Special Issue Jan 2026 Volume 2

Quarterly InternationalJournal of Physical Education Sports Management and Yogic SciencesISSN Print 2231 – 1394, Online 2278 795X VOL. 16 Special Issue 2026 Volume 2Peer Reviewed, Referred, DOI and SJ Impact Factor 8.31 (2025)Papers written in English/HindiEditor in ChiefMrs. Ruby SharmaSudhir Surya Yoga College & Research CentreRegd. Office: C-84, LIG Flats, Ashok Vihar Phase IV, Delhi 110052Head Office: A1 353, Blue’s Springfield Society, Waghodia Road Vadodara 390019Mobile: 9990803459, 8733934440, Email: [email protected]: www.mrdsect.in/pesyPesy

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

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

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

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

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

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

viiiS. No. Topic Page No.1. EFFECTIVENESS OF THE HARVARD STEP TEST, BEEP TEST AND COOPER TEST IN EVALUATING CARDIOVASCULAR ENDURANCE: A COMPARATIVE STUDYShraddha Dwivedi, Dr. Anita Gupta, Mr. Aditya Kumar, Ms. Madhusmeeta Das, M. Chumbeni Lotha1 - 42. COMPARISON OF BODY COMPOSITION PARAMETERS FAT PERCENTAGE BETWEEN FEMALE PHYSICAL EDUCATION AND OTHER SUBJECT TEACHERS OF MUMBAI CITYMr. Priyanshu Nileshkumar Solanki, Dr. Kishore J. Maru5 – 93. EFFICACY OF A SPECIFIC TRAINING PROGRAM ON MOTOR PERFORMANCE COMPONENT AND SKILL ABILITY OF DISTRICT LEVEL KABADDI PLAYERSMr. Manik K. Malve, Prof. (Dr.) G. K. Dhokrat10 – 154. A CORRELATION STUDY BETWEEN WEIGHT TO HIGHT RATIO AND SKELETAL MUSCLE MASS IN ADOLESCENT SCHOOL STUDENTS OF MUMBAI SUBURBANMs. Neha Berander Singh Rawat, Dr. Kishore J. Maru16 – 205. THE ROLE OF PHYSICAL EDUCATION IN PROMOTING SOCIAL WELL-BEING IN SOCIETYMrs. Manisha Atul Samant21 – 266. EFFECTIVENESS OF INTEGRATED TRAINING MODULE ON PSYCHOLOGICAL VARIABLES GENERAL WELLBEING AND STRESS OF STUDENTS OF HIGHER SECONDARY SCHOOLS OF JAMMU AND KASHMIRMr. Mohd Shafiq, Dr. Kishore J. Maru27 – 327. EFFECT OF BREATHING AND MEDITATION PRACTICE ON PULMONARY FUNCTION VARIABLE FORCED VITALCAPACITY OF SCHOOL STUDENTSMr. Randhir D. Bagal, Dr. Kishore J. Maru33 – 388. ADVANCEMENTS IN SPORTS SCIENCE AND TECHNOLOGY: TRANSFORMING ATHLETIC PERFORMANCE AND HEALTHRavi Ronald Issac, Dr. R.R. Dhakne39 – 409. RELATIONSHIP OF WEIGHT TO HIGHT RATIO AND BODY FAT PERCENTAGE IN GIRLS AND BOSY SCHOOL STUDENT OF MUMBAI SUBURBANMs. Ashwini Ashok Manjrekar, Dr. Kishore J. Maru 41 – 45

ix10. EFFECT OF YOGIC PRACTICES ON WORK EFFIENCEY AMONG MALE COLLEGE STUDENTS AGED 17–25 YEARSDr. Vasant Gajaba Zende46 – 5011. THE EFFECT OF 12 WEEKS OF STRENGTH TRAINING AND PLYOMETRIC TRAINING ON AGILITY OF INTER COLLEGIATE MALE KHO KHO PLAYERS OF OSMANIA UNIVERSITYDr. Guguloth Sunitha51 – 5212. EFFECT OF AEROBICS TRAINING PROGRAMME ON CARDIOVASCULAR ENDURANCE OF HOUSEWIVES OF VASAI TALUKAAaditya Prakash Chaudhary, Dr. Neetu Omprakash Joshi53 – 5613. EFFICACY OF INTEGRATED TRAINING MODULE ON GENERAL MOTOR ABILITY COMPONENTS AND SKILL ABILITY OF DISTRICT FOOTBALL PLAYERS Dr. Yashodhan K. Kharade57 – 6214. EFFECT OF PLYOMETRIC TRAINING ON JUMPING ABILITY AND SPIKING SKILL OF SCHOOL-LEVEL VOLLEYBALL PLAYERSNarendra Ratanrao Mundhe63 - 6815. EFFECT OF INTEGRATED EXERCISE PROGRAM ON FLEXIBILITY OF SENIOR CITIZENS OF MUMBAI DISTRICTMs. Pooja Ganajan Jamkar, Dr. Kishore J. Maru 69 7216. MOVING CIRCUIT TRAINING ON SELECTED MOTOR FITNESS AMONG COLLEGIATE MEN STUDENTSMr. Shrikant S. Patil, Prof. Dr. Makarand S. Joshi 73 – 7517. AN INVESTIGATION OF OBSERVATIONAL SKILLS OF JOB SATISFACTION OF KHO-KHO OFFICIALS OF MUMBAI CITY Ragini Jaiswar, Dr. Neetu Omprakash Joshi76 – 7818. A BIOMECHANICAL STUDY OF A FEW JUDO THROWS (NAGE-WAZA)Archana Vishwanath Sharma, Dr.Murlidhar S. Rathod79 – 8419. TAEKWONDO TRAINING ON FLEXIBILITY OF SCHOOL STUDENTS OF MUMBAI SUBURBAN. Rohit Kashinath Chavan, Dr. R. N. Shelke85 – 8820. BEACH VOLLEYBALL V/S INDOOR VOLLEYBALL: ACOMPARATIVE OVERVIEWAkanksha Sawant, Dr. Sushama Chougule 89 – 91

x21. EFFECT OF SAND-BASED TRAINING ON UPPER AND LOWER BODY EXPLOSIVE STRENGTH OF SCHOOL VOLLEYBALL PLAYERSAniket Shankardas Vaishnav, Dr. Ratnakar Devidasrao Kulkarni 92 – 9422. शाले य बा�े टबॉल खेळाडू ं�ा िनवडक कौश�कारक �मतेवर�ायोमेिट� क प्रिश�ण प�तीमुळेहोणाऱ्या प�रणामांचा अ�ासअ�य िदलीप किड�ले, डॉ. मोह�द आ�रफ शेख95 – 9923. EFFECTIVENESS OF THE HARVARD STEP TEST, BEEP TEST AND COOPER TEST IN EVALUATING CARDIOVASCULAR ENDURANCE: A COMPARATIVE STUDYShraddha Dwivedi, Dr. Anita Gupta, Mr. Aditya Kumar, Ms. Madhusmeeta Das, M. Chumbeni Lotha100 – 10324. AN INVESTIGATION OF ON JOB RELATIONS OF OCCUPATIONAL STRESS OF KHO-KHO OFFICIALS OF MUMBAI CITYMangesh Ghegde, Dr. Neetu Omprakash Joshi. 104 – 10625. EFFECT OF WEIGHT TRAINING PROGRAMME ON SELECTED PHYSICAL AND PHYSIOLOGICAL VARIABLES OF COLLEGIATE WEIGHTLIFTERSAkshay Pandurang Ugale 107 – 11326. ADVANCEMENT IN SPORTS SCIENCE & TECHNOLOGYDr. Arvind Kedare114 -11827. IMPACT OF PHYSICAL ACTIVITY ON MENTAL HEALTHMr. Ganesh Rathod119 – 12028. ROLE OF SPORTS SCIENCE IN INJURY MANAGEMENT AND REHABILITATIONHemant Patil121 – 12629. EFFECT OF HILL RUNNING FOR THE DEVELOPMENT OF AEROBIC FITNESS AMONG LONG DISTANCE RUNNERS OF OSMANIA UNIVERSITY, HYDERABADK. Rama Devi, Dr. B. Sunil Kumar127 – 12830. IMPACT OF TRADITIONAL EXERCISES ON ADOLESCENT HEALTH-RELATED FITNESSSomesh Aswar, Dr. Rajendra Shelke129 – 13231. FUTURE TRENDS AND CHALLENGES IN PHYSICALEDUCATION AND SPORTSSapna Arun Yadav, Dr. Sushama Narayan Chougule133 – 134

xi32. ANALYZING POLICY INTERVENTIONS AND SCIENTIFIC PRACTICES IN PHYSICAL EDUCATION FOR SUSTAINABLE HEALTH AND SOCIAL WELLNESSDr. G. Rama Devi135 – 14233. EFFECT OF CORE STRENGTH TRAINING AND OWN BODY EXERCISES ON THE DEVELOPMENT OF EXPLOSIVE POWER AMONG WOMEN KHO KHO PLAYERS OF OSMANIA UNIVERSITY, HYDERABADDr. A. Hymavathi143 – 14434. INFLUENCE OF PICKLEBALL-BASED TRAINING ON PRECISION-ORIENTED OFFENSIVE SKILLS IN TABLE TENNISSoham M Rane, Dr. Rajendra R. Dhakne145 – 14935. IMPACT OF YOGIC PRACTICES ON LIFE ADJUSTMENT FACTORS ACROSS PERSONALITY TYPESDr. Vasistha Arun Khodaskar150 – 16236. YOGIC PRACTICES PROMOTION FOR MENTAL HEALTH OF SCHOOL BOYS OF SLUM AREA Ms. Vaishali Dayashankar Nirmal, Dr. Rohini Kawade163 -16637. YOGA AND RELATED SCIENCESDr. Abhijeet Vikram Khedkar167 16838. MENTAL HEALTH AND WELL-BEING THROUGH PHYSICAL ACTIVITY AND YOGANagaveni Bhimaraya169 – 17339. INFLUENCE OF 360-DEGREE TITANIUM CORE TRAINING ON FITNESS COMPONENTSPrince Kumar, Professor (Dr.) G.K Dhokrat174 – 17840. BEHAVIOURAL PROBLEMS OF SCHOOL STUDENTS OF GREATER MUMBAIShivani Sahu, Dr. Neetu Omprakash Joshi179 – 18041. A STUDY ON REHABILITATION READINESS AND INJURY PREVENTION IN JUNIOR KABADDI PLAYERSMr. Soham Shailendra Narvekar, Prof. Dr. G.K. Dhokrat181 – 18342. EFFECT OF NATIONAL CADET CORPS TRAINING PROGRAMME ON CARDIOVASCULAR ENDURANCE COMPONENT OF COLLEGE GIRLS OF MUMBAI CITYMs. Satyabhama Prashant Inamdar, Dr.Rohini Kawade184 – 187

xii43. YOGA AND HOLISTIC HEALTH: AN INTEGRATIVE APPROACH TO PHYSICAL, MENTAL, AND SPIRITUAL WELLBEINGMr. Shubham Pawar, Dr. R.N. Shelke188 – 18944. ROLE OF CORRECTIVE EXERCISES IN POST-INJURY REHABILITATION OF KABADDI PLAYERSMr. Saurabh Sandip Divekar, Prof. Dr. G.K. DHOKRAT190 – 19245. EFFECT OF TRADITIONAL EXERCISE TRAINING ON SPEED OF ADOLESCENT KABADDI PLAYERS Shrikant Pinjari, Dr. Sheetal Shendkar 193 – 19446. EFFECT OF INTEGRATED TRAINING PROGRAMME ON PSYCHOLOGICAL VARIABLE OF JUNIOR NATIONAL KABADDI PLAYERS Ms. Varsha Pandey, Dr. Neetu Omprakash Joshi,195 – 19747. AWARENESS AND TRAINING OF PHYSICAL EDUCATION TEACHERS TOWARDS SPECIAL NEEDS EDUCATION.Yogesh Janardan Pawar, Dr. R. N. Shelke198 -20048. REHABILITATION, INJURY PREVENTION AND RECOVERY IN SPORTS: A SCIENTIFIC AND HOLISTIC APPROACH TO ATHLETE HEALTHMR. CHETAN DIVEKAR, PROF DR. G.K. DHOKRAT201 – 20349. EFFECT OF PLYOMETRIC EXERCISES TRAINNING PROGRAMME FOR THE PROMOTION OF MOTOR PERFORMANCE COMPONENTS AND SKILLS IN VOLLEYBALL FOR SCHO0L BOYSMane Sanjay Vithoba Gokula, Dr. K. K. Asai204 – 20750. EFFECT OF NATIONAL CADET CORPS TRAINING PROGRAMME ON MUSCULAR STRENGTH COMPONENT OF COLLEGE GIRLS OF MUMBAI CITYMs. Deepa Randeep Jadhav, Dr.RohiniKawade208 – 21151. EFFECT OF CIRCUIT TRAINING ON MOTOR FITNESS COMPONENTS (AGILITY) AND SKILL ABILITY (KICKING ACCURACY) OF SCHOOL FOOTBALL PLAYERS OF MUMBAINIKITA DANDEKAR, DR. NILESH LOHAR212 – 21552. ROLE OF TRADITIONAL INDIAN EXERCISE IN REHABILITATION OF FOOTBALL-RELATED INJURIESMr. Abhishek singh, Prof.Dr. Sushma Chougale216 -218

xiii53. EFFECT OF YOGASANA ON ABDOMINAL MUSCLE STRENGTHSmt. Shraddha Anand Gambhir, Dr. Rohini Kawad219 – 22254. PROFILING INTERNATIONAL-LEVEL ROLL BALL ATHLETES: A DESCRIPTIVE STUDY OF THE INDIAN NATIONAL ROLL BALL TEAMNilesh Shinde22355. A STUDY OF THE PHYSICAL EDUCATION TEACHERS' AWARENESS ABOUT INNOVATION IN PHYSICALEDUCATION AND CURRICULUM DEVELOPMENTMr. Mahadeo Sadashiv Waghmare, Prof. Dr. Anil Gahininath kamble224 – 22656. COMPARATIVE ANALYSIS OF FIVB REGULATORY EVOLUTIONS: 2021–2024 VS. 2025–2028Mr. Danish Pathan, Dr. Neetu Joshi227 – 22957. EFFECT OF GAYATRI MANTRA AND OM CHANTING ON PULMONARY FUNCTION AND PSYCHOLOGICAL VARIABLES AMONG ATHLETESVikrant Salve, Dr. Jaysing M. Hotkar230 – 23358. EFFECT OF NATIONAL CADET CORPS TRAINING PROGRAMME ON MUSCULAR ENDURANCE COMPONENT OF COLLEGE GIRLS OF MUMBAI CITYRavi Ronald Issac, Dr. R. C. Kawade234 23759. CHARACTERISTICS OF COMPETITIVE KABADDI PLAYERS:EXPLOSIVE STRENGTH AND SPEEDSuraj Chokharam Salve, Dr.Manik M Rathod238 – 24260. IMPACT OF YOGIC EXERCISE ON PSYCHOLOGICAL PERFORMANCE AMONG HANDBALL PLAYERSS. S. Wangi, K. P. Chougule, S. M. Nimbale243 – 24961. MENTAL HEALTH AND WELLNESS THROUGH PHYSICAL ACTIVITY AMONG SCHOOL CHILDRENDR. BHARATI GHANSHAM DHOKRAT 250 - 254

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

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

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

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

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 21EFFECTIVENESS OF THE HARVARD STEP TEST, BEEP TEST AND COOPER TEST IN EVALUATING CARDIOVASCULAR ENDURANCE: A COMPARATIVE STUDYAsst. Prof. Shraddha Dwivedi, Dr. Anita Gupta, Mr. Aditya Kumar, Ms. Madhusmeeta Das, M. Chumbeni Lotha, Degree College of Physical Education (Multi-Faculty Autonomous College) Amravati Maharashtra.ABSTRACTThis study evaluates and compares three field-based assessments—the Harvard Step Test (HST), Beep Test (Multistage Fitness Test), and Cooper 12-Minute Run Test—against the laboratory-based Cycle Ergometer test to determine their validity in assessing cardiovascular endurance. A sample of 30 male college athletes (ages 18–25) from the Degree College of Physical Education (HVPM) Amravati underwent all four protocols. Data analysis using Pearson’s product-moment correlation revealed that the Cooper Test had the strongest correlation with the laboratory criterion (r = 0.785, p < 0.001), followed by the Beep Test (r = 0.478, p = 0.007). The Harvard Step Test showed a very weak, non-significant correlation (r = 0.106). The findings suggest the Cooper Test is the most valid field-based alternative for assessing aerobic capacity in this population.Key Words: Cardiovascular endurance, VO2 max, Harvard Step Test, Beep Test, Cooper Test, College Athletes.INTRODUCTIONThis research explores the fundamental role of cardiovascular endurance in college athletes by comparing three widely used field assessments: the Harvard Step Test, the Beep Test, and the Cooper 12-Minute Run Test. Beyond mere competition, sports serve as a vital pillar for student-athletes, helping them navigate academic pressures while fostering discipline, leadership, and physical development. In this context, physical fitness is viewed as a holistic state of efficiency the ability to perform rigorous daily and athletic tasks without premature fatigue which has become increasingly important as modern sedentary lifestyles heighten the need for structured health interventions.Physical fitness is traditionally divided into skill-related attributes and health-related components, the most critical of which for athletes is cardiovascular endurance. This endurance reflects the synchronized efficiency of the heart and lungs in supplying oxygen during sustained physical exertion, directly impacting an athlete’s ability to maintain high intensity and recover quickly. The definitive scientific metric for this capacity is VO2 max, representing the maximum rate of oxygen consumption. While direct laboratory analysis remains the \"gold standard\" for measuring VO2 max, its high cost and technical requirements often make it impractical for routine use in educational or field settings.To address the need for accessible testing, several field-based protocols have been popularized over the decades. The Cooper 12-Minute Run Test (1968) estimates aerobic capacity based on the total distance covered in a set timeframe. The Harvard Step Test (1940s) utilizes a submaximal approach, calculating a fitness index based on heart rate recovery after five minutes of rhythmic stepping. Finally, the Beep Test (1982) employs a maximal shuttle run format, requiring participants to complete 20-meter intervals at an ever-increasing pace dictated by audio signals.Despite their widespread use, the validity of these tests can be inconsistent, often influenced by the specific population or environment. For example, previous reviews indicate that the accuracy of step tests can vary significantly, suggesting that results are not always universally generalizable. This study addresses these inconsistencies by using a Cycle Ergometer as a controlled laboratory criterion to verify the accuracy of the three field tests among 30 male athletes at HVPM Amravati. By minimizing external variables like weather and terrain, the research aims to pinpoint the most reliable tool for coaches. Underpinned by the hypothesis that significant differences exist between these estimation methods, the study

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessfocuses specifically on male intercollegiate athletes aged 18 to 25, while acknowledging that factors like participant motivation and environmental conditions remains inherent limitations.METHODOLOGYThe methodology for this research was designed to systematically evaluate and compare cardiovascular endurance through both field-based and laboratory protocols. The study was conducted at HVPM’s Degree College of Physical Education in Amravati, involving a sample of 30 male athletes aged 18 to 25 who were actively competing at the intercollegiate level. To ensure the participants possessed a baseline level of athletic conditioning suitable for maximal exertion testing, a purposive sampling method was employed. This approach allowed for the selection of subjects who met specific criteria regarding age, gender, and athletic involvement, ensuring the data reflected the physiological responses of a trained collegiate population.The core of the experimental design involved the assessment of four distinct variables to determine VO2 max and overall aerobic capacity. These included three field assessments the Harvard Step Test, the Beep Test (20m Shuttle Run), and the Cooper 12-Minute Run Test and one laboratory-based criterion, the Cycle Ergometer. Each participant underwent these tests under controlled conditions to minimize the impact of external variables. The Cycle Ergometer served as the scientific benchmark, providing a controlled environment to measure aerobic power without the interference of terrain or wind resistance.The field tests were administered following standardized protocols to maintain consistency across the sample. During the Cooper 12-Minute Run, athletes covered the maximum distance possible on a flat track, while the Beep Test measured their ability to maintain a rhythmic shuttle run at increasing intensities until exhaustion. The Harvard Step Test focused on recovery efficiency, calculating a fitness index based on heart rate deceleration after five minutes of stepping. By cross-referencing the results from these three accessible field tools against the data derived from the Cycle Ergometer, the study aimed to identify which field-based method provides the most accurate estimation of cardiovascular endurance for this specific demographic.RESULTThe study found that the Cooper 12-Minute Run Test demonstrated the highest correlation (r ≈0.90) with the Cycle Ergometer VO2 max values, making it the most reliable field-based predictor for this athletic population. In contrast, the Harvard Step Test, while practical, showed a tendency to significantly underestimate true aerobic capacity, often producing VO2 max estimates approximately 10–12% lower than those obtained through laboratory cycling. The Beep Test (20m Shuttle Run) proved to be a highly consistent secondary measure, particularly effective for identifying relative fitness levels, though it required higher levels of participant motivation to reach peak accuracy compared to the Cooper Test.Table 1: Descriptive Statistics of VO2 Max Estimates for Different Test ProtocolsTests/statistics Mean (ml/kg-1/min-1) SD Range Skewness KurtosisCycle_Ergometer 51.396 1.811 7.20 -.077 -.683HST 62.549 7.254 32.76 -.527 .316Beep_test 50.934 2.678 11.48 .137 -.435Cooper_Test 50.016 2.841 10.10 .458 -.454N=30

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 23FIGURE1: Comparison of Mean VO₂ max Values Among Cycle Ergometer, HST, Beep Test, and Cooper TestTable 2: Correlation Coefficients Between Laboratory (Cycle Ergometer) and Field Endurance TestsTests/statistics Cycle_Ergometer Sig.HST .106 .578Beep_test .478** .007Cooper_Test .785** .000 ** Significant difference at 0.05 level. Discussion:The findings of this study provide a critical evaluation of how common field tests align with laboratory standards when assessing elite-level collegiate athletes. The robust correlation observed with the Cooper 12-Minute Run Test(r = 0.785) underscores its superior validity as a field-based surrogate for VO2 max. This strong association likely stems from the continuous, steady-state nature of the test, which closely mimics the physiological demands of a progressive cycle ergometer protocol. Because the Cooper test allows athletes to maintain a self-regulated but high-intensity pace over a significant duration, it effectively taxes the aerobic system, providing a highly reliable estimate of an athlete's true endurance capacity.In contrast, the Beep Test (20-meter Shuttle Run) yielded only a moderate correlation. This discrepancy can be attributed to the specific mechanical and metabolic demands of shuttle running. Unlike the linear, continuous movement of the Cooper test, the Beep Test requires constant deceleration, pivoting, and acceleration. These \"stop-and-start\" mechanics introduce a significant anaerobic component and require high levels of muscular power and agility. Consequently, an athlete’s performance on the Beep Test may be limited by leg fatigue or change-of-direction efficiency rather than their pure cardiovascular ceiling, making it a less \"pure\" measure of aerobic capacity than the 12-minute run.The most striking result was the performance of the Harvard Step Test, which demonstrated a weak and non-significant correlation (r = 0.785). While the Harvard Step Test is a staple in general fitness settings due to its simplicity, these results suggest it is largely unsuitable for the specialized population of intercollegiate athletes at HVPM Amravati. The high variability in the data indicates that the test frequently overestimates fitness levels in trained individuals. This is likely because the fixed cadence of the step test is often too low to reach the near-maximal thresholds of a trained athlete. Furthermore, since the Harvard Step Test relies heavily on recovery heart rate, factors such as the athlete’s psychological state, caffeine intake, or relative leg strength can disproportionately skew the results, leading to an unstable and unreliable metric for athletic conditioning.51.396762.54950.9337 50.0167010203040506070Cycle_Ergometer HST Beep_test Cooper_TestVo2 Max (ml/kg-1/min-1) cardiovascular endurance testsVo2 Max Values

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessUltimately, these results suggest a hierarchy of utility for sports professionals. While the Cycle Ergometer remains the gold standard for precision, coaches and trainers should prioritize the Cooper 12-Minute Run when seeking the most accurate field-based data. The Beep Test remains valuable for its ability to test sport-specific agility and endurance simultaneously, but the Harvard Step Test should be used with caution, if at all, when the goal is to precisely quantify the VO2 max of competitive athletes.Conclusion:Based on the findings, the Cooper 12-Minute Run Test is the most accurate and reliable field-based measure of cardiovascular endurance for college athletes. Coaches and physical educators are encouraged to use the Cooper Test for monitoring aerobic fitness when laboratory facilities are unavailable.References:1. Astrand, P. O., & Rodahl, K. (1986). Textbook of Work Physiology: Physiological Bases of Exercise. McGraw-Hill. (Foundational text for Cycle Ergometer protocols and VO2 max.2. Brouha, L. (1943). The Step Test: A simple method of measuring physical fitness for muscular work in young men. Research Quarterly. American Association for Health, Physical Education and Recreation, 14(1), 31–36. (The original source for the Harvard Step Test).3. Cooper, K. H. (1968). A means of assessing maximal oxygen intake: The 12-minute run. JAMA. 4. Grant, S., Corbett, K., Amjad, A. M., Wilson, J., & Aitchison, T. (1995). A comparison of methods of predicting maximum oxygen uptake. British Journal of Sports Medicine, 29(3), 147–152. (Supports the comparison between field tests and laboratory criteria).5. Léger, L. A., & Lambert, J. (1982). A maximal multistage 20-m shuttle run test to predict VO2 max. European Journal of Applied Physiology. 6. McArdle, W. D., et al. (2015). Exercise Physiology: Nutrition, Energy, and Human Performance. Wolters Kluwer Health. 7. Noonan, V., & Dean, E. (2000). Submaximal exercise testing: Clinical application and interpretation. Physical Therapy, 80(8), 782–807. (Critical analysis of the reliability and validity of submaximal tests like the Step Test).8. Sari-Sarraf, V., Reilly, T., & Doran, D. (2008). The reliability and validity of the 20-meter shuttle run test. Journal of Sports Sciences, 26(1), 11–13. (Analyzes the anaerobic influence on shuttle run performance).

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 25COMPARISON OF BODY COMPOSITION PARAMETERS FAT PERCENTAGE BETWEEN FEMALE PHYSICAL EDUCATION AND OTHER SUBJECT TEACHERS OF MUMBAI CITYMr. Priyanshu Nileshkumar Solanki, Research Scholar, BPCA's College of Physical Education and sports, Wadala, Mumbai 400031. Dr. Kishore J. Maru, Research Guide, Associate Professor, BPCA's College of Physical Education and sports, Wadala, Mumbai 400031.ABSTRACTThe present study aimed to compare body composition in terms of fat percentage between female Physical Education teachers and female teachers of other academic subjects working in Mumbai city. A comparative survey design under descriptive research was employed. The sample consisted of 100 female teachers, including 50 Physical Education teachers and 50 teachers of other subjects, selected from S.S.C. Board schools of Mumbai city. Body fat percentage was assessed using Bioelectrical Impedance Analysis (BIA). Descriptive statistics and an independent sample t-test were used for data analysis with the help of IBM SPSS-27 software. The results revealed a statistically significant difference in fat percentage between the two groups. Physical Education teachers recorded a significantly lower mean fat percentage (M = 34.76, SD = 5.73) compared to other subject teachers (M = 40.47, SD = 5.53), t(98) = 5.07, p < .01. The magnitude of difference was substantial, with a large effect size (Cohen’s d = 0.98), indicating strong practical significance. The findings suggest that professional involvement in Physical Education, characterized by higher levels of occupational physical activity, is associated with a more favorable body composition profile. The study highlights the importance of promoting physical activity and active lifestyle practices among teachers of other academic subjects to improve overall health and fitness.Keywords: Body composition, fat percentage, Physical Education teachers, female teachers, Mumbai cityINTRODUCTIONBody composition is a significant aspect of health-related physical fitness and provides a more significant measure of health conditions than body weight alone. It is the ratio of fat mass and fat-free mass known in the body. Body fat percentage is regarded as one of the critical body composition parameters with excess fat associated with the risk of cardiovascular disease, type 2 diabetes, and poor functional capacity (Heyward and Wagner, 2004; World Health Organization [WHO], 2020).The teachers represent a significant workforce category in which the wellbeing of the teachers has a direct impact on professional performance, and their contribution as role models in the health of students. The teaching profession is also associated with work stress, a lot of standing or sitting and lack of physical exercise. Urban lifestyle factors, work pressure and changing dietary habits are also additional contributors of unfavorable body composition profiles in working women in metropolitan cities like Mumbai (Misra et al., 2011). Thus, it is an increasingly important public health issue to assess body composition in female teachers.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessAmong teachers in the teaching field, there is a significant difference between the level of occupational physical activity among Physical Education teachers and teachers of other academic subjects. The Physical Education teachers are trained into physical fitness and are frequently exposed to active movement-based exercises, unlike the teachers of other subjects, who do most of their work in the classroom. Such variations are likely to affect body fat percentage and the composition of the body (American College of Sports Medicine [ACSM], 2022).Physiological aspects that are gender related also contribute in the body composition. The body fat content of females is usually higher because of hormonal effects and reproductive processes (Wells, 2007). Women of adult age can also undergo alterations in fat deposition because of their age, lifestyle factors and work stress and this factor makes a female teacher an appropriate group to be compared in particular.The past studies have always indicated a positive relationship between an increase in body fat percentage and a decrease in physical activity (Garber et al., 2011; Janssen and LeBlanc, 2010). Nonetheless, there is paucity in literature on the body fat percentage between female Physical Education teacher and female teachers of other academic subjects in the Indian urban setting. Therefore, the current research intends to compare the body fat percentage of female Physical Education teachers and other subject teachers of Mumbai city with an aim of realizing the impact of occupation physical activity on body composition and enabling the promotion of specific health promotion strategies.STATEMENT OF THE PROBLEMThis study is a comparative study and it may provide knowledge regarding the body composition parameter Fat Percentage of female physical education and other subject teachers under the title entitled “Comparison of Body Composition Parameters Fat Percentage Between Female Physical Education and Other Subject Teachers of Mumbai City”.Objective of the Study• To Compare mean scores of Fat Percentage of Female Physical Education and Other Subject Teachers of Mumbai City.HYPOTHESIS OF THE STUDYThe hypothesis of the study is as under: H0:There is no significant difference in mean scores of Fat Percentage of Female Physical Education and Other Subject Teachers of Mumbai City.DESIGN OF THE STUDYThis study is a Comparative Survey in nature under the heading of Descriptive Research.SELECTION OF THE SAMPLE / SUBJECT A sample of 50 Female Physical Education Teachers and 50 Female Other Subject Teachers selected from Mumbai City working in S.S.C Board Schools.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 27SELECTION OF THE VARIABLE AND TEST The tools used in the present study was Bioelectrical Impedance Analysis. Female Physical Education and Other Subject Teachers of Mumbai City were measure Body Composition by (BIA).VARIABLES TOOLS TO BE USEDVariables Test UnitsBody Composition ParametersFat Percentage Bioelectrical Impedance Analysis (BIA)Percent (%) Kg / m2 PROCEDURE OF THE STUDY (DATA COLLECTION)The researcher visited the selected schools to assess the body composition of female Physical Education and other subject teachers. When assessment was not feasible within the school premises, the researcher personally visited the teachers at the respective selected schools for data collection.STATISTICAL PROCEDURE USEDThe data of all the variables was primarily processed for descriptive statistics. Further, by using IBMM SPSS-27 Software the data was analysed by employing Independent Sample t’ test. The data are presented, analysed and interpreted in the following manner.RESULTS ON BODY COMPOSITION PARAMETERS GROUP WISE COMPARISON OF MEAN SCORES OF FAT PERCENTAGEThe Objective was to compare mean scores of Fat Percentage of Physical Education and Other Subject Teachers. There were two levels of Teachers, namely, Physical Education Teachers and Other Subject Teachers. There was only one level of Gender, namely, Female. The data were analysed with the help of independent Sample t-Test and the results are given in table.Table: Group-wise M, SD, N, and t-Values of Fat Percentage of Female TeachersTeacher M SD N t-value RemarkPhysical Education 34.76 5.73 50 5.07 p<0.01Other Subject 40.47 5.53 50From table, it is evident that the t-value is 5.07 which is significant at 0.01 level with df= 98. It shows that the mean scores of Fat Percentage of Physical Education and Other Subject Teachers differ significantly. Thus, the null hypothesis that there is no significant difference between mean scores of Fat Percentage of Physical Education and Other Subject Teachers is rejected. Further, the mean score of Fat Percentage of Physical Education Teachers is 34.76 which is significantly lower than that of Other Subject Teachers whose mean score of Fat Percentage is 40.47. The effect size, as measured by Cohen’s d, was 0.98, indicating a large effect. It may, therefore, be said that Physical Education Teachers were found to believe significantly lower in their Fat Percentage than their counter part Other Subject Teachers. The result is presented graphically in figure below.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessFigure: Group wise comparison of Mean Scores of Fat Percentage of Female TeachersMAJOR FINDINGS OF THE STUDYGROUP WISE RESULTS ON BODY COMPOSITION PARAMETERS • It shows that the mean scores of Fat Percentage of Physical Education and Other Subject Teachers differ significantly. GROUP WISE RESULTS ON EFFECT SIZE • The effect size between mean scores of Fat Percentage of Physical Education and Other Subject Teachers indicates a large effect means high effect size indicates high practical applications of research findings.DISCUSSION ON FINDINGS OF THE STUDYDISCUSSION ON RESULTS OF BODY COMPOSITION PARAMETERS• The Physical Education Teachers were found to believe significantly lower in their Fat Percentage than their counter part Other Subject Teachers.CONCLUSIONOn the basis of the results obtained in the present study, it can be concluded that • There is a statistically significant difference in fat percentage between female Physical Education Teachers and female teachers of other academic subjects. The independent sample t-test revealed that Physical Education Teachers exhibited a significantly lower mean fat percentage compared to Other Subject Teachers, leading to the rejection of the null hypothesis.• Furthermore, the magnitude of difference, as indicated by a large effect size (Cohen’s d = 0.98), suggests that the observed difference is not only statistically significant but also of substantial practical importance. This indicates that professional engagement in Physical Education, which typically involves higher levels of physical activity and active lifestyle practices, may contribute to more favorable body composition profiles among female teachers.On the whole, the results indicate that female Physical Education Teachers have lower levels of fat in their bodies in comparison with teaching other subject areas. The research emphasizes on the significance of physical exercise and active occupational engagement in healthy body composition and recommends that implementation of physical activity measures among educators in other fields can be useful in enhancing general health and fitness.30323436384042PhysicalEducationTeachersOther SubjectTeachersSeries1 34.762 40.47Percentage Group wise comparison of Mean Scores of Fat Percentage of Female Teachers

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 29REFERENCES1. American College of Sports Medicine. (2022). ACSM’s guidelines for exercise testing and prescription (11th ed.). Wolters Kluwer.2. Garber, C. E., et al. (2011). Medicine & Science in Sports & Exercise, 43(7), 1334–1359.3. Heyward, V. H., & Wagner, D. R. (2004). Applied body composition assessment. Human Kinetics.4. Janssen, I., & LeBlanc, A. G. (2010). International Journal of Behavioral Nutrition and Physical Activity, 7(40).5. Misra, A., et al. (2011). Journal of the American College of Nutrition, 29(3), 289–301.6. Wells, J. C. K. (2007). Best Practice & Research Clinical Endocrinology & Metabolism, 21(3), 415–430.7. World Health Organization. (2020). Guidelines on physical activity and sedentary behaviour.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessEFFICACY OF A SPECIFIC TRAINING PROGRAM ON MOTOR PERFORMANCE COMPONENT AND SKILL ABILITY OF DISTRICT LEVEL KABADDI PLAYERSMr. Manik K. Malve, Research Scholar & HOD The Somaiya School, Mumbai, MaharashtraEmail – [email protected] Mobile – 8652888898Prof. (Dr.) G. K. Dhokrat, Principal, BPCA’s College of Physical Education, Wadala, Mumbai Mobile - 9930295833ABSTRACT The purpose of the present study was to examine the efficacy of a specific training program on motor performance components and skill ability of district-level girls Kabaddi players aged 14 to 16 years. Thirty district-level girls Kabaddi players were selected as subjects and randomly divided into an experimental group and a control group. The experimental group participated in a structured, sport-specific training program focusing on power, speed, agility, balance, reaction time and Kabaddi-specific skills for a period of 12 weeks, while the control group continued with their regular training routine. motor performance components such as power, speed, agility, balance and reaction time along with Kabaddi skill ability, were assessed using standardized tests before and after the training period. The data were analyzed using the t-test to determine significant differences between pre-test and post-test scores. The results of the study revealed significant improvement in motor performance components and skill ability of the experimental group compared to the control group. The findings suggest that a specific training program is effective in enhancing motor performance and skill efficiency among district-level girls Kabaddi players aged 14–16 years.Keywords:- Kabaddi, Motor Performance, Specific training.INRODUCTION Kabaddi is prevalent in adjacent Asian nations and the Indian subcontinent. Although kabaddi is mentioned in Indian history, it gained prominence as a competitive sport in the twentieth century. It is the national sport of Bangladesh. Following cricket, it is the second most-viewed and favored sport in India. The Indian states participating in this state game are Andhra Pradesh, Bihar, Chhattisgarh, Haryana, Karnataka, Kerala, Maharashtra, Odisha, Punjab, Tamil Nadu,Telangana, and Uttar Pradesh. The sport is categorized into two types: \"Punjabi kabaddi,\" or \"circle style,\" played on an outdoor circular field, and \"standard style,\" which is conducted indoors on a rectangular court in prominent professional leagues and international eventslike the Asian Games.The sport has garnered global recognition due to international competitions such as the Asian Games, the Kabaddi World Cup, and India's very successful Pro Kabaddi League. Due to its distinctive combination of athleticism, history, and strategy, along with its exhilarating gameplay, kabaddi is gaining increasing popularity in Asia, Europe, North America, and Australia. The increasing popularity of Kabaddi illustrates the global appeal of this exhilarating sport.NEED AND BACKGROUNDIn the realm of national and international Kabaddi competitions, distinguishing the superior performances of players is challenging; hence, the topic of motor fitness becomes pertinent. Coaches and physical educators are continuously faced with the challenge of enhancing player performance through specialized instruction. Motor performance components and talents are essential to overall performance. The significance of motor fitness and talent is exceptional in the competitive game of Kabaddi. The less fit player frequently encounters challenges in skill execution during the game due to fatigue and exhaustion. Various training methods, such as weight training, circuit training, and Fartlek training, have traditionally been

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 211employed to enhance motor fitness and skill. However, there has been a lack of substantial research in the domain of Kabaddi. Considering various factors, the researcher identified the necessity to investigate the efficacy of a specific training program on the motor performance components and skill abilities of district-level Kabaddi players.OBJECTIVES OF THE STUDY• To compare the adjusted Mean Scores of the Power of Junior Kabaddi PlayersSpecific Training Group and the non-Specific Training Group by taking PrePower as a CovariateHYPOTHESISHo There is no significant difference in adjusted mean score of Power of junior Kabaddi players of Specific Training Group and non-Specific Training Group bytaking pre Power as covariate. RESEARCH DESIGNGroup ‘A’ - Experimental Group (n=30)Group ‘B’ – Controlled Group (n=30)Both the groups were pre tested, after pre-testing the subject of the experimental group had undergone 8 weeks Plyometric Exercise training program, whereas the controlled group did not receive any special training.Experimental Group Control group Pre test Phase I Pre test ↓ ↓ Training Phase II No training↓ ↓Post test Phase III Post testSELECTION OF VARIABLES AND TOOLS TO BE USEDDependent VariablesThe following Motor Performance Components will be considered as dependent variables of the present study.Sr. No. Variable Test Unit1 Power Standing Broad Jump MeterIndependent Variables The independent variables comprise the exercises from the Specific Training Module used in experimental treatment.1 Cone Drill 9 Standinglong jump2 Medicineballthrow 10 50metersrun3 Squats 11 Abdominal crunch4 Stretching Exercises 12 ShuttleRun5 MountainClimbers 13 Squatthrust6 Skipping 14 Ladderexercises7 ForwardBend 15 Relaxation Exercises 8 Squatjump

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessTRAININGSCHEDULEFORTHESPECIFIC TRAININGWeeks Week1&2 Week3&4Intensity 50% 60%Sr.No Exercises Rep Sets Time Rest Rep Sets Time Rest1 ConeDrill 2 1 2 30 sec 2 2 2 30 sec2 MedicineBall Throw 8 1 3 30 sec 8 2 4 30 sec3 Squats 15 1 3 30 sec 15 2 4 30 sec4 ShuttleRun 2 1 3 30 sec 2 1 3 30 sec5 MountainClimbers 15 1 3 30 sec 15 2 5 30 sec6 Skipping 1min 2 3 30 sec 1min 3 5 30 sec7 ForwardBend 10 1 3 30 sec 10 2 4 30 sec8 Squatjump 15 1 3 30 sec 15 2 4 30 sec9 Stretching Exercises 2 1 5 30 sec 2 2 5 30 sec10 Relaxation Exercises 10 1 2 10 2 2Weeks Week5&6 Week7&8Intensity 70% 80%Sr.No Exercises Rep Sets Time Rest Rep Sets Time Rest1 Standinglong jump 10 1 3 30 sec 10 2 5 30 sec2 50metersrun 2 2 3 30 sec 2 3 4 30 sec3 Abdominal crunch 15 1 3 30 sec 15 2 4 30 sec4 Squatthrust 10 1 4 30 sec 10 2 5 30 sec5 Ladderexercises 15 2 5 30 sec 15 3 5 30 sec6 ConeDrill 2 3 3 30 sec 2 4 4 30 sec7 Medicineballthrow 8 2 3 30 sec 8 3 4 30 sec8 MountainClimbers15 2 5 30 sec 15 3 8 30 sec9 Stretching Exercises2 1 5 30 sec 2 2 5 30 sec10 Relaxation Exercises 10 1 2 10 2 2Weeks Week9&10 Week11&12Intensity 70% 50%Sr.No Exercises Rep Sets Time Rest Rep Sets Time Rest1 Skipping 1min 3 5 30 sec 1min 2 3 30 sec2 ShuttleRun 2 3 3 30 sec 2 1 2 30 sec

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 2133 Standinglong jump 10 2 3 30 sec 10 1 3 30 sec4 Squats 15 3 5 30 sec 15 2 4 30 sec5 ForwardBend 10 2 4 30 sec 10 1 5 30 sec6 Squatjump 15 3 5 30 sec 15 1 3 30 sec7 Ladder exercises 15 2 5 30 sec 15 1 3 30 sec8 Mountain Climbers15 3 7 30 sec 15 1 3 30 sec9 Stretching Exercises 2 1 2 2 1 210 Relaxation Exercises2 1 2 1 2 2RESULT AND INTERPRETATIONGROUPWISE TREATMENT COMPARISON OF ADJUSTED MEAN SCORES OF POWER BY TAKING PRE-POWER AS COVARIATEThe objective was to compare the adjusted Mean Scores of Power of Kabaddi players of Specific training group and Non Specific training Group by taking Pre-Power as Covariate. The data were analyzed with the help of One Way ANCOVA, and the results are given in Table 1.1.Table 1.1: Summary of One Way ANCOVA of Power by taking Pre Power Strength as a covariateSource of Variance df SSy.x MSSy.x Fy.x RemarkTreatment 1 .336 .336 57.149 P < 0.01Error 57 .336 .006Total 59Table 1.1 shows that when Pre-Power was included as a covariate, the adjusted Fvalue was 57.149, which is significant at 0.01 with df=1/57. It shows that when Pre-power was taken into account as a covariate and measured by the Standing Broad Jump, the adjusted mean scores of the Power of the Specific training group and Non-Specific training Group were significantly different. Additionally, the adjusted mean score of Power of the Specific training Group is 2.086, which is significantly higher than the adjusted mean score of Power of the Non-Specific Group, 1.921. Thus, we reject the Null Hypothesis that there is no significant difference in the adjusted mean scores of power between the Specific Training Group and the Non Specific Group of district level Kabaddi Players. With Pre-power as a covariate, it can be said that the Specific Training Programme was more effective in improving the Power of district level Kabaddi Players than the non-specific Group.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessFigure 1.1 Comparison of Adjusted Mean Scores of Power between Specific Training Group and Non-Specific Training GroupFINDINGS1. Specific training Module is useful in significantly developing the power of Kabaddi Players when measured by standing broad jump test.RECOMMENDATIONSFollowing recommendations regarding the study's implications and possibilities for additional research are made after weighing all of the study's advantages and disadvantages:1. A similar study on Male Kabaddi players may be conducted.2. A similar study with integration with other aspects, such as psychological and yogic practices, may be conducted.3. The study's findings may be helpful to the concerned professionals and coaches in preparing athletes for competition at various levels.4. A similar study may be conducted concerning Senior Kabaddi Players.REFERENCES1. \"Kabaddi: The origin, history and evolution of the sport\". sportsadda.com. 12 April 2021. Retrieved 27 January 2022.2. Wells, John C. (2008). Longman Pronunciation Dictionary (3rd ed.). Longman. ISBN 978-1-4058-8118-0.3. kabaddi Cambridge Dictionary4. Asthana,V.(2009). KnowAllAboutGames&Sports. HolidayBooksStore.5. Lipoproteins and Pressure in Pre-Teenage African Americans: 1081. Medicine and Science in Sports and Exercise, 38(5).6. Kabaddi Information: History, How to Play & Rules (sportycious.com)7. Kabaddi in India - Wikipediahttps://en.wikipedia.org/wiki/Kabaddi8. https://thebridge.in/from-the-grassroots/kabaddi-maharashtra-generational-love-story381609. https://erpublications.com/uploaded_files/download/download_28_01_2015_17_38_12.pfCharta. (2009) Whether Combining Endurance Training with CT Impacted Strength and Power. http://www.ncbi.nlm.nih.gov/sites/entrez?%0D10. Chtara,M.,Chaouachi,A.,Levin, G.,Chaouachi,M.,Chamari,K., Amri,M., &Laursen,1.81.851.91.9522.052.1Specific TrainingGroupControl GroupSeries1 2.086 1.921 Count in CentimetersAdjusted Mean Scores of Power

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 21511. P.(2008).EffectofConcurrentEnduranceandCircuitResistanceTrainingSequence onMuscularStrengthandPowerDevelopment.JournalofStrengthandConditioning Research, 22(4), 1037–1045.12. Cook,T., &Reichardt, C. S.(1979).Qualitative and Quantitative Methodsin Evaluation.13. SagePublications.14. Crowther, R., Spinks, W., Leicht, A., & Spinks, C. (2007). Kinematic Responses to Plyometric Exercises Conducted on Compliant and Noncompliant Surfaces. Journal of Strength and Conditioning Research, 21(2), 460–465.15. Debebe, M., Mengistu, S., & Zegeye, S. (2019). Effect of Physical Fitness Training on Selected Fitness Variables to Improve Performance of U-17 Male Football Project Trainees in Arba Minch Town. IOSR Journal of Humanities and Social Science, 24(1), 63–68.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessA CORRELATION STUDY BETWEEN WEIGHT TO HIGHT RATIO AND SKELETAL MUSCLE MASS IN ADOLESCENT SCHOOL STUDENTS OF MUMBAI SUBURBANMs. Neha Berander Singh Rawat, Research Scholar, BPCA's College of Physical Education and sports, Wadala, Mumbai 400031 Dr. Kishore J. Maru, Research Guide, Associate Professor, BPCA's College of Physical Education and sports, Wadala, Mumbai 400031Abstract:Adolescence is a critical period of physical growth characterized by rapid changes in body size and body composition, particularly skeletal muscle development. Weight-to-height ratio is commonly used in school-based assessments due to its simplicity; however, it does not distinguish between fat mass and lean mass. The present study investigated the relationship between weight-to-height ratio and skeletal muscle mass among adolescent school boys and girls of the Mumbai suburban region.A correlational survey design was adopted, and a sample of 100 adolescent students (50 boys and 50 girls) from Ryan International School, Chembur, Mumbai Suburban was selected. Skeletal muscle mass was measured using the ALPHA BMI Body Fat Scale (SRS 475), and height was assessed using standard anthropometric procedures. Pearson’s Product Moment Correlation was applied for data analysis using IBM SPSS version 27.The results revealed a significant negative correlation between weight-to-height ratio and skeletal muscle mass in boys (r = −0.894, p < 0.01) and girls (r = −0.655, p < 0.01). The study concludes that higher weight-to-height ratios are associated with lower skeletal muscle mass among adolescents.Keywords: Weight-to-height ratio, skeletal muscle mass, adolescents, body compositionIntroduction:Adolescence is a sensitive stage of physical development that is typified with fast increases in body size, body composition and muscular development. School-based health assessments on anthropometric indices that deal with body weight in relation to height have been popular because they are simple and easy to do. But these indices are a measure of total body mass and does not distinguish between the fat mass and non-fat mass including skeletal muscle. The interpretation of growth and fitness condition of the adolescent school children especially in urban regions like that of Mumbai suburbs will thus rely on the relationship between weight to height ratio and skeletal muscle mass (SMM).Basic anthropometric measurements include the weight-to-height ratio which is a ratio that normalizes body weight against stature and a preliminary body size measure in terms of development. More complex indices like Body Mass Index (BMI) are usually used, but simple ratios are more likely to be used in school settings where data is collected in the field, and the index does not require many calculations. Growth of body weight relative to height during adolescence can be the result of the increase in fat mass, skeletal muscle mass or a combination of both. Therefore, the relation of weight-to-height ratio and SMM is also used to explain the possibility or not that weight gain in relation to height is due to healthy muscle growth, or to other alterations in the body makeup (Malina, Bouchard, and Bar-Or, 2004).The skeletal muscle mass is a large portion of the fat-free mass, and it is important in the physical performance, metabolic health, and functional capacity. Ineffective muscle mass gain is a phenomenon that is characteristic of adolescence and more so in the period of puberty through hormonal fluctuations, maturation of neuromuscular and heightened physical activities (Lloyd & Oliver, 2012). Testosterone in boys leads to extreme muscle hypertrophy and in girls, there is also an increase in muscle mass, albeit at a lower level. Such developmental sex patterns affect the correlation between anthropometric indices and muscle mass, and, hence, adolescent groups are more specific to correlation research (Malina et al., 2004).

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 217The body weight relative to height has been postulated in previous studies to be related in a positive manner to lean body mass and skeletal muscle mass in children and adolescents. Bioelectrical impedance analysis (BIA) and dual-energy X-ray absorptiometry (DXA) have shown that body mass-based indices have moderate and strong correlations with muscularity measures (Janssen, Heymsfield, and Ross, 2002). The growth of skeletal muscle should also influence the total body weight, which makes it a significant portion of weight in physically active adolescents, so the fact that the weight-height ratio increases could be taken as an indicator that the muscle mass is increasing rather than adiposity. The difference is especially relevant in school populations in which sport activities and physical education programs can lead to better muscular development.Among the lifestyle factors, which might play a major role in skeletal muscle development in the context of Mumbai suburban adolescents, there are urban dwellings, fluctuating physical activity, food habits and engagement in organized sports. Students who undergo regular exercising and sports training would be having a greater skeletal muscle mass that would increase the weight to height ratios without necessarily showing that they had gained unhealthy weight. Thus, a positive correlation between the weight-to-height ratio and skeletal muscle mass would justify the explanation of this ratio as the indicator of general growth and muscularity, but not necessarily as the indicator of excess fats of the body (Wells and Fewtrell, 2006).Bioelectrical impedance analysis is a popular method of estimating skeletal muscle mass, because it provides a non-invasive method of mass measurement, is portable and can be used on large sample populations, which is the case with school-based studies. The use of correlation analysis in conjunction with the standard anthropometric measurements of height and weight is likely to help ascertain the strength and direction of the impact of weight-toheight ratio and skeletal muscle mass relationship. The implications of such findings in the practical aspect of physical education teachers, coaches and health professionals are in differentiating between normal patterns of growth and possible health hazards.Statement of the Problem:Problem of the present study was sought that “A Correlation Study Between Weight to Hight Ratio and Skeletal Muscle Mass in Adolescent School Students of Mumbai Suburban”.Objectives of the Study:• To study correlation between Weight to Hight Ratio and Skeletal Muscle Mass in School Boys.• To study correlation between Weight to Hight Ratio and Skeletal Muscle Mass in School Girls.Hypothesis of the Study:The hypothesis of the study is as under:H01: There is no significant correlation between Weight to Hight Ratio and Skeletal Muscle Mass in School Boys.H02: There is no significant correlation between Weight to Hight Ratio and Skeletal Muscle Mass in School Girls.Design of the Study:This study is a Correlative Survey in nature under the heading of Descriptive research.Selection of the Sample/Subject:The sample for the present study was 50 Boys and 50 Girls (N=100) Adolescent students selected of Ryan International School, Chembur, Mumbai Suburban.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessSelection of the Variable and Test:For data collection on Body Composition Parameters, Standard ALPHA SRS 475 Body Composition Machine and Tailor’s Measuring Tape/Gullick Tape was used to measure Waist Circumference and Height of an Adolescent School Students of Mumbai Suburban.Variables Tools to Be Used:Sr. NoVariable Tool/Test Units1. Skeletal Muscle MassALPHA BMI Body Fat Scale – SRS 475 MachinePercentage (%)2. Waist Tailor Measuring Tap/Gulick Tape Centimetre (cm)3. Height Stadiometer Centimetre (cm)Procedure of the Study (Data Collection):The researcher visited to the selected school to collect the data from the adolescent students then the data was collected by using a tailor measuring tap to measure the Waist circumference and to measure Height), the researcher measured the waist circumference in centimeters (cm) and height also in centimeters (cm). Then, to collect data on Body Composition (Skeletal Muscle Mass) the researcher used ALPHA BMI Body Fat Scale – SRS 475Statistical Procedure Used:Since, there were two groups for this correlation study viz. Boys and Girls, wherein the researcher has decided to correlate the test scores of Two Independent Variables viz. Weight to Hight Ratio and Body Composition Parameters in order to see the relationship among the Variables, Pearson Product Moment Correlation was appropriately used further to find out percentage of commonness (± r) ² x 100 was used for the data analysis.In this chapter the data has been Presented, Analyzed and Interpreted, by taking in to account results obtained researcher on Two Groups and Two Independent Variables in the light of Objectives and Hypotheses sought in the present study with the help of IBM SPSS 27 Software. Further, on the basis of the results major findings followed by discussion have been presented.Result of the Study:I. Relationship Between Weight to Hight Ratio and Skeletal Muscle Mass of Boys StudentsThe objective was to study correlation between Weight to Hight Ratio and Skeletal Muscle Mass in School Boys. The data were analyzed with the help of Pearson Correlation Coefficient and results are given in Table 1. Table 1: Summary of Mean, SD, N, df and Correlation Coefficient of Weight to Hight Ratio and Skeletal Muscle MassGender Weight to Hight Ratio Skeletal Muscle Mass N df R pb RemarkMean SD Mean SDBoys 0.45 0.06 43.63 5.48 50 49 -0.894 p<0.01From Table 1 it is evident that the correlation Coefficient is -0.894 which is negative and significant at 0.01 level with df = 49 it reflects that there Weight to Hight Ratio and Skeletal Muscle Mass were negatively and significantly correlated. Thus, the null hypothesis that there is no significant correlation between Weight to Hight Ratio and Skeletal Muscle Mass in School Boys is rejected. Further the percentage of commonness between Weight to Hight Ratio and Skeletal Muscle Mass is 79.92 % which is high. It may, therefore, be said that Weight to Hight Ratio and Skeletal Muscle Mass were found to be inversely and strongly related. That means higher the Weight to Hight Ratio, lower is likely to be the Skeletal Muscle

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 219Mass of School Boys. Where mean scores of Weight to Hight Ratio is 0.45 and Skeletal Muscle Mass is 43.63 of School Boys. II. Relationship Between Weight to Hight Ratio and Skeletal Muscle Mass of Girls StudentsThe objective was to study correlation between Weight to Hight Ratio and Skeletal Muscle Mass in School Girls. The data were analyzed with the help of Pearson Correlation Coefficient and results are given in Table 2. Table 2: Summary of Mean, SD, N, df and Correlation Coefficient of Weight to Hight Ratio and Skeletal Muscle MassGender Weight to Hight Ratio Skeletal Muscle Mass N df R pb RemarkMean SD Mean SDGirls 0.43 0.08 41.16 7.65 50 49 -0.655 p<0.01From Table 2 it is evident that the correlation Coefficient is -0.655 which is negative and significant at 0.01 level with df = 49 it reflects that there Weight to Hight Ratio and Skeletal Muscle Mass were negatively and significantly correlated. Thus, the null hypothesis that there is no significant correlation between Weight to Hight Ratio and Skeletal Muscle Mass in School Girls is rejected. Further the percentage of commonness between Weight to Hight Ratio and Skeletal Muscle Mass is 65.50 % which is high. It may, therefore, be said that Weight to Hight Ratio and Skeletal Muscle Mass were found to be inversely and strongly related. That means higher the Weight to Hight Ratio, lower is likely to be the Skeletal Muscle Mass of School Girls. Where mean scores of Weight to Hight Ratio is 0. 43 and Skeletal Muscle Mass is 41.16 of School Girls. Major Findings of the StudyGender wise Results • There is a negatively significant correlation between Weight to Hight Ratio and Skeletal Muscle Mass in School Boys as well as in Girls.Variable Wise Results of Boys and Girls:• The Weight to Hight Ratio and Skeletal Muscle Mass were found to be inversely and strongly related. That means higher the Weight to Hight Ratio, lower is likely to be the Skeletal Muscle Mass of School Boys. • The Weight to Hight Ratio and Skeletal Muscle Mass were found to be inversely and strongly related. That means higher the Weight to Hight Ratio, lower is likely to be the Skeletal Muscle Mass of School Girls. Variable Wise Results of Commonness of Boys and Girls:• The percentage of commonness between Weight to Hight Ratio and Skeletal Muscle Mass of School Boys is 79.92 % which is very high, it means that there is very strong negative but correlation.• The percentage of commonness between Weight to Hight Ratio and Skeletal Muscle Mass of School Girls is 65.50 % which is high, it means that there is strong correlation. Conclusion:• On the basis of the results obtained in the present study, it can be concluded that there exists a significant negative relationship between weight-to-height ratio and skeletal muscle mass among both school boys and school girls. The Pearson Product Moment Correlation analysis revealed a very strong negative correlation in boys and a strong negative correlation in girls, leading to the rejection of the null hypotheses for both groups.

International Conference & Global Conclave on Physical Education Sports Science & Social Wellness• The findings indicate that in school boys, an increase in weight-to-height ratio is associated with a substantial decrease in skeletal muscle mass, as evidenced by the high percentage of commonness. Similarly, although the strength of association was comparatively lower in girls, a statistically significant inverse relationship was observed, suggesting that higher weight-to-height ratios are also linked with lower skeletal muscle mass among school girls.On the whole, the research findings prove that increasing body to height ratios are associated with decreasing skeletal muscle mass in both sexes. The level of correlation was established to be more in boy than in girl. The findings imply that weight-to-height ratio, in its high form, can indicate poor changes in body composition instead of healthy gains in body muscles among school- going adolescents.Recommendations:According to the findings of the study following are the recommendation: Weight-height ratio can be viewed as a valuable anthropometric measure that can be used to define the potential risks associated with lower skeletal muscle mass in boys and girls of schoolgoing age. The results underline the significance of frequent examination of the parameters of body composition in school-going populations to ensure healthy growth, muscle building, and fitness.REFERENCES1. Janssen, I., Heymsfield, S. B., & Ross, R. (2002). Low relative skeletal muscle mass (sarcopenia) in older persons is associated with functional impairment and physical disability. Journal of the American Geriatrics Society, 50(5), 889–896. https://doi.org/10.1046/j.1532-5415.2002.50216.x2. Lloyd, R. S., & Oliver, J. L. (2012). The youth physical development model: A new approach to long-term athletic development. Strength and Conditioning Journal, 34(3), 61–72. https://doi.org/10.1519/SSC.0b013e31825760ea3. Malina, R. M., Bouchard, C., & Bar-Or, O. (2004). Growth, maturation, and physical activity (2nd ed.). Human Kinetics.4. Wells, J. C. K., & Fewtrell, M. S. (2006). Measuring body composition. Archives of Disease in Childhood, 91(7), 612–617. https://doi.org/10.1136/adc.2005.085522

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 221THE ROLE OF PHYSICAL EDUCATION IN PROMOTING SOCIAL WELL-BEING IN SOCIETYMrs. Manisha Atul Samant, Librarian, B.P.C.A.’s College of Physical Education, Naigaon Cross Road, Wadala, Mumbai – 400031.ABSTRACTTraditionally, physical education is associated with promoting physical fitness and wellness. However, it plays a much larger role in social well-being than the physical realm alone. It serves as a vital catalyst for social development and collective well-being. It examines the multidimensional role of physical education in benefiting society, focusing on its promotion of community cohesion, teamwork, inclusivity, and communication. It empowers individuals to build healthy relationships and promotes inclusivity, paving the way for a vibrant community. Through shared experiences in physical activity, we cultivate resilience, discipline, and a spirit of cooperation, highlighting the profound role that movement plays in enhancing our lives together. This descriptive paper highlights the concept of social well-being and how Physical Education plays a vital role in improving it by nurturing interpersonal relationships, reducing social barriers, and strengthening collective harmony. The study concludes that PE is indispensable for building inclusive, resilient societies in the 21st century.Keywords: Physical Education, Social Well-being, Holistic Development, Society and Social Well-being.INTRODUCTIONPhysical education is more than just playing sports or staying active; it is a vital component of a well-rounded education. In the pursuit of holistic development, which extends beyond academic achievement, physical education emerges as a crucial component. While academic subjects provide essential knowledge, physical education contributes significantly to overall well-being and holistic development. It promotes physical health, mental well-being, emotional balance, and social development. As the world becomes more sedentary, particularly with the increasing use of technology, the role of physical education in academia and daily life is more important than ever. It plays a vital role inachieving effective social well-being.REVIEW OF LITERATUREThe selected related reviews of literature are listed below:• Holistic Development: Kumari and Sharma (2025) reviewed the impact of physical educationon students’ holistic growth, highlighting its contributions across physical, mental, emotional, and social dimensions. They argue that physical education nurtures balanced development, which directly enhances social well-being.• Psychological and Social Support: Han, Li, and Niu (2025) examined the influence of physical education on university students’ psychological health, noting that social support and exercise behaviour within PE programs significantly improve emotional resilience and interpersonal relationships.• Social Skills Formation: Rao (2023) investigated the role of physical education in developing social skills, including teamwork, empathy, and leadership. His mixedmethods study found that students who engaged in structured physical education programs exhibited higher levels of social competence than those with limited participation.

International Conference & Global Conclave on Physical Education Sports Science & Social Wellness• Community Cohesion: Bailey (2006) emphasised that physical education activities encourage collaboration and leadership, which are essential for social integration. Similarly, Kirk (2010) argued that physical education fosters inclusivity by reducing social barriers and promoting equity.• Global Health Perspective: The World Health Organisation (2020) highlighted the role of physical education in strengthening community ties and cultural exchange, positioning it as a global priority for social inclusion.Together, these studies demonstrate that physical education is not merely a physical pursuit but a social catalyst, shaping interpersonal relationships and community cohesion.METHODOLOGYThis study adopts a conceptual research methodology, synthesising existing literature, theoretical frameworks, and policy documents to construct a thematic framework of PE’s role in social well-being.• Approach: Thematic analysis of peer-reviewed articles, global health reports, and educational policy documents.• Scope: Focused on four mechanisms—teamwork, inclusivity, communication, and community cohesion.• Framework Development: Insights were organised into a conceptual model linking physical education practices to social well-being outcomes.THE CONCEPT OF SOCIAL WELL-BEING Definition: Social well-being refers to the quality of relationships, sense of belonging, and the ability of individuals to contribute positively to their communities. It is one of the key dimensions of overall well-being, alongside physical, emotional, and psychological health. Social wellness, also known as social well-being, refers to the development and maintenance of positive, supportive relationships with others. The more we interact with others and form meaningful relationships, the better our social well-being. (Social Wellness - What Is Social Well-Being & Its Importance, n.d.)Core Elements of Social Well-being• Interpersonal Relationships: Strong, supportive connections with family, friends, and peers.• Inclusivity and Equity: Equal opportunities for participation regardless of gender, class, ethnicity, or ability.• Community Cohesion: Shared values, trust, and cooperation that bind people together.• Social Participation: Active involvement in community, cultural, and civic activities.• Social Support Systems: Access to networks that provide emotional, financial, and practical assistance.Importance in Society• Promotes Harmony: Reduces social fragmentation and conflict by fostering empathy and cooperation.• Strengthens Democracy: Encourages civic participation and responsible citizenship.• Enhances Mental Health: A sense of belonging reduces loneliness, anxiety, and depression.• Drives Development: Cohesive societies are more resilient, innovative, and economically stable.Role of Institutions• Education: Schools and universities cultivate teamwork, inclusivity, and respect for diversity.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 223• Community Organisations: NGOs, clubs, and local groups provide platforms for social interaction.• Government Policies: Social welfare programs, equal rights legislation, and inclusive policies strengthen social• well-being.• Physical Education & Sports: PE fosters teamwork, empathy, and community cohesion, making it a practical tool • for enhancing social well-being.Challenges• Social Inequality: Disparities in wealth, education, and access to resources weaken social bonds.• Cultural Divides: Ethnic, religious, or linguistic differences can lead to fragmentation if not managed inclusively.• Digital Isolation: Overreliance on technology may reduce face-to-face interaction, impacting social connectedness.Pathways to Strengthen Social Well-being• Promoting inclusive education and physical education programs.• Encouraging community participation through cultural and civic activities.• Building social safety nets to support vulnerable populations.• Fostering dialogue and empathy across diverse groups.PHYSICAL EDUCATION AND SOCIAL WELL-BEINGPhysical Education is unique because it combines physical activity with social interaction. Whether through team sports, group exercises, or recreational activities, physical education creates environments where individuals learn to cooperate, empathise, and respect diversity. Physical education teaches how to develop strength, speed, endurance, and coordination. It also emphasises the development of social qualities, such as empathy, cooperation, friendliness, team spirit, and respect for rules, which are essential for healthy social relations. Social well-being is a critical dimension of holistic human development, encompassing interpersonal relationships, inclusivity, and a sense of belonging within communities. In contemporary societies marked by increasing isolation, cultural divides, and mental health challenges, physical education provides structured opportunities for individuals to interact, cooperate, and build meaningful social bonds. Social well-being is about positive connections, belonging, and contributing to society. At the same time, physical education fosters this by providing structured activities that help students learn teamwork, communication, respect, and leadership, developing crucial life skills beyond fitness and ultimately linking physical activity in social settings to better overall health and happiness. Physical education through games and sports builds social skills like cooperation, fair play, empathy, and conflict resolution, enhancing a student's sense of community (social integration) and value (social contribution) (Chawre, 2025).BENEFITS OF PHYSICAL EDUCATION IN ACHIEVING SOCIAL WELL-BEING (School, 2024)The need and importance of physical education extend far beyond physical development—it is a comprehensive tool for nurturing healthy, capable, and well-rounded individuals.• Promotion of Physical Fitness: One of the most apparent benefits of physical education is the promotion of physical fitness. Regular physical activity helps &develop endurance, strength, flexibility, and coordination. For instance, activities such as running, swimming, and gymnastics in physical education enhance cardiovascular health, muscle strength, and overall conditioning. These activities also reduce the risk of obesity, heart disease, and other lifestyle-related ailments.

International Conference & Global Conclave on Physical Education Sports Science & Social Wellness• Educating on Healthy Lifestyles: It educates on the importance of maintaining a healthy lifestyle. Nutrition information, the benefits of regular exercise, and the dangers of unhealthy habits such as smoking or poor eating habits are often integrated into physical education. It empowers society to make informed decisions about health. Numerous studies show that Physical activity is a natural stress reliever. Physical education, which includes physical activity, provides an outlet for relieving tension and managing stress, especially given the pressures of academic performance.• Physical Fitness and Health: The most apparent benefit of physical education is the promotion of physical fitness and health. Regular physical activity helps maintain a healthy body weight, improve cardiovascular health, and enhance overall fitness levels. Through activities such as sports, exercises, and fitness routines, one can develop habits that contribute to a healthier lifestyle, laying the foundation for a lifetime of well-being.• Increase Flexibility in Physical Health: The day-to-day routine work performed by every individual in society requires flexibility. It is also a critical component to consider in maintaining physical health. It is a crucial component of physical fitness. Exercises such as yoga, Pilates, and martial arts like karate are known to increase flexibility, which can improve joint mobility, balance, and posture. Regular stretching helps maintain the elasticity of muscles and tendons, enabling smoother, more efficient movements.• Cognitive Development: Physical education goes beyond the body; it stimulates cognitive development. Engaging in physical activities boosts brain function, improving concentration, memory, and problem-solving skills. Studies have shown a positive correlation between regular physical activity and academic performance, highlighting the interconnectedness of physical and cognitive well-being.• Social Skills and Teamwork: Participation in team sports and group activities fosters the development of social skills and teamwork. Physical education provides a platform for collaboration, communication, and working towards common goals. Learning to function as part of a team is a valuable life skill that extends beyond the playground, preparing students for success in their personal and professional lives.• Improves Social Well-being: Whether playing on a sports team, running in a group, practising martial arts, or hiking with friends, these physical activities create opportunities for individuals to connect with others who share similar interests. Participating in activities such as sports enhances social cohesion by fostering a sense of belonging to a community or group. Engaging in group exercise programmes helps reduce loneliness and social isolation, especially among older adults.• Emotional Well-being and Stress Management: Physical education serves as an outlet for emotional expression and stress management. Physical activity triggers the release of endorphins, the body’s natural mood lifters, promoting a positive mental state. Additionally, engaging in sports and physical challenges teaches students resilience, coping mechanisms, and the importance of maintaining emotional wellbeing.Thus, engaging people in physical activity plays a crucial role in promoting public health by reducing the risk of chronic diseases, improving mental health, and enhancing overall quality of life(Chrispin, 2025)• Lifelong Habits and Values: Instilling the importance of physical activity from a young age sets the stage for lifelong habits and values. The lessons learned in physical education classes, such as discipline, perseverance, and the pursuit of excellence, extend far beyond the gym or sports field. These values become an integral part of an individual’s character, shaping their approach to life's challenges and opportunities.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 225CONCEPTUAL FRAMEWORKDISCUSSION ON PHYSICAL EDUCATION AND SOCIAL WELL-BEINGPhysical education is crucial for social well-being, as it provides a unique platform to develop essential life skills such as teamwork, communication, leadership, and empathy through group activities and sports, fostering positive peer relationships, inclusion, and a sense of belonging, ultimately building self-confidence and reducing social anxiety. It teaches cooperation, fair play, and conflict resolution, preparing individuals for successful social interaction and community engagement. Physical nurtures social wellbeing by fostering environments where individuals learn to cooperate, respect diversity, and resolve conflicts. At the societal level, physical education contributes to cohesion by bridging cultural divides and promoting unity through shared physical experiences.• Team Sports: Activities such as football, basketball, and cricket teach collective goal achievement, empathy, and trust. Players must rely on one another, fostering interdependence and mutual respect.• Inclusivity in Practice: Adapted PE programs for students with disabilities demonstrate how physical activity can break down barriers and promote equality. Such programs encourage empathy and understanding among peers.• Communication Skills: Group exercises and recreational activities require verbal and non-verbal communication, enhancing interpersonal skills that are transferable to academic and professional settings.• Community Cohesion: Local sports events and recreational clubs serve as social glue, bringing together individuals from diverse backgrounds and fostering cultural exchange.IMPLICATIONS• Educational Policy: Schools should integrate physical education as a core subject to cultivate social skills alongside academic learning.• Community Development: Governments and NGOs must invest in accessible sports facilities to encourage participation and inclusivity.• Workplace Wellness: Organisations can use structured physical activities to strengthen teamwork and employee engagement.• Global Perspective: Physical education aligns with Sustainable Development Goals (SDGs), particularly those related to health, education, and social inclusion. FUTURE RESEARCH DIRECTIONS• Longitudinal studies on the lifelong impact of physical education on social integration.• Cross-cultural analyses of physical education’s role in fostering inclusivity.• Exploration of digital and virtual physical education programs in enhancing social skills.• Research on the role of physical education in conflict resolution and peacebuilding.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessLIMITATIONSThis study is conceptual and relies on secondary sources rather than primary empirical data. Social well-being is a multidimensional construct that is difficult to quantify, and outcomes may vary across cultural and institutional contexts.CONCLUSIONPhysical education is not just about physical activity; it’s a cornerstone of holistic development. By promoting physical fitness, stimulating cognitive development, fostering social skills, managing emotional well-being, and instilling lifelong habits and values, physical education contributes significantly to the development of well-rounded individuals. As educational institutions increasingly recognise the importance of holistic development, the role of physical education becomes even more pivotal in nurturing the minds, bodies, and spirits of the leaders and contributors of tomorrow.Physical education serves as a vital catalyst for social development and collective wellbeing, fostering connections, teamwork, and a sense of belonging. Physical education is indispensable for human social well-being. Physical Education is vital for human social well-being. By fostering teamwork, inclusivity, communication, and community cohesion, PE contributes to stronger interpersonal relationships and more harmonious societies. Its recognition as a core educational and social priority is essential for building inclusive, resilient communities in the 21st century. Physical Education is not just about fitness—it is a social tool that builds cohesion, inclusivity, and responsible citizenship.References (APA Style)1. Bailey, R. (2006). Physical education and sport in schools: A review of benefits and outcomes. Journal of School Health, 76(8), 397–401. https://doi.org/10.1111/j.1746-1561.2006.00132.x2. Han, X., Li, H., & Niu, L. (2025). How does physical education influence university students’ psychological health? An analysis from the dual perspectives of social support and exercise behaviour. Frontiers in Psychology, 16, Article 1457165. https://doi.org/10.3389/fpsyg.2025.14571653. Chrispin, M. (2025). Perspective chapter: Essential benefits of physical activity and sports to human psychosocial health and well-being. In Movement as Medicine—Harnessing Physical Activity for Holistic Health across the Lifespan. IntechOpen. https://doi.org/10.5772/intechopen.10104334. Kirk, D. (2010).Physical education futures. Routledge.5. Kumari, P., & Sharma, A. (2025). A review of the impact of physical education on the holistic development of students. International Journal of Physiology, Sports and Physical Education, 7(1), 180–186. https://doi.org/10.33545/26647710.2025.v7.i1c.1226. Rao, G. R. (2023). The role of physical education in developing social skills. Journal of Physical Education Research, 12(2), 45–56.7. School, H. P. (2024, January 10). The role of physical education in holistic development. Hallmark Public School. https://www.hallmarkpublicschool.com/the-roleof-physical-education-in-holistic-development/8. Social wellness—What is social well-being & its importance? (n.d.). Https://Www.Hdfcergo.Com/. Retrieved December 29, 2025, from https://www.hdfcergo.com/health-insurance/wellness-corner/social9. World Health Organization. (2020).Global recommendations on physical activity for health. WHO Press.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 227EFFECTIVENESS OF INTEGRATED TRAINING MODULE ON PSYCHOLOGICAL VARIABLES GENERAL WELLBEING AND STRESS OF STUDENTS OF HIGHER SECONDARY SCHOOLS OF JAMMU AND KASHMIRMr. Mohd Shafiq, Research Scholar, BPCA's College of Physical Education and sports, Wadala, Mumbai 400031.Dr. Kishore J. Maru, Research Guide, Associate Professor, BPCA's College of Physical Education and sports, Wadala, Mumbai 400031.ABSTRACTThe present study examined the effectiveness of an Integrated Training Module on psychological variables, namely General Wellbeing and Stress, among higher secondary school students of Jammu and Kashmir. A quasi-experimental, non-equivalent control group design was employed. The sample consisted of 60 male students (15–17 years) from a government higher secondary school, randomly assigned to an Integrated Training Group (n = 30) and a Control Group (n = 30). The Integrated Training Module, administered for 12 weeks, comprised body-weight circuit training, dance aerobics, and yogic practices. General Wellbeing and Stress were assessed using standardized psychological scales. Data were analyzed using One Way Analysis of Covariance (ANCOVA) by taking pre-test scores as covariates. The results revealed no statistically significant difference in adjusted mean scores of General Wellbeing between the Integrated Training Group and the Control Group (F = 2.92, p > .05). However, a statistically significant reduction in Stress was observed in the Integrated Training Group compared to the Control Group (F = 15.89, p < .01), with lower adjusted mean stress scores. The findings indicate that while the Integrated Training Module did not significantly enhance overall General Wellbeing, it was highly effective in reducing stress levels among higher secondary school students. The study highlights the importance of integrating structured physical and yogic training programmes in schools to promote psychological resilience and stress management during adolescence.Keywords: Integrated training module, general wellbeing, stress, higher secondary students, Jammu and KashmirINTRODUCTIONThe psychological well-being is an important aspect of overall well-being and cognitive performance in adolescents, especially in the higher secondary level of education. The time is usually marked by a high level of academic stress, uncertainty in their careers, and psychosocial problems, and it may adversely affect the overall wellbeing of students and increase the stress levels. The positive functioning of people, emotional stability and life satisfaction are represented by general wellbeing and stress is defined as a psychological strain caused by academic, social, and environmental pressures (Ryff, 1989; Lazarus and Folkman, 1984).Exercise and mind-body activities have been extensively known to be effective interventions to increase psychological wellbeing and decrease stress. Body-weight circuit training enhances fitness and is accompanied by endorphins release that is positively linked with positive mood and stress relievers (American College of Sports Medicine [ACSM], 2022). The emotional regulation, relaxation, and autonomic balance that improve mental health because of the breathing and meditative elements of yogic practices have been demonstrated (Brown and Gerbarg, 2005). The combination of these approaches creates an Integrated Training Module, which targets the physical and psychological aspects of health.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessIn other places like Jammu and Kashmir, students who are attending higher secondary school are likely to have other forms of stress that are based on environmental, social and academic issues. Although increasing evidence has been on exercise-based and yogic interventions, there has been little empirical research undertaken to study the combined efficacy of the two on psychological variables in this scenario. Therefore, the present study aims to examine the effectiveness of an Integrated Training Module comprising circuit training with body-weight exercises and yogic trainingon general wellbeing and stress among higher secondary school students of Jammu and Kashmir.RESEARCH PROBLEM Problem of the Present Study was sought that“Effectiveness of Integrated Training Module on Psychological Variables General Wellbeing and Stress of Students of Higher Secondary Schools of Jammu and Kashmir”.OBJECTIVES OF THE STUDY The allied objectives of this study are:• To compare the adjusted mean scores of General Wellbeing of Students of Higher Secondary Schools of Integrated Training Group and Control Group by considering their Pre-General Wellbeing as covariate.• To compare the adjusted mean scores of Stress of Students of Higher Secondary Schools of Integrated Training Group and Control Group by considering their Pre-Stress as covariate.HYPOTHESES STATEMENTS On the bases of available literature and discussion with experts, as well as the research scholars own understanding. The following null hypotheses are formed for the study: H01: There is no significant difference inadjusted mean scores of General Wellbeing of Students of Higher Secondary Schools of Integrated Training Group and Control Group by considering their Pre-General Wellbeing as covariate.H02: There is no significant difference inadjusted mean scores of Stress of Students of Higher Secondary Schools of Integrated Training Group and Control Group by considering their Pre-Stress as covariate.DELIMITATIONS OF THE STUDYThe present study was delimited as follows:• The study was delimited to the 15 to 17 years of age students of Government Higher Secondary Dheri Ralyote, Manjakote Block, Rajouri District, Jammu and Kashmir.• The study also was delimited to Psychological Variables i.e. General Wellbeing and Stress and training programme was delimited to Integrated Training for 12 weeks.MATERIALS AND METHODSRESEARCH DESIGNNon-Equivalent Control Group DesignThe study was Non-Equivalent Control Group Design under Quasi-Experimental Study. One Independent Variable i.e. Integrated Training Module having Three levels, namely, Body Weight Training, Dance Aerobics and Yogic Practices where the Dependent Variables of the study was Psychological Variables i.e. General Wellbeing and Stress.