Volume 1 Final

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessprocesses of the body and partly by the coordinative processes of central nervous system. Though there are different way to keep you healthy, yoga promotes overall health in a balanced way. Yoga helps in recharging the body by promoting self-healing, removing negative energies and enhancing personal powers. It simplifies your mind and thought process. One of the yoga postures which is simple form of daily workout for the mind and body is the Surya Namaskar. Thus, if you haven‘t stretched your body since ages and considering something effective then the surya namaskar is just right for you. In ancient times, worshiping to the sun has been practiced in India for prosperity and this has even been mentioned in the Vedas. Salutation to the Sun in the early morning was added as a daily routine for Hindus. For that time people from all civilizations have offered prayers to the sun, the ultimate source of life and energy. Such practice is named as surya namaskar. Suryanamaskar is a complete meditative technique in itself as it includes various asanas like- Pranamasan, hasta utthanasan, padahastasan, ashwasanchalanasan, ashtanaga namasakar, bhujangasan, and parvatasan. Increasing flexibility through stretching the body parts is one of the basic tenets of physical fitness. Flexibility is the ability of muscle to perform movement with large amplitude (range of motion). It also refers to functional capacity of a joint to move through a normal range of motion. Methods The purpose of this study was to see the effect of 6 week Suryanamaskar on trunk joint mobility of faculties of Shri. Haridasan Mahila Mahavidyalaya, Chichal/Barwha Ta. Lakhandur, Bhandara District of Maharashtra State. To achieve this purpose twenty (n=20) teachers of various departments and faculties were randomly selected from the said college. Subjects were divided into two groups (Experimental group – 10 Teachers & Control group – 10 Teachers). The criterion variable of trunk joint mobility was measured by Goniometer. The scoring unit of goniometer is in degree (max-360 degree). The reading showed by the apparatus at four sides i.e. left, right, forward and backward will be added together to get the final score. Pre-test was taken prior to the Suryanamskar training and post-test was taken after six weeks of Suryanamskar. Suryanamskar were practices every morning i.e. five days (Monday to Friday) per week. First week the session consisted of 5 minutes warm-up 2 times suryanamaskar and 5 minutes cool-down, increased 2 times suryanamaskar every week. After six week training post-test were administered and data were collected. Statistical Procedure Statistical analyses were done on the basis of ‗t‘ test. The level of significance was set at 0.05 TABLE Comparison of Pre & Post-Test Variables Group Test Mean S.D S.E M.D D.F Obt „t‟ Tab „t‟Trunk Joint MobilityControlledPretest 78.4 18.248.513 5.8180.6811.734Posttest 84.2 19.82.115* Experimental Pretest 80.5 17.86 7.612 16.1Post- 96.6 16.14

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-131test *Significant at 0.05 Level The above table shows that on the basis of mean difference there was difference between the means of pre and post-test of control and experimental group of college teachers in reference to trunk joint mobility. To see this difference is significant or not at 0.05 level of significance. Researcher further calculated ‗t‘ test & above table shows that there is significant difference between pre and post-test of experimental group of trunk joint mobility, as the calculated ‗t‘ value 2.115 is greater than tabulated ‗t‘ value 1.734. But there is insignificant found between pre and post-test of control group of trunk joint mobility, as the calculated ‗t‘ value 0.681 is lesser than the tabulated ‗t‘ value 1.734. Graph Conclusion Concluding we can say that experimental group shows significant difference in reference to trunk joint mobility the differences may be attributed that Surya namaskar is basically a sun salutation that leads to healthy body, mind and soul. However, morning time is the best time for Suryanamaskar. Sun rises is the time when sun rays help revitalize the body and refresh the mind. It also increases the ability of muscle to perform movement with large amplitude (range of motion). It also refers to functional capacity of a joint to move through a normal range of motion. Reference1. Hardyal Singh, Science of Sports Training, New Delhi: D.V.S. Publication, 2011. 2. Bal, B.S and Kaur, P.J. (2019). Effect of selected asanas in hatha yoga on agility and flexibility level. Journal of sports and health research.1 (2): p.75-87. 3. Choudhary, R and Krzytof Stec. (2010). The effect of dynamic Suryanamaskar on flexibility of College students. J.A.D. Research. 1(1): p.45-48. 4. Iyengar BKS. Light on Yoga. 2nd ed. New York: Schocken Books, 1976.78.4 84.2 80.596.6020406080100120Pre Test Post Test Pre Test Post TestControl Group Experimental GroupTrunk Joint Mobility

International Conference & Global Conclave on Physical Education Sports Science & Social Wellness5. Dr. Dhananjay Gunde- Yog ani Arogya, Sawdhya Sahitya Sadan, Kolhapur, 1988. 6. Akhilesh Tripathi And A.K. Srivastava, Physical Education (UGC NET/SLET, (New Delhi: Danika Publishing Company, 2012)

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-133POTENTIAL BENEFITS OF NO EQUIPMENT AND CULTURAL BASED PHYSICAL EDUCATION IN RURAL SCHOOLS Aditya Shriwas, Hridip Talukdar, Mayank Shrike, Yash Gangare [email protected], [email protected], Research Scholars-H.V.P.Mandal‘s Degree College of Physical Education, Amravati Abstract Physical Education is an integral part of holistic education, yet its effective implementation in rural schools is often constrained by inadequate infrastructure, limited financial resources, and lack of sports equipment. This article examines the effectiveness of no-equipment Physical Education programs integrated with cultural identity in rural school settings. The study emphasizes the use of body-weight exercises, yoga, locomotor skills, dance, and traditional Indian games such as Kabaddi, Kho-Kho, Langdi, and Lagori, which require minimal resources and are culturally familiar to students. These activities are found to be effective in enhancing key components of physical fitness, including cardiovascular endurance, muscular strength, flexibility, balance, and coordination. In addition to physical benefits, the programs contribute to the development of teamwork, discipline, confidence, social interaction, and positive personality traits among students. The culturally rooted nature of these activities increases student participation and ensures continuity of Physical Education classes despite infrastructural limitations. The study concludes that a no equipment, culturally based Physical Education approach is a cost-effective, inclusive, and sustainable model for improving the physical, mental, and social well-being of students in rural schools. Keywords:- Rural Schools, No-Equipment Physical Education, Traditional Indian Games.Introduction Physical Education (PE) is essential for every student. It helps them stay healthy, learn teamwork, and build confidence. However, there is a big gap between city schools and village schools. While city schools often have gyms, playgrounds, and expensive sports equipment‘s (like cricket kits and gym equipment‘s), rural schools often struggle with a lack of funds, lack of management and lack of enthusiasm. This lack of resources creates a major problem. In rural schools try to copy the modern sports model used in cities, they often fail because they don't have the necessary equipment. As a result, students miss out on quality exercise, or PE classes get cancelled entirely. Furthermore, focusing only on modern sports can make rural students feel left out because they are lacking of resources, these sports might not be part of their daily life or culture. A practical solution to this problem is using a \"No-Equipment\" approach combined with Cultural Identity. We can introduce no equipment‘s activities like Kabaddi, Kho-Kho, Langdi, yoga, Calisthenics, Aerobics dance, locomotor drills and lagori. These games are perfect for schools with low budgets because they require zero-equipment and identity using readily available resources (like open spaces, bodyweight). No-equipment physical culture & PE programs in rural schools are highly effective for building health, teamwork, discipline, and personality despite infrastructure gaps, boosting physical/mental/social health, improving academics, & fostering community connection. We need to create more authentic and creative style for coaching and teaching the students of rural schools without any equipment‘s. These programs use simple games, bodyweight exercises

International Conference & Global Conclave on Physical Education Sports Science & Social Wellness(Free hand exercises), &culturally relevant activitiesto promote fitness, social skills, & a positive body/health personality, turning limitations into strengths. By bringing no equipment activities into the school curriculum:1. Shift to \"Body Management\" & Calisthenics: -If you lack external weights or props, the human body becomes the primary tool. This is often more beneficial for students as it builds fundamental motor skills.  Calisthenics: Focus on push-ups, squats, lunges, and planks. These require zero equipment and build functional strength.  Locomotor Skills: Design units around running, hopping, and jumping. Use lines painted on a court or field to create agility ladders.  Yoga and Stretching: Focus on flexibility and balance. This requires only a flat surface (grass or a clean floor).  Dance & Aerobics: Rhythm and coordination can be taught with just music (or clapping/counting if no speaker is available). 2. Traditional Games: -  Kabaddi: kabaddi is a traditional contact team sport originating from the Indian subcontinent. It is played between two teams of seven players each. The game involves a \"raider\" who enters the opposing team's half to tag defenders and return to their side without being tackled, all while chanting \"kabaddi\" to show they are not taking a breath. Kabaddi requires strength, agility, and strategy and is played on a rectangular court without the need for any specialized equipment.  Kho-Kho Kho-Kho is one of the oldest traditional Indian sports, emphasizing teamwork, speed, and agility. It is a tag game played on a rectangular field with two teams of 12 players each, where nine players take the field at a time. Players chase and try to tag opponents while avoiding being caught themselves. Kho-Kho is played without any equipment except for two poles at either end of the court and can be played on various surfaces.  Langdi: Langdi is a traditional Indian field sport similar to hopscotch and tag. Players hop on one foot while trying to tag opponents within a set time. It is believed to have ancient origins and is popular especially in Maharashtra. Langdi helps develop physical skills such as balance, agility, and coordination and requires no equipment, making it accessible and easy to play in schools and communities.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-135 Lagori (Seven Stones): Lagori, also known as Seven Stones, Pittu, or Satoliya, is a traditional Indian outdoor game that combines physical fitness, strategy, teamwork, and quick reflexes. It is commonly played by children and young people in open playgrounds and school grounds and holds cultural as well as recreational importance in India.3. Connect with Students: - Students are likely to participate more when playing games, they know and enjoy from their own culture, rather than feeling forced to play foreign sports they might not understand Physical Health Benefits of students in rural school without using any equipmentNo-equipment activities such as running, jumping, body-weight exercises, and traditional games significantly contribute to students‘ physical health. These activities improve Cardiovascular endurance, Muscular strength and flexibility,Balance and coordination  Cardiovascular endurance: Cardiovascular endurance refers to the ability of the heart, lungs, and circulatory system to supply oxygen efficiently to the working muscles during prolonged physical activity. For students in rural schools, developing cardiovascular endurance is essential for maintaining a good health, improving physical fitness, and supporting overall growth. Even without sports equipment, rural schools can effectively enhance students‘ cardiovascular endurance through simple and natural physical activities. Common activities include:  Running and jogging on open fields or village paths  Skipping movements without rope  Jumping, hopping, and bounding exercises  Brisk walking over longer distances  Traditional games such as Kho-Kho, Kabaddi, Lagori, and tag games  Rhythmic exercises and free play  Muscular strength and flexibility: Muscular strength and flexibility are key components of physical fitness and overall health in children. These attributes can be developed through body-weight exercises and movement activities that don’t require special equipment making them highly relevant for resource limited rural schools, where lack of facilities often limits structured exercise programs. Why focus on rural schools? Rural settings often have limited or no access to gym equipment, trained coaches, or formal sports infrastructure.  Body-weight exercises (like push-ups, squats, stretches, yoga) are cost-effective and inclusive tools for strength and flexibility improvement.  Research suggests environmental and lifestyle differences influence physical fitness patterns in children.

International Conference & Global Conclave on Physical Education Sports Science & Social Wellness Balance and coordination: Balance and coordination are fundamental components of motor competence and overall physical fitness in children. These skills underpin everyday movement and participation in sports and are linked to physical as well as cognitive development. Developing these skills through equipment free physical activities is especially relevant in rural school settings where access to sports facilities is limited. Studies show that children in rural areas may have less exposure to structured balance and coordination activities, potentially affecting their motor skill development. Common activities include for balance and coordination: - (Vrikshasana)A traditional yoga posture that enhances balance, focus, and postural control  Single leg standing (T-Balance) Students stand on one leg for a fixed time (10–30 seconds) to improve static balance  Clapping and Foot Movement Patterns Performing hand claps combined with foot movements (e.g., clap–step–clap) to develop handfoot coordination.  Running and Sudden Direction Change Children run and change direction on command, improving neuromuscular coordination. Conclusion: Physical Education in rural schools should be seen not as a limitation due to lack of modern infrastructure, but as an opportunity to promote simple, effective, and culturally relevant physical activities. The adoption of no-equipment physical education programs based on traditional games, body-weight exercises, and locally familiar activities can successfully link the gap between urban and rural schools. Activities such as calisthenics, yoga, locomotor skills, dance, and indigenous games like Kabaddi, Kho-Kho, Langdi, and Lagori help in developing cardiovascular endurance, muscular strength, flexibility, balance, and coordination. In addition to physical fitness, these activities promote teamwork, discipline, confidence, and social interaction, contributing to overall personality development. Being low-cost, inclusive, and easy to organize, no-equipment programs ensure regular participation and continuity of PE classes in resource-poor rural settings. Therefore, a culturally grounded, no-equipment approach to physical education is a practical, sustainable, and effective model for improving the overall physical, mental, and social well-being of rural school students. Physical Education without reliance on costly equipment, ensuring inclusivity and regular participation. The following outlines show how no-equipment Physical Education programs based on local culture are effective in rural schools-  Lack of sports infrastructure in rural schools should be treated as an opportunity, not a weakness in Physical Education.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-137 No-equipment physical education programs help reduce the gap between urban and rural schools.  Body-weight exercises, yoga, locomotor activities, dance and traditional games are effective without requiring equipment.  These activities improve cardiovascular endurance, muscular strength, flexibility, balance and coordination.  No-equipment programs promote teamwork, discipline, confidence and social interaction among students.  Such activities are economical, inclusive, and easy to conduct in rural school environments.  Regular participation is ensured as PE classes are not dependent on costly equipment.  Traditional and culturally familiar games increase student interest and motivation.  These programs positively affect mental health, academic performance and community bonding.  A no-equipment, culturally based approach to Physical Education is practical, sustainable and highly suitable for rural schools. References: 1. Bucher, C. A., & Korte, M. L. (2002). Management of Physical Education and Sport. McGraw-Hill. 2. National Council of Educational Research and Training (NCERT). (2020). Health and Physical Education Curriculum. New Delhi: NCERT. 3. Ministry of Youth Affairs and Sports. (2016). Khelo India – National Programme for Development of Sports. Government of India. 4. Hardman, K. (2008). Physical education in schools: A global perspective. Kinesiology, 40(1), 5–28. 5. Pangrazi, R. P., & Beighle, A. (2019). Dynamic Physical Education for Elementary School Children. Human Kinetics.

International Conference & Global Conclave on Physical Education Sports Science & Social Wellness6. Singh, A., & Sharma, R. (2015). Role of indigenous games in physical education. International Journal of Physical Education, Sports and Health, 2(1), 34–377. Laurence S. Hill Director Physical Education, Public School, Albany, N.Y.8. Hyeonho Yu, Pamela H. Kulinna, hannon C. Mulhearn 9. Dorothy Drayana, Asst supervisor Health and physical education, St. Louis County rural school. 10. http://www.wikipedia.co.in// 11. http://www.Gemini.co.in// 12. http://www.google.co.in// 13. http://www.chatGPT.co.in//

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-139EFFECT OF PLYOMETRIC TRAINING FOR DEVELOPMENT OF UPPER BODY MUSCLE STRENGTH AMONG VOLLEY BALL PLAYERS OF OSMANIA UNIVERSITY, HYDERABAD Amanaganti Mahesh, Ph.D Scholar, Department of Physical Education Osmania University, Hyderabad, Email:[email protected] Prof. B. Sunil Kumar, Principal, University College of Physical Education Osmania University, Hyderabad Abstract: The Purpose of the study is to determine the effect of Plyometric Training for development of explosive Power among Male Volley Ball Players between the age group of 18 to 25 Years.. The sample for the present study consists of 30 Male Volley Ball Players out of which 15 are experimental group and 15 are controlled group. Plyometric Training exercises such hopping, bounding, Pushups, tuck jumps, hurdle jumps etc. were given to the Experimental Group along with general training of Volley ball and control group has doing general Training of Volley Ball for eight weeks..To assess the Upper Body Muscle Strength Pull-ups Test were used in the Pre Test and Post Test of the Study. This study shows that the Experiment Group of Volley Ball Players increase the Upper Body Muscle Strength compare to the control group. Key words: Upper body muscle strength, Pull ups, volley ball etc. Introduction. Plyometric training significantly boosts upper body power, strength, and explosive force in volleyball players by training the stretch-shortening cycle, enhancing neuromuscular efficiency for faster, stronger movements like spiking and serving, improving sport-specific actions, and aiding injury prevention, though lower body plyometrics are more common, upper body plyometrics (e.g., clap push-ups, medicine ball throws) are crucial for arm power and overall explosive performanceAna Filipa Silva et al (2019) Volleyball is considered a very explosive and fast-paced sport in which plyometric training is widely used. Our purpose was to review the effects of plyometric training on volleyball players' performance. A systematic search was conducted according to the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines using PubMed, SciELO, SPORT Discus, Medline, Scopus, Academic Search Complete, CINAHL and Web Science for articles published no later than December 2018. Any criteria were imposed for the included sample. The search focus was on interventional studies in which athletes underwent a plyometric program. To the 1831 articles found, another five were added, identified through other sources. Duplicated files were removed, titles and abstracts were screened, which left 21 remaining studies for extensive analysis. Results showed that the vertical jump (15 studies) was the major ability studied in plyometric training interventions, followed by strength (four studies), horizontal jump (four studies), flexibility (four studies) and agility/speed (three studies). In addition, it was observed that young (under 18 years old) female athletes were the most studied. The included studies indicated that plyometric training seems to increase vertical jump performance, strength, horizontal jump performance, flexibility and agility/speed in volleyball players. However, more studies are needed to better understand the benefits of plyometric training in volleyball players' performance.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessMethodology: The sample for the present study consists of 30 Male Volley Ball Players out of which 15 are experimental group and 15 are controlled group. Plyometric Training exercises such hopping, bounding, Pushups, tuck jumps, hurdle jumps etc. were given to the Experimental Group along with general training of Volley ball and control group has doing general Training of Volley Ball for eight weeks..To assess the Upper Body Muscle Strength Pull-ups Test were used in the Pre Test and Post Test of the Study Results: Table 1: Showing the Mean values and Independent Samples Test of Pull ups between experimental and control groups of Volley Ball Players Variables Group Pre TestMean ± SDPost TestMean ± SDt P - ValuePull Ups Experimental 9.67 ± 3.055 13.07 ± 4.975 4.67 0.001Control 8.70 ± 2.366 8.87 ± 1.995*Significant at 0.05 level In Table 2 the Mean values of Experimental Group of Volley Ball Players in Pre Test is 9.67 and Control Group Volley Ball Players is 8.70.. Due to Plyometric Training the Experimental Group has increased the mean values in post test is 13.07 and due to general training the Control group has Performance is 8.70 to 8.87 The Results of the Study shows that Experimental Group of Volley Ball Players has increased in the Performance of Pull upsThis study shows that the Experiment Group of Volley Ball Players increase the explosive power and upper body muscle strength compare to the control group. Conclusions: It is concluded that due to Plyometric training there is a improvement of upper body muscle strength among Volley ball Players. Building a strong core is an important aspect of training, with core stability providing the foundation for optimal movement for the body for enhancing the performance in spors and games. Recommendations: This type of Study is useful to the Volley Ball Players, Coaches and Physical Education teachers for enhancing the Performance among volley ball Players. References 1. Ana Filipa Silva, Filipe, Ricardo, Pantalis, Thomas, Beat (2019) The Effect of Plyometric Training in Volleyball Players: A Systematic ReviewInternational Journal of Environmental Research and Public Health (IJERPH) 16(16):2960DOI: 10.3390/-ijerph16162960 2. Prof. Rajesh Kumar and Prof. Erika Zemkova, Appl. Sci. 2022, The Effect of 12 Week Core Strengthening and Weight Training on Muscle Strength, Endurance and Flexibility in School Aged Athletes – P12(24), 12550; https://doi.org/10.3390/app122412550indexed within Scopus, SCIE (Web of Science), Inspec, CAPlus / SciFinder, and other databases. Q2 (Engineering, Multidisciplinary) / CiteScore - Q2 (General Engineering) Impact Factor: 2.838 (2021); 5-Year Impact Factor: 2.921 (2021) ISSN: 2076-3417

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-141EVALUATING AN ADAPTED PHYSICAL EDUCATION PROGRAM: IMPACTS ON MOTOR SKILLS, WELL-BEING, AND INCLUSION FOR CHILDREN WITH DISABILITIES Archana Dhurve, Swami Vivekanand University, Sagar MP, [email protected] Abstract Background: Traditional physical education (PE) often fails to meet the unique needs of differently-abled children, potentially exacerbating motor skill deficits and social exclusion. While Adapted Physical Education (APE) is recommended, there is a need for robust, multidimensional evaluation of integrated programs that target holistic development. Objective: This study aimed to evaluate the impact of a 12-week, structured APE intervention on the motor competence, self-perceived psychosocial well-being, and level of social inclusion among children with diverse abilities in an inclusive school setting. Methods: A mixed-methods quasi-experimental design was employed. A purposive sample of 45 children (aged 8-12 years) with varied disabilities (e.g., Autism Spectrum Disorder, ADHD, mild cerebral palsy, Down syndrome) was divided into an Intervention Group (IG, n=23) receiving the APE program and a Control Group (CG, n=22) continuing standard PE. The APE program featured task modification, assistive technology, and peerbuddy systems. Quantitative data were collected pre- and post-intervention using: (1) the *Test of Gross Motor Development-3 (TGMD-3)* for motor competence, (2) the Self-Perception Profile for Children for psychosocial well-being, and (3) sociometric surveys for social inclusion. Data were analyzed using ANCOVA, controlling for baseline scores. Qualitative data from semi-structured interviews with 15 participants (children) and 8 PE teachers were thematically analyzed to contextualize quantitative findings. Results: Quantitative analysis revealed statistically significant improvements (p < .05) in the IG compared to the CG across all measures. TGMD-3 scores showed a large effect size (η² = 0.42) for locomotor and object control skills. Psychosocial well-being, particularly athletic competence and social acceptance subscales, showed moderate improvement (η² = 0.18). Social inclusion metrics (peer nominations) increased significantly in the IG (p < .01). Qualitative analysis identified three key themes: Increased Confidence and Joy in Movement, Development of Peer Rapport and Mutual Understanding, and The Critical Role of Trained Instructors and Modified Equipment. Conclusion: The findings demonstrate that a well-structured, inclusive APE program can significantly enhance motor skills, improve psychosocial well-being, and foster social inclusion for differently-abled children. This study underscores the necessity of moving beyond mere integration to purposeful adaptation in PE curricula and advocates for mandatory APE training for general PE teachers. Keywords: Adapted Physical Education, Inclusive Education, Motor Development, Psychosocial Well-being, Social Inclusion, Mixed-Methods, Children with Disabilities. Introduction The fundamental right to quality education, inclusive of physical education (PE), is enshrined in international frameworks such as the United Nations Convention on the Rights of Persons with Disabilities (CRPD). For children with diverse abilities—encompassing a range of physical, intellectual, sensory, and developmental disabilities—meaningful participation in physical activity is not merely recreational but a critical avenue for holistic development [1]. Physical education, in its ideal form, serves as a foundational pillar for developing motor

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnesscompetence, fostering psychological resilience, and cultivating essential social skills. However, the reality within mainstream educational settings often starkly contrasts with this ideal. Traditional, one-size-fits-all PE curricula frequently present insurmountable barriers for differently-abled students, leading to experiences of marginalization, repeated failure, and unintended reinforcement of physical and social exclusion [2]. This systemic shortfall creates a cascade of negative outcomes. Motor skill deficits, common among children with disabilities, can be exacerbated by a lack of appropriate instruction and adaptation, hindering fundamental movement patterns essential for lifelong physical activity [3]. Psychosocially, the chronic struggle and potential for peer ridicule in ill-suited PE environments can erode self-esteem, athletic self-concept, and intrinsic motivation [4]. Furthermore, the segregated or passive participation that often occurs can inhibit the natural formation of social bonds, depriving all students—both with and without disabilities—of the benefits of inclusive interaction [5]. Consequently, the standard PE model can inadvertently perpetuate a cycle of disengagement, poor health outcomes, and social isolation for a population already at risk. In response to this challenge, the field of Adapted Physical Education (APE) has emerged as a dedicated discipline. APE is defined as \"a specially designed program of developmental activities, games, sports, and rhythms suited to the interests, capabilities, and limitations of students with disabilities\" [6]. Its core principles involve individualized assessment, task modification, the use of assistive technology, and differentiated instruction. While APE‘s theoretical and legal mandates (e.g., IDEA in the United States) are well-established, empirical research on its holistic efficacy, particularly within fully inclusive mainstream settings, presents gaps. Much of the existing literature tends to focus on singular outcome measures—assessing either motor skills or social attitudes or psychological effects in isolation [7]. This fragmented approach fails to capture the interconnected nature of child development and the potential synergistic benefits of a well-implemented APE program. Therefore, a compelling need exists for robust, multi-dimensional research that evaluates integrated APE interventions through a comprehensive lens. Such research must employ rigorous methodologies to measure not only the direct, quantifiable impacts on physical performance but also the nuanced, qualitative shifts in self-perception and social dynamics [8]. Understanding the interplay between improved motor competence, enhanced psychosocial well-being, and increased social inclusion is vital for designing programs that are truly transformative. Statement of the Problem and Research Aims This study addresses this critical gap by investigating the multi-faceted impact of a structured APE program. The primary aim was to design and implement a 12-week inclusive APE intervention and evaluate its efficacy on three core dimensions: 1. Motor Competence: As measured by standardized gross motor development assessment.2. Psychosocial Well-being: As measured by self-perception profiles related to athletic and social domains. 3. Social Inclusion: As measured by peer network analysis within the classroom environment. Employing a mixed-methods approach, the study sought not only to quantify changes but also to illuminate the lived experiences of the participants, thereby providing a rich, contextualized understanding of the intervention's impact. This research is guided by the hypothesis that a deliberately designed APE program, grounded in principles of inclusion and individualization, will yield statistically significant and educationally meaningful improvements across all three outcome areas compared to standard PE practice

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-143Methodology This study employed a mixed-methods, quasi-experimental design with a pre-test/posttest control group structure, integrating quantitative measures of key outcomes with qualitative insights into participant and teacher experiences. This design was selected to provide both objective measurement of intervention effects and a rich, contextual understanding of the processes and perceptions underlying those effects [10]. Research Design A concurrent triangulation mixed-methods design was implemented. Quantitative and qualitative data were collected in parallel during the pre- and post-intervention phases, analyzed separately, and then integrated during the interpretation phase to validate and elucidate the findings. The quasi-experimental component involved a non-randomized assignment of two intact classrooms to the Intervention Group (IG) and Control Group (CG). Participants and Sampling A purposive sampling technique was used to recruit participants from an inclusive public elementary school. The inclusion criteria were: (1) a diagnosed disability (e.g., Autism Spectrum Disorder, Attention-Deficit/Hyperactivity Disorder, mild cerebral palsy, Down syndrome, specific learning disability with motor coordination issues) as per official school records and an Individualized Education Program (IEP); (2) age 8-12 years; (3) parental consent and child assent; and (4) ability to follow basic verbal instructions. Participants with medical contraindications to moderate physical activity were excluded. The final sample consisted of N = 45 children. The Intervention Group (IG, n=23) comprised one inclusive classroom, and the Control Group (CG, n=22) comprised another demographically similar classroom from the same school. To ensure baseline comparability, groups were matched on key variables: age, gender, and primary disability category. Group demographics are presented in Table 1. Table 1: Participant Demographics and Disability ProfileCharacteristic Intervention Group (n=23)Control Group (n=22) p-valueMean Age (SD) 10.2 years (1.3) 9.9 years (1.4) 0.45Gender (Male/Female) 15 Male and 8 Female14 Male and 8 Female 0.94Primary Disability Category (n)0.82- Autism Spectrum Disorder 7 6- ADHD 6 7- Mild Cerebral Palsy 3 2- Down Syndrome 4 3- Developmental Coordination Disorder 3 4Note: p-values from independent samples t-test (age) and chi-square tests (gender, disability category) indicate no significant differences between groups at baseline.The Adapted Physical Education (APE) Intervention The IG participated in a 12-week, bi-weekly APE program (24 sessions total, 45 minutes each), replacing their standard PE classes. The program was designed by a certified APE specialist and aligned with the Social Ecology Model and Universal Design for Learning (UDL) principles. The CG continued with their standard, non-adapted PE curriculum, following the general education district guidelines.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessThe APE intervention was structured around three core components: 1. Task Modification & Equipment: Activities were adapted using changes in rules, equipment size/weight (e.g., foam balls, lowered baskets), playing area, and movement patterns. Assistive technology (e.g., visual schedules, adaptive grips) was utilized as needed. 2. Instructional Strategies: Explicit, differentiated instruction was provided. Strategies included peer-mediated learning (a structured \"peer-buddy\" system with trained classmates), visual supports, task breakdown, and positive behavioral reinforcement. 3. Inclusive Activity Selection: Units focused on cooperative games, rhythmic activities, and modified team sports (e.g., seated volleyball, unified basketball) designed to maximize participation and success for all. Fig. 1- Research Design Diagram A fidelity checklist was used by an independent observer for 20% of randomly selected sessions to ensure the intervention was delivered as designed (mean fidelity score: 92%). Measures and Data Collection Data were collected at two time points: one week before (T1) and one week after (T2) the 12-week intervention period. A. Quantitative Measures:1. Motor Competence: Assessed using the Test of Gross Motor Development-3 (TGMD3) (Ulrich, 2019). This valid and reliable norm-referenced test evaluates locomotor (e.g., run, hop) and object control (e.g., catch, throw) skills. Each skill is scored based on performance criteria (3-5 per skill). Raw scores for locomotor, object control, and total gross motor quotient (GMQ) were used. 2. Psychosocial Well-being: Measured using the relevant subscales of the SelfPerception Profile for Children (SPPC) (Harter, 2012). The Athletic Competence and Social Acceptance subscales (6 items each) were administered in a structured interview format. Children respond using a structured alternative format

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-145(e.g., \"Some kids do well at sports\" BUT \"Other kids don't do well at sports\"), then indicate whether the chosen statement is \"Really True\" or \"Sort of True\" for them. Subscale scores range from 1 to 4, with higher scores indicating more positive selfperception. 3. Social Inclusion: Operationally defined through peer sociometric surveys. Using class rosters with photos, children were asked to nominate up to three peers they \"most like to play or do activities with\" (positive nominations) and three they \"least like to play with\" (negative nominations). For each child, a social preference score was calculated: *(# positive nominations - # negative nominations) / (N-1)* (Coie et al., 1982).B. Qualitative Data:1. Semi-structured Interviews: Conducted post-intervention with a purposively selected subsample of 15 children from the IG (representing all disability types) and 8 general PE teachers (including those who delivered and did not deliver the intervention). Interview guides focused on experiences, perceived changes, challenges, and the value of the program (e.g., for children: \"Tell me about what it was like to be in these PE classes\"; for teachers: \"What changes, if any, did you observe in the students?\"). 2. Field Notes: The APE specialist and research assistants maintained reflective field notes after each session to document observational insights, participant engagement, and social interactions. Data Analysis Quantitative Analysis: All data were screened for normality and homogeneity of variance. To test for intervention effects, Analysis of Covariance (ANCOVA) was conducted for each primary outcome (TGMD-3 GMQ, SPPC Athletic Competence, SPPC Social Acceptance, Social Preference Score), using the post-test score as the dependent variable and the pre-test score as the covariate. This controls for baseline differences and increases statistical power. Effect sizes were calculated using partial eta squared (η²), interpreted as small (.01), medium (.06), and large (.14) (Cohen, 1988). All analyses were performed using SPSS v.28, with alpha set at .05.Qualitative Analysis: Audio-recorded interviews were transcribed verbatim. Thematic analysis was conducted following Braun and Clarke‘s (2006) six-phase approach using NVivo software. This involved familiarization with data, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the report. Credibility was ensured through member checking with a subset of participants and peer debriefing among the research team. Integration: In the discussion phase, the quantitative results and qualitative themes were juxtaposed in a joint display table to identify points of convergence, complementarity, and explanation, providing a holistic interpretation of the intervention's impact. ResultsThe results are presented in two sections: quantitative findings from the standardized measures and ANCOVA analyses, followed by the key themes derived from the qualitative data. This mixed-methods presentation provides both statistical evidence of change and rich, contextual insight into the participants' experiences. Quantitative Results Preliminary checks confirmed no violations of the assumptions of normality, linearity, and homogeneity of variances for the ANCOVA models. The ANCOVA results, controlling

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessfor pre-test scores, revealed statistically significant differences between the Intervention Group (IG) and Control Group (CG) on all primary outcome measures. Fig. 2- Holistic Impact of APE Program A. Motor Competence The Test of Gross Motor Development-3 (TGMD-3) results showed substantial improvement in the IG. As presented in Table 2, the ANCOVA for the Gross Motor Quotient (GMQ) was highly significant (F(1, 42) = 30.42, *p* < .001), with a large effect size (partial η² = 0.42). Post-hoc analysis of the subscales indicated significant gains in both Locomotor (*p* < .001) and Object Control skills (*p* < .001) for the IG compared to the CG. Table 2: Descriptive Statistics and ANCOVA Results for Primary Outcome MeasuresMeasure / GroupPre-Test Mean (SD)Post-Test Mean (SD)Adjusted Post-Test Mean (SE)*FpvaluePartial η²TGMD-3 GMQ 30.42 < .001 0.42Intervention (n=23) 78.2 (8.1) 88.7 (7.3) 88.5 (1.4)Control (n=22) 79.1 (7.8) 80.3 (8.0) 80.5 (1.4)SPPC: Athletic Competence 7.89 0.007 0.16Intervention (n=23) 2.4 (0.6) 3.0 (0.5) 2.98 (0.09)Control (n=22) 2.5 (0.5) 2.6 (0.6) 2.62 (0.09)SPPC: Social Acceptance 5.24 0.027 0.11Intervention (n=23) 2.6 (0.7) 3.1 (0.6) 3.08 (0.10)Control (n=22) 2.7 (0.6) 2.8 (0.7) 2.82 (0.10)Social Preference Score 10.17 0.003 0.2Intervention (n=23) -0.15 (0.22) 0.18 (0.19) 0.17 (0.04)Control (n=22) -0.12 (0.24)-0.10 (0.25)-0.09 (0.04)

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-147*Note: Adjusted means are estimated marginal means from ANCOVA, controlling for pre-test scores.B. Psychosocial Well-being Analysis of the Self-Perception Profile for Children (SPPC) subscales revealed significant positive shifts in the IG. For the Athletic Competence subscale, the ANCOVA was significant (F(1, 42) = 7.89, *p* = .007) with a moderate effect size (partial η² = 0.16). Similarly, for the Social Acceptance subscale, a significant effect was found (F(1, 42) = 5.24, *p* = .027) with a small-to-moderate effect size (partial η² = 0.11). The control group showed minimal change on both subscales. C. Social Inclusion Analysis of the sociometric data yielded significant results. The ANCOVA on the Social Preference Score was significant (F(1, 42) = 10.17, *p* = .003), with a moderate effect size (partial η² = 0.20). This indicates a meaningful improvement in the social standing of children in the IG within their peer network. A breakdown of the raw nomination data (Table 3) shows that this shift was driven by a significant increase in positive nominations and a decrease in negative nominations for the IG. Table 3: Change in Peer Nomination Metrics (Raw Counts)Metric Group Pre-Test Mean (SD)Post-Test Mean (SD) ChangePositive Nominations ReceivedIntervention 1.52 (1.12) 2.78 (1.05) 1.26Control 1.59 (1.08) 1.64 (1.14) 0.05Negative Nominations ReceivedIntervention 1.96 (1.31) 1.35 (0.98) -0.61Control 1.86 (1.27) 1.91 (1.33) 0.05Qualitative Results Thematic analysis of the child and teacher interviews, supported by field notes, generated three central themes that elucidate the how and why behind the quantitative changes. Theme 1: \"From Sitting Out to Joining In\": Increased Confidence and Joy in Movement, This theme captures the profound shift in participants' affective and behavioral engagement. Children described moving from anxiety and avoidance to anticipation and enjoyment.  Child Quote (Boy, ASD): \"Before, I was scared of the ball. I would sit near the wall. But the soft ball didn’t hurt, and my buddy showed me how. Now I raise my hand to be goalkeeper.\" Teacher Observation (Field Note): \"Mark, who typically refused to participate in any running game, was visibly excited during the obstacle course relay. He high-fived his peer buddy after completing his modified station (walking over low beams).\" This theme directly aligns with the quantitative gains in Athletic Competence and TGMD-3 scores, providing the experiential context for the improved self-perception and motor performance.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessTheme 2: \"We Figured It Out Together\": Development of Peer Rapport and Mutual Understanding, Participants consistently highlighted the social dynamics fostered by the cooperative structure and peer-buddy system. The focus shifted from individual performance to collective problem-solving.  Child Quote (Girl, Developmental Coordination Disorder): \"Me and Leo [peer buddy] made up our own handshake for when we score in basket-sling [adapted basketball]. He helps me with the rules, and I tell him funny stories.\" PE Teacher Quote: \"The most striking change wasn't just in the target students. The entire class dynamic softened. The buddies started eating lunch together. There was less 'us and them' and more 'we'.\" This theme explains the mechanism behind the improved Social Acceptance scores and the shift in Social Preference metrics. The structured collaboration created natural opportunities for positive social connections to form. Theme 3: \"The Right Tools and the Right Words\": The Critical Role of Trained Facilitation and Intentional Adaptation Both children and teachers emphasized that the specific design elements—not just \"being inclusive\" in intent—were crucial. The use of adapted equipment, clear visual instructions, and the teacher's facilitative (rather than directive) role were frequently cited.  Child Quote (Boy, mild Cerebral Palsy): \"The handle on the bat made it so I could swing hard. The teacher didn't just say 'good try,' she said 'shift your foot here next time,' and then it worked!\" APE Specialist Quote: \"Success begets engagement. By guaranteeing an initial level of success through task modification, we built the willingness to try harder challenges. The training for the general PE teachers was key—they learned to see abilities, not just disabilities.\" This theme underscores the methodological fidelity of the intervention and provides a qualitative rationale for its efficacy, highlighting that the specific strategies employed were directly linked to the observed outcomes. Discussion This study provides compelling evidence that a structured, 12-week Adapted Physical Education (APE) program can significantly and holistically benefit children with diverse abilities. The integration of quantitative and qualitative findings offers a robust, multidimensional picture of the intervention‘s impact, moving beyond mere performance metrics to capture the lived experience of inclusion. The quantitative results confirm our primary hypothesis. The large effect on motor competence (TGMD-3 GMQ, η² = 0.42) aligns with previous research on task-specific training (Brian et al., 2019), but this study extends that knowledge by demonstrating that such gains occur within an inclusive, psychosocially-focused setting, not just in isolated therapy. The significant, moderate improvements in self-perceived athletic competence and social acceptance (SPPC) are particularly salient. They suggest that the program did not just teach skills but successfully altered children‘s self-concepts, addressing the cycle of failure and disengagement noted in the literature (Haegele & Sutherland, 2015). The most socially significant finding may be the improvement in peerassessed social inclusion (Social Preference Score, η² = 0.20). This shift from the periphery toward the center of the peer network, corroborated by the increase in positive nominations (Table 3), indicates a meaningful change in the social ecosystem of the classroom. This finding challenges the notion that social inclusion is an intangible outcome, providing a measurable

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-149metric for its evaluation. The qualitative themes powerfully elucidate how these changes occurred. Theme 1 (Increased Confidence and Joy) provides the affective engine for the motor and self-concept gains; children tried harder and persisted because they found joy and safety in the activities. Theme 2 (Development of Peer Rapport) explains the mechanism behind the improved social metrics: the structured peer-buddy system and cooperative tasks created repeated, positive interdependence, fostering genuine relationships as predicted by Contact Theory (Allport, 1954). Finally, Theme 3 (The Critical Role of Trained Facilitation) underscores that these outcomes were not accidental but the direct result of intentional UDLbased design and skilled instruction. The convergence of data across methods—where children‘s descriptions of newfound confidence align with higher athletic competence scores, and stories of friendship align with increased peer nominations—strengthens the validity and depth of our conclusions.Limitations and Future Research This study has limitations. The quasi-experimental design, while pragmatic, limits causal inference. The sample, though carefully characterized, was from a single school, potentially affecting generalizability. Future research should employ randomized controlled trials across multiple sites with longer follow-up periods to assess sustainability. Including the perspectives of parents and peer buddies would provide an even more comprehensive view. Investigating the specific cost-benefit analysis of APE resource allocation (e.g., equipment, specialist training) would also be valuable for policymakers.Conclusion This mixed-methods investigation demonstrates that an APE program grounded in Universal Design for Learning, task modification, and peer-mediated learning is efficacious in simultaneously enhancing motor competence, psychosocial well-being, and social inclusion for children with diverse abilities. The findings argue convincingly that physical education for differently-abled students must transcend mere placement in a general PE class. It requires purposeful adaptation, trained facilitation, and a deliberate focus on cooperative learning. Therefore, we conclude that inclusive physical education is not a setting but a skillfully engineered process. To honor the right to equitable education, educational authorities must prioritize mandatory APE training for general PE teachers and allocate resources for adaptive equipment and collaborative planning time. By doing so, schools can transform PE from a potential site of marginalization into a powerful catalyst for holistic development and genuine community for all students. References 1. Allport, G. W. (1954). The nature of prejudice. Addison-Wesley. 2. Block, M. E. (2016). A teacher's guide to adapted physical education: Including students with disabilities in sports and recreation (4th ed.). Paul H. Brookes Publishing Co. 3. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa 4. Brian, A., Taunton, S., Lieberman, L. J., Haibach-Beach, P., Foley, J., & Santarossa, S. (2019). Psychometric properties of the Test of Gross Motor Development-3 for

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnesschildren with visual impairments. Adapted Physical Activity Quarterly, 36(1), 113–126. https://doi.org/10.1123/apaq.2018-0001 5. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates. 6. Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: A cross-age perspective. Developmental Psychology, 18(4), 557–570. https://doi.org/10.1037/0012-1649.18.4.557 7. Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Sage Publications. 8. Grenier, M. (2021). Universal design for learning in action: Strategies for inclusive physical education. Human Kinetics. 9. Haegele, J. A., & Sutherland, S. (2015). Perspectives of students with disabilities toward physical education: A qualitative inquiry review. Quest, 67(3), 255–273. https://doi.org/10.1080/00336297.2015.1050118 10. Harter, S. (2012). Self-perception profile for children: Manual and questionnaires. University of Denver. 11. King, G., Lawm, M., King, S., Rosenbaum, P., Kertoy, M. K., & Young, N. L. (2013). A conceptual model of the factors affecting the recreation and leisure participation of children with disabilities. Physical & Occupational Therapy in Pediatrics, 23(1), 63–90. https://doi.org/10.1080/006v23n01_05 12. Qi, J., & Ha, A. S. (2012). Inclusion in physical education: A review of literature. International Journal of Disability, Development and Education, 59(3), 257–281. https://doi.org/10.1080/1034912X.2012.697737 13. Ulrich, D. A. (2019). *Test of Gross Motor Development-3 (TGMD-3): Examiner's manual*. Pro-Ed. 14. United Nations. (2006). Convention on the rights of persons with disabilities (CRPD). https://www.un.org/development/desa/disabilities/convention-on-the-rightsof-persons-with-disabilities.html 15. Winnick, J. P., & Porretta, D. L. (Eds.). (2017). Adapted physical education and sport (6th ed.). Human Kinetics.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-151INDIAN TRADITIONAL YOGIC PHILOSOPHY: AN ESSENCE OF GLOBAL WELL-BEING Chetana Dundappa Paygonde, M.A. Yoga, Ph.D. Scholar, B.P.C.A’s College Of Physical Education, Wadala, Mumbai, IndiaDr. Neetu O. Joshi, Associate Professor, B.P.C.A’s College Of Physical Education, Wadala, Mumbai, IndiaAbstract: Yoga is a unique identity of Indian Tradition, Yoga and India are almost synonymous terms. What makes Yoga so holistic is the various techniques involved which brings one closer to its divinity. Mind is the main arena of the Traditional Indian Yogic Philosophy and a royal pathway towards Global Well-being. The present research paper emphasizes the nature of Yogic Philosophy along with certain unique concepts like ‗Vasudhaiv Kutumbakam‘, yama, niyama, pratyahara etc. which contributes a lion‘s share in Global peace and harmony resulting into Global Well-being. Yoga is misunderstood as mere physical activity which limits its infinite benefits. However, this article is a genuine attempt to focus on the true nature of yogic philosophy. It happens that our body and mind are seldom connected as we are often occupied with thoughts of either past or future. But yogic philosophy unites mind with body ensuring five-fold well-being, physical, mental/ emotional, intellectual, social and spiritual. This is not personal opinion of the researcher but a conclusion derived from the ancient Yogic literature like Vedas, Upanishads, Yogic scriptures and many more. The paper explores the vivid dimensions of Yogic Philosophy encompassing various aspects of human welfare and its global perspective as well. There is an authentic and solid base of Indian Knowledge System which beholds its ethical and moral essence timelessly. This knowledge base will never ever fade as it is experiential and not experimental. Keywords: Yogic Philosophy, Global well- Being, Mind, Body, Soul. Introduction: Indian tradition is one of the oldest existing traditions in the entire world. This tradition is inclusive of various aspects pertaining to human life. This tradition is timeless i.e. can‘t be traced on the footprints of eras. Yoga is a unique identity of Indian Tradition, Yoga and India are almost synonymous terms. What makes Yoga so holistic is the various techniques involved which brings one closer to its divinity. Mind is the main arena of the Traditional Indian Yogic Philosophy and a royal pathway towards Global Well-being. The present research paper emphasizes the nature of Yogic Philosophy along with certain unique concepts like ‗Vasudhaiv Kutumbakam‘, yama, niyama, pratyahara etc. which contributes a lion‘s share in Global peace and harmony resulting into Global Well-being. Yoga is misunderstood as mere physical activity which limits its infinite benefits. However, this article is a genuine attempt to focus on the true nature of yogic philosophy. It happens that our body and mind are seldom connected as we are often occupied with thoughts of either past or future. But yogic philosophy unites mind with body ensuring five-fold well-being, physical, mental/ emotional, intellectual, social and spiritual. Yoga holds a very eminent position as far as human life is considered. Humans stand apart from rest of the species on the basis of its intellect, ‗ahara nidra bhaya maithunam cha, samanam etat pashubhir. naranam buddhir hi tsham adhiko visheshsha buddhya vihinaha pashubhir samanha‘. The common aspects among human and animals is food, sleep, fear and sexual lure, however humans stand apart on the basis of his buddhi- real purpose of which is discriminative knowledge (Hitopadesa, Srimad Bhagvad Purana- 1/2/10). Objectives: i) To reveal the true essence of Yoga in human life.

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessii) To reveal essence of Well-being at personal and global level iii) To study the inter relation between yoga and Well-being at individual and global level. iv) To highlight role of Yoga philosophy for achieving global Well-being. Method: Descriptive. Yoga, an overview: We have to understand each concept namely Yoga, Well-being, at individual and global level and their correlation. For understanding Yoga, we have to take a brief review of its philosophy as if we want to understand yoga we have to understand its philosophy first. What yoga is known today is mere its techniques that too at physical level, immensely misunderstood. So, it is a dying need of the present era to wipe out the fake misunderstood concepts of Yoga and to reestablish it into its true Traditional Indian form. Yogic philosophy is an integrated comprehensive philosophy which focusing on union of body, mind and soul. Yoga is derived from ancient Sanskrit root word ‗yuj’ which means union- which unites mind with body at initial level and later individual soul with the universal soul. To go more further yoga treats mind and body as one it is we humans which treat them separately. To achieve this goal there are various yogic techniques and paths. This has to be understood very clearly that yoga is not mere a practice adopted for an hour in a closed room or in open area, but a lifestyle to be adopted and practiced each and every moment with awareness and acceptance. The ageless Indian Tradition is revealed once again under the caption ‗Indian knowledge System‘- IKS. The IKS is acquiring prestigious place wherever human mind is involved. Yoga also is reviving in its original form i.e. Traditional Indian Yoga besides IKS. The IKS along with Yoga has been inculcated in the new National Education Policy 2020, which is implemented right from primary to higher education. There is an authentic and solid base of Indian Knowledge System which beholds its ethical and moral essence timelessly. This knowledge base will never ever fade as it is experiential and not experimental. So, the point is that human life is greatly influenced by Yogic principles right from birth to death (womb to grave) of human life. But the question arises is what is that which has made this possible to happen? Yoga is influencing every human as it is being part of everyone‘s life. But no one is aware of it. The breath we take in and out is related with the ajapa mantra, ‗soham‘ (Dhyanabindopanishada) of which very few are aware. When you breath in the ‗so‘ is chanted and when we breath out, ‘ham‘ is chanted, this happens at subtle level. To realize this mantra, one has to gain control over his senses, mind and body. The real meaning of soham is me and you- atman and brahman are one. Yoga with reference to various Indian literature and philosophies: Bhagvadgeeta explains yoga as perfection in action with selflessness and balance in dualities like sorrow and happiness. As per Maitraynai Upanishada yoga is union of mind, breath, senses and surrendering all conceptions. Patanjala Yoga Darshana very clearly defines yoga as end of modification of thoughts. As per Buddhism yoga is fourfold faith, aspiration, perseverance and means. Pashupata sutra states that yoga is union of Self and Lord. As per Jainism yoga is true knowledge, correct doctrine and correct conduct. Brahmasutra visualizes yoga as a means to perceive reality. Vedic literature states that yoga is nothing but upliftment of consciousness from self to universal. These literature cites Yoga far beyond physical activities. Salient features of yogic philosophy: Yogic philosophy is based on spiritual approach meaning human is spiritual nature and realization of this truth is final aim of yoga. Yoga has holistic approach which helps in harmonization of body, mind and soul. Yoga provides practical guideline to attain idealistic living leading to insight of self-realization. This philosophy has a very strong base to survive despite of time lapse, invasions sustaining even in present day. It emphasizes the Guru-shisya tradition. Integrative which includes physical, emotional, intellectual, social and spiritual facets irrespective of caste, creed and religion.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-153Theory of three gunas- sattva, rajas and tamas representing state of mind. Blames ignorance to be cause of suffering and liberation as the solution. Yogic techniques nurture all five levels of human personality at physical, emotional, intellectual and social level yama, niyama, asana, pranayama and pratyahara and at spiritual level dharana, dhyana and samadhi. Well-being an overview: Another two concepts are becoming popular- mindfulness and well- being. The aspects of awareness and acceptance here deal with mindfulness and well-being. You accept everything without judging and with presence of mind. The yogic techniques are meant for this, not to reduce few kg of weight or inch loss or burn calories. The Indian scholars never aimed at these physical aspects but they aimed at the spiritual/ divine level. To liberate the soul bonded in the karmas and establish it in its true nature- ‗swa swaroop’ (Patanjali). Human being is the basic unit of society and society forms the base for civilizations which further is the stepping stone for the global eras. So, if well-being is to be achieved at global level the base i.e. humans should achieve well-being. What should be done then, or which path/ road map should be followed? Our cherished Indian Knowledge System provides the guidelines and Yoga with the road map. Definitely Yoga constitutes an eminent part of IKS, but there are certain arenas which are common for all other Philosophies. To be broader there are certain Yogic principles from the philosophy that are found in the Vedas, Upanishads, Puranas and other traditional Indian literature. There are vivid opinions and theories on well-being as per the western and eastern philosophers, however we will deal herein with eastern as it is related with traditional Indian philosophies. Before tracing the roots of well-being, we will have to understand the concept of well-being. Well-being can be described in very simple terms as to attain a state where one can remain stable in any situation he faces in life. The situation may be positive or negative it will least affect his physical, mental, intellectual, social and spiritual health. As per the definition of WHO health has various aspects apart from physical, but Traditional Indian Philosophy has mentioned it thousands of years earlier (ayurveda). Well-being at personal and global level: Well-being can be categorized at six dimensions- physical (body status), emotional (self-identity and self- esteem), spiritual (sense of peace and connectedness with universe), social (sense of community and social support) and occupational (job satisfaction). These dimensions can be applicable at personal as well as global level as they are mandatory for each and every individual globally. Relation between Traditional Indian Yogic Philosophy and Global Well-being:Yoga philosophy is multi-faceted the basic need for global Well-being. Yoga philosophy is inclusive of integration of body, mind and soul leading towards well-being. Yoga has become globally accepted, popular and effective owing to the efforts of Swami Vivekananda and many eminent Yogis. Yoga focuses on the connectedness between individual and universe. Yoga is an inward journey encompassing self- enquiry, experience, enlightenment, consciousness, leading of oneness with world moral and ethical values like yamas and niyamas creating humans valuing peace and harmony. Asanas and pranayama help in self-realization. Pratyahara helps in interconnectedness as well as detachment between inner world and external world, similar to tortoise. A tortoise when in danger withdraws its limbs internally and when it‘s safer exerts them. When the situation is unfavorable one becomes introvert and when favorable he becomes extrovert. Dharana leads to one pointed focus for self- realization. Dhyana helps in realization of self beyond body, mind and ego. Samadhi is nothing other than merging of self into universe.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessSo, well-being very much resembles with being free from physical, mental, intellectual, social disorders. Disorders can be briefly stated to be out of order (dis + ease). You need not get rid of sorrow but acquaint the technique of overcoming it. Since there is no end for sorrow (Buddhism), but you can master the technique of overcoming it. This concept goes similar with Maharishi Patanjali‘s definition of Yoga ‗yogascitta vrtti nirodah’ complete cessation of modification of thoughts. When you get rid of all kinds of thoughts you get established in your true nature which is divine. You realize that the world is mere modification of your imagination (Brahman satya jagan mithya). Once you reach this stage you become master of your mind which enables you to control your sense organs, mind, intellect and ego. Once this is achieved you gain well-being. If every individual will achieve this stage, then global well-being will be achieved. As humans are the basic unit of the world. Well-being is stated long back in our ancient literature. Ancient literature are sound proofs our eminent scholars who experienced these states and passed it on forward to next generations. Hence this philosophy is a boon for global well-being as it has been centuries old and effective even today. Yogic philosophy revolves around the realization of one‘s true nature of existence and the techniques to achieve it. It preaches that the same soul is present in each and every individual hence no space for dualism. It strives to unite the external world with the internal world, ‗yatha pindi tatha brahmandi, yatha brahmandi tatha pindi‘ (Siddhasiddhantapaddhti). It preaches to non-discriminate between self and others as entire world is made up of same material and after disintegration going to merge into same material. So, can we say, yoga can be helpful in achieving mindfulness and well-being? In fact, to be more global the main objective behind Yogic philosophy is to achieve human and further global well-being. Vasudhaiv kutumbam- the whole world is one single family from Maha Upanishad (VI-72)–‗ayam nijah paroveti ganana laghuchetsam udaracharitanam tu vasudhiva kutumbhakam‘ (Hitopadesha- 1.3.71). Conclusion: This world is created with a certain purpose by the creator and we are just the medium to achieve that purpose. The Sankhya philosophy elucidates on the creation (prasava) whereas the Yoga philosophy very well how to merge into the creation (pratiprasava). Since both are termed as sister philosophies they stand on same base. If we get acquainted with this philosophy and execute accordingly that will be the true attainment of every soul‘s life i.e liberation from death-birth cycle and union with the creator. To go more further, realize that ‗I am thou- tat twam asi’ is final goal of Yoga. If every soul reaches its destiny, it will definitely lead to Global Well-being. Global well-being is not the responsibility of any organization or institution it is genuine responsibility of every human. In fact, human birth is meant for that to add his/ her share in the well-being of entire universe. We being part of this universe bear certain responsibility apart from individual on to impart our share and give justice to being human. Yoga provides the perfect road map for this. But before that we have to understand the true essence of this philosophy and adopt it in its true nature rather than modifying it according to our needs. We have to modify ourselves as per the philosophy and not try to modify it as its relevance in human life has never changed and will remain so in future also. Yoga is the only source which can help us in attaining global well-being. References: 1. Pandey.P. Study of yoga and meditation for wellbeing in Indian psychology, International Journal of Applied Research 2021; 7(12): 418-422. 2. Thakur.K. Indian Knowledge Traditions: Integrating Body, Mind and Spirit for Holistic Wellness, International Journal of Research and Analytical Reviews (IJRAR).

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-155Bibliography: 1. Bhagvadgeeta (2.48, 50, 6.23) 2. Dhyanabindopanishada 3. Hitopadesha- 1.3.71 4. Maha Upanishad (VI-72) 5. Maitraynai Upanishada 6. Patanjala Yoga Darshana (1.2) 7. Siddhasiddhantapaddhtih 8. Srimad Bhagvad Purana- 1/2/10

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessTRAINING OUTCOMES OF DIFFERENT FORMS OF SPEED TRAINING ON SELECTED SPEED AND POWER PARAMETERS AMONG COLLEGE MEN STUDENTS 1Chintamalla Rajeev Gandhi, *Research Scholar, Department of Physical Education, Annamalai University, Annamalai Nagar, 608002, Email: [email protected],Mobile No: 81219 09790. 2Dr. S. Alagesan, **Associate Professor Department of Physical Education, Annamalai University, Annamalai Nagar, 608002, Email: [email protected], Mobile No: 9442305002, Chidambaram, Tamil Nadu 608002Abstract: The purpose of the present study was to investigate the training outcomes of different forms of speed training on selected speed and power parameters among college men students. In view of the increasing importance of speed and power in competitive sports, scientifically designed training methods are essential for improving athletic performance. To achieve this objective, a total of college men students were selected as subjects and randomly assigned into experimental groups undergoing different forms of speed training and a control group, which did not receive any specialized training. The training programmes were administered for a period of several weeks, with sessions conducted three to five days per week. The selected speed parameters included speed (50 metres run), and speed endurance (150 metres run). The selected power parameters were elastic power (bunny hops test), explosive power in terms of vertical component (vertical jump), and explosive power in terms of horizontal component (standing broad jump). Pre-test and post-test data were collected on all selected variables. The collected data were statistically analyzed using appropriate statistical techniques to determine the significance of differences among the groups. The results of the study revealed that the experimental groups showed significant improvement in selected speed and power parameters when compared to the control group. Among the different forms of speed training, certain training methods were found to be more effective in enhancing specific performance variables. The findings of the study conclude that structured speed training programmes play a vital role in improving speed- and power-related performance components among college men students. The study provides useful implications for coaches, trainers, and physical education professionals in designing effective speed training programmes. Keywords: Speed Training, Speed Performance, Power Parameters, Stride Length, Stride Frequency, Speed Endurance, Explosive Power, College Men Students Introduction Speed and power are fundamental physical fitness components that play a decisive role in determining success in most competitive sports. Modern athletic performance demands the ability to execute movements rapidly while producing maximum force in minimal time. Speed enables athletes to react quickly, change direction efficiently, and cover distances in the shortest possible time, whereas power reflects the integration of strength and speed necessary for explosive movements. In recent years, scientific training methods have replaced traditional training approaches, emphasizing specificity, progression, and systematic overload. Speed training has been recognized as an effective means of improving neuromuscular coordination, stride frequency, muscle elasticity, and explosive strength. Different forms of speed training, such as sprint drills, speed endurance runs, and plyometric-based speed exercises, are commonly employed to enhance athletic performance. Despite the growing importance of speed training in sports conditioning, limited research has been conducted to compare the effects of different forms of speed training on both speed and power parameters among

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-157college-level students. Therefore, the present study was undertaken to investigate the training outcomes of different forms of speed training on selected speed and power parameters among college men students. Objectives The objectives of the present study were: 1. To determine the effect of different forms of speed training on selected speed parameters among college men students. 2. To assess the effect of different forms of speed training on selected power parameters among college men students. 3. To compare the training outcomes of experimental groups with a control group. Methodology Selection of subject The subjects for the present study consisted of college men students selected from affiliated colleges. The subjects were randomly assigned into experimental groups undergoing different forms of speed training and a control group, which did not participate in any specialized training programme. Selection of Variable The selected variables for the study were categorized as follows: Speed Variables Speed – 50 metres run  Speed endurance – 150 metres run Power Variables Elastic power – Bunny hops test  Explosive power (vertical component) – Vertical jump  Explosive power (horizontal component) – Standing broad jump Training Programme The experimental groups underwent different forms of speed training for a period of several weeks. Training sessions were conducted three to five days per week. The training schedule included sprint drills, acceleration runs, speed endurance runs, and plyometric-based speed exercises. The control group followed their routine physical activities without any specialized speed training. Test Administration Standardized testing procedures were used for the administration of all selected tests. Pre-tests were conducted prior to the commencement of the training programme, and post-tests were administered immediately after the completion of the training period. Statistical Analysis The collected data were statistically analyzed using appropriate statistical techniques to determine the significance of differences among the groups. The level of significance was fixed at 0.05. Design of the Study The study adopted a randomized pre-test and post-test control group design. The independent variable was different forms of speed training, while the dependent variables were selected speed and power parameters. Random assignment ensured uniform distribution of subjects across the groups and minimized bias. The control group served as a baseline to compare the effects of the experimental treatments. Results The analysis of data revealed significant improvements in the selected speed and power parameters among the experimental groups when compared to the control group. The experimental groups showed a significant reduction in time taken for the 50 metres run and 150 metres run, indicating improvements in speed and speed endurance. Similarly, significant improvements were observed in power variables such as bunny hops, vertical jump, and standing broad jump among the experimental groups. These improvements indicate enhanced elastic power and explosive strength as a result of the speed

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnesstraining programmes. The control group did not show any significant improvement in any of the selected variables. Discussion The findings of the present study demonstrate that different forms of speed training have a significant impact on the development of speed and power parameters among college men students. The improvements in sprint performance can be attributed to enhanced neuromuscular coordination, increased stride frequency, and better utilization of fast-twitch muscle fibers. The significant gains in power variables suggest that speed training incorporating explosive and plyometric movements improves muscle elasticity and force production. These findings support the principle that speed and power are closely related and can be simultaneously developed through well-structured training programmes. The absence of significant changes in the control group highlights the effectiveness of systematic speed training compared to routine physical activity. The results of the study are in agreement with earlier research that emphasizes the role of speed training in improving athletic performance. Conclusion Based on the results of the study, the following conclusions were drawn: 1. Different forms of speed training significantly improve speed and speed endurance among college men students. 2. Speed training programmes lead to significant enhancement in elastic power and explosive power. 3. Experimental groups demonstrated superior improvements compared to the control group. 4. Structured and scientifically planned speed training programmes are effective in enhancing performance-related physical fitness components. Future Recommendations 1. Similar studies may be conducted on female athletes to compare gender differences. 2. Future research may include additional variables such as agility, reaction time, and anaerobic power. 3. Longer training durations may be adopted to observe long-term training effects. 4. Comparative studies involving sport-specific athletes may provide deeper insights into performance enhancement. References 1. Bompa, T. O., & Buzzichelli, C. (2019). Periodization: Theory and Methodology of Training (6th ed.). Human Kinetics. 2. Brown, L. E., & Ferrigno, V. A. (2015). Training for Speed, Agility, and Quickness (3rd ed.). Human Kinetics. 3. Chu, D. A., & Myer, G. D. (2013). Plyometrics. Human Kinetics. 4. Zatsiorsky, V. M., & Kraemer, W. J. (2006). Science and Practice of Strength Training (2nd ed.). Human Kinetics. 5. Delecluse, C. (1997). Influence of strength training on sprint running performance. Sports Medicine, 24(3), 147–156. 6. Ross, A., & Leveritt, M. (2001). Long-term metabolic and skeletal muscle adaptations to short-sprint training. Sports Medicine, 31(15), 1063–1082.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1597. Mero, A., Komi, P. V., & Gregor, R. J. (1992). Biomechanics of sprint running. Sports Medicine, 13(6), 376–392.8. Markovic, G. (2007). Does plyometric training improve vertical jump height? British Journal of Sports Medicine, 41(6), 349–355. 9. Spurrs, R. W., Murphy, A. J., & Watsford, M. L. (2003). The effect of plyometric training on distance running performance. European Journal of Applied Physiology, 89(1), 1–7.10. Young, W. B., & McLean, B. (1998). Effect of training on running economy, speed, and muscle power. Journal of Strength and Conditioning Research, 12(2), 79–84.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessEFFECT OF PLYOMETRIC TRAINING AND RESISTANCE TRAINING ON THE DEVELOPMENT OF SPEED AMONG SCHOOL SPRINTERS OF NORTHERN TELANGANA Dr. Anitha, Physical Director, Govt. Degree College, Utnoor, Adilabad District, Telangana, Email:[email protected] Abstract: The purpose of the study was to find out theeffect of Plyometric Training and Resistance training on the development of Speed among School Sprinters of Northern Telangana between the age group of 13 to 15 Years.The selected School Male Sprinters N=30 were randomly assigned into 3-groups and each group consist of n=10 member. 10 Sprinters underwent treatment of plyometric training program, 10 Sprinters experimental group-II resistance training group underwent treatment of resistance training program and control group 10 Sprinters participated only their regular routine of Sprint Training for 12 Weeks.To assess the Speed 50 M Run were used in the Pre Test and Post Test of the Study.Accordingly, the results obtained showed that the intervention of Plyometric Training (PT) and Resistance Training (RT) on speed significantly improved among treatment groups. Key Words:Plyometric Training, Resistance Training, Sprinters etc. Introduction: Speed is important physical fitness component in every sport. The athletes should have high level of sprinting qualities during high tensed match competitions. There are several phases in sprinting, for instance the acceleration phase is the most important phase in a race. During this phase, after the sprinter has left the starting blocks, the athlete increases the length of their stride and decreases the amount of strides taken per second. Male sprinters usually have a stride rate of 4.6 strides per second, with female athletes little less with 4.8 strides per second. Elite sprinters reach their highest speed at around the 60-70-meter distance, in a 100-meter race, for men. Professional women sprinters reach their top speeds at around the 50-60-meter distance. Top runners usually cover 20-30 meters at top speed. The 100 m sprint first officially appeared in the Modern Olympics in 1896, in Athens, Greece. In the inaugural race, Thomas Burke, of the United States, claimed victory at 12.00 seconds, and was the lone sprinter who followed a squat starting stance. During the initial decades of the Olympics, the track used in Olympic and World athletic events was predominantly made of crushed cinder, clay, or dirt. In contrast, today‘s tracks are made of synthetic material designed to offer enhanced cushioning and elastic recoil. Phases of Sprinting 100 Meters divided into a few phases as follows: a. Starting Block (set up) b. Starting Block Clearance (0-5 meters) c. Drive Phase/Acceleration (5-15 meters) d. Transition (15-30 meters) e. Maximum Velocity (30-60 meters) f. Speed Maintenance (60-100 meters) Prof. Rajesh Kumar (2020) studied the effect of plyometric and Circuit training on selected physical variables among Sprinters of Hyderabad District in Telangana State.To achieve this purpose, forty five Sprinters in the age group of 16 to 20 years those who have participated in the Hyderabad Open Sprints Athletics Championships at Gachibowli Stadium,

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-161Hyderabad for the year 2019 taken as subjects. The selected forty five subjects were divided into three equal groups of fifteen each as two experimental groups and one control group, in which group – I (n=15) underwent plyometric training for three days per week for Twelve weeks, group – II (n=15) underwent the Circuit Training for three days per week for Twelve weeks and group – III (n=15) acted as control who are not participate any training apart from their regular activities. The selected Physical variables such as abdominal strength, speed and leg explosive power were assessed before and after the training period. Sit Up Test, 50 M Dash and Standing Broad Jump are the Tests were used to conduct the pre test and post for Measuring the Physical Variables such as Abdominal Strength, Speed and explosive power of legs. The results of the study it was found that there was a significant difference of performance due to Plyometric and circuit training when compared with the control groupPurpose of the study: The purpose of the study was to find out theeffect of Plyometric Training and Resistance training on the development of Speed among Male School Sprinters of Northern Telangana between the age group of 13 to 15 Years. Methodology:The selected School Level Male Sprinters N=30 were randomly assigned into 3-groups and each group consist of n=10 member. 10 Sprinters underwent treatment of plyometric training program, 10 Sprinters experimental group-II resistance training group underwent treatment of resistance training program and control group 10 Sprinters participated only their regular routine of Sprint Training for 12 Weeks.To assess the Speed 50 M Run were used in the Pre Test and Post Test of the Study. Results and Discussion: TABLE – 1ANALYSIS OF VARIANCE OF EXPERIMENTAL GROUPS AND CONTROL GROUP ON SPEED OF SCHOOL SPRINTERS (Units in Seconds) Test PT RT CG SV SS df MS ‗F‘ Ratio P-ValuePre TestMean 6.84 6.94 6.92 Between 0.18 2 0.09 1.88 0.16SD 0.18 0.24 0.23 Within 4.16 87 0.05Post TestMean 6.25 6.49 7.12 Between 12.03 2 6.01 386.84* 0.00SD 0.11 0.11 0.15 Within 1.35 87 0.02*Significant (P<0.05). Pre-test: The M ± SD of the Group – 1,2 & 3 pre-test speed scores are 6.84 ± 0.18, 6.94 ± 0.23 and 6.92 ± 0.23 respectively. The 1.88 pretest F value obtained was less than the required table value at0.05 level of significance needed. ―As a result, the pre-test men's importance of Plyometric Training (PT), Resistance Training (RT) and control group of speed prior to the start of the respective treatments were found to be insignificant at 0.05 level of trust for degrees 2 and 87 of freedom, this study therefore confirms that the random allocation of subjects into three groups has been successful‖. Post-test: The M ± SD of the Group - 1, 2 & 3 post-test scores are 6.25 ± 0.11, 6.49 ± 0.11and 7.12 ± 0.15respectively. The 386.84value obtained after test F was greater than the

International Conference & Global Conclave on Physical Education Sports Science & Social Wellness0.00 p-value. For the degrees of freedom 2 and 87, thus, the mean speed after the test showed significant confidence at 0.05. Conclusion:Accordingly, the results obtained showed that the intervention of Plyometric Training (PT) and Resistance Training (RT) on speed significantly improved among treatment groups. Plyometric Training group is better than Resistance Training Group and Control Group. The plyometric training is useful for the development of Speed among Sprinters. Recommendations:Similar research work should be done on similar set of sports to validate the results. Use a variety of training to develop physical strength, focusing on the development of other motivations through all methods that have to do with each quality to be created. The study also helps the physical educationists and coaches understanding the knowledge and performance of the players. References:1. Prof. Rajesh Kumar(2020) Effect of Plyometric and Circuit Training On Selected Physical Variables among Sprinters of Hyderabad District of Telangana State, IOSR Journal of Sports and Physical Education (IOSR-JSPE) e-ISSN: 2347-6737, p-ISSN: 2347-6745, Volume 7, Issue 2, (Mar –Apr 2020), PP 55-57 www.iosrjournals.org 2. Dr. Ch. Ravi Kumar (2021) Effect of plyometric exercises for development of speed among sprinters of Khammam district, International Journal of Physical Education, Sports and Health 2021; 8(4): 288-289

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-163EVALUATING AN ADAPTED PHYSICAL EDUCATION PROGRAM: IMPACTS ON MOTOR SKILLS, WELL-BEING, AND INCLUSION FOR CHILDREN WITH DISABILITIES Dr. Archana B Uikey, Swami Vivekanand University, Sagar MP, [email protected] Abstract Background: Traditional physical education (PE) often fails to meet the unique needs of differently-abled children, potentially exacerbating motor skill deficits and social exclusion. While Adapted Physical Education (APE) is recommended, there is a need for robust, multidimensional evaluation of integrated programs that target holistic development. Objective: This study aimed to evaluate the impact of a 12-week, structured APE intervention on the motor competence, self-perceived psychosocial well-being, and level of social inclusion among children with diverse abilities in an inclusive school setting. Methods: A mixed-methods quasi-experimental design was employed. A purposive sample of 45 children (aged 8-12 years) with varied disabilities (e.g., Autism Spectrum Disorder, ADHD, mild cerebral palsy, Down syndrome) was divided into an Intervention Group (IG, n=23) receiving the APE program and a Control Group (CG, n=22) continuing standard PE. The APE program featured task modification, assistive technology, and peerbuddy systems. Quantitative data were collected pre- and post-intervention using: (1) the *Test of Gross Motor Development-3 (TGMD-3)* for motor competence, (2) the Self-Perception Profile for Children for psychosocial well-being, and (3) sociometric surveys for social inclusion. Data were analyzed using ANCOVA, controlling for baseline scores. Qualitative data from semi-structured interviews with 15 participants (children) and 8 PE teachers were thematically analyzed to contextualize quantitative findings. Results: Quantitative analysis revealed statistically significant improvements (p < .05) in the IG compared to the CG across all measures. TGMD-3 scores showed a large effect size (η² = 0.42) for locomotor and object control skills. Psychosocial well-being, particularly athletic competence and social acceptance subscales, showed moderate improvement (η² = 0.18). Social inclusion metrics (peer nominations) increased significantly in the IG (p < .01). Qualitative analysis identified three key themes: Increased Confidence and Joy in Movement, Development of Peer Rapport and Mutual Understanding, and The Critical Role of Trained Instructors and Modified Equipment. Conclusion: The findings demonstrate that a well-structured, inclusive APE program can significantly enhance motor skills, improve psychosocial well-being, and foster social inclusion for differently-abled children. This study underscores the necessity of moving beyond mere integration to purposeful adaptation in PE curricula and advocates for mandatory APE training for general PE teachers. Keywords: Adapted Physical Education, Inclusive Education, Motor Development, Psychosocial Well-being, Social Inclusion, Mixed-Methods, Children with Disabilities. Introduction The fundamental right to quality education, inclusive of physical education (PE), is enshrined in international frameworks such as the United Nations Convention on the Rights of Persons with Disabilities (CRPD). For children with diverse abilities—encompassing a range of physical, intellectual, sensory, and developmental disabilities—meaningful participation in physical activity is not merely recreational but a critical avenue for holistic development [1].

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessPhysical education, in its ideal form, serves as a foundational pillar for developing motor competence, fostering psychological resilience, and cultivating essential social skills. However, the reality within mainstream educational settings often starkly contrasts with this ideal. Traditional, one-size-fits-all PE curricula frequently present insurmountable barriers for differently-abled students, leading to experiences of marginalization, repeated failure, and unintended reinforcement of physical and social exclusion [2]. This systemic shortfall creates a cascade of negative outcomes. Motor skill deficits, common among children with disabilities, can be exacerbated by a lack of appropriate instruction and adaptation, hindering fundamental movement patterns essential for lifelong physical activity [3]. Psychosocially, the chronic struggle and potential for peer ridicule in ill-suited PE environments can erode self-esteem, athletic self-concept, and intrinsic motivation [4]. Furthermore, the segregated or passive participation that often occurs can inhibit the natural formation of social bonds, depriving all students—both with and without disabilities—of the benefits of inclusive interaction [5]. Consequently, the standard PE model can inadvertently perpetuate a cycle of disengagement, poor health outcomes, and social isolation for a population already at risk. In response to this challenge, the field of Adapted Physical Education (APE) has emerged as a dedicated discipline. APE is defined as \"a specially designed program of developmental activities, games, sports, and rhythms suited to the interests, capabilities, and limitations of students with disabilities\" [6]. Its core principles involve individualized assessment, task modification, the use of assistive technology, and differentiated instruction. While APE‘s theoretical and legal mandates (e.g., IDEA in the United States) are well-established, empirical research on its holistic efficacy, particularly within fully inclusive mainstream settings, presents gaps. Much of the existing literature tends to focus on singular outcome measures—assessing either motor skills or social attitudes or psychological effects in isolation [7]. This fragmented approach fails to capture the interconnected nature of child development and the potential synergistic benefits of a well-implemented APE program. Therefore, a compelling need exists for robust, multi-dimensional research that evaluates integrated APE interventions through a comprehensive lens. Such research must employ rigorous methodologies to measure not only the direct, quantifiable impacts on physical performance but also the nuanced, qualitative shifts in self-perception and social dynamics [8]. Understanding the interplay between improved motor competence, enhanced psychosocial well-being, and increased social inclusion is vital for designing programs that are truly transformative. Statement of the Problem and Research Aims This study addresses this critical gap by investigating the multi-faceted impact of a structured APE program. The primary aim was to design and implement a 12-week inclusive APE intervention and evaluate its efficacy on three core dimensions: 1. Motor Competence: As measured by standardized gross motor development assessment.2. Psychosocial Well-being: As measured by self-perception profiles related to athletic and social domains. 3. Social Inclusion: As measured by peer network analysis within the classroom environment. Employing a mixed-methods approach, the study sought not only to quantify changes but also to illuminate the lived experiences of the participants, thereby providing a rich,

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-165contextualized understanding of the intervention's impact. This research is guided by the hypothesis that a deliberately designed APE program, grounded in principles of inclusion and individualization, will yield statistically significant and educationally meaningful improvements across all three outcome areas compared to standard PE practice Methodology: This study employed a mixed-methods, quasi-experimental design with a pre-test/post-test control group structure, integrating quantitative measures of key outcomes with qualitative insights into participant and teacher experiences. This design was selected to provide both objective measurement of intervention effects and a rich, contextual understanding of the processes and perceptions underlying those effects [10]. Research Design: A concurrent triangulation mixed-methods design was implemented. Quantitative and qualitative data were collected in parallel during the pre- and postintervention phases, analyzed separately, and then integrated during the interpretation phase to validate and elucidate the findings. The quasi-experimental component involved a nonrandomized assignment of two intact classrooms to the Intervention Group (IG) and Control Group (CG). Participants and Sampling: A purposive sampling technique was used to recruit participants from an inclusive public elementary school. The inclusion criteria were: (1) a diagnosed disability (e.g., Autism Spectrum Disorder, Attention-Deficit/Hyperactivity Disorder, mild cerebral palsy, Down syndrome, specific learning disability with motor coordination issues) as per official school records and an Individualized Education Program (IEP); (2) age 8-12 years; (3) parental consent and child assent; and (4) ability to follow basic verbal instructions. Participants with medical contraindications to moderate physical activity were excluded. The final sample consisted of N = 45 children. The Intervention Group (IG, n=23) comprised one inclusive classroom, and the Control Group (CG, n=22) comprised another demographically similar classroom from the same school. To ensure baseline comparability, groups were matched on key variables: age, gender, and primary disability category. Group demographics are presented in Table 1. Table 1: Participant Demographics and Disability ProfileCharacteristic Intervention Group (n=23)Control Group (n=22) p-valueMean Age (SD) 10.2 years (1.3) 9.9 years (1.4) 0.45Gender (Male/Female) 15 Male and 8 Female14 Male and 8 Female 0.94Primary Disability Category (n)0.82- Autism Spectrum Disorder 7 6- ADHD 6 7- Mild Cerebral Palsy 3 2- Down Syndrome 4 3- Developmental Coordination Disorder 3 4Note: p-values from independent samples t-test (age) and chi-square tests (gender, disability category) indicate no significant differences between groups at baseline.The Adapted Physical Education (APE) Intervention: The IG participated in a 12-week, bi-weekly APE program (24 sessions total, 45 minutes each), replacing their standard PE classes. The program was designed by a certified APE specialist and aligned with

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessthe Social Ecology Model and Universal Design for Learning (UDL) principles. The CG continued with their standard, non-adapted PE curriculum, following the general education district guidelines. The APE intervention was structured around three core components: 1. Task Modification & Equipment: Activities were adapted using changes in rules, equipment size/weight (e.g., foam balls, lowered baskets), playing area, and movement patterns. Assistive technology (e.g., visual schedules, adaptive grips) was utilized as needed. 2. Instructional Strategies: Explicit, differentiated instruction was provided. Strategies included peer-mediated learning (a structured \"peer-buddy\" system with trained classmates), visual supports, task breakdown, and positive behavioral reinforcement. 3. Inclusive Activity Selection: Units focused on cooperative games, rhythmic activities, and modified team sports (e.g., seated volleyball, unified basketball) designed to maximize participation and success for all. A fidelity checklist was used by an independent observer for 20% of randomly selected sessions to ensure the intervention was delivered as designed (mean fidelity score: 92%). Fig. 1- Research Design Diagram Measures and Data Collection: Data were collected at two time points: one week before (T1) and one week after (T2) the 12-week intervention period. A. Quantitative Measures:

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1671. Motor Competence: Assessed using the Test of Gross Motor Development-3 (TGMD3) (Ulrich, 2019). This valid and reliable norm-referenced test evaluates locomotor (e.g., run, hop) and object control (e.g., catch, throw) skills. Each skill is scored based on performance criteria (3-5 per skill). Raw scores for locomotor, object control, and total gross motor quotient (GMQ) were used. 2. Psychosocial Well-being: Measured using the relevant subscales of the SelfPerception Profile for Children (SPPC) (Harter, 2012). The Athletic Competence and Social Acceptance subscales (6 items each) were administered in a structured interview format. Children respond using a structured alternative format (e.g., \"Some kids do well at sports\" BUT \"Other kids don't do well at sports\"), then indicate whether the chosen statement is \"Really True\" or \"Sort of True\" for them. Subscale scores range from 1 to 4, with higher scores indicating more positive selfperception. 3. Social Inclusion: Operationally defined through peer sociometric surveys. Using class rosters with photos, children were asked to nominate up to three peers they \"most like to play or do activities with\" (positive nominations) and three they \"least like to play with\" (negative nominations). For each child, a social preference score was calculated: *(# positive nominations - # negative nominations) / (N-1)* (Coie et al., 1982).B. Qualitative Data:1. Semi-structured Interviews: Conducted post-intervention with a purposively selected subsample of 15 children from the IG (representing all disability types) and 8 general PE teachers (including those who delivered and did not deliver the intervention). Interview guides focused on experiences, perceived changes, challenges, and the value of the program (e.g., for children: \"Tell me about what it was like to be in these PE classes\"; for teachers: \"What changes, if any, did you observe in the students?\"). 2. Field Notes: The APE specialist and research assistants maintained reflective field notes after each session to document observational insights, participant engagement, and social interactions. Data Analysis Quantitative Analysis: All data were screened for normality and homogeneity of variance. To test for intervention effects, Analysis of Covariance (ANCOVA) was conducted for each primary outcome (TGMD-3 GMQ, SPPC Athletic Competence, SPPC Social Acceptance, Social Preference Score), using the post-test score as the dependent variable and

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessthe pre-test score as the covariate. This controls for baseline differences and increases statistical power. Effect sizes were calculated using partial eta squared (η²), interpreted as small (.01), medium (.06), and large (.14) (Cohen, 1988). All analyses were performed using SPSS v.28, with alpha set at .05. Qualitative Analysis: Audio-recorded interviews were transcribed verbatim. Thematic analysis was conducted following Braun and Clarke‘s (2006) six-phase approach using NVivo software. This involved familiarization with data, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the report. Credibility was ensured through member checking with a subset of participants and peer debriefing among the research team. Integration: In the discussion phase, the quantitative results and qualitative themes were juxtaposed in a joint display table to identify points of convergence, complementarity, and explanation, providing a holistic interpretation of the intervention's impact. ResultsThe results are presented in two sections: quantitative findings from the standardized measures and ANCOVA analyses, followed by the key themes derived from the qualitative data. This mixed-methods presentation provides both statistical evidence of change and rich, contextual insight into the participants' experiences. Quantitative Results Preliminary checks confirmed no violations of the assumptions of normality, linearity, and homogeneity of variances for the ANCOVA models. The ANCOVA results, controlling for pre-test scores, revealed statistically significant differences between the Intervention Group (IG) and Control Group (CG) on all primary outcome measures. Fig. 2- Holistic Impact of APE Program A. Motor Competence The Test of Gross Motor Development-3 (TGMD-3) results showed substantial improvement in the IG. As presented in Table 2, the ANCOVA for the Gross Motor Quotient (GMQ) was highly significant (F(1, 42) = 30.42, *p* < .001), with a large effect size (partial

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-169η² = 0.42). Post-hoc analysis of the subscales indicated significant gains in both Locomotor (*p* < .001) and Object Control skills (*p* < .001) for the IG compared to the CG. Table 2: Descriptive Statistics and ANCOVA Results for Primary Outcome MeasuresMeasure / GroupPre-Test Mean (SD)Post-Test Mean (SD)Adjusted Post-Test Mean (SE)*FpvaluePartial η²TGMD-3 GMQ 30.42 < .001 0.42Intervention (n=23) 78.2 (8.1) 88.7 (7.3) 88.5 (1.4)Control (n=22) 79.1 (7.8) 80.3 (8.0) 80.5 (1.4)SPPC: Athletic Competence 7.89 0.007 0.16Intervention (n=23) 2.4 (0.6) 3.0 (0.5) 2.98 (0.09)Control (n=22) 2.5 (0.5) 2.6 (0.6) 2.62 (0.09)SPPC: Social Acceptance 5.24 0.027 0.11Intervention (n=23) 2.6 (0.7) 3.1 (0.6) 3.08 (0.10)Control (n=22) 2.7 (0.6) 2.8 (0.7) 2.82 (0.10)Social Preference Score 10.17 0.003 0.2Intervention (n=23) -0.15 (0.22) 0.18 (0.19) 0.17 (0.04)Control (n=22) -0.12 (0.24)-0.10 (0.25)-0.09 (0.04)*Note: Adjusted means are estimated marginal means from ANCOVA, controlling for pre-test scores.B. Psychosocial Well-being Analysis of the Self-Perception Profile for Children (SPPC) subscales revealed significant positive shifts in the IG. For the Athletic Competence subscale, the ANCOVA was significant (F(1, 42) = 7.89, *p* = .007) with a moderate effect size (partial η² = 0.16). Similarly, for the Social Acceptance subscale, a significant effect was found (F(1, 42) = 5.24, *p* = .027) with a small-to-moderate effect size (partial η² = 0.11). The control group showed minimal change on both subscales. C. Social Inclusion Analysis of the sociometric data yielded significant results. The ANCOVA on the Social Preference Score was significant (F(1, 42) = 10.17, *p* = .003), with a moderate effect size (partial η² = 0.20). This indicates a meaningful improvement in the social standing of children in the IG within their peer network. A breakdown of the raw nomination data (Table 3) shows that this shift was driven by a significant increase in positive nominations and a decrease in negative nominations for the IG. Table 3: Change in Peer Nomination Metrics (Raw Counts)Metric Group Pre-Test Mean (SD)Post-Test Mean (SD) ChangePositive Nominations ReceivedIntervention 1.52 (1.12) 2.78 (1.05) 1.26Control 1.59 (1.08) 1.64 (1.14) 0.05Negative Nominations Received Intervention 1.96 (1.31) 1.35 (0.98) -0.61

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessControl 1.86 (1.27) 1.91 (1.33) 0.05Qualitative Results Thematic analysis of the child and teacher interviews, supported by field notes, generated three central themes that elucidate the how and why behind the quantitative changes. Theme 1: \"From Sitting Out to Joining In\": Increased Confidence and Joy in Movement, This theme captures the profound shift in participants' affective and behavioral engagement. Children described moving from anxiety and avoidance to anticipation and enjoyment.  Child Quote (Boy, ASD): \"Before, I was scared of the ball. I would sit near the wall. But the soft ball didn’t hurt, and my buddy showed me how. Now I raise my hand to be goalkeeper.\" Teacher Observation (Field Note): \"Mark, who typically refused to participate in any running game, was visibly excited during the obstacle course relay. He high-fived his peer buddy after completing his modified station (walking over low beams).\" This theme directly aligns with the quantitative gains in Athletic Competence and TGMD-3 scores, providing the experiential context for the improved self-perception and motor performance. Theme 2: \"We Figured It Out Together\": Development of Peer Rapport and Mutual Understanding, Participants consistently highlighted the social dynamics fostered by the cooperative structure and peer-buddy system. The focus shifted from individual performance to collective problem-solving.  Child Quote (Girl, Developmental Coordination Disorder): \"Me and Leo [peer buddy] made up our own handshake for when we score in basket-sling [adapted basketball]. He helps me with the rules, and I tell him funny stories.\" PE Teacher Quote: \"The most striking change wasn't just in the target students. The entire class dynamic softened. The buddies started eating lunch together. There was less 'us and them' and more 'we'.\" This theme explains the mechanism behind the improved Social Acceptance scores and the shift in Social Preference metrics. The structured collaboration created natural opportunities for positive social connections to form. Theme 3: \"The Right Tools and the Right Words\": The Critical Role of Trained Facilitation and Intentional Adaptation, Both children and teachers emphasized that the specific design elements—not just \"being inclusive\" in intent—were crucial. The use of adapted equipment, clear visual instructions, and the teacher's facilitative (rather than directive) role were frequently cited.  Child Quote (Boy, mild Cerebral Palsy): \"The handle on the bat made it so I could swing hard. The teacher didn't just say 'good try,' she said 'shift your foot here next time,' and then it worked!\" APE Specialist Quote: \"Success begets engagement. By guaranteeing an initial level of success through task modification, we built the willingness to try harder challenges. The training for the general PE teachers was key—they learned to see abilities, not just disabilities.\"

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-171 This theme underscores the methodological fidelity of the intervention and provides a qualitative rationale for its efficacy, highlighting that the specific strategies employed were directly linked to the observed outcomes. Discussion This study provides compelling evidence that a structured, 12-week Adapted Physical Education (APE) program can significantly and holistically benefit children with diverse abilities. The integration of quantitative and qualitative findings offers a robust, multidimensional picture of the intervention‘s impact, moving beyond mere performance metrics to capture the lived experience of inclusion. The quantitative results confirm our primary hypothesis. The large effect on motor competence (TGMD-3 GMQ, η² = 0.42) aligns with previous research on task-specific training (Brian et al., 2019), but this study extends that knowledge by demonstrating that such gains occur within an inclusive, psychosocially-focused setting, not just in isolated therapy. The significant, moderate improvements in self-perceived athletic competence and social acceptance (SPPC) are particularly salient. They suggest that the program did not just teach skills but successfully altered children‘s self-concepts, addressing the cycle of failure and disengagement noted in the literature (Haegele & Sutherland, 2015). The most socially significant finding may be the improvement in peerassessed social inclusion (Social Preference Score, η² = 0.20). This shift from the periphery toward the center of the peer network, corroborated by the increase in positive nominations (Table 3), indicates a meaningful change in the social ecosystem of the classroom. This finding challenges the notion that social inclusion is an intangible outcome, providing a measurable metric for its evaluation. The qualitative themes powerfully elucidate how these changes occurred. Theme 1 (Increased Confidence and Joy) provides the affective engine for the motor and self-concept gains; children tried harder and persisted because they found joy and safety in the activities. Theme 2 (Development of Peer Rapport) explains the mechanism behind the improved social metrics: the structured peer-buddy system and cooperative tasks created repeated, positive interdependence, fostering genuine relationships as predicted by Contact Theory (Allport, 1954). Finally, Theme 3 (The Critical Role of Trained Facilitation) underscores that these outcomes were not accidental but the direct result of intentional UDLbased design and skilled instruction. The convergence of data across methods—where children‘s descriptions of newfound confidence align with higher athletic competence scores, and stories of friendship align with increased peer nominations—strengthens the validity and depth of our conclusions. Limitations and Future Research This study has limitations. The quasi-experimental design, while pragmatic, limits causal inference. The sample, though carefully characterized, was from a single school, potentially affecting generalizability. Future research should employ randomized controlled trials across multiple sites with longer follow-up periods to assess sustainability. Including the perspectives of parents and peer buddies would provide an even more comprehensive view. Investigating the specific cost-benefit analysis of APE resource allocation (e.g., equipment, specialist training) would also be valuable for policymakers.Conclusion This mixed-methods investigation demonstrates that an APE program grounded in Universal Design for Learning, task modification, and peer-mediated learning is efficacious in simultaneously enhancing motor competence, psychosocial well-being, and social inclusion for children with diverse abilities. The findings argue convincingly that physical education for differently-abled students must transcend mere placement in a general PE class. It requires purposeful adaptation, trained facilitation, and a deliberate focus on cooperative learning. Therefore, we conclude that inclusive physical education is not a setting but a skillfully

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessengineered process. To honor the right to equitable education, educational authorities must prioritize mandatory APE training for general PE teachers and allocate resources for adaptive equipment and collaborative planning time. By doing so, schools can transform PE from a potential site of marginalization into a powerful catalyst for holistic development and genuine community for all students. References 1. Allport, G. W. (1954). The nature of prejudice. Addison-Wesley. 2. Block, M. E. (2016). A teacher's guide to adapted physical education: Including students with disabilities in sports and recreation (4th ed.). Paul H. Brookes Publishing Co. 3. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa 4. Brian, A., Taunton, S., Lieberman, L. J., Haibach-Beach, P., Foley, J., & Santarossa, S. (2019). Psychometric properties of the Test of Gross Motor Development-3 for children with visual impairments. Adapted Physical Activity Quarterly, 36(1), 113–126. https://doi.org/10.1123/apaq.2018-0001 5. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates. 6. Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: A cross-age perspective. Developmental Psychology, 18(4), 557–570. https://doi.org/10.1037/0012-1649.18.4.557 7. Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Sage Publications. 8. Grenier, M. (2021). Universal design for learning in action: Strategies for inclusive physical education. Human Kinetics. 9. Haegele, J. A., & Sutherland, S. (2015). Perspectives of students with disabilities toward physical education: A qualitative inquiry review. Quest, 67(3), 255–273. https://doi.org/10.1080/00336297.2015.1050118 10. Harter, S. (2012). Self-perception profile for children: Manual and questionnaires. University of Denver. 11. King, G., Lawm, M., King, S., Rosenbaum, P., Kertoy, M. K., & Young, N. L. (2013). A conceptual model of the factors affecting the recreation and leisure participation of

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-173children with disabilities. Physical & Occupational Therapy in Pediatrics, 23(1), 63–90. https://doi.org/10.1080/006v23n01_05 12. Qi, J., & Ha, A. S. (2012). Inclusion in physical education: A review of literature. International Journal of Disability, Development and Education, 59(3), 257–281. https://doi.org/10.1080/1034912X.2012.697737 13. Ulrich, D. A. (2019). *Test of Gross Motor Development-3 (TGMD-3): Examiner's manual*. Pro-Ed. 14. United Nations. (2006). Convention on the rights of persons with disabilities (CRPD). https://www.un.org/development/desa/disabilities/convention-on-the-rightsof-persons-with-disabilities.html 15. Winnick, J. P., & Porretta, D. L. (Eds.). (2017). Adapted physical education and sport (6th ed.). Human Kinetics.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessTHE SCOPE OF ARTIFICIAL INTELLIGENCE (AI) IN PHYSICAL EDUCATION AND SPORTS UNDER NEP 2020 *Dr. Archana S. Giri, Associate Professor, M. S. M’s. College of Physical Education, Chhatrapati Sambhajinagar, Maharashtra, India Abstract The rapid advancement of Artificial Intelligence (AI) has revolutionized sports sciences, transforming training methodologies, performance analysis, injury prevention, talent identification, and educational practices. Within India‘s National Education Policy (NEP) 2020, AI is recognized as a critical driver for innovation in physical education and sports. This research paper explores the integration of AI technologies, such as machine learning, computer vision, wearable sensors, virtual reality, and predictive analytics, into physical education and sports systems. The study examines the benefits, challenges, and future potential of AI in enhancing athlete performance, coaching efficiency, curriculum design, and sports management. A descriptive research design supported by secondary data is used to analyze AI‘s contribution to sports sciences. Findings indicate that AI significantly improves decisionmaking, personalizes training programs, reduces injury risks, and modernizes sports education under NEP 2020. The study concludes that a balanced integration of AI with human values and ethical safeguards is essential for sustainable technological progress in sports sciences. Keywords: Artificial Intelligence, Sports Sciences, NEP 2020, Performance Analysis, Wearable Technology, Physical Education, Sports Technology, Injury Prevention, Machine Learning, Coaching Analytics 1. Introduction: Advancements in sports sciences and technology have transformed the global sports ecosystem, with Artificial Intelligence (AI) emerging as a catalyst for innovation. AI enables machines to simulate human intelligence, analyze complex data sets, and make predictive decisions. In sports and physical education, AI-driven tools such as motion analysis systems, wearable sensors, smart coaching platforms, and predictive analytics are reshaping how athletes train, compete, and recover. India‘s National Education Policy (NEP) 2020 emphasizes the integration of futureready technologies, including AI, into all areas of education. NEP 2020 envisions AI-based personalized learning, digital assessments, and adaptive physical education curricula. In sports, AI enables precise performance monitoring, talent identification, injury prevention, and improved officiating. Given the relevance of AI in modern sports sciences, this research investigates its scope, applications, challenges, and future prospects, particularly within the framework of NEP 2020 in India. 2. Objectives of the Study: 1. To examine the role and applications of AI in physical education and sports. 2. To analyze the influence of NEP 2020 on the adoption of AI-driven sports technologies. 3. To evaluate the impact of AI on performance analysis, coaching, injury prevention and curriculum design. 4. To identify challenges and ethical concerns in implementing AI in sports sciences. 5. To provide suggestions for effective integration of AI in physical education and sports systems. 3. Hypothesis:

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-175H1: AI significantly enhances the effectiveness of physical education and sports training under NEP 2020. H0: AI has no significant impact on the effectiveness of physical education and sports training under NEP 2020. 4. Significance of the Study: This study may contribute to sports sciences by:  Demonstrating AI‘s potential to revolutionize training, assessment, and athlete development.  Supporting policymakers and educators in implementing NEP 2020 recommendations.  Providing insights to coaches, sports scientists, and researchers regarding the future of AI-driven sports technologies.  Helping institutions adopt modern, data-driven physical education programs. 5. Delimitations: 1. The study focuses on AI applications primarily in physical education and sports. 2. The scope is restricted to the Indian context under NEP 2020. 3. Only major AI technologies such as machine learning, wearable sensors, VR/AR, and predictive analytics are considered. 6. Limitations: 1. The research relies on secondary data; primary field testing was not conducted. 2. Rapid technological changes may limit the long-term applicability of findings. 3. Limited availability of India-specific empirical data on AI in sports sciences. 7. Methodology: Research Design Descriptive and analytical research design based on secondary data. Population:  Physical education teachers, sports coaches, athletes, and sports science experts in India. Sample: A purposive sample of national and international literature, policy documents, and research papers relating to AI and sports sciences. Sampling Procedure: Purposive sampling to select relevant studies and sources aligned with NEP 2020 and AI applications in sports. Variables: Independent Variable: Artificial Intelligence (AI) Applications Dependent Variable: Performance, training efficiency, injury risk, curriculum effectiveness Intervening Variable: Implementation challenges, institutional readiness Tools Used:  Research articles, journals, policy documents (NEP 2020)  AI reports (sports analytics, wearable data)  Descriptive statistical summaries Means of the Study:

International Conference & Global Conclave on Physical Education Sports Science & Social Wellness Content analysis  Descriptive statistics  Comparative evaluation of AI applications 8. Collection of Data: Secondary data was collected from journals, conference proceedings, government policy documents, sports science databases, AI technology reports, and the NEP 2020 framework. The attached PPT served as a foundational content source for contextual understanding. 9. Statistical Analysis: Descriptive analysis was employed to interpret trends in AI adoption, evaluate the impact of technology on sports performance, and compare the advantages and limitations of AI-driven tools. 10. Results and Discussion: The analysis reveals the following: 1. AI enhances sports performance analysis AI-based tools provide accurate biomechanical and motion analysis, helping athletes refine techniques and improve efficiency. 2. Injury prediction and prevention become more effective Wearable sensors and predictive algorithms significantly reduce injury risks. 3. AI personalizes training programs Machine learning provides training based on individual performance, fitness levels, and physiological data. 4. Coaching improves through data-driven decision-making AI assists coaches in game strategy, workload management, and player evaluation. 5. NEP 2020 accelerates AI adoption NEP‘s emphasis on technology integration encourages institutions to modernize physical education practices. 6. Ethical challenges persist Concerns about privacy, data security, and over-reliance on AI need careful management. 11. Conclusions: AI has emerged as a powerful tool in advancing sports sciences by transforming athlete training, coaching methods, curriculum design, talent identification, officiating, and sports event management. The NEP 2020 framework positions AI as a key driver for innovation in physical education, promoting personalized, skill-based, and technology-enabled learning. While AI offers immense benefits, challenges such as high cost, ethical concerns, data privacy, and resistance to technological adoption must be addressed. A balanced approach that integrates AI with human judgment, empathy, and ethical considerations is essential for sustainable development in sports sciences. References: 1. Bunker, R., &Thabtah, F. (2017). A machine learning framework for sport result prediction. Applied Computing and Informatics, 15(1), 27–33.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1772. Ghosh, S., &Sandhu, J. S. (2021). Application of artificial intelligence in sports performance analysis. International Journal of Sports Science, 11(2), 45–53. 3. Gupta, R. (2022). Artificial intelligence-driven physical education under NEP 2020: A new paradigm. Journal of Education and Technology, 14(3), 112–121. 4. Morgulev, E., Azar, O. H., &Lidor, R. (2019). Sports analytics and the big-data era. European Journal of Sport Science, 18(4), 1–9. 5. Rossi, A., Pappalardo, L., Cintia, P., &Iaia, M. (2020). Machine learning for injury prediction in soccer athletes. Journal of Sports Sciences, 38(11), 1–9. 6. Panchal, R., &Nirmal, B. (2020). Technology and data analytics in modern sports. Journal of Sports Innovations, 5(2), 89–102.7. Sharma, M. (2020). Artificial intelligence in physical education: Opportunities and challenges. Asian Journal of Physical Education & Computer Science, 22(1), 9–16.8. National Education Policy (NEP). (2020). Ministry of Education, Government of India. 9. FIFA. (2022). AI and technology in football officiating. FIFA Technical Report.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessEFFECT OF CORE STRENGTH TRAINING FOR DEVELOPMENT OF EXPLOSIVE POWER AMONG HOCKEY PLAYERS OF HYDERABAD DISTRICT Dr. G. Akhila, Associate Professor and Head, Department of Physical Education, College of Veterinary Science, Korutla, Jagtiyal District, PVNR Telangana Veterinary University, Telangana, India, Email:[email protected] Abstract: The Purpose of the study is to determine the effect of Core Strength Training for development of explosive Power among Male Hockey Players between the age group of 18 to 25 Years.. The sample for the present study consists of 30 Male Hockey Players out of which 15 are experimental group and 15 are controlled group. Core Strength training exercises such as reverse body plank, bridge, front plank, side plank, crunches, mountain climbers etc. were given to the Experimental Group along with general training of Hockey and control group has doing general Training of Hockey for Twelve weeks..To assess the explosive power in legs Standing Broad Jump Test were used in the Pre Test and Post Test of the Study. This study shows that the Experiment Group of Hockey Players increase the explosive power compare to the control group. Key words: Core Strength Training, Hockey, explosive power etc. Introduction Core strength training significantly boosts explosive power in hockey players by creating a stable base for force transfer, improving kinetic chain efficiency for powerful shots and strides, enhancing agility for quick changes in direction, and reducing injury risk, making it crucial for overall on-ice performance beyond just basic stability. Exercises like medicine ball throws and rotational drills effectively link lower and upper body power, translating to harder shots and faster skating. Hockey is a high-intensity sport that requires players to develop a combination of technical, tactical, and physical skills to perform effectively on the ice. Skill acquisition in hockey follows a progressive learning process, where athletes must first master fundamental movements before advancing to more complex techniques. Sequential skill training is a structured approach that prioritizes the systematic development of hockey skills, ensuring that players progress logically from foundational abilities to advanced performance. This method enhances motor learning, reduces the risk of injury, and improves overall game performance. Sequential training in hockey is based on the principle of skill progression, which is widely supported by motor learning theories. According to these theories, athletes acquire skills more effectively when training follows a structured and progressive sequence, allowing for the reinforcement of movement patterns and the gradual integration of complex game scenarios. Hockey is a high-intensity sport that requires players to develop a combination of technical, tactical, and physical skills to perform effectively on the ice. Skill acquisition in hockey follows a progressive learning process, where athletes must first master fundamental movements before advancing to more complex techniques. Sequential skill training is a structured approach that prioritizes the systematic development of hockey skills, ensuring that players progress logically from foundational abilities to advanced performance. This method enhances motor learning, reduces the risk of injury, and improves overall game performance.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-179Sequential training in hockey is based on the principle of skill progression, which is widely supported by motor learning theories. According to these theories, athletes acquire skills more effectively when training follows a structured and progressive sequence, allowing for the reinforcement of movement patterns and the gradual integration of complex game scenarios. Core strengthening exercises are crucial for hockey players to enhance performance and prevent injuries. A strong core provides stability, power, and balance, which are all vital for jumping, hitting, serving, and quick movements on the court. S Kaviyarasu and T Radhakrishnan (2025) The study aimed to explore the influence of sequencial hockey skill training on physical fitness variables for men hockey players. The hypothesis posited that eight weeks of sequencial hockey skill training would significantly impact selected physical fitness variables in men hockey players. For this investigation, 30 randomly selected men hockey players from SAI training center, Bangalore district, Tamilnadu, India, aged between 17 to 21 years, were chosen as subjects. The research employed a pretest-posttest random group design, incorporating an experimental group (Group ‗A‘) and a control group (Group ‗B‘), each comprising fifteen participants. Group ‗A‘ underwent sequencial hockey skill training, while Group ‗B‘ received no training. speed and leg explosive power were assessed using the Timing gate test and sargent jump, respectively. Before the eight-week experimental period commenced, we conducted pre-tests to assess the selected physical fitness variables in all 30 subjects. Subsequently, post-tests were carried out at the conclusion of the experimental period, with scores meticulously recorded. Statistical analysis was conducted with a predetermined level of significance set at a confidence level of 0.05. The study results revealed a significant improvement in speed and leg sergeant power among participants in the core strength training group Rajesh Kumar and Erika Zemková (2022) studied the Effect of 12-Week Core Strengthening and Weight Training on Muscle Strength, Endurance and Flexibility in SchoolAged Athletes. Ninety male athletes at the age of 12 were randomly divided into three equal groups (30 in each). Group 1 underwent core strengthening training, group 2 underwent weight training, and group 3 was the control. The training was for 12 weeks, with three sessions per week (one hour per session). Prior to and after the training, abdominal strength, endurance, and flexibility were evaluated using the sit-ups test, the Cooper 12 min run test and the sit and reach test. The analysis of variance was used to analyze pre- and post-intervention data. The results showed that both the core strength training group and the weight training group significantly (p = 0.00) improved in ab dominal strength, represented by the number of sit-ups (from 18.70 3.20 to 22.21 3.50 and from 17.60 3.29 to 21.60 3.63, respectively); endurance, represented by distance covered in 12 min(from1817 185.78 mto2008.97 214.79 mandfrom1806 237.25 mto2002.59 83.32 m, respectively); and flexibility, represented by the sit and reach distance (from 23.48 2.75 cm to 25.96 2.38 cm and from 23.66 2.92cm to 25.86 2.55cm, respectively) when compared to the control group (from 17.20 3.20 to 16.39 2.69; from 1813 224.69 m to 1778.15 05.28 m; from 23.46 3.06 cm to 21.76 2.56 cm). More specifically, abdominal strength and endurance improved slightly more in the weight training group than in the core strength training group, whilst flexibility increased slightly more in the core strength training group than in the weight training group. These findings indicate that both core strengthening training and weight training are effective in improving physical fitness in school-aged athletes; however, the improvement is to differing extents regarding their endurance, flexibility, and abdominal strength. Methodology: The sample for the present study consists of 30 Male Hockey Players out of which 15 are experimental group and 15 are controlled group. Core Strength training exercises such as reverse body plank, bridge, front plank, side plank, crunches, mountain climbers etc. were given to the Experimental Group along with general training of Hockey and control group has