis for high-intensity interval training. Sports Medicine, 32(1), 53–73. 6. Kenney, W. L., Wilmore, J. H., & Costill, D. L. (2020). Physiology of Sport and Exercise (7th ed.). Human Kinetics.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1259EFFECTIVENESS OF YOGA TRAINING PROGRAM ON SELECTED MENTAL HEALTH COMPONENT OF FOOTBALL PLAYERS AGED 13-14 YEARSVimla Tiwari, Physical Education Teacher, (The J.B.Vachha High School, Dadar(E), Mumbai - 14) Dr. R.R. Dhakne, Research Guide, (Assistant Professor in BPCA‘S College of Physical Education, Wadala, Mumbai - 31) ABSTRACT OF THE STUDY Introduction: Football is a highly dynamic and physically demanding team sport that requires not only physical fitness but also strong mental abilities such as focus, decision-making, emotional stability, and resilience. Young football players are often exposed to competitive stress, fear of failure, peer comparison, and expectations from coaches and parents, which may lead to anxiety, irritability, reduced attention, and mental fatigue. Therefore, addressing mental health among adolescent football players is essential for their holistic development and sustained sports participation. Purpose: The purpose of the study was to identify the effect of Yoga training program on School Related Causes of Football players aged 13-14 years. Method: Total 60 Football players age ranging from 13-14 years from B.S.Pasi Football Club were selected for the study. They were divided into two groups Experimental Group(N=30) and Control Group(N=30). Yoga Training was given to the Experimental group for 12 weeks, whereas the Control was not given any training. Selected Mental health parameter i.e. School related causes were measured before and after the Training Program. Data were analyzed by using One Way ANCOVA. Results and Discussion: The results revealed that, there was a significant difference in the adjusted mean scores of School Related causes of Football Players of Experimental group and Control group by taking Pre- School Related causes as Covariate. Keywords: Football, Yoga, School Related causes, Mental health INTRODUCTION Purpose of the study : The study was conducted on Football Players age ranging from 13 to 14 years. The fundamental purpose to improve mental health, which is very importance for players to improve performance. In an effort to lower their risk of injury and improve performance, athletes frequently Yoga. Objective of the Study: For said study, the objectives of the study were as follows;
International Conference & Global Conclave on Physical Education Sports Science & Social Wellness• To compare the adjusted Mean Scores of School Related causes of Football Players aged 13-14 years of Experimental Group and Control Group by taking Pre-School Related causes as Covariate. Hypothesis of the Study: For said study, the hypothesis of the study were as follows; H0 : There is no significant difference in the adjusted Mean Scores of School Related Causes of Football Players aged 13-14 years of Experimental Group and Control Group by taking Pre-School Related Causes as Covariate. Methodology Sixty (n=60) Football players age ranging from 13-14 years were identified as subjects from B.S.Pasi Football Club. The students were further divided into 2 groups i.e. experimental group and control group. Design of the Study The design of the study was Non Equivalent Control Group Design. Phase – I: Pre-test, Phase – II: Training or Treatment, and Phase – III: Post-test. The subjects were divided into two groups, i.e. Group ‗A‘ Experimental group and Group ‗B‘ Control group; each group consisted of 30 subjects. Experimental group had undergone Yoga training program for the period of twelve weeks. Dependent Variable: School Related Causes Criterion measures The following criterion measures included the records of the various test items of Selected Mental Health Component. Variable Test UnitSchool Related CausesMental Health Questionnaire(Dr. Sushma Talesara & Dr. Akhtar Bano)Scores in nos.Independent Variables: The specific Yoga training was considered as independent variable for the present study which includes following aspects: • Utkatasan • Vajrasana • Om Chanting • Vrikshasana • Bhujangasanana • Dhanurasana • Kapalbhati • Pachimotasana • UjjayiStatistics: Comparison of group was done with the help of One Way Analysis of Covariance ANCOVA. Results and Discussion:
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1261The mean achievement in School Related Causesdue to Yoga Training Program, as obtained from ANCOVA test, revealed that – Table 1.1: One Way ANCOVA of Yoga Training Group of School Related Causes Source of Variance Df SSy.x MSSy.x Fy.x Remark MeanTreatment 1 44.59 44.59 12.60 P<0.01Error 57 201.71 3.54Total 59Yoga Training Group 41.48Control Group 39.72From Table 1.1 it can be seen that the adjusted F-value is 12.60 which is significant at 0.01 level with df=1/57 when Pre-School Related Causes was taken as covariate. It shows that adjusted Mean Scores of School Related Causes of Experimental Group and Control Group differ significantly when Pre-School Related Causes was taken as Covariate. Thus, the Null Hypothesis, H0 that there is no significant difference in adjusted mean scores of School Related Causes of Football Players aged 13-14 years of Experimental Group and Control Group by taking Pre-School Related Causes as Covariate is rejected. Further, the adjusted mean score of School Related Causes of Experimental Group is 41.48 which is significantly higher than that of Control Group where the adjusted mean score of School Related Causes is 39.72. It may, therefore, be said that the Yoga Training was found to be effective in improving School Related Causes of Elite Football Players. References 1. Chochalingam, D. (2022). FOOTBALL PLAYERS STRESS LEVEL OUTPUT IN RESPONSE TO ASANAS AND MEDITATION. EPRA International Journal of Research and Development Vol. 7 No. 4 . 2. M.Kamraju. (2023). The Impact of Yoga on Mental Health. Indonesian Journal of Community and Special Needs Education, 141-146. 3. Sat Bir S. Khalsa, L. H.-S. (2012). Evaluation of the Mental Health Benefits of Yoga in a Secondary School: A Preliminary Randomized Controlled Trial. The Journal of Behavioral Health Services & Research volume 39, 80-90.4. Sheikh, D. M. (2019). IMPORTANCE OF YOGA FOR FOOTBALL PLAYERS. ReseaRch DiRections, 4-9.5. Tiffany Field, M. D.-R. (2010). Tai chi/yoga effects on anxiety, heartrate, EEG and math computations. Complementary Therapies in Clinical Practice , 235-238. 6. Tiwari, G. K. (2016). Yoga and Mental Health: An Underexplored Relationship. The International Journal of Indian Psychology Volume 4, Issue 1, 20-31. 7. Vincent Gouttebarge, G. M. (2018).Mental Health in Professional Football Players. Springer, Berlin, Heidelberg.
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessA COMPARITIVE STUDY OF CREATIVE THINKING OF STUDENTS OF BRIHANMUMBAI MUNICIPAL CORPORATION AND INDIAN CERTIFICATE OF SECONDARY EDUCATION SCHOOLS OF MUMBAI CITYBhaskar Kashyap, Scholar, M.P.Ed, Student of BPCA‘s College of Physical Education, Wadala, Mumbai Dr. Rajendra n. Shelke, Research Guide, Assistant Professor in BPCA‘s College of Physical Education, Wadala, Mumbai ABSTRACT This study compares creative thinking abilities between students from Brihanmumbai Municipal Corporation (BMC) and Indian Certificate of Secondary Education (ICSE) secondary schools in Mumbai City, targeting 14-16 years old boys. Researchers employed a survey method with a sample from selected schools of Mumbai City, using a standardized creativity tests to measure fluency, flexibility, originality and total creative thinking ability. The sample size was 160 (80 students of ICSE school and 80 students of BMC school). The study is only delimited to boys only. The results revealed a significant difference in mean total creativity scores with ICSE students outperforming BMC students (t=3.85, p<0.01); ICSE students showed higher total creativity score. This findings highlight curriculum variances influencing creative competencies, recommending teacher training to reduce stress and enhance creative thinking across schools in Mumbai City. INTRODUCTION Creative thinking for students is the ability to think in new and original ways to solve problems, understand things, and express themselves. It‘s about going beyond just memorizing facts and coming up with your own unique ideas and solutions. Creative thinking, at its core, is the cognitive process of generating novel and valuable ideas, making unexpected connections between seemingly unrelated concepts, and approaching challenges with fresh perspectives. For students, cultivating creative thinking is not just about artistic pursuits; it‘s a fundamental skill that underpins deeper learning, effective problem-solving, and the development of a flexible and adaptable mindset essential for navigating an increasingly complex world. While the significance of creative thinking is increasingly recognized, the Indian education system, traditionally focused on rote learning and standardized testing, faces challenges in fully integrating and nurturing this crucial skill. However, initiatives like the National Education Policy (NEP) 2020 are emphasizing a shift towards critical thinking, creativity and experiential learning. Why it‘s important for students? In order to improve learning and comprehension, creative thinking is essential. It makes learning more meaningful than merely reading from a textbook by assisting students in connecting with subjects on a deeper, more personal level. Additionally, it enables pupils to think creatively and approach problems from various perspectives rather of relying solely on obvious solutions. When kids are allowed to use their imaginations and create things, learning becomes more interesting and inspiring. Beyond the classroom, creative thinking fosters the development of critical life skills. It boosts critical thinking by training students to evaluate information from several perspectives, promotes innovation by igniting fresh concepts and methods, and enhances communication by facilitating original and powerful thought and idea expression. By developing an entrepreneurial mindset that is necessary for launching new businesses and preparing students for a labour market that increasingly rewards 2 innovators and problem-solvers, creative thinking also helps students get ready for the future. It fosters curiosity to investigate and become lifelong learners, builds resilience through experimentation and learning from failure, and offers healthy avenues for self- expression, all of which contribute to overall growth on a
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1263personal level. Simply said, creative thinking enables kids to be thinkers rather than memorization experts, problem solvers rather than followers, innovators rather than copycats, and self-assured, articulate people prepared to take on the world. By fostering this capacity, education empowers individuals to move beyond rote memorization and engage with information in dynamic and meaningful ways, ultimately preparing them to becoming innovative thinkers and contributors to society. OBJECTIVE OF STUDY• To compare the mean scores of Fluency of students of BMC schools and ICSE schools of Mumbai City. • To compare the mean scores of Flexibility of students of BMC schools and ICSE schools of Mumbai City. • To compare the mean scores of Originality of students of BMC schools and ICSE schools of Mumbai City. • To compare the mean scores of Total Creativity of students of BMC schools and ICSE schools of Mumbai City. HYPOTHESIS OF THE STUDYHypothesis to be tested are sought below_ Ho1: There is no significant difference in mean scores of Fluency of students of BMC and ICSE Schools of Mumbai City. Ho2: There is no significant difference in mean scores of Flexibility of students of BMC and ICSE Schools of Mumbai City. Ho3: There is no significant difference in mean scores of Originality of students of BMC and ICSE Schools of Mumbai City. Ho4: There is no significant difference in mean scores of Total Creativity of students of BMC and ICSE Schools of Mumbai City. LIMITATION OF THE STUDYThe following limitations are considered as under_ • There was no control over pre-existing individual differences in creative thinking abilities among the students before the study. • There was no control of the researcher on the mental framework of the respondent. • There was no specific control on the student‘s honesty and accuracy in self- reporting creative experiences. • The data collected might have been influenced by short-term changes in students mood or daily stressors that the study couldn‘t regulate. DELIMITATIONS OF THE STUDYThe following delimitations are considered as under_ • The study was delimited to students of BMC School and ICSE School aged 14- 16 years only. • The study is delimited to boys only. • The study is only delimited to F/N ward of Mumbai City only. METHODOLOGY RESEARCH DESIGN The present study was conducted by adopting comparative study of research.
International Conference & Global Conclave on Physical Education Sports Science & Social Wellness12.412.612.81313.213.413.613.81414.2BMC STUDENTS ICSE STUDENTSMEAN 13.06 14.06SCOREGROUP WISE COMPARISON OF MEAN SCORES OF FLUENCY The researcher was personally went to the selected schools along with his assistance and collect data on creative thinking. SAMPLE SIZEThere are 69 Brihanmumbai Municipality corporation schools that follow the Maharashtra State Board curriculum and 14 schools that follow the Indian Certificate of Secondary Education curriculum in which the researcher taken 80 students from the BMC school and 80 students from ICSE schools as per his convenience. So, the research is under the head of nonprobability sampling as Convenience sampling. VARIABLES AND TOOL USED The following criterion measures included record the reading of various test items of VARIABLE TEST/QUESTIONNAIRE CRITERION MEASURESCreative thinkingManual For Verbal Test of Creative Thinking (T C W) by Baqer Mehdi Professor in Education N.C.E.R.T (Retd.)ScoreSTATISTICAL PROCEDURES USED AND JUSTIFICATION (t-test) The analysis of the data collected by the researcher has been presented in this chapter Comparison Was done between two group by independent ‗t‘ test GROUP WISE COMPARISON OF MEAN SCORES OF FLUENCY The objective was to compare the mean score of Fluency of students of Brihanmumbai Municipal Corporation and Indian Certificate of Secondary Education schools of Mumbai City. The data were analysed with the help of t-Test and results are given in table. TABLE: Group wise Mean, SD, N and t-value of fluency of students of BMC school students and ICSE school. Test Mean Sd df N t-value remarksBMC STUDENTS 13.06 1.95 158 80 3.24* p<0.01ICSE STUDENTS 14.06 1.95 158 80 *Significant at 0.05 Fig: Mean score of Fluency of BMC students and ICSE students
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-12657.27.47.67.888.28.48.68.89BMC STUDENTS ICSE STUDENTSMEAN 7.81 8.81SCOREGROUP WISE COMPARISON OF MEAN SCORES OF FLEXIBILITYGROUP WISE COMPARISON OF MEAN SCORES OF FLEXIBILITY The objective was to compare the mean score of Flexibility of students of Brihanmumbai Municipal Corporation and Indian Certificate of Secondary Education schools of Mumbai City. The data were analysed with the help of t-Test and results are given in Table below. TABLE: Group wise Mean, SD, N and t-value of flexibility of students of BMC school and ICSE school. Test Mean Sd df N t-value remarksBMC STUDENTS7.81 1.44 158 80 4.38* p<0.01ICSE STUDENTS8.81 1.44 158 80 *Significant at 0.05 Fig: Mean score of Flexibility of BMC students and ICSE students GROUP WISE COMPARISON OF MEAN SCORES OF ORIGINALITY The objective was to compare the mean score of Originality of students of Brihanmumbai Municipal Corporation and Indian Certificate of Secondary Education schools of Mumbai City. The data were analysed with the help of t-Test and results are given in Table below. Test Mean Sd df N t-value remarksBMC STUDENTS 6.72 1.74 158 80 3.10* p<0.01ICSE STUDENTS 7.55 1.62 158 80 *Significant at 0.05
International Conference & Global Conclave on Physical Education Sports Science & Social Wellness6.26.46.66.877.27.47.6BMC STUDENTS ICSE STUDENTSMEAN 6.72 7.55SCOREGROUP WISE COMPARISON OF MEAN SCORES OF ORIGINALITY 262728293031BMC STUDENTS ICSE STUDENTSMEAN 27.6 30.42SCOREGROUP WISE COMPARISON OF MEAN SCORES OF TOTAL CREATIVITY Fig: Mean score of originality of BMC students and ICSE students GROUP WISE COMPARISON OF MEAN SCORES OF TOTAL CREATIVITY The objective was to compare the mean score of Originality of students of Brihanmumbai Municipal Corporation and Indian Certificate of Secondary Education schools of Mumbai City. The data were analysed with the help of t-Test and results are given in table below. Test Mean Sd df N t-value remarksBMC STUDENTS 27.60 4.70 158 80 3.85* p<0.01ICSE STUDENTS 30.42 4.57 158 80 *Significant at 0.05 Fig: Mean score of Total Creativity score of BMC students and ICSE students
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1267RESULT In case of total creative thinking measured by score obtained from questionnaire, the mean of the BMC students and ICSE students is 27.60 and 30.42 respectively whereas the differ enceinmean is 2.82 which is in favor of ICSE students. The ‗t‘ value of the same is 3.85 which significant at 0.01 (p<0.01) level. CONCLUSION On the basis of the finding of the present study it can be concluded that in case of Creative thinking ICSE students are superior over BMC students. RECOMMENDATIONS From the results finding and conclusion it recommended as under_ ➢ Future research should include students of various age groups and also female students to determine whether the observed differences in stress levels and creative thinking are consistent across demographics. ➢ Future studies can take other boards of education to gain more comprehensive understanding of variations in the curriculum across Mumbai City. ➢ Future research should be conducted to design and test intervention programs- such as mindfulness training or creative workshops- that aim to reduce stress levels and enhance creative thinking among school students. REFERENCES1. Parikh, C., Maddulety, K., & Meadows, C. J. (2020). Improving creative ability of base of pyramid (BOP) students in India. Thinking Skills and Creativity, 36, 100652. 2. Parveen, S., & Chauhan, P. (2022). A comparative study of creativity among government and private secondary school students. International Journal of Advanced Multidisciplinary Scientific Research, 5(10), 1-7. 3. Prakash, J. (2019). A study of creativity in rural and urban secondary school students. International Journal of Research in Social Sciences, 8(2), 323-330. 55 Sam, R. E., & Kumari, V. S. M. (2019). Creative thinking ability of ninth standard students. Review of Research, 8(4), 1-4. 4. Sangeetha, P., & Dhanalakshmi, K. (2019). Relationship between gender and creative thinking (verbal and figural) among high school students. Journal of Emerging Technologies and Innovative Research, 6(3), 48-51. 5. Sharma, K., Yadav, N., Kumari, A., & Bhatt, S. (2022). A study of creativity of gifted and slow learner students at secondary level. Neuro Quantology, 20(12), 1692-1698.
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessTHEIMPACT IF SMART TRAINING SYSTEMS ON ATHLETIC PERFORMANCE AND INJURY PREVENTION. Dr. Deepali Morey, All India Shri Shivaji Memorial Society‘s Institute of Information Technology., [email protected] ABSTRACT –In recent times, technology has infiltrated the world of sports and exercise training to change the conventional way in which athleticism is developed. The smart training system (STS), which consists of wearable devices, sensors, big data analysis and artificial intelligence techniques for performance monitoring (PM), training load management (TLM) and injury prevention (IP), is widely applied in center or field-based testing. This white paper presents a review of the literature on smart training systems, and their effects in athletic performance gains/ injury prevention. The systematic review approach is used to evaluate the recent literature on the topic. Results suggest that real-time feedback, optimized training efficiency and personal coaching can be achieved with smart training systems in a sports context. Furthermore, these systems have a great potential in minimizing the risk for injury based on early recognition of fatigue, biomechanical constraints and over training schemes. However, issues such as non-standardized curricula, high costs and insufficient long-term studies persist. The implications for sports science are discussed; research gaps are identified and recommendations for future research and practical application made. Keywords: Smart training systems, wearable technology, athletic performance, injury prevention, sports science INTRODUCTION – Training, travel and competition Coaches' experience and perception as well as visual/eye analysis have predominantly characterized athletic training. While these use cases have made athletes successful, they are not necessarily accurate, real-time updated and personalized. With modern digital progressions, smart technologies allow for new ways to revolutionize training and injury treatment. Smart training systems are technology-driven solutions that consist of wearable sensors or motion tracking devices, a software platform and artificial intelligence (AI) to capture and analyze data relating to an athlete‘s physical activity and physiologic response. These systems provide data concerning performance records, comprising essentially velocity, strength, resistance or viscosity (correlated to muscle tone mapping), orthostatism, endurance and biomechanical, as well recovery status. The adoption of IoT-enabled cloud and machine learning and the confluent capabilities of the systems have been significant. With the sports going up gradually in the competitive world, and with the increasing of sport injuries too, it aims needs to a most efficient and accurate science-based training method. Such injuries do more than disrupt athletic excellence: They can make careers shorter and condition health for decades. Smart training systems are being developed to address these concerns by enabling real time monitoring, early injury identification and data-driven training adjustment. Smart training system‘s effect on performance and injury prevention in sport: A review of relevant literature and observation of potential findings with reference to sport science/physical education implications.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1269Review of Related Literature Development of Smart Training Systems: The era of smart training systems began with those early fitness trackers that could monitor your steps and heart rate. These early systems were more design for assessing amount of physical activity and not reporting any specific aspect of performance. Nowadays, smart training systems can gather sophisticated biomechanical-physical records due to the development of sensors and data processing. Wearable devices with accelerometers, gyroscopes, GPS modules and heart rate sensors can record the physical activity load of internal stress. This data is analyzed by software platforms which act as scouts for players, and their coaches. Newer such systems are also adding AI for the prediction of future risk of injury and advised individual training interventions. The incorporation of VR and AR has increased the amount concentration on training by providing artificial environments for skill acquisition and reductive tasks respectively. These are small signs that intelligent training systems are evolving and becoming more integrated into the sport.Current Research on Athletic Performance Enhancement: Investigations about the effect on performance of smart training systems, however, have increased substantially in recent years. A lot has been written about how wearable technology and the relentless filter of performance data is shaping strength, endurance, speed and technique. A number of studies state that real time feedback from smart training systems assists athletes to make movement mistakes, optimize training intensity and efficiency. For instance, wearable motion sensors have demonstrated the ability to improve running economy and sprint performance by detecting biomechanical inefficiencies. Likewise, an athlete can maximize recovery and avoid a decrease in performance due to fatigue with heart rate variability monitoring. Nevertheless, results from other studies have also not been uniform. Comparisons across studies were limited due to variations in study design, sample size, type of sport and performance measures. Overall, despite these caveats, the bulk of evidence indicates that smart training systems can positively affect athletic performance when effectively integrated into training regimes. Smart Training Systems and Injury Prevention: Injury prediction is one of the most hopeful demands for smart training systems. The most common sports injuries are due to over-training, not using proper technique and muscle imbalance and not enough rest. There are a number of injury risk factors which intelligent training solutions seek to mitigate by constantly monitoring workload, movement patterns and physiological stress. Several studies indicate that ―wearable‖ sensors can detect the beginning of fatigue (or other biomechanical asymmetries) and give coaches input to modify training loads before injuries arise. The measurement of parameters including impact forces, joint angles and muscle activation patterns assist in the identification of athletes at risk of injury. Neuromuscular training systems are also commonly employed in rehabilitation houses. These systems aid safe and effective decisions of return to play, by monitoring rehabilitation progress and providing individually tailored exercise programs. Whilst not all studies demonstrate a significant reduction of injuries, most indicate the preventative capacity of smart training technologies.
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessTheoretical Framework: The conceptual underpinning of this work is biomechanics, exercise physiology, training load management and injury prevention science. Biomechanics and Physiology: Intelligent training systems enable detailed collection of biomechanical and physiological data with which to analyse movement efficiency and relate to bodily responses associated with exercise. Knowing these variables will help in technique optimization and minimizing unneeded stress on the muscles and joints. Training Load Management: Training load is the total amount of physical stress that a condition an athlete undergoes as a result of training and competition. Smart training systems can monitor training volume and intensity in real time, for prevention of overtraining and undertraining. Responsible load management is necessary to optimize performance and prevent injury. Injury Prevention and Rehabilitation: Smart training systems are key to observing abnormal motion patterns and excessively high workload, which can help prevent injuries. In rehabilitation these systems help keep progress, and guarantee that exercises are done right to prevent a re-injury. Methodology This paper is a systematic review that reviews research on smart training systems. We searched academic databases including PubMed, Scopus and Google Scholar to find the relevant peer-reviewed studies. Inclusion Criteria: Studies included in this review addressed athletes or physically active people and studied outcomes regarding athletic accomplishment (performance) and the prevention of injuries through the utilization of smart training technologies. Both experimental and observational studies were included. Data Extraction and Synthesis: Primary data collected from each study were research design, sample size, platform utilized, outcome measures and primary results. Findings were synthesized to capture recurrent themes, strengths and limitations. Results An increasing number of studies focused on smart training systems were recognized in the review. The majority of studies found a beneficial impact on strength and power, endurance and movement economy. A few studies also reported less injury and better rehabilitation. However, methodological constraints were prevalent such as small sample sizes, short study periods and absence of standardized assessment methods. These are potential limitations to the generalizability of findings. Findings and Discussion Interpretation of Results Implications for Results Our data suggest that by in sport, the added value brought from smart training systems is an increase in performance, which is mediated by individualbased feedback. This is encouraging with regard to injury-reduction especially considering that they are part of an overall training and medical treatment team.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1271Practical Implications Application in practice Smart training systems offer athletes and coaches a set of means to take datainformed decision based on evidence. Such systems can assist sports medicine personnel in evaluating scores the risk of injury and in healing.But technology should be used to help — not supplant —expertise. Limitations Discussion Despite the significant results obtained, several challenges still remain. High expense, data privacy issues and the requirement for expertise can restrict broad usage. Moreover, the extended outcomes of smart training systems is not yet well established. Future Research Directions More prospective, large and long-term studies are needed to validate the evidence. In contrast and comparison of smart training system with conventional training system must be done to the fullest extent. Future investigations should assess cost effective nature of the training and access in a range of sports venues. Recommendations 1. Evidence-based policies are needed to establish intelligent training systems. 2. Euter Fan, PhD, Discussant Would ETV6 be an Eigen gene? 3. We coach will have to work closely with the sports scientists and medical team. 4. Regular monitoring of the effectiveness of the system would be necessary. Conclusion While such devices can provide one more tool,they are the kind of devices that can give you one more thing to worry about in your training, smart trainers are a different kettle of fish. Utilizing a blend of wearable tech, data analysis and AI, the platforms pack a punch in terms of personal improvement with reduced health risk. While effective, more research was required to overcome potential limitations and improve utility. With continued development and appropriate usage, smart training systems have the potential to revolutionize today‘s sports coaching and athletic education. References 1. Aroganam, G., Manivannan, N., & Harrison, D. (2019). Review on wearable technology sensors used in consumer sport applications. Sensors, 19(1983). 2. Li, R. T., et al. (2016). Wearable performance devices in sports medicine. Journal of Sports Science & Medicine. 3. Seçkin, A. Ç. (2023). Review on wearable technology in sports: Concepts, challenges, and opportunities. Applied Sciences. 4. Kovoor, M., et al. (2024). Sensor-enhanced wearables and automated analytics for sports performance and injury prevention. ScienceDirect. 5. Rebelo, A., Martinho, D. V., Valente-Dos-Santos, J., Coelho-E-Silva, M. J., & Teixeira, D. S. (2023). From data to action: A scoping review of wearable technologies
International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessand biomechanical assessments informing injury prevention strategies in sport. BMC Sports Science, Medicine and Rehabilitation. 6. Olsen, R. J. (2025). The fundamentals and applications of wearable sensors in athletic training and injury prevention. PubMed. 7. Seshadri, D. R., et al. (2021). Wearable technology and analytics as a complementary toolkit in sports performance and injury monitoring. Frontiers in Sports and Active Living. 8. Cui, J., et al. (2023). Data analysis of physical recovery and injury prevention in physical education using wearable devices. Preventive Medicine. 9. Wang, P., Wang, A., & Wang, S. (2026). Integrating multimodal AI technologies for sports injury prediction and rehabilitation: Systematic review. Journal of Human Sport and Exercise. 10. Wearable technology in sports medicine: Innovations, injury prevention, and rehabilitation monitoring (2025). JSports Medicine & Rehabilitation.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1273IMPORTANCE OF PHYSICAL EDUCATION IN SCHOOLS FOR THE PROMOTION OF HEALTH AND FITNESS AMONG SCHOOL CHILDRENS Sr. Prof. Rajesh Kumar, Dean, Faculty of Education Osmania University, Hyderabad, Telangana, India Email:[email protected] D. Vijaya Laxmi, Ph.D Scholar, Dept. of Physical Education, Osmania University L.Krishnam Raju, Ph.D Scholar, Dept. of Physical Education, Osmania University Mohan Sayaboina, Ph.D Scholar, Dept. of Physical Education, Osmania University ABSTRACT Physical Education is critical for holistic child development and for building a robust foundation for sports excellence. In India, the absence of structured physical activity programs within school systems has contributed to delayed athlete development, limited talent identification, and rising sedentary lifestyles among children. The Recommendations include implementing a national physical literacy framework, mandatory daily activity periods, qualified physical educators, and partnerships with kinesiology departments to ensure ageappropriate and scientifically informed sports training. The paper concludes that embedding structured physical education activity into the education system is not only essential for sports development but also for building a healthier, more resilient generation. Keywords: Physical education, athlete development, physical literacy, school sports etc. 1. INTRODUCTION India‘s underperformance in global sports events has often been linked to late-stage athlete development and a weak grassroots sports ecosystem. Despite being one of the world‘s youngest populations, India has yet to systematically utilize its school network to nurture sports talent. The foundational years of a child‘s life, especially between the ages of 5 to 16, are when motor skills, movement confidence, and athletic habits are formed. However, physical education in India is largely neglected, inconsistently implemented, or overly focused on annual events and competitive outcomes rather than continuous skill development. Unlike developed sporting nations, where physical activity is embedded in the school curriculum and is guided by scientific models of child development, Indian schools often view physical activity as optional. As a result, potential athletes either remain unidentified or develop physical habits that are misaligned with long-term athletic progression. Moreover, with rising childhood obesity, sedentary lifestyles, and mental health concerns, physical activity serves a dual purpose in India—it is both a preventive health strategy and a tool for national sports advancement. The purpose of this paper is to explore the critical role of physical activity programs in schools as a means to prepare future sports persons. It analyzes current practices in India, draws comparisons with global and Asian systems, and offers a framework to embed physical literacy and kinesiology principles within school education. 2. LITERATURE REVIEW International research consistently highlights that early and structured engagement in physical activity leads to better athletic outcomes and healthier adult lifestyles. The LongTerm Athlete Development (LTAD) model, first introduced in Canada by Balyi and Hamilton, emphasizes age-appropriate stages of athletic development, beginning from early childhood. It includes stages such as Active Start, FUNdamentals, Learn to Train, and Train to Train, each with specific focus areas like agility, balance, coordination, and sport-specific techniques.
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessCountries like Australia and the UK have adapted LTAD models into their school systems through physical literacy programs. These programs ensure that children learn basic movement skills, gain confidence in physical environments, and are exposed to a variety of sports before specialization. Physical literacy is now globally recognized as a critical developmental phase that must precede competitive sports training. India‘s National Education Policy (NEP) 2020 and initiatives such as Khelo India and Fit India attempt to bring attention to physical education. However, implementation challenges, lack of qualified physical educators, and absence of a unified curriculum reduce the impact of these policies. A study by NCERT (2021) noted that less than 40 percent of government schools in India have full-time PE instructors, and most schools conduct physical education only once or twice a week. In contrast, Japan‘s Ministry of Education mandates daily physical education, and students are trained in both individual and team sports from primary levels. South Korea has institutionalized school sports clubs that are integrated with the academic curriculum. These clubs offer a non-competitive but skill-focused environment where students receive guided instruction in various physical disciplines. China operates a three-tier talent identification model, starting from schools, feeding into district academies, and eventually to national-level sports institutes.These nations show that physical education is not seen as supplementary but as a core academic responsibility. Their success in international sports reflects decades of investment in school-based physical activity rooted in scientific principles, structured pedagogy, and long-term planning. 3. KEY CHALLENGES IN INDIAN SCHOOL-BASED PHYSICAL ACTIVITYDespite policy recognition, the delivery of physical activity in Indian schools remains inconsistent and fragmented. Some of the major challenges include: Lack of a unified national physical literacy curriculum Minimal integration of physical education into academic priorities Shortage of trained and certified physical education instructors Poor infrastructure, especially in rural and low-income urban schools Overemphasis on medals and competition, excluding average performers Limited parental and institutional awareness of the role of movement in child development These challenges result in delayed talent identification, improper motor development, and poor physical fitness among school-aged children. Many students encounter structured sports training only at college or academy levels, missing the critical developmental window of 6 to 14 years, where foundational athletic qualities are best developed. Furthermore, there is almost no involvement of kinesiology professionals in school-level curriculum planning or teacher training. Without an understanding of biomechanics, growth spurts, injury prevention, and age-related capabilities, PE teachers may unknowingly enforce training methods that are inappropriate or even harmful to children. 4. RECOMMENDATIONS FOR A SCHOOL-CENTERED ATHLETE DEVELOPMENT STRATEGY To transform India‘s school ecosystem into a feeder system for national sports, the following reforms are recommended:
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-12751. National Physical Literacy Curriculum: Develop and enforce a physical literacy-based curriculum that focuses on movement education, motor skill acquisition, and fitness tracking across age groups. 2. Daily Physical Activity Periods: Mandate a minimum of 45 minutes of structured physical activity every school day, with age-specific goals. 3. Qualified Physical Education Faculty: Employ trained professionals with kinesiology backgrounds or provide upskilling programs to existing PE teachers through certified sports science institutes. 4. Integration with Sports Federations: Create formal pipelines between schools and state or national sports federations for talent scouting, mentorship, and training. 5. Infrastructure and Resource Allocation: Invest in multi-sport playgrounds, basic equipment, and mobile coaching labs to support rural and resource-constrained schools. 6. Regular Assessment and Monitoring: Introduce fitness profiling and skill tests to track students' physical progress over time, allowing early intervention and encouragement. 7. Awareness and Parental Engagement: Conduct workshops and orientation sessions for parents to understand the long-term value of physical activity in cognitive, emotional, and career development. 5. CONCLUSION India stands at a crossroads where the youth population is both its greatest asset and its greatest responsibility. By embedding structured physical activity programs in the school curriculum, the nation can simultaneously address public health challenges and build a robust sports ecosystem. Lessons from successful Asian countries demonstrate that long-term success in sports does not begin in elite academies but in the everyday school environment.The path forward requires systemic reform, scientific integration, and a cultural shift in how physical activity is perceived. When guided by the principles of kinesiology and delivered through a national physical literacy framework, school programs can lay the foundation for India‘s emergence as a global sporting power. It is not a matter of potential, but of planning, policy, and perseverance.Evidence suggests that increasing physical activity and physical fitness may improve academic performance and that time in the school day dedicated to recess, physical education class, and physical activity in the classroom may also facilitate fitness, health and academic performance. REFERENCES 1. Balyi, I., & Hamilton, A. (2004). Long-Term Athlete Development. Canadian Sport for Life. 2. Whitehead, M. (2010). Physical Literacy: Throughout the Lifecourse. Routledge. 3. Ministry of Youth Affairs and Sports. (2022). Khelo India Guidelines. 4. NCERT. (2021). Physical Education and Health Curriculum. 5. Lee, S. H. (2018). Integrating Physical Education in Korean Schools. Asian Journal of Kinesiology. 6. Zhou, W. (2019). Physical Education in China: Policy and Practice. International Review of Sport Studies.
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessA COMPARATIVE STUDY OF STUDY HABITS AND SCHOOL WELLBEING OF SECONDARY ANDHIGHER SECONDARY SCHOOL STUDENTS OF MUMBAI SUBURBAN DISTRICT Dr. Kishore J. Maru, Associate Professor, BPCA's College of Physical Education and sports, Wadala, Mumbai 400031. Dr. Jitendra Limbkar, Senior Physical Education Teacher, Chembur Naka, MCGM, MPS School, Mumbai. ABSTRACTThe present study aimed to compare study habits and school wellbeing of secondary and higher secondary school students of the Mumbai Suburban District. A comparative survey design under descriptive research was adopted. The sample comprised 200 male students, including 100 secondary school students (Classes IX–X) and 100 higher secondary school students (Classes XI–XII), selected from Swami Vivekanand Vidyalaya and Kanishta Maha Vidyalaya, Kurla. Study habits were assessed using the Adolescent Habit Scale (Vijaya Lakshmi & Shruti Narain), and school wellbeing was measured using the General Wellbeing Scale (Ashok K. Kalia & Anita Deswal). The results revealed no significant difference in study habits between secondary (M = 37.27, SD = 7.67) and higher secondary students (M = 35.85, SD = 8.10), t(198) = 1.27, p > .05. However, a significant difference in school wellbeing was observed, with higher secondary students (M = 43.15, SD = 6.64) demonstrating significantly higher wellbeing than secondary students (M = 40.46, SD = 4.64), t(198) = 3.32, p < .01. The findings indicate that while study habits remain similar across school levels, school wellbeing improves significantly at the higher secondary stage. The study underscores the need for enhanced wellbeing-focused interventions at the secondary school level to support students‘ academic and emotional development. Keywords: Study habits, school wellbeing, secondary school students, higher secondary school students, Mumbai Suburban District INTRODUCTION Education is a crucial factor in comprehensive growth of a student, as it impacts not only the results of the academic performance, but also the psychological and emotional conditions of a student. Study habits and school wellbeing are among the different factors that are deemed to enhance academic performance of students. Study habits are the habitual studies as pertains to the students in terms of learning, time management, concentration, and organization of the study which has a great influence on academic performance (Crede and Kuncel, 2008). Good study practices will allow students to manage the academic level especially at secondary school and high school levels. School wellbeing, in its turn, is a factor that represents the general attitude of the students towards school setting, their sense of safety, belonging, teacher support, and emotional comfort. The positive school wellbeing has been linked to increased academic motivation, mental health, and enhanced involvement in learning activities (Konu and Rimpela, 2002; OECD, 2017). School wellbeing is a vital field in educational research because adolescence is a critical period of development, which is characterized by academic stress, emotional instability, and social adaptation. In urban areas such as Mumbai Suburban District, students are further confronted with other problems like competitive academic settings, urban stresses and high parental expectations. The variation in the curriculum design, academic workload, and psychosocial requirements of the secondary and higher secondary levels can have different effects on the study behaviors and school welfare of students. Nevertheless, few empirical studies have analyzed these variables in a comparative context in the Indian suburban setting.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1277Thus, the current research will contrast study behaviors and wellbeing of the school population of the secondary and higher secondary school students of the Mumbai Suburban District, hoping to find information about developmental and educational variations among school levels. STATEMENT OF THE PROBLEM Problem of the present study is sought that “A Comparative Study of Study Habit and School Wellbeing of Secondary and higher Secondary School Students of Mumbai Suburban District”. OBJECTIVES OF THE STUDY ● To compare the mean scores of Study Habits of Students of Secondary Schools and Higher Secondary Schools. ● To compare the mean scores of School Wellbeing of Students of Secondary Schools and Higher Secondary Schools. HYPOTHESIS OF THE STUDYH01: There is no significance difference in mean scores of Study Habits of Students of Secondary Schools and Higher Secondary Schools. H02: There is no significant difference in mean scores of School Wellbeing of Students of Secondary Schools and Higher Secondary Schools. DELIMITATIONS OF THE STUDY The following delimitations of the study are as under: The study was delimited to secondary (class IX–X) and higher secondary (class XI–XII) levels Male School Students of Mumbai Suburban only. The study was delimited to Adolescent Habit Scale and General Wellbeing as a psychological variable only. DESIGN OF THE STUDY This study is a Comparative Survey in nature under the heading of Descriptive Research. SELECTION OF THE SAMPLE The 200 students selected as sample in total, divided equally into two group i.e. 100 Secondary students (Grades 9 & 10) and 100 Higher Secondary students (Grades 11 & 12) from Swami Vivekanand Vidyalaya & Kanishta Maha Vidyalaya, Kurla. VARIABLES TOOLS TO BE USEDVariables Test UnitsStudy Habit Adolescent Habit Scale by Dr. Vijaya Lakshmi and Dr. Shruti NarainScoreSchool Wellbeing General Wellbeing Scale by Dr. Ashok K. Kalia and Ms. Anita DeswalScorePROCEDURE OF THE STUDY (DATA COLLECTION)The researcher visited the selected school Swami Vivekanand Vidyalaya & Kanishta Maha Vidyalaya, Kurla to assess the Study Habit and School Wellbeing of School Students. When assessment was not feasible within the school premises, the researcher personally approached the Students for data collection.
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessSTATISTICAL PROCEDURE USEDThe data of all the variables was primarily processed for descriptive statistics. Further, by using IBMM SPSS-27 Software the data was analysed by employing Independent Sample t‘ test. The data are presented, analysed and interpreted in the following manner. RESULT ON STUDY HABITS SCHOOL WELLBEING OF SECONDARY AND HIGHER SECONDARY SCHOOLS STUDENTS I. SCHOOL WISE COMPARISON OF MEAN SCORES OF STUDY HABITSThe Objective was to compare mean scores of Study Habits of Students of Secondary Schools and Higher Secondary Schools. There were Students from two types of school, namely, Secondary Schools and Higher Secondary Schools. The data were analysed with the help of t-Test and the results are given in Table 1. Table 1:School-wise M, SD, N, and t-values of Study Habits of Students Types of School M SD N t-value RemarkSecondary Schools 37.27 7.67 100 1.27 p>0.05Higher Secondary School 35.85 8.10 100From Table 1, it is evident that the t-value is 1.27 which is not significant at 0.05. It shows that the mean scores of Study Habits of Teachers of Secondary Schools and Higher Secondary Schools did not differ significantly. Thus, the null hypothesis that there is no significant difference between mean scores of Study Habits of Teachers of Secondary Schools and Higher Secondary Schools is not rejected. It may, therefore, be said that Higher Secondary Schools Students were found to believe same in their Study Habits than their counter part Secondary Schools Students. II. SCHOOL WISE COMPARISON OF MEAN SCORES OF SCHOOLWELLBEINGThe Objective was to compare mean scores of School Wellbeing of Students of Secondary Schools and Higher Secondary Schools. There were Students from two types of school, namely, Secondary Schools and Higher Secondary Schools. The data were analysed with the help of t-Test and the results are given in Table 2. Table 2:School-wise M, SD, N, and t-values of School Wellbeing of StudentsTypes of School M SD N t-value RemarkSecondary Schools 40.46 4.64 100 3.32 P<0.01Higher Secondary School 43.15 6.64 100From Table 2, it is evident that the t-value is 3.32 which is significant at 0.01 level with df= 198. It shows that the mean scores of School Wellbeing of Students of Secondary Schools and Higher Secondary Schools differ significantly. Thus, the null hypothesis that there is no significant difference between mean scores of School Wellbeing of Students of Secondary Schools and Higher Secondary Schools is rejected. Further, the mean score of School Wellbeing of Students of Higher Secondary Schools is 43.15 which is significantly higher than that of Secondary Schools whose mean score of School Wellbeing is 40.46. It may, therefore, be said that Higher Secondary Schools Students were found to believe significantly more in their School Wellbeing than their counter part Secondary Schools Students. The result also has been graphically presented in figure below.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1279Figure: School wise comparison of Mean Scores of Schools Wellbeing of Secondary and Higher Secondary Schools Students FINDINGS OF THE STUDY It has been found that Higher Secondary Schools Students were found to believe same in their Study Habits than their counter part Secondary Schools Students. It has been found that Higher Secondary Schools Students were found to believe significantly more in their School Wellbeing than their counter part Secondary Schools Students. CONCLUSION On the basis of the results obtained in the present study, it can be concluded that school type does not have a significant influence on the study habits of students, whereas it has a significant impact on school wellbeing. The comparison of mean scores revealed that there was no statistically significant difference in the study habits of students studying in Secondary Schools and Higher Secondary Schools. This indicates that students at both levels exhibit similar patterns of study habits, leading to the acceptance of the null hypothesis related to study habits. However, the findings related to school wellbeing demonstrated a statistically significant difference between students of Secondary Schools and Higher Secondary Schools. Higher Secondary School students were found to have significantly higher levels of school wellbeing compared to their counterparts in Secondary Schools, resulting in the rejection of the null hypothesis for this variable. This suggests that students at the higher secondary level experience a more positive perception of their school environment, emotional support, and overall school-related satisfaction. Overall, the study indicates that while academic study habits remain relatively consistent across secondary and higher secondary levels, school wellbeing improves at the higher secondary stage. These findings highlight the importance of strengthening wellbeing-related initiatives at the secondary school level to ensure a smoother academic and emotional transition for students. In conclusion, the results emphasize the need for educational institutions to focus not only on academic practices but also on creating supportive and positive school environments that enhance students‘ overall wellbeing. 394041424344Secondary SchoolsHigher Secondary SchoolSeries1 40.46 43.15Axis TitleSchool wise comparison of Mean Scores of Schools Wellbeing