Special Issue Jan 2026 Volume 2

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 2129IMPACT OF TRADITIONAL EXERCISES ON ADOLESCENTHEALTH-RELATED FITNESSSomesh Aswar, Research Scholar, BPCA’s College of Physical Education, Wadala, Mumbai Dr. Rajendra Shelke, Research Guide, Assistance Professor of BPCA’s College of Physical Education, Wadala, Mumbai Abstract: The purpose of the present study was to evaluate the effectiveness of a traditional exercise training programme on muscular strength of school boys of Mumbai. A total of 70 male students were selected as subjects and randomly divided into two groups, namely the experimental group and the control group, with equal numbers in each group. The experimental group underwent a six-week traditional exercise training programme consisting of indigenous exercises such as Dand and Baithak, while the control group did not receive any training intervention. Muscular strength were assessed before and after the training period using standardized tests. The results revealed significant improvements in the experimental group following the intervention. The F-value for muscular strength was 54.41, indicating that the adjusted mean scores of muscular strengths were significantly superior to those of the control group. The findings of the study clearly demonstrate that traditional exercise training has substantial potential to enhance muscular strength among school boys. Further research is recommended to examine long-term effects and to compare traditional exercises with modern training methods.Keywords: Traditional Exercise, Muscular Strength, School Boys.Introduction Today’s generation is living a fast-paced life characterized by increasing pressure, stress, and reduced physical activity. Due to rapid technological advancements and modern conveniences, physical movement has considerably declined, leading to sedentary lifestyles among adolescents and youth. Although many individuals may appear physically fit, their overall health often deteriorates gradually due to lack of regular exercise and disciplined physical routines. Therefore, it has become essential for young individuals to maintain physical, mental, and social well-being through systematic exercise, proper nutrition, and positive lifestyle habits.Physical educationists, sports scientists, and health researchers have continuously emphasized the role of structured physical activity in achieving and maintaining health-related fitness. Traditional and indigenous exercise practices, which were once an integral part of daily life, are now gaining renewed importance due to their simplicity, accessibility, and proven effectiveness. Exercises such as Dand and Baithak have historically been practiced to develop strength, endurance, flexibility, and overall bodily fitness, especially among youth.Traditional exercises are holistic in nature and involve the engagement of large muscle groups, thereby contributing significantly to muscular strength and flexibility. These exercises demand minimal equipment, can be practiced in limited spaces, and are suitable for individuals across different age groups. Previous research has highlighted that systematic training using traditional exercises can lead to notable improvements in health-related physical fitness components, particularly muscular strength among school students.In the present context, where there is a growing concern over declining fitness levels among adolescents, the scientific evaluation of traditional exercise training becomes highly relevant. Understanding the effectiveness of such indigenous training methods can help physical educators and coaches incorporate cost-effective and culturally relevant exercise programmes within educational institutions.Therefore, the present study focuses on examining the effect of a structured traditional exercise training programme on selected health-related physical fitness components, namely

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessmuscular strength and flexibility, of junior college boys. The findings of this research are expected to provide valuable insights for promoting traditional exercise practices as an effective means of enhancing physical fitness among youth.OBJECTIVES OF STUDY • The objective considered for the present study are as under: • To compare the adjusted mean scores of Muscular Strength of Traditional Exercise group and Control group by considering their Pre- Muscular Strength as covariate. METHODOLOGY The present study was be an endeavour to investigate effect of Traditional Exercise training Program on Physical Fitness of junior college boys. According to the purpose of study the methodology adopted has been explained in this chapter. Research Design The present study employed an experimental research design, specifically the pre-test–post-test control group design. This design was chosen to examine the effect of a structured Traditional Exercise training programme on selected physical fitness variables of school boys. The group continued their regular school classes and daily routine. Participants Population: Divin Light High School, Gundavli Metro Station, Bisleri Signal, Andheri (East), Mumbai.Sample Size: 70 male students divided into two equal groups (35 per group) assigned randomly.Groups: Experimental group: 35 boys (received Traditional Exercise training) Control group: 35 boys (Did not receive training)a. Pre-Test Before starting the intervention, both the experimental and control groups underwent Muscular strength testing and scores were recorded. Traditional Exercise training programmeThe experimental group followed a 6-week schedule, 4 days per week (Mon, Wed, Fri, Sat) for 60 minutes per session.c. Post-Test After completion of the training programme, both groups were again assessed using the same Muscular strength test. The data was analysed by using One-Way ANOVA for the said purpose of statistical analysis by using SPSS software. RESULTS ON SELECTED PHYSICAL FITNESS PARAMETERS RESULT ON MUSCULAR STRENGTH The Objective was to compare adjusted mean scores of Muscular Strength of students of Traditional Exercise training programme Group and Control Group by considering their PreMuscular Strength as covariate.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 2131Table 1. One Way ANCOVA of Muscular Strength of students by taking their Pre Muscular Strength as CovariateSource of Variance df SSy.x MSSy.x Fy.x Remark Treatment 1 405.67 405.67 54.41 p<0.01 Error 67 499.56 7.46From Table 1, it can be seen that the adjusted F-Value is 54.41which is significant at 0.01 level with df= 1/67. It indicates that the adjusted mean scores of Muscular Strength of students of Traditional Exercise training Group and Control Group differ significantly when their Pre Muscular Strength was taken as Covariate. The null hypothesis sought, there is no significant difference between adjusted mean scores of Muscular Strength of students of Traditional Exercise training Group and Control Group by considering their Pre Muscular Strength as covariate is not accepted. The adjusted mean score of Muscular Strength of Experimental Group is 27.26 and adjusted mean score of Control Group is 22.40 Thus, it can be said that Muscular Strength of students treated through Traditional Exercise training was found to be significantly superior to Control Group when groups were matched in respect of their Pre Muscular Strength. The result is presented graphically in Figure 1.Figure 1: Comparison of Adjusted Mean Scores of Muscular StrengthFINDINGS • On the basis of the above analysis the following findings may be drawn.• Muscular Strength of Experimental Group was found to be significantly superior to Control Group when group were matched in respect of their Pre- Muscular Strength. DISCUSSION ON FINDINGS In case of Muscular Strength of Experimental Group, Significant difference is found as compared to Control Group, hence the Hypothesis sought that ??01 There is no significant difference in the adjusted mean scores of Muscular Strength of the Experimental Group and Control Group by taking Pre- Muscular Strength as covariate is not accepted. 343536373839404142Exprimental Group Control GroupComparison of Adjusted Mean Scores of Muscular Strength

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessCONCLUSION AND RECOMMONDATIONS The findings of the present study suggest that the Traditional Exercise training Program significantly enhances the Muscular strength levels of school boys. These improvements are crucial for the holistic physical development of students, providing a cost-effective and indigenous method to acquire a sturdy body and excellent energy. Physical education directors and school administrators should integrate traditional Indian exercises into the standard health-related physical fitness curriculum to preserve cultural heritage while effectively improving the functional strength of the youth. REFERENCES 1. Kansal, D. K. (2012). A practical Approach to Test Measurement and Evaluation. Delhi: Sports and Spiritual Science Publications.2. Lipowski, M., & S. M. (2015). Physical activity among other health-related behaviors in treatment of alcoholism. The Journal of Sports Medicine and Physical Fitness, 231-240.3. Lobbestael, J., & M. R. (2015). An Empirical Test of Rejection- and Anger-Related Interpretation Bias in Borderline Personality Disorder. J Pers Disord.4. Loos, R. J., & H. J. (2015). Advances in Exercise, Fitness, and Performance Genomics. Medicine and Science in Sports and Exercise.5. Raquel Pedrero-Chamizo, A. G.-C.-M.-G. (2015, February). Higher levels of physical fitness are associated with a reduced risk of suffering sarcopenic obesity and better perceived health among the elderly: The EXERNET multi-center study. The Journal of Nutrition, Health & Aging, 19(2), 211-217.6. Simms, L. J., & C. W. (2015). Incremental Validity of the DSM-5 Section III Personality Disorder Traits With Respect to Psychosocial Impairment. J Pers Disord, 1-17.7. Susanne Hwiid Klausen, M. J. (2015, April). Health-Related Fitness Profiles in Adolescents With Complex Congenital Heart Disease. Journal of Adolescent Health, 56(4), 449-455.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 2133FUTURE TRENDS AND CHALLENGES IN PHYSICAL EDUCATION AND SPORTSSapna Arun Yadav, (Ph.D Scholar B.P.C.A’s College of Physical Education, Wadala, Mumbai)Dr. Sushama Narayan Chougule, (Asst. Prof. B.P.C.A’s College of Physical Education, Wadala, Mumbai)ABSTRACTPhysical education and Sports has its inevitable significance in human development. It not only strengthens and develops the physical appearance of a person but also inculcates sportsmanship and brings out the fit and healthy human being for nation building.It is a major contribution towards improvement of an individual academically, socially and physically. It not only enhances the competence and confidence of a student but also helps to attain strength and good health.A sport is of competitive nature whereas physical education includes training of an individual. In this study we are discussing about the future trends and challenges in Physical education and sports. The future challenges to make this field interesting involve: Disinterest in students. Various factors need to be considered to avoid disinterest of the students in sports and Physical Education. This could be due to inadequate time given to the students or athletes, minimal training period, lack of or inadequate theoretical knowledge and proper facilities given to the students. Improper presentation of a particular game or sport.Less participation: not every child readily participates in an event. A teacher or coach should convince the students to ensure maximum participation.Girl participation: It is a big task to convince a girl student to participate in sports activities.Besides the above-mentioned factors, other challenges are inadequacy of funds, improper training programme and modules etc. Role and importance of physical activities and sports in our daily life especially during this pandemic situation and in future.Keywords: Physical education, sports, participation in sports, importance of physical activities.Introduction:Physical education and Sports has its inevitable significance in human development. It not only strengthens and develops the physical appearance of a person but also inculcates sportsmanship and brings out the fit and healthy human being for nation building.It is a major contribution towards improvement of an individual academically, socially and physically. It not only enhances the competence and confidence of a student but also helps to attain strength and good health.A sport is of competitive nature whereas physical education includes training of an individual.In this study we are discussing about the future trends and challenges in Physical education and sports. Importance: Physical education and sports in schools help in the development of physical skills. Most of the children are more physically active in schools through various PE and sports programmes or extra training after or before school hours.Moreover, schools provide an opportunity to the sports teachers to introduce physical activities and give them theoretical knowledge in a structured manner.Regular participation in physical activities is associated with a longer and better quality of life.As we all are aware about the pandemic since last year. During this covid situation exercising, physical activities etc. have been a must to increase the immune system of an individual, help

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessease muscle strain, relieve mental tension and improve blood circulation and muscle activity. It helps to have a better and longer life and also benefits emotionally and psychologically.Challenges:The future challenges to make this field interesting involve: Disinterest in students: Various factors need to be considered to avoid disinterest of the students in sports and Physical Education. This could be due to inadequate time given to the students or athletes, minimal training period, lack of or inadequate theoretical knowledge and proper facilities given to the students. Improper presentation of a particular game or sport.Less participation: not every child readily participates in an event. A teacher or coach should convince the students to ensure maximum participation.Girl participation: It is a big task to convince a girl student to participate in sports activities.Besides the above mentioned factors, other challenges are inadequacy of funds, improper training programme and modules etc. Role and importance of physical activities and sports in our daily life especially during this pandemic situation and in future.Suggestions:Success is peace of mind which is a direct result of self-satisfaction in knowing you did your best to become the best you are capable of becoming.” “The interesting thing about coaching is that you have to trouble the comfortable, and comfort the troubled.”We, the physical education teachers are the ones who get an opportunity to groom and develop a child from the grassroots level. We should put in our best to get good results, performance from a child. We should upgrade their knowledge and motivate them at all times.A child should perform physical activities or sports with his/ her own will and wish and not forcefully. Hence we should make sure that we develop a good, healthy and happy environment for our children so that their interest is generated. They should enjoy what they do.Conclusion:Opportunities should be provided by the govt. Bodies.Funds should be made available for various events at various levels.To develop a happy environment for the children.References:1. https://www.allresearchjournal.com/archives/2015/vol1issue4/PartB/13.1-650.pdf2. https://scholar.google.com/citations?user=dxBlDacAAAAJ&hl=en3. https://www.researchgate.net/publication/6816341_Physical_Education_and_Sport_in_Schools_A_Review_of_Benefits_and_Outcomes

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 2135ANALYZING POLICY INTERVENTIONS AND SCIENTIFIC PRACTICES IN PHYSICAL EDUCATION FOR SUSTAINABLE HEALTH AND SOCIAL WELLNESSDr. G. Rama Devi, Physical Director, TGSWRDC, Sanga Reddy Telangana Email:[email protected] Education (PE) is now a pressing field of ensuring sustainable health and social wellbeing in the modern sedentary societies characterized by increasing noncommunicable disease rates, growing social disparities, and the agglomeration of social inequalities. This article examines how Physical Education can be enhanced using policy interventions and scientific practices as a whole life long health and community well being tool. It looks at how PE has been placed in the national and international policy agendas regarding the role of preventing health, physical literacy and inclusiveness in social development, education and health. The paper also examines the scientific practice within Physical Education where evidence-based practices are based on exercise science, biomechanics, physiology, and behavioral research. The practices are useful in designing agerelated, inclusive, and result-oriented physical activity programs that improve physical fitness, mental stability, and interpersonal skills. Through adopting scientific evaluation practices and evidence-based practices, Physical Education now becomes more consistent with long-termhealth outcomes instead of immediate performance achievements. Besides, the article highlights the role of Physical Education in social wellness as it builds teamwork, discipline, gender equity, and social inclusion among different populations. It critically assesses the current gaps between the design and execution on-ground, such as limitations of infrastructure, untrained specialists and inequitable access to good PE programs. The discussion shows that the gaps should be closed through the concerted efforts of the policymakers, educators, health professionals, and institutions. In general, the article suggests that with properly formulated policy interventions and scientifically informed practices Physical Education can become a sustainable, inclusive and effective framework to promote health and social wellness. This kind of integration should be reinforced to get long-term public health outcomes and create resilient, active, and socially cohesive communities.Keywords: Physical Education, Policy Interventions, Sustainable Health, Scientific Practices, Social Wellness, Evidence-Based Approach etc.IntroductionPE is also placed strategically at the crossroad between education, public health and social development. In a time of fast paced technological progress, waning physical activity rates, and growing health disparities the role of Physical Education has grown well beyond its past purpose of sport training or physical activity. It is currently considered one of the pillars, in ensuring sustainable health outcomes and promoting social wellness among the various populations. With lifestyle diseases, mental health issues, and social disintegration of societies, Physical Education provides a preventive and systematic formula in fending physically active, social, and health-conscious people.The policy interventions have been very conclusive and decisive in redefining the scope and goals of Physical Education in the educational frameworks and also the community structures. Physical Education is becoming an important area of focus in governments and international organizations to deliver wider social objectives of health, such as physical literacy, lifelong exercise practices, and social inclusion. These policy strategies aim to

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessinstitutionalize Physical Education by reforming the curriculum, setting up minimum activity standards as well as obligating inclusive participation. Nevertheless, the success of these interventions is mainly determined by how these interventions are translated into the practical and context-specific sense of scientific knowledge.At the same time, the progress in the science of exercise, pedagogy, and health research has revolutionized Physical Education to become a discipline with evidence. Curriculum design, training methodology, assessment strategy, and injury prevention are now informed by scientific practices in order to make the Physical Education programs safe and effective. Scientific philosophy is incorporated to contribute to not only physical results but also cognitive, emotional and social growth.It is in this background that the current article will analyze the interface between the policy interventions and scientific practices in Physical Education. It aims at examining the contribution of this interaction to sustainable health and social wellness, in addition to determining challenges that impede successful implementation. Through a critical and interdisciplinary lens, the article seeks to make its contribution to current scholarly and policy debates around the issue of making Physical Education an essential tool of long-term welfare of society.Conceptual Framework of Physical Education and Sustainable HealthPhysical Education as a Foundation for Lifelong Health:The main purpose of Physical Education is to develop the lifelong health behaviour instead of short-term physical results. It exposes people to the normal moves, fitness consciousness and healthy lifestyle at a very tender age. Physical Education can promote the formation of long term health habits that will carry on into adulthood and later life by making physical activity a normal aspect of life and this is why it would go hand in hand with the concept of sustainable health.Physical Literacy and Health Sustainability:The focus of the connection between Physical Education and sustainable health is that of physical literacy. It entails the cultivation of motivation, confidence, competence and knowledge that would allow an individual to actively engage in physical activity throughout their life. Physical Education, through well-organized learning experiences and development of skills, enables one to be responsible in his/her own health. This autonomy provides a sense of autonomy that makes exercise a self-directed and long-term behavior that is associated with health sustainability.Preventive and Promotive Health Orientation:In the conceptual framework, Physical Education is considered to be a preventive and promotive health strategy. Frequent and scientifically planned physical exercise negates the danger of non-communicable illnesses like obesity, heart disorders, and stress-related disorders. Meanwhile, Physical Education allows maintaining fitness, emotional stability, and psychological strength. Health education is a preventive healthcare approach that decreases future quality of healthcare expenditures and improves health in populations.Holistic Development and Well-Being:Physical Education is important in the holistic development because it helps in meeting physical, cognitive, emotional and social aspects of well-being. Engagement in sports activities promotes discipline, unity, leadership and problem-solving. These psychosocial advantages increase the resilience and social interaction of individuals, and this fact supports the notion that sustainable health is not only limited to physical fitness but also to emotional balance and social harmony.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 2137Equity, Inclusion, and Social Responsibility:One of the sustainable health models focuses on equity and inclusion, where Physical Education can be used to alleviate health disparities. The main idea behind inclusive PE programs is to address the different skills and abilities, gender, and cultural diversities to enable equal access to health-promoting opportunities. Physical Education enhances social responsibility and communal good through promotion of participation and social integration.Lifespan and Systems-Based Perspective:The conceptual framework places Physical Education in a wider framework of a health ecosystem which encompasses educational institutions, families, communities and policy environment. Physical Education is a mediating process that coordinates the educational objectives and the public health with the objectives. With proper policies and practices in science, it turns out to be a sustainable system of integrating healthy behaviors in the daily living and fostering social wellness in the long-term.All in all, the conceptual framework emphasizes the idea of Physical Education as an allembracive and long-term strategy of sustainable health, which supports the idea of the subject as a crucial contributor to personal health and community growth.Policy Interventions in Physical EducationPolicy interventions in Physical Education (PE) can be defined as organized initiatives, rules and strategic plans that governments, education and international agencies bring out to enhance the position of PE in enhancing health, well-being and social growth. The goal of these interventions is to bring about a permanent institutionalization of Physical Education as an important element of education systems and health policies that are based on social well-being as opposed to it being an optional and peripheral activity.Curriculum Mandates and Educational Reforms:Making physical education a required subject in school is one of the most important policy changes in the field. National education policies often set standards for minimum hours of instruction, expected learning outcomes, and activities that are appropriate for different ages. These rules make sure that all students, no matter what their socio-economic background is, have access to structured physical activity during their early years. More and more, changes to the curriculum focus on physical literacy, fitness education, and health awareness instead of just competition.Integration of Physical Education with Public Health Policies:Modern policy frameworks are increasingly integrating Physical Education with public health goals. PE is seen as a way to stop diseases that are caused by bad habits and is part of larger health promotion plans. Policies encourage schools to work with health departments to teach kids about nutrition, mental health, and physical activity along with Physical Education. This integration enhances the preventive and promotional function of physical education in sustainable health advancement.Teacher Training and Professional Standards:Good policy changes also pay attention to how well Physical Education is taught. Professional standards, certification requirements, and programs for PE teachers to keep learning and growing are set by governments and regulatory bodies. These steps make sure that teachers have scientific knowledge, teaching skills, and teaching strategies that work for everyone. This makes Physical Education programs safer and more effective.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessInfrastructure and Resource Allocation:Policy changes often meet infrastructure needs by giving money for playgrounds, sports facilities, equipment, and safe places to learn. To make Physical Education policies work well, we need to invest in infrastructure, especially in rural and underserved areas. Fair distribution of resources shows a commitment to health promotion that is open to everyone and lasts.Inclusive and Gender-Sensitive Policies:A lot of modern policies stress fairness and inclusion in Physical Education. These interventions are designed to facilitate the involvement of girls, children with disabilities, and marginalized groups through tailored activities, adaptable curricula, and nurturing environments. These kinds of policies make Physical Education a place where everyone can be included and have the same chances.Community and School-Based Physical Activity Initiatives:Policy interventions are increasingly expanding beyond educational institutions to promote community-oriented physical activity initiatives. After-school sports, community fitness campaigns, and partnerships with local groups are all examples of programs that encourage people to stay active for the rest of their lives. These actions make the connection between Physical Education, community health, and social wellness stronger. Policy changes in Physical Education give the structural and institutional support needed to turn the goals of long-term health and social wellness into real, measurable results.Scientific Practices And Evidence-Based ApproachesScientific methodologies and evidence-based strategies constitute the foundation of efficacious Physical Education (PE) programs designed for enduring health and social well-being. These methods use research from exercise physiology, sports science, psychology, biomechanics, and public health that has been proven to work to plan, carry out, and assess Physical Education curricula. Changing from traditional, activity-based teaching to science-based practice makes sure that PE results are safe, measurable, open to everyone, and in line with long-term health goals.Exercise Science–Driven Program Design:Principles of exercise science, such as overload, progression, specificity, and recovery, areused to plan modern physical education programs. These ideas help you come up with activities that are good for kids of all ages and stages of development that improve their heart health, muscle strength, flexibility, and motor coordination. Scientific monitoring of intensity and frequency guarantees maximum health benefits while reducing the likelihood of injury or burnout.Assessment, Measurement, and Monitoring:Evidence-based Fitness testing, motor skill evaluation, and health-related indicators like body composition and aerobic capacity are all important parts of physical education. These tools help teachers keep track of students' progress, figure out what each student needs, and change programs as needed. Data-driven monitoring also helps with accountability and policy evaluation at both the institutional and national levels.Behavioral and Psychological Approaches:Behavioral science is used in scientific practices to encourage motivation, adherence, and positive attitudes toward physical activity. Setting goals, keeping track of your own progress, and using intrinsic motivation are becoming more common in physical education classes. These kinds of approaches help with mental health, lower stress, and keep people involved, all of which are important for long-term health.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 2139Injury Prevention and Safety Protocols:Evidence-based Physical Education combines biomechanical analysis and sports medicine research to lower the chances of getting hurt. Movement screening, proper warm-up routines, and recovery strategies are now standard scientific methods. This emphasis on safety makes sure that Physical Education stays open and accessible to a wide range of people.Use of Empirical Evidence in Policy and Practice:Scientific research also shapes national and international standards for Physical Education. The World Health Organization (WHO) and UNESCO are two groups that give evidence-based advice on things like how much physical activity people should get, what standards schools should have for PE, and how to make sure everyone can participate. These rules make PE policies more trustworthy and useful.Table 1: Evidence-Based Physical Activity and Health OutcomesIndicator Evidence-Based Statistic Source (Global Estimates)Recommended physical activity for children (5–17 years)At least 60 minutes of moderate-tovigorous physical activity daily WHOGlobal prevalence of insufficient physical activity among adolescentsOver 80% of adolescents worldwide are insufficiently active WHOImpact of regular physical activity on NCD riskReduces risk of cardiovascular disease by ~30% WHOMental health benefits of physical activity20–30% reduction in symptoms of depression and anxietyPublic health studiesSchool-based PE impact on fitnessSchools with structured PE show significantly higher aerobic fitness levelsInternational PE researchIn general, scientific practices and evidence-based methods make Physical Education stronger by giving it a solid foundation in real-world research and results that can be measured. When the way you teach is based on scientific knowledge, Physical Education becomes a reliable and long-lasting way to improve people's physical health, mental health, and social health.Physical Education For Social Wellness And InclusionPhysical education is very important for social health because it creates structured settings that encourage people from different backgrounds to interact, work together, and respect each other. PE is good for your physical health, but it's also a way to meet new people and improve your social skills, emotional intelligence, and sense of responsibility. By participating in shared physical activities, students cultivate a sense of belonging and social connectivity, which are vital elements of social well-being in educational and community contexts.Development of Social Skills and Emotional Well-Being:Taking part in physical education helps kids learn important social skills like how to work together, talk to others, be a leader, and settle disagreements. Team sports and group activities require people to work together, follow rules, and respect differences, which improves their social skills. These interactions also help people feel better by boosting their self-esteem, lowering their stress levels, and encouraging good relationships with peers, which all help create a positive social environment.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessInclusion Across Gender, Ability, and Socio-Cultural Differences:Inclusive Physical Education programs are meant to work with people of all genders, abilities, and cultural backgrounds. Adapted physical activities, flexible teaching methods, and different types of instruction make sure that kids with disabilities, girls, and other groups that are often left out can take part. These types of inclusive practices fight stereotypes, cut down on discrimination, and promote equality, making Physical Education a place for social justice and inclusive growth.Promotion of Citizenship and Social Responsibility:Physical education teaches values like fairness, discipline, empathy, and respect for rules, which are all important for being a good citizen. Structured physical activities help people learn to be honest, respect authority, and understand that they are all responsible for their actions. These values go beyond the PE setting and affect how people act in school, with friends, and in the community.Community Engagement and Social Cohesion:Physical education has an effect on more than just schools because it gets people involved in physical activity programs in their communities. School-community partnerships, sports clubs, and recreational programs encourage people of all ages to get to know each other and become friends. This kind of involvement makes communities stronger and helps people get along, especially in cities and places with a lot of different kinds of people.Mental Health and Social Support Systems:Regular participation in Physical Education enhances mental health by alleviating anxiety, depression, and social isolation. In PE settings, people often get help from their peers and feel like they are part of a group that is working toward a common goal. This group participation builds resilience and helps create social networks that are good for everyone's health. Physical Education is a great way to promote social wellness and inclusion because it combines physical activity with social learning. When implemented through inclusive and supportive practices, PE helps build societies that are strong, fair, and work well together.Challenges And Gaps In Policy And PracticeEven though more people are starting to see Physical Education as an important part of longterm health and social well-being, there are still big problems and gaps between making policies and putting them into action. These limitations frequently diminish the efficacy of well-intentioned policies and constrain the potential influence of Physical Education programs in educational and community contexts.Policy–Practice Disconnect:One of the biggest problems is the difference between what policymakers want to happen and what actually happens. Even though many national education policies say that Physical Education must be taught, it is often not done in a consistent way. Limited monitoring mechanisms, weak enforcement, and competing academic priorities often lead to less time spent on Physical Education, which makes it less effective.Inadequate Infrastructure and Resources:There is a persistent gap in the availability of adequate infrastructure and resources, especially in public schools and areas that are rural or poor. Insufficient playgrounds, lack of equipment, overcrowded spaces, and poor maintenance make it very hard to teach Physical Education well. These problems with the infrastructure limit the range of activities and make them lesssafe and welcoming.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 2141Shortage of Trained and Specialized Personnel:The success of Physical Education relies significantly on the proficiency of instructors. But a lot of schools don't have enough PE teachers who have been trained professionally. In some cases, non-specialist staff teach Physical Education, which means that scientific principles are not used properly, not everyone is included, and learning doesn't happen as well as it could. This problem gets worse because there aren't enough opportunities for continuous professional development.Limited Integration of Scientific Evidence:Even though scientific research gives strong guidelines for good Physical Education, it is not always easy to put them into practice. Many physical education programs still use oldfashioned, performance-based methods instead of new, health-focused ones that are based on research. This disconnect makes it harder for Physical Education to deal with modern health issues like sedentary behavior and mental health problems.Inequity and Exclusion:Even though there are policies that include everyone, girls, kids with disabilities, and students from lower-income families often have trouble participating. Cultural norms, gender stereotypes, and a lack of adaptive facilities make it hard for everyone to get the same level of quality Physical Education, which goes against social wellness and equity goals.Assessment and Evaluation Constraints:Another important gap is that there are no standardized ways to test and evaluate things. A lot of schools and other organizations don't have systematic ways to measure physical literacy, fitness results, and mental health benefits. It is hard to judge how well a program is working or suggest changes to policy without good data.In general, these problems show that we need to enforce policies more strictly, improve infrastructure, build professional capacity, and use evidence-based methods. To turn Physical Education policies into long-lasting health and social wellness outcomes, these gaps need to be filled.ConclusionPhysical Education plays a vital role in promoting sustainable health and social well-being in modern society. This article has shown that combining good policy changes with scientifically based practices could turn Physical Education from a minor part of the curriculum into a key tool for long-term public health and social development. When aligned with preventive health objectives and inclusive educational values, Physical Education contributes not only to physical fitness but also to mental well-being, social cohesion, and lifelong healthy behaviors.The analysis shows that policy changes are very important for making Physical Education a permanent part of schools through things like curriculum requirements, professional standards, infrastructure support, and inclusive frameworks. But how well these policies work depends a lot on how well they are put into action. Scientific and evidence-based methods make Physical Education better by making sure that the program is safe, age-appropriate, and has measurable health outcomes. Policy and science together make a strong case for making Physical Education a long-term health strategy instead of just a short-term or performance-driven activity.At the same time, ongoing problems like poor infrastructure, lack of teacher training, unfair access, and weak policy enforcement keep Physical Education from reaching its full potential. These gaps show how important it is for policymakers, educators, health professionals, and institutions to work together to close the gap between policy intent and implementation. To make Physical Education programs more effective, it is important to focus on ongoing professional development, evaluation based on data, and practices that include everyone.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessIn conclusion, Physical Education should be seen as a long-term investment in both people and society. Physical Education can help create healthier, more resilient, and more socially connected societies by backing up policy commitments with scientific rigor and inclusive practice. To get long-lasting health benefits and promote social wellness across generations, it is important to strengthen this integration.References1. Bailey, R. (2006). Physical education and sport in schools: A review of benefits andoutcomes. Journal of School Health, 76(8), 397–401. https://doi.org/10.1111/j.1746-1561.2006.00132.x2. Centers for Disease Control and Prevention. (2019). Comprehensive school physical activity programs: A guide for schools. U.S. Department of Health and Human Services. 3. Donnelly, J. E., Hillman, C. H., Castelli, D., Etnier, J. L., Lee, S., Tomporowski, P., Lambourne, K., & Szabo-Reed, A. N. (2016). Physical activity, fitness, cognitive function, and academic achievement in children. Medicine & Science in Sports & Exercise, 48(6), 1197–1222. https://doi.org/10.1249/MSS.00000000000009014. Hardman, K. (2011). Global issues in the situation of physical education in schools. Contemporary Issues in Physical Education, 11(1), 11–29. 5. Kohl, H. W., Cook, H. D., & Committee on Physical Activity and Physical Education in the School Environment. (2013). Educating the student body: Taking physical activity and physical education to school. National Academies Press. https://doi.org/10.17226/183146. McKenzie, T. L., & Lounsbery, M. A. F. (2014). The pill not taken: Revisiting physical education teacher effectiveness in a public health context. Research Quarterly for Exercise and Sport, 85(3), 287–292. https://doi.org/10.1080/02701367.2014.9312037. OECD. (2019). Education and health: A new generation of evidence. OECD Publishing. https://doi.org/10.1787/e3b6e5c2-en8. Sallis, J. F., McKenzie, T. L., Beets, M. W., Beighle, A., Erwin, H., & Lee, S. (2012). Physical education’s role in public health. Research Quarterly for Exercise and Sport, 83(2), 125–135. https://doi.org/10.1080/02701367.2012.105998429. UNESCO. (2015). Quality physical education: Guidelines for policy-makers. UNESCO Publishing.10. UNESCO. (2021). Reimagining school physical education: Policy brief. UNESCO Publishing.11. World Health Organization. (2010). Global recommendations on physical activity for health. WHO Press.12. World Health Organization. (2022). WHO guidelines on physical activity and sedentary behaviour. WHO Press.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 2143EFFECT OF CORE STRENGTH TRAINING AND OWN BODY EXERCISES ON THE DEVELOPMENT OF EXPLOSIVE POWER AMONG WOMEN KHO KHO PLAYERS OF OSMANIA UNIVERSITY, HYDERABADDr. A. Hymavathi, Physical Director TSWRDCW, Jagadgirigutta, Shamirpet, TelanganaEmail: [email protected]:The Purpose of the Study is to find out Effect of Core Strength Training and Own Body Exercises on the development of Explosive Power among Women Kho Kho Players of Osmania University, Hyderabad between the age group of 18 to 25 Years. The study was formulated as a true random group design consisting of a pre-test and post-test. The subjects 45 Women Kho Kho Players were randomly selected from the colleges affiliated to Osmania University and divided into three equal groups of Fifteen each. The groups were assigned as experimental group I – (Core Strength Training exercises), Experimental Group II (Own body exercises) and control group respectively. Pre tests were conducted for all the 45 subjects on selected on Explosive Power by Using the Standing Broad Jump Test. After the experimental period of twelve weeks post-test were conducted and the scores were recorded with Standing Broad Jump Test.It was concluded that 12 weeks Core Strength training and own body exercises training significantly improved explosive power among women kho-kho players. Key Words: Core Strength Training, Own Body Exercises, Explosive power,Introduction:Sports training aims at improving sports performance through physical, physiological, psychological, social intellectual and moral aspects thus contributing to development of allround personality of the sports person.Kho-Kho is a traditional Indian sport that dates back to ancient India. It is the second-most popular traditional tag game in the Indian subcontinent after kabaddi. Kho-Kho is played on a rectangular court with a central lane connecting two poles which are at either end of the court. During the game, nine players from the chasing team (attacking team) are on the field, with eight of them sitting (crouched) in the central lane, while three runners from the defending team run around the court and try to avoid being touched.Suraram Suresh Kumar, Prof. Rajesh Kumar (2023) Studied Effect of Core Strength Training for development of Explosive Power among Kabaddi Players of Osmania University.The objective of the study is to determine the effect of Core Strength Training for development of explosive Power among Kabaddi Players of Osmania University between the age group of 18 to 25 Years..The sample for the present study consists of 20 Male Kabaddi Players out of which 10 are experimental group and 10 are controlled group. Core Strength training exercises were given to the Experimental Group along with general training of Kabaddi and control group has doing general Training of Kabaddi for eight weeks..To assess the explosive power in legs Standing Broad Jump Test were used in the Pre Test and Post Test of the Study. This study shows that the Experiment Group increase the explosive power compare to the control group. It is concluded that due to core strength training there is a improvement of explosive power among Kabaddi Players.Purpose of Research:The Purpose of the Study is to find out Effect of Core Strength Training and Own Body Exercises on the development of Explosive Power among Women Kho Kho Players of Osmania University, Hyderabad between the age group of 18 to 25 Years.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessMethodology:The study was formulated as a true random group design consisting of a pre-test and post-test. The subjects 45 Women Kho Kho Players were randomly selected from the colleges affiliated to Osmania University and divided into three equal groups of Fifteen each. The groups were assigned as experimental group I – Core Strength Training exercises i.e. Reverse body plank, trunk extension, sit ups, front plank, side plan etc were given to experimental group on alternate days i.e. three sessions per week for 12 weeks and general training of Kho Kho Experimental Group II i.e. Own body exercises such as Push ups, Sit ups, Burpees, Squat jumps, Lunges, Mountain Climbers were given to experimental group on alternate days i.e. three sessions per week for 12 weeks and general training of Kho Kho and control group will be given general training of Kho Kho.Pre tests were conducted for all the 45 subjects on selected on Explosive Power by Using the Standing Broad Jump Test.After the experimental period of twelve weeks post-test were conducted and the scores were recorded with Standing Broad Jump Test.Results and Discussion:Table – I Computation of “t” ratio between pre-test and post-test means of Experimental and Control groups on Explosive Power.Groups ↓Pre-Test for Explosive PowerPost-Test for Explosive Power “t”-TestMean SD Mean SDOwn Body exercises 2.07 0.201 2.15 0.167 2.964 *Core Strength Training 1.87 0.298 2.28 0.142 7.509 *Control group 1.62 0.089 1.62 0.09 1.980The mean values of Own body Exercises is 2.07 in Pre Test, The mean values of Core Strength Training is 1.87 in Pre Test and Control Group Mean Values is 1.62. In Post Test the Own body Exercises is increased 2.07 to 2.15 and Core Strength Training Group is increased from 1.87 to 2.28 and Control Group from 1.62 to 1.62 in Post Test. There is a significant improvement of Explosive Power in two experimental groups i.e. core strength training and own body exercises.Conclusion:It was concluded that Core Strength Training group performs better than own body exercises group and control group. In this study due to the Core Strength Trainings exercises there is a improvement in Explosive power of legs among Kho Kho Women playersRecommendations:It is recommended that similar studies can be conducted on other events in other events and also male kho kho players.This type of study is useful to coaches to give proper coaching for development of motor qualities for improvement of performance Sports and Games.References:1. Prof. Rajesh Kumar and Prof. Erika Zemkova, Appl. Sci. 2022, The Effect of 12 Week Core Strengthening and Weight Training on Muscle Strength, Endurance and Flexibility in School Aged Athletes – P12(24), 12550; https://doi.org/10.3390/app122412550indexed within Scopus, SCIE (Web of Science), Inspec, CAPlus / SciFinder, and other databases. Q2 (Engineering, Multidisciplinary) / CiteScore - Q2 (General Engineering) Impact Factor: 2.838 (2021); 5-Year Impact Factor: 2.921 (2021) ISSN: 2076-34172. Suraram Suresh Kumar, Prof. Rajesh Kumar (2023) Studied Effect of Core Strength Training for development of Explosive Power among Kabaddi Players of Osmania University. International Journal of Recent Research and Applied Studies, Volume 10, Issue 5(2) May 2023

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 2145INFLUENCE OF PICKLEBALL-BASED TRAINING ON PRECISIONORIENTED OFFENSIVE SKILLS IN TABLE TENNISSoham M Rane, Ph.D. Research Scholar (BPCA’s College of Physical Education, Wadala, Mumbai31)Dr. Rajendra R. Dhakne, Research Guide, Assistant Professor, (BPCA’s College of Physical Education, Wadala, Mumbai31)AbstractPickleball, a paddle sport sharing biomechanical, perceptual, and technical similarities with table tennis, has gained attention as a potential training medium for enhancing sportspecific performance. Precision-oriented offensive skills such as service accuracy and forehand drive execution are crucial determinants of successful table tennis performance, yet limited research has examined the influence of pickleball-based training on these skills. The purpose of the present study was to examine the influence of a structured Pickleball-Based Training Programme on selected precision-oriented offensive skills in table tennis. A non-equivalent control group experimental design was adopted for the study. Fifty male orphanage students aged 16–18 years from Mumbai District were selected and divided into a Pickleball Training Group (n = 25) and a Non-Pickleball Training Group (n = 25). The experimental group underwent a six-week pickleball training programme, while the control group continued with regular activities without any specific training intervention. Service accuracy and forehand drive performance were assessed using the Target Service Test and Forehand Drive on Target with Footwork Test, respectively. Pre-test and post-test data were analysed using Analysis of Covariance (ANCOVA), with pre-test scores treated as covariates. The results revealed a statistically significant improvement in service accuracy and forehand drive performance among participants who underwent pickleball-based training when compared to the control group (p < 0.01). The findings suggest that pickleball-based training positively influences precision-oriented offensive skill execution in table tennis. The study highlights the potential of integrating pickleball-based training approaches within physical education and skill development programmes to enhance table tennis performance.Keywords: Pickleball-Based Training, Table Tennis, Precision-Oriented Skills, Service Accuracy, Forehand DriveIntroductionPickleball, a relatively novel paddle sport that integrates elements of tennis, badminton, and table tennis, has emerged as an engaging and effective form of physical activity. The sport demands a combination of physical and perceptual attributes, including quick reflexes, agility, and refined hand–eye coordination. Due to these demands, pickleball-based training presents potential relevance for the development of performance-related skills in other racket sports. The technical and tactical similarities between pickleball and table tennis, such as paddle control, ball placement, reaction speed, and court positioning, suggest that training adaptations developed through pickleball may influence table tennis performance. The paddle techniques, reflex development, and strategic decision-making fostered during pickleball play may translate into improved execution of precision-oriented offensive skills in table tennis.Consequently, pickleball training may serve as a complementary training approach that supports skill enhancement by establishing a functional connection between the two sports.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessObjectives of the Study• To compare adjusted mean scores of Target Service Test of students of Pickleball Training Group and Non-Pickleball Training Group by taking pre Target Service Test as covariate.• To compare adjusted mean scores of Forehand Drive on Target with Footwork Testof students of Pickleball Training Group and Non-Pickleball Training Group by taking pre Forehand Drive on Target with Footwork Test as covariate.Hypothesis of the studyH₀₁: There is no significant difference in the adjusted mean scores of Target Service Test of students of Pickleball Training Group and Non-Pickleball Training Group by taking pre Target Service Test as covariate.H₀₂: There is no significant difference in the adjusted mean scores of Forehand Drive on Target with Footwork Test of students of Pickleball Training Group and NonPickleball Training Group by taking pre Forehand Drive on Target with Footwork Test as covariate.Methodology The present study was conducted using an experimental research design, specifically the nonequivalent control group design. The study was designed to examine the influence of a Pickleball-Based Training Programme on selected precision-oriented offensive skills in table tennis.Design of the StudyA non-equivalent control group experimental design was adopted for the collection of data. The experimental design consisted of two groups, namely the experimental group and the control group. A structured training schedule was prepared and administered to the experimental group for a period of six weeks on orphanage children. The training programme was conducted six days per week, excluding Sundays, and each training session lasted for sixty (60) minutes.SampleThe children were selected from Mumbai District. The subjects were selected from Aditya Birla Centre for Welfare of Children, Chembur (E). A total sample of fifty (50) boys was selected from the above institution. Further, the subjects were divided into two groups, namely the Experimental Group (N = 25) and the Control Group (N = 25).There were two types of variables involved in the experimental design, namely Independent Variables and Dependent Variables, which are essential for conducting any experimental study. The Independent Variable was also known as the discontinuous variable, while the Dependent Variables were known as continuous variables. The selected dependent variables and their respective tests, based on reliability and validity, are presented in the following table for the present study.Independent VariableThe Pickleball-Based Training Programme was selected as the independent variable of the study.Dependent VariablesThe following table tennis skill variables were selected as dependent variables for the study:1. Service Accuracy – measured by the Target Service Test2. Forehand Drive Performance with Footwork – measured by the Forehand Drive on Target with Footwork Test

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 2147Criterion MeasuresThe following criterion measures were selected to assess the dependent variables of the study:Sr. No. Dependent Variables Tests Units1. Service Accuracy Target Service Test Scores2.Forehand Drive Performance with FootworkForehand Drive on Target with Footwork TestScoresTraining ScheduleThe following training were arranged step by step for one hourTraining program DurationWarmup 10 MinutesDrive 8 MinutesDrive 8 MinutesLob 8 MinutesDrop 8 MinutesSlice 8 MinutesLimbering down 10 MinutesProcedure of the StudyPre-Test: All the selected variables were tested prior to the commencement of the training programme, and the data were recorded.Training Phase: The pickleball training programme was administered to the experimental group for six days per week, excluding Sundays and holidays, for a period of six weeks.Post-Test: After the completion of the pickleball training programme, the post-test was conducted. The data were collected in the same manner as during the pre-test.Statistical procedureThecollected datawasanalyzedbyOneWayAnalysisofCovariance(ANCOVA)methodofstatistical technique.Result of the StudyTreatment wise comparison of adjusted mean scores of Target Service Test by taking Target Service Test as covariateThe objective of the present study was to compare the adjusted mean scores of Target Service Test of children from an orphanage of Mumbai District belonging to the Pickleball Training Group and the Non-Pickleball Training Group by taking pre Target Service Test as covariate. The data were analysed with the help of One Way ANCOVA, and the results are presented in the table below.Table: Summary of One Way ANCOVA of Target Service Test by taking Pre Target Service Test as CovariateSourceofVariancedf SSy.x MSSy.x Fy.x RemarkGroup 1 164.34 164.34 13.73 p<0.01Error 47 562.22 11.96Total 49

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessAdjusted Means Scores of TargetService Test20151050From the above table, it can be observed that the adjusted F-value was found to be significant at 0.05 level with df = 1/47 when the pre Target Service Test was taken as covariate. Hence, the null hypothesis stating that there is no significant difference in the adjusted mean scores of Target Service Test between the Pickleball Training Group and the Non-Pickleball Training Group is rejected. Further, the adjusted mean score of the Pickleball Training Group was found to be higher than that of the Non-Pickleball Training Group.Treatment wise comparison of adjusted mean scores of Forehand Drive on Target with Footwork Test by taking Forehand Drive on Target with Footwork Test as covariateThe objective of the present study was to compare the adjusted mean scores of Forehand Drive on Target with Footwork Test of children from an orphanage of Mumbai District belonging to the Pickleball Training Group and the Non-Pickleball Training Group by taking pre Forehand Drive on Target with Footwork Test as covariate. The data were analysed with the help of One Way ANCOVA, and the results are presented in the table below.Table: Summary of One Way ANCOVA of Forehand Drive on Target with Footwork Test by taking Pre Forehand Drive on Target with Footwork Test as CovariateSource of Variance df SSy.x MSSy.x Fy.x RemarkGroup 1 243.42 243.42 20.26 p<0.01Error 47 564.68 12.01Total 49 852.08From the above table, it can be observed that the adjusted F-value was found to be significant at 0.05 level with df = 1/47 when the pre Forehand Drive on Target with Footwork Test was taken as covariate. Hence, the null hypothesis stating that there is no significant difference in the adjusted mean scores of Forehand Drive on Target with Footwork Test between the Pickleball Training Group and the Non-Pickleball Training Group is rejected. Further, the adjusted mean score of the Pickleball Training Group was found to be significantly higherthan that of the Non-Pickleball Training Group.Pickleball Training Group Non Pickleball Training Group15.13 11.5

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 2149ADJUSTEDMEANSCORESOFFOREHAND DRIVE ON TARGET TEST15105Figure: Comparison of Adjusted Mean Scores of Forehand Drive on Target with Footwork Test between Pickleball Training Group and Non-Pickleball Training Group.ConclusionOn the basis of the findings of the present study, it may be concluded that the PickleballBased Training Programme had a significant influence on selected precision-oriented offensive skills in table tennis. The results revealed that the Pickleball Training Group showed significantly better improvement in service accuracy and forehand drive performance with footwork when compared to the Non-Pickleball Training Group. The findings indicate that pickleball training can be effectively used as a complementary training approach for enhancing offensive skill performance in table tennis. Therefore, pickleball-based training may be recommended for inclusion in physical education and training programmes aimed at improving table tennis performance.References1. Buzzelli, A. A., & Draper, J. A. (2020). Examining the motivation and perceived benefits of pickleball participation in older adults. Journal of Aging and Physical Activity, 28(2), 180–186.2. Casper, J. M., Gray, D. P., & Stellino, M. B. (2023). Physical activity associated with pickleball participation: A pilot study. Recreational Sports Journal, 47(1), 49–56.3. Pradas, F., Salvador, C., González-Jurado, J. A., & Castellar, C. (2021). Benefits of regular table tennis practice on body composition and physical fitness in children. International Journal of Environmental Research and Public Health, 18(6), 2854.4. Radwan, G. (2014). The impact of development of special coordination abilities on the general skill ability for table tennis juniors under 12 years old. International Journal of Science Culture and Sport, 2(4), 30–40.5. Terrell, S. L., & Ficquette, P. (2023). Exploring training strategies to optimize court performance in pickleball athletes. Strength and Conditioning Journal, 45(1), 1–12.6. Vitale, K. M. (2020). Pickleball: Review and clinical recommendations for a rapidly growing sport. Current Sports Medicine Reports, 19(6), 223–228.7. Zagatto, A. M., Morel, E. A., & Gobatto, C. A. (2016). Energetics of table tennis and table tennis–specific exercise testing. International Journal of Sports Physiology and Performance, 11(8), 1012–10PickleballTraining GroupNonPickleball TrainingGroupSeries1 14.49 10.06

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 2155IMPACT OF YOGIC PRACTICES ON LIFE ADJUSTMENT FACTORS ACROSS PERSONALITY TYPESDr. Vasistha Arun Khodaskar, Director of Physical Education & Sports Nehru Mahavidyalaya, Nerparsopant, Distt. Yavatmal AbstractYoga has a significant effect on the social adjustment and behavior of individuals in social factors. Patriotism, brotherhood, national unity, respect, humility, love, sociability, etc. Philosophical theories are widely found in the case of social health. In this study, the researcher studied the \" impact of yogic practices on life adjustment factors across personality types”. The objective of the studyto divide boys and girls into introverted and extroverted groups according to personality type and measurement of life adjustment factors. The effect of yogic practices on the life adjustment factor of boys and girls. (Factors - Family, Health, Social, Emotional, Educational, etc.) Population in this present research, 100 boys and 100 girls were selected for the degree course at the Nehru Mahavidayalya, Nerparsopant Distt. Yavatmal. The simple random method through 100 boys and 100 girls was selected. First, the Moudsly Personality Inventory test was conducted for 142 boys and 136 girls. After this, based on the test evaluation of this test, introverted and extroverted. The 50-50 group was divided into two boys and two girls. Statistical analysis of the information collected based on tests, the conclusions were drawn by the mean, standard deviation, and independent variable. Statistical analysis figures show that the above study is less relevant for introverted children, so this study concludes that the duration of 3 months of yoga practice is reduced. Significant results were found in family, health, social and overall factors in the life adjustment component of introverted children. Also, significant results were found in family, health, emotional, educational, and educational adjustment factors in the life adjustment component of extroverted students in the experimental group. Keyword:- yoga, personality, life adjustment, family, health, emotional, educational, educationalIntroductionHe did not know when the globalization of man took place in the age of science. This created a huge competition for life. At the physical, mental, social, and spiritual levels of human beings, the movement gained tremendous speed. He is trying to run faster than the clock. This does not mean that every person is the same, it means that even though some people do not have the ability, man is struggling unnecessarily for the sake of self-sufficiency as well as false reputation. This creates mental and physical stress and degrades one's health. Running after unwarranted wealth, engaging in anti-social behavior, subversive activities, etc. Adopting things affects behavior and society. The consequences of all this are bad, misbehavior is a sin, knowingly or unknowingly, a person behaves badly and runs away to find a solution when his overall health is in danger. Yoga has always come forward for the fulfillment of social objectives. Maharshi Patanjali's Yogic Practices is important from the point of view of overall health. Yoga helps in maintaining good health on physical, mental, social, and spiritual levels. Yoga in the 20th and 21st century on a physical, mental, social, and spiritual level in this regard, research is being done in many centers like Kaivalyadham Center at Lonavla, Bihar Munger, as well as Swami Ramdev Maharaj's Patanjali Yoga University, Haridwar. B. K. S. Iyengar's work in yoga research is also commendable. They give the person what a yogic life is, anxiety, anger, hatred, jealousy, fear, and emotional impulses, etc., affect a person's behavior. This is clearly stated. Various organizations have said that Patanjali Yogic practices should be adopted to live an ideal lifestyle. Today, yoga is medical science. Allopathy, homeopathy, Ayurveda, Naturopathy are the methods of treatment for the treatment of diseases. In this, yoga treatment centers have been started. While yoga is practiced for ailments, yoga is not used for the anatomical

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessdevelopment of a person. But yoga is beneficial in the functional impairment of the body and mind. E.g. The shatkarma of the yogic practices is studied to treat low back pain, joint pain,abdominal disorders, respiratory disorders, spinal disorders, obesity, headaches, dizziness, asthma, phlegm disorders as well as the heterogeneity of tridoshas. Pranayama and Kapalbhati are also used for respiratory disorders. Pranayama, Yoga nidra, and meditation are practiced to balance the mind. The main purpose of yoga is not to cure disease, but to adopt yoga to prevent disease. Building immunity created yoga. The next importance of Yogic Practices has come to the fore as research in Yoga has been done to maintain mental health and balance the internal organs of the body. • Anxiety decreases. • Improves physical, mental, social, spiritual health.• Intelligence develops. • Emotional development occurs.• Personality develops. • Criminal behavior changes.• Increases concentration. • Users to enhance game skills. • Field accidents and injuries etc. • Yogic Practices are useful for the protection and treatment of athletes. Yoga has a significant effect on the social adjustment and behavior of individuals in social factors. Patriotism, brotherhood, national unity, respect, humility, love, sociability, etc. From a psychological point of view, looking at the foundation of a person's growth and development, a person can benefit from yoga in both adolescence and youth. The age of children in adolescence is a stressful period in life, the mind and body are very flexible. According to psychologists, this is how a person behaves. Therefore, the youth group was selected for the presented research and they were taught the ideals of yoga, ethical values, asanas, pranayama, emphasized the importance of health. This created awareness about improving their health and behavior. After studying the research material and the Review of Literature, it is found that the physical, mental, and health effects of yoga have been studied extensively. Philosophical theories are widely found in the case of social health. In this study, the researcher studied the \"effect of yogic practices on different factors of life adjustment according to personality types”. Research has been undertaken to see if the yoga training program has any effect on the life-adjustment factor of boys and girls. Objectives1) To divide boys and girls into introverted and extroverted groups according to personality type. 2) Measurement of life adjustment factor.3) Preparation of yoga training program.4) The effect of yogic practices on the life adjustment factor of boys and girls. (Factors -Family, Health, Social, Emotional, Educational, etc.)

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 2157Methodology In the present research, the researcher has adopted an experimental method. True Experimental Design consists of two or more groups. There is at least one controlled and one experimental group. The application can be randomly divided into groups. So, both groups are equivalent. According to this modified method, there are two groups for the experiment without a single group, and the students are randomly divided into one of two groups. One group is given treatment and the other group is given the same instructions as before. The groups are tested. A reassessment is made and a comparison is made between the two groups. An increase in the score of the group to which the treatment is administered ensures that there is a correlation between the increase in the score and the treatment methods. The change in a group is due to treatment. This conclusion can be drawn. This method is more convenient than any other experimental method as it is possible to control the intermediate variable in a real experimental design. Population in this present research, 100 boys and 100 girls were selected for the degree course at the Nehru Mahavidayalya, Nerparsopant Distt. Yavatmal. Simple random method through 100 boys and 100 girls from were selected. First, the Moudsly Personality Inventory test was conducted for 142 boys and 136 girls. After this, based on the test evaluation of this test, introverted and extroverted. The 50-50 group was divided into two boys and two girls. After this, these introverted boys-girls 50 and extroverted boys-girls 50 were pre-tests was conducting a life adjustment test. For this, Dr. A. K. P. Sinha, Dr. R. P.Singh's adjustment test was used. Based on the evaluation scores of this life adjustment test, Higher Score to Lower Score, Even / Odd, 25-25 was divided into two groups. Of these, 25 were controlled in the introverted group and 25 in the experimental group. Thus, the boys and girls were divided into 25 controlled in the extroverted group and 25 in the experimental group.The format of the research plan is as follows –The experimental group was given a 3-month yoga training program and after 3 months the paper-pencil test of the life adjustment component of the whole group was given. Also, to each group in the control group (introverted and extroverted). The life adjustment test was repeated a month later of the pattern is as follows, the researcher used the Maudsley Personality Inventory Test for the personality types of boys and girls for research. Boys and girls were divided into introverts and extroverts based on the coefficient’s method. Then for the measurement of life adjustment factor Adjustment Inventory for College Students (AICS) Dr. A.K.P. Sinha and Dr. R.P. Singh's standardized test (for measuring the life adjustment factor) was used. Using these tests, they divided into groups and gave a three-month yoga training program to the experimental group. Reliability Coefficients Adjustment Inventory for College Students (AICS)Method Used Family Health Social Emotional Educational TotalSplit Half 0.87 0.83 0.96 0.95 0.97 0.94Test-Retest 0.85 0.82 0.95 0.94 0.96 0.93Hoyts Method 0.86 0.85 0.95 0.95 0.94 0.94K-R Formula 0.84 0.82 0.92 0,94 0.93 0.92The yoga training program was conducted in the Multipurpose college hall for the research training program under the guidance of the expert instructor. Interpreted the Moudsly Personality Inventory Test142 Boys 136 Girls100 Boys Selected 100 Girls Selected Pre-Test Life Adjustment Test50 Introverted 50 extroverted25 Control Group 25 Exp. Group 25 Control Group 25 Exp. GroupSubtopicPre-Test Life Adjustment Test50 Introverted 50 extroverted25 Control Group 25 Exp. Group 25 Control Group 25 Exp. Group

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessinformation collected based on tests, statistical analysis of the information collected based on tests, the following conclusions were drawn by the mean, standard deviation, and independent variable.Statistical AnalysisControl Group MeanBoys Introvert-N-25 Pre-Test Post Test MD t-ratioHome Adjustment 5.2 5.32 0.12 0.56Health Adjustment 5.36 6.08 0.72 1.91Social Adjustment 7.56 7.88 0.32 0.78Emotional Adjustment 10.48 10 0.48 1.02Educational Adjustment 9.6 9.88 0.28 0.89Total Adjustment 38.12 39.16 1.04 1.96Boys Extrovert N-25 Pre-Test Post Test MD t-ratioHome Adjustment 5.04 5.8 0.76 2.52*Health Adjustment 5.16 5.32 0.16 0.51Social Adjustment 8.24 8.44 0.2 0.52Emotional Adjustment 11 10.88 0.12 0.26Educational Adjustment 9.68 10.2 0.52 1.76Total Adjustment 39.12 40.64 1.52 1.96Girls Introvert-N-25 Pre-Test Post Test MD t-ratioHome Adjustment 4.76 4.84 0.08 0.32Health Adjustment 4.6 5.04 0.44 1.74Social Adjustment 8.44 8.68 0.24 0.72Emotional Adjustment 14.96 14.56 0.4 1.38Educational Adjustment 8.4 8.56 0.16 0.67Total Adjustment 41.16 41.68 0.52 0.84Girls Extrovert N-25 Pre-Test Post Test MD t-ratioHome Adjustment 4.12 4.48 0.36 1.43Health Adjustment 3.56 4.52 0.96 3.06*Social Adjustment 7.2 7.76 0.56 1.15Emotional Adjustment 10.32 10.56 0.76 1.96Educational Adjustment 7.56 8 0.44 1.3Total Adjustment 33.76 34.92 1.16 2.12*Experimental Group MeanBoys Introvert N-25 Pre-Test Post Test MD t-ratio

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 2159Home Adjustment 4.24 5 0.76 2.18*Health Adjustment 4.12 5.4 1.28 3.82*Social Adjustment 6.48 7.88 1.4 2.78*Emotional Adjustment 8.76 9.2 0.44 1.07Educational Adjustment 8.32 9.24 0.92 1.93Total Adjustment 31.92 36.72 4.8 4.55*Boys Extrovert N-25 Pre-Test Post Test MD t-ratioHome Adjustment 3.96 5.16 1.2 3.92*Health Adjustment 4.36 5.2 0.84 2.12*Social Adjustment 7.48 8 0.52 1.49Emotional Adjustment 8.96 10.36 1.67 2.28*Educational Adjustment 8.56 10 1.44 3.99*Total Adjustment 33.32 38.72 5.4 2.57*Girls Introvert-N-25 Pre-Test Post Test MD t-ratioHome Adjustment 7.56 5.72 0.96 3.5*Health Adjustment 3.96 5.36 1.4 3.5*Social Adjustment 7.56 8.24 0.68 2.41*Emotional Adjustment 12.52 12.96 0.44 0.91Educational Adjustment 7.64 9.24 1.6 4.43*Total Adjustment 36.44 41.52 5.08 6.61*Girls Extrovert N-25 Pre-Test Post Test MD t-ratioHome Adjustment 3.32 4.04 0.72 2.51*Health Adjustment 3.64 4.96 1.32 3.34*Social Adjustment 6.28 7.28 1 3.16*Emotional Adjustment 10.8 11.32 0.52 1.1Educational Adjustment 5.36 7.68 2.32 4.74*Total Adjustment 29.4 35.28 5.88 5.7*Testing of hypotheses Before giving yoga training, both the control group and the experimental group were similar in terms of coefficients. But after the implementation of the yoga training program, some differences were found in the experimental group of boys and girls. Boys and girls were found to have some degree of co-operation, adjustment, discipline, courage, honesty, etc. It is safe to say that this increase was due to yoga practice. H1 Yoga will have a significant effect on the life adjustment of boys and girls. This hypothesis has worked in the case of students. This has made sense in the case of girls.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessH2 Introverted boys - Yoga will have a significant effect on the life adjustment factors of girls. This hypothesis has been validated in the family, health, social, and overall component of the life adjustment component regarding the experimental group. In the case of girls, this concept has been valid in the areas of life adjustment, family, health, social, educational, and overall adjustment. H3 Extroverted Boy - Yoga will have a significant effect on the life adjustment factor of girls. This hypothesis is valid for all aspects of life adjustment except for the social component of extroverted children. Also, in the case of extroverted girls, this hypothesis has proved to be Significant in terms of family, health, social, educational, and overall life adjustment in the life adjustment component. Family Adjustment: - No difference was found in the experimental and controlled group giving the Family Adjustment after Yoga training. But after implementing the yoga training program, a special difference was found in the experimental group. Statistical analysis shows that there is a significant increase in family intimacy, respect, peace, family unity, and happiness among introverted and extroverted boys and girls. Health Adjustment: - No difference was found in the experimental and controlled groups before giving health adjustment yoga training. However, in the implementation of the yoga training program, the experimental group found special differences in the physical health, immunity, health awareness, etc. of the boys and girls. This improvement has been achieved through yoga practice in boys and girls.Social Adjustment: - No difference was found between the experimental and controlled groups before giving social adjustment yoga training. But after implementing the yoga training program, a special difference was found in the experimental group. Statistical analysis shows that there is an increase in social commitment, cooperation, adherence to social norms, religiosity, ideological, social harmony among introverted and extroverted boys and girls.Emotional Adjustment: - But after implementing the yoga training program, a special difference was found in the experimental group. Emotional adjustment of introverted and extroverted boys and girls was found to be a decrease in negative emotions such as inferiority complex, ego, shame, anxiety, craziness, temper tantrums, anger, feelings of theft, etc. This improvement is due to yoga practice. Educational Adjustment: - No difference was found in the experimental and controlled groups before giving educational adjustment yoga training. However, after the implementation of the yoga training program, the academic component of the experimental group increased the marks of the introverts and the boys and girls.ConclusionsIn the present study, according to the classification of personality within specific limits, the results of yoga practice on the biological adjustment of introverted and extroverted individuals are as follows:1) Significant results were found in family, health, social and overall factors in the life adjustment component of introverted children.2) Significant results were found in family, health, emotional, educational, and educational adjustment factors in the life adjustment component of extroverted students in the experimental group. 3) Significant results were found in all the components of the life adjustment component of the introverted girls in the experimental group.4) Significant results were found in the health, social, educational and overall adjustment of the life adjustment component of the extroverted girls in the experimental group. 5) Statistical analysis figures show that the above study is less relevant for introverted children, so this study concludes that the duration of 3 months of yoga practice is reduced.6) Similarly, in the case of introverted girls, this study concludes that the period of 3 months of yoga practice is appropriate.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 21617) Thus, it is concluded that this factor can affect the life adjustment of introverted boys and girls. Recommendations1) The researcher has studied only college boys and girls and similar experiments can be done on students in other districts or universities.2) This type of research can be done in different age groups. 3) B.A. under Amravati University. This type of experiment can be done on students of elective yoga in the degree course. 4) A useful suggestion for other such researchers is that the duration of yoga practice should be more than 3 months so that the appropriate and positive effect will be seen.References: 1. Betal C. (2005), \"Effects of transcendental meditation on home, health, social and emotional adjustment of degree level students\", Yogmimansa Vol. XXXVI No. 4 pp. 228- 241.2. Baker Toni (2004) \"Transcendental Meditation lower blood pressure in black adolescents,\" Publish Medical College of Geogiu.3. Bhagwat J.M. (1990), \"Management of stress through modern methods\", Yogmimansa, Lonavla, Vol. XXIX, No. 1, pp. 43 to 48, 4. Bhagwatwar P.A. (2006), \"Yogic Model of Organizational Excellence\", Glimpses of Indian Psychology Ed. Khire, Joshi, Gogte, Dhule, Page 58 to 65. 5. Bhamgara M.M. (2006), \"Ecology - in the Light of Yogic Yama and Niyama Vih International Conference on Advances in Research\", Education pur Therapy, Kaivalyadhama, Lonavala, Sov. pp. 106-111. 6. Bhamgara, M.M. (1998), \"Personal Health Management\". Yogamimansa, Lonavla, Vol. XXVIII, No. 2, pp. 49 to 52.7. Bhole M.V. (1990) \"Stress Management for Executives and Yoga\", Yogamimansa Lonavala, Vol. XXIX, No. I. pp. 49 to 55.30. 8. Bital C. (2005), Effect of Transcendental Meditation on Home, Health, Social and Emotional Adjustment of Degree Level Students, Yogamimansa, Lonavala, Vol. XXXVI, No. 4 pp. 228-2419. Bodhe, R.K. (1997), \"The concept of Asuddhi in Patanjal Yoga Sutra\" Yogamimansa Vol. XXXII, No. 3, pp. 53-62.10. Boratkar Kumkum (2002) \"Historical Evolution of Yoga\". International Conference on Yoga Research and Value Education, Kaivalyadham, Lonavala, Abstracts 21, pp. 19-20.11. Brown J. D. and Lawton M. (1986), \"Stress and well being in adolescences. The moderating role of physical exercise\", Journal of Human Stress, 12, pp. 131-21512. Dave Mahesh and Bhole M.V. (1989), \"Effects of Pranava Japa\", Yogamimansa, Lonavla Vol. No. 1, pp. 8 to 17. 13. Desai A.B. (1998), \"Potentiality of Yoga for Contribution in the Field of Social Work\", Yogamimansa, Lonavla, Vol. XXVII, No. 1 & 2, pp. 2. 14. Ganguly S.K. (2005) \"Role of yoga in community health\" Yogamimansa, Vol. XXXVI No.4, pp. 310-326.15. Ganguly S. K., (2005), Role of Yoga In Community Health, Yogamimansa, Lonavala, Vol. XXXIV, No. 4 pp. 310- 320.16. Ganguly S.K. Brea T.K. and Gharote M.L. Nov. (1999), \"Effect of long ream yoga rationing on Academic Achievement of School going Boys\" Yogamimansa Vo. XXXIV, No. 2 pp. 107-115. 17. Gharote M.L. (1989) \"Yogic Programme for Physical Fitness of College and University Youth\", Yogamimansa, Lonavala, Vol. XXVII, No. I and 2, pp. 21.18. Karmarkar Savita B. (2002) \"Yoga and an Indian Concept of Values\", 19. Ghosh S.K. (2006), \"Yoga and Human Behaviour', Yogamimansa, Swami Maheshananda, Lonavla, pp. 202 to 204.

International Conference & Global Conclave on Physical Education Sports Science & Social Wellness20. Gore M.M. (1999) Immediate Effect of Anulom-Vilom, Pranayam on Blood Pressure and Pulse Rate in beginners 3 International Conference Yoga Research and Tradition, Lonavala pp. 197-205. 21. Govindra Rajulu N., Murgesan R. and Brea T.K. Apr. (2002), \"Work capacity of elite school players practicing yoga in pond cherry region\", Vol. XXXIV, No. 2 pp. 129-136. 22. Gulane G.L. (2008) \"Research-Bi-Annual for Movement\", Vol. 24, No. 2, pp. 15-19.23. lyangar B. K. S. (1998), Yogadeepika, Oriential Logman Hydrabad, pp. 15-4024. Jadhao K. M. (2007), Effect of Some of the Yogasana and Yog Nidra on some Psychophysiological Changes Among the College Girls, Minor Research Project submitted to UGC. 25. Jadhav K.M. (2002), \"Coping Style of Various Professional in Relation to Role Stress Persona City and Hardiness\". Unpublishes Ph.D. thesis.26. Jadhav K.M. (2006), \"Panama as cognitive Behavioral Intervention of Stress Management\", Glimpses of Indian Psychology Ed. Khire, Joshi, Gogte-Dhule, Page No. 68-70. 27. Joshi K.S. (2004), \"Human mind in Patanjali's Yoga Sutra How for Corporates. Psychology present Yogamimansa Vol. XXXVI, No. 3, Lonavla, pp. 192 198. 4\" International Conference on Yoga Research and Value Education, Kaivalyadham, Lonavla, Abstracts 53, pp. 47-48. 28. Kavita M.M. (1993), \"Psychological correlate of Sc. Students a Study of Mental health and adjustment Problem. Unpublished Ph.D. Tress Department of Psychiatric social work NIMHANS, Bangalore, India, pp. 156- 187.29. Khalatkar Sanjay (2002)] \"Effect of Nadisuddhi on Memory of Children\", 4 International Conference on Yoga Research and Value Education, Kaivalyadham, Lonavala, Abstracts 18 p.17.30. Kochikar V.S. (2006), \"Concentration of mind and student power Indian Approach\", Glimpses of Indian Psychology Ed. Khire, Joshi, Goatee, Dhule, Page 71 to 74. 31. Komakhya Kumar (2004), \"Yoga Nidra and its Impact on Students well being\", Yogamimansa, Lonavla Vol. No. XXVI pp. 31 to 35. 32. Luthra H.L. (1999) \"Yoga a Way of life\", 3\" International Conference Yoga Research and Tradition, Lonavala pp. 111-115.33. Lyengar B.K.S. (1998), \"Yoga and Peace\", Yogamimansa Vol. XXXIII, No. 3, pp. 22-26.34. Maityh S.N. and Samanta S.C. (2001), \"Effect of Calisthenics and Yoga Sang on Motor Fitness status of fifth grade Girls\", Journal of Sports and Sports Sciences 24(1) 10- 1535. Nikumbh Ravindra (2006), \"Role of yoga training for the Behavioural Modification of Prisoners, Common Mended Woman\", Glimpses of Indian Psychology Ed. Khire, Joshi, Gogte-Dhule, Page 66 to 68.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 2163YOGIC PRACTICES PROMOTION FOR MENTAL HEALTHOF SCHOOL BOYS OF SLUM AREAMs. Vaishali Dayashankar Nirmal, Research Scholar, BPCA’S College Of Physical Education ,Wadala, Mumbai 400031Dr. Rohini Kawade, Research Guide, Assistant Professor, BPCA’S College Of Physical Education ,Wadala, Mumbai 400031ABSTRACTYoga is an ancient Indian discipline that integrates physical, mental, and spiritual practices to promote holistic well-being. In the present study, an attempt was made to examine the effect of a structured yogic practices programme on the mental health of school-going boys. The study was conducted on 100 Boys aged 13 to 15 years from a slum-area school in Mumbai, who were randomly assigned into an experimental group (n = 50) and a control group (n = 50). The experimental group underwent a specially designed yogic practices programme for a duration of 6 weeks, while the control group continued with their regular school routine without yogic intervention. A true experimental pre-test and post-test randomized group design was adopted. Mental health was assessed before and after the intervention, and the data were analyzed using One-Way Analysis of Covariance (ANCOVA), with pre-test scores as the covariate. The results revealed a statistically significant improvement in the mental health of the experimental group compared to the control group (F = 26.08, p < 0.001). The adjusted mean scores clearly indicated that yogic practices had a positive impact on the mental health of school boys. The findings of the study suggest that regular practice of yoga can effectively reduce psychological stress and enhance mental well-being among adolescent school boys, particularly those living in challenging socio-economic environments.Keywords: Yogic Practices , Mental Health, School boys, Slum Area.INTRODUCTION Yoga is a very ancient practice that originated in India. The term refers to union or communication. Yoga is an ancient system of relaxation, exercise, and healing with origins in Indian philosophy. Early descriptions of yoga are written in Sanskrit, the classical literary language of India. The first known work is \"The Yoga Sutras,\" written more than 2,000 years ago, although yoga has been practicing 5000 years ago. The initial concepts have been adapted over time through translation and scholarly interpretation, but the fundamental principles describing the practice of yoga in the quest of the soul remain largely intact. For many, yoga is viewed as a physical, mental, and spiritual discipline that confers a sound body and a sound mind. Many studies are conducted by various researchers on yoga and studied its effects on physical function and mental function but less attention has been paid to Mental, mental health abilities and well-being by yoga practitioners. It was, therefore, assumed that similar impact of yoga may also be experienced by the school boys student of Mumbai. Due to the hectic school schedule, lot of home works, extra classes and hard academic competition, the students found under psychological stress and stressful mental health condition. Therefor the researcher was undertaken and quasi experimental study, with the help of evident information available in the literature. The researcher sought specially design a standard yoga exercise module, to determine the effect of selected yogic training programme on Mental Health Abilities on boys with age group of 13 to 15years.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessSTATEMENT OF THE PROBLEM This study is an experimental study and it may provide knowledge regarding the effect of yogic practices promotion for mental health of school boys under the title entitled “Yogic Practices Promotion for Mental Health of School Boys Slum Area.”OBJECTIVE OF THE STUDY • To compare the adjusted mean scores of mental health of Yogic practices training programme school boys group of slum area and control group by taking pre-mental health as covariate.HYPOTHESIS OF THE STUDYH0: There is no significance difference in the adjusted mean scores of Mental Health of yogic practices training programme school boys group and control group by taking pre-mental health as covariate.DELIMITATIONS OF THE STUDY• The study was delimited to school boys aged 13 to 15 years studying in a slum-area school of Chhatrapati Shivaji Vidyalaya ,Marathi medium , Dharavi, Sion, Mumbai.• The study was delimited to a 6-week yogic practices programme.DESIGN OF THE STUDYExperimental Design (Non-equivalent control group)Non-equivalent group study had been taken for collection of data. The experimental design had two group’s experimental group and control group. The six-week training was given to experimental group except Sunday and holidays.SELECTION OF THE SAMPLE / SUBJECTA sample of 100 school boys aged 13 to 15 years was randomly selected from Chhatrapati Shivaji Vidyalaya ,Marathi medium , Dharavi, Sion, Mumbai , Restricted to only experimental Group 1 hours per days per week 5 days for the total period of 6 weeks.VARIABLES A. Independent Variable The yogic practices training programme was considered as the independent variable for the present study, which was administered to the experimental group .SR. No Yogic Practices1 Asana2 Kriya3 Pranayama4 MeditationB. Dependent Variable • Mental HealthMental health of the school boys was assessed before and after the intervention using a standardized Mental Health Questionnaire given by C.D Agashe and Dr. R.D Hrlode.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 2165PROCEDURE OF THE STUDYPre-test:The pre-test was conducted on both the experimental and control groups prior to the commencement of the yogic training programme. All the subjects were oriented about the testing procedures and were given necessary instructions regarding the Do’s and Don’ts of the test. Demonstrations were provided wherever required, and practice trials were allowed to ensure proper understanding. The subjects were encouraged to perform to the best of their ability, and care was taken to ensure that all the subjects were medically fit at the time of testing.Training Phase:The experimental group was imparted a structured yogic practices training programme for a period of 6 weeks, five days per week, excluding Sundays and holidays. The yogic practices included selected asanas, pranayama, meditation, and relaxation techniques. The control group did not participate in the yogic practices and continued with their regular school curricular activities throughout the training period.Post-test:After the completion of the 6 weeks of yogic practices training programme, the post-test was conducted on both the experimental and control groups. The post-test data were recorded and preserved for statistical analysis in order to draw meaningful findings and conclusions.STATISTICAL PROCEDUREComparison of the group was done with the help of One-Way Analysis of covariance (ANCOVA)RESULTS ON MENTAL HEALTHA one way ANCOVA presented in Table – 1 shows that the F ratio 26.08 with df1/97 when pre-test of Mental Health of Slum Area School boys was taken as covariate, the effect of the treatment on post-test of Mental Health is statistically significant (p=0.001). It can be seen in Table – 2 when pre-test of Mental Health of Slum Area School boys was taken as covariate, the adjusted mean score of Experimental group was 23.50 and the adjusted mean score of Control group was 20.34. The values of adjusted mean score of experimental and control group are not equal and differ statistically significant. The obtained result helpful to interpret that ‘Yoga’ training programme is effective in improving Mental Health of Slum Area School Boys. The same results have been presented in the following Table – 1 and Table - 2.Table – 1 One-Way Analysis of Covariance for Mental HealthSource of Variance SS df MS F Sig.Group 231.543 1 231.543 26.08 .000Error 861.304 97 8.879Total 49148.000 100Table – 2 Adjusted Mean Score of Experimental and Control group of Mental HealthGroups Mean Std. ErrorExperimental 23.50 .429Control 20.34 .429

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessDISCUSSION OF THE RESULTSPrevious research strongly supports the effectiveness of yoga interventions in improving mental health. Studies conducted by Harinath et al. (2004) and Pilkington et al. (2005) reported that yogic practices and meditation significantly improve psychological well-being and reduce depression. Similarly, Lynn et al. (2004) found that a yoga–meditation programme effectively reduced anxiety and depression while improving self-efficacy. Research by Hadi and HadiNa (2007) and Mathi, Damodaran et al. (2000) also confirmed that regular yoga practice enhances both mental health and subjective well-being across age groups. In line with these findings, the present study observed significant improvement in the experimental group, while the control group showed no statistical improvement, clearly indicating that the positive changes were due to the yogic training intervention.CONCLUSION The Yogic practices training programme is effective in improving Mental Health of Slum Area School Boys.REFERENCES1. Bera, T. K., & Rajapurkar, M. V. (1993). Body composition, cardiovascular endurance, and anaerobic power of yogic practitioners. Indian Journal of Physiology and Pharmacology, 37(3), 225–228.2. Bera, T. K., Jolly, S., Ganguly, S., & Gharote, M. L. (1999). Effect of three years of yogic exercise programme on motor function in school boys. Yoga Mimamsa, 33(1), 1–12.3. Bhole, M. V. (1977). Some neurophysiological correlates of yogasanas. Yoga Mimamsa, 19(1), 53–61.4. Büssing, A., Telles, S., Michalsen, A., Sherman, K. J., & Khalsa, S. B. S. (2012). Effects of yoga on mental and physical health: A short summary of reviews. EvidenceBased Complementary and Alternative Medicine.5. Ganguly, S., & Gharote, M. L. (1989). Effect of yogic training on endurance and flexibility. Yoga Mimamsa, 24(3), 29–39.6. Hagins, M., Moore, W., & Rundle, A. (2007). Does practicing hatha yoga satisfy recommendations for physical activity? BMC Complementary and Alternative Medicine, 7, 40–48.7. Madanmohan, S. K., Mahadevan, S., Balakrishnan, M., & Gopalakrishnan, P. E. (2008). Effect of six weeks of yoga training on physical fitness. Indian Journal of Physiology and Pharmacology, 52(2), 164–170.8. Sinha, B., Ray, U. S., Pathak, A., & Selvamurthy, W. (2004). Energy cost and cardiorespiratory changes during Surya Namaskar. Indian Journal of Physiology and Pharmacology, 184–190.9. Telles, S., Hanumanthaiah, B., Nagarathna, R., & Nagendra, H. R. (1994). Plasticity of motor control systems demonstrated by yoga training. Indian Journal of Physiology and Pharmacology, 38(2), 143–144.10. Vinekar, S. L. (1957). Asanas in Everyday Life. Yoga Mimamsa.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 2167“YOGA AND RELATED SCIENCES”Dr. Abhijeet Vikram Khedkar, Shri Datt College Hadgaon, Nanded.INTRODUCTION The word Yoga is derived from the Sanskrit term \"Yuj\" which means to join or to unite or to bind. Yoga is the true union of the human being (Jeevathma) with the God (Paramathma). The merger of soul with God is possible through systematic yogic practice. Yoga is one of the gifts of our rich heritage. Yoga is not a religion it is a science that regulates the individual physiological and psychological behaviours. According to Pathanjali Yoga is a process of controlling the mind's movement.The systematic path that has been followed and practice by our ancestors was called Yoga Pathanjali had enumerated a systematic path to reach the goals of life known as Raja Yoga. There are referred to as \"Eight Limbs of Yoga\" or Astanga Yoga. The Pathanjali's Eight Limbs of Yoga are Yama Niyama, Asana, Pranayama, Prtyahara, Dharana Dhyna and Samadhi. These eight limbs are linked with one another. Each limb leads progressively to the next higher stage of awareness and to spiritual life. The first five limbs deals with the individuals outward actions or external practice. It is called as Bahiranga Yoga Another three limbs are more and more and more internally mind-oriented. So it is called as Antaranga Yoga!The third limb of Raja Yoga is Asana. Asana means posture. According to traditional belief, Lord shiva is said to have demonstrated 84 lakhs of Asanas. Each asana is said to have wonderful physical and physiological values. The main purpose of asanas is to improve suppleness and flexibility the glands and regulation of blood flowThe researchers have estimated that phenomenal 70% to 80% of the world population suffer from doabling backache some poim or other by their lives. May researchers have revirated that through systematic yogik asanas practice one can improve joint mobility and strengthen the back muscles and reduce the backache gradually. Keeping this concept is mind, the researchers made an attempt to investigate the influence of selected asanas on hip fragility and Shoulder elevation.What is Yoga?The word Yoga comes from the Sanskrit root yuj, meaning “to join” or “union” — union of the individual self with the Supreme Self occurs through yoga. A common misconception is that yoga means only practicing postures. Merely performing the most difficult postures is not yoga as a whole; postures are only one part. Ancient sages prescribed an eight-limbed path of yoga for purification of body, mind, and life-force and realization of the Supreme. These eight limbs are called Ashtanga Yoga:Yam, Niyama, Asana, Pranayama, Pratyahara, Dharana, Dhyana, Samadhi.Dharana, Dhyana, and Samadhi together are called Samyama.The first five limbs are known as outer yoga.According to Patanjali, the goal that yoga seeks (Samadhi) and the means used to attain it are both included in the meaning of the word “yoga.” These practices aim for the highest development of the human being — enriching both material and spiritual life. Depending on approach, different forms are named: Bhakti Yoga, Jnana Yoga, Tantra Yoga, Ashtanga Yoga, Hatha Yoga, etc.Yoga in modern lifeIn today’s fast world, stress and anxiety have become part of daily life. Many people turn to yoga for balance, inner peace, and better mental health. Science supports that yoga can indeed reduce stress and improve emotional well-being.Research-supported mental-health benefits of yoga

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessYoga reduces cortisol (the primary stress hormone) and activates the parasympathetic nervous system, improving relaxation.Regular yoga practice significantly reduces symptoms of depression and anxiety by breaking cycles of negative thinking.Practicing yoga before sleep improves sleep quality and helps insomnia.Yoga enhances cognitive functions such as memory, attention, and decision-making.Yoga promotes emotional resilience, self-awareness, and emotional regulation.Useful types of yoga for mental health.Types of Yoga :---1. Karma yoga is the yoga of action.2. Jnana yoga is the yoga of knowledge and wisdom.3. Hatha yoga is the yoga of attaining physical and mental purity, (shuddi).4. Raj yoga is the yoga of awakening the psychic awareness and facilities.5. Mantra yoga is the yoga of freeing theby utilizing a second vibratoin.6. Laya yoga is the conscious dissolution of individuality.7.Bhakti yoga is the yoga of intence devotion.Concept of Hatha Yoga Hatha yoga is power oil, whose whole principle of action is founded on an intimate connection between the body and the soul. Hatha yoga is, in its own way, a system of knowledge, this is a science of being, a payeho physical system. In the views of swami Vivekananda there is no limit of the power of the human mind. The more concentrated it is, the more power bought to bear one pointHatha Yoga Hatha is the meeting of tow forces animating the human body. The union of positive energy (symbolized by the sun) and negative energy (symbolized by the moon) puls a perfect balance.Hatha Yoga is composed three inseparable factors 1 Control of mind2 pranayama (control and regulation three breath) 3 Asanas ( Bodily postures)Hatha Yoga and Physical Health: The muscles and bones nervous glandular, respairatory excretory and circulatory systeam are coordinated so therapy help one another. Unhappines. The power of determination and Concentration are developed.Hatha Yoga And Spiritual Health: In hatha yoga the purpose of spiritual health is to make the body steady for the higher techniques of pratyahara (sence withdrawal) dharana culmination, samadhi.ConclusionAlthough yoga did not originally emerge as a medical therapy, today it is widely used therapeutically. Many illnesses arise not from germs but from mental and emotional disturbance — psychosomatic disorders. Yoga is effective in controlling such conditions and strengthens natural immunity, helping prevent disease. Those who practice regularly rarely fall ill. Looking at yoga only as a medical therapy is incomplete — it is also a powerful means for physical fitness and mental well-being.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 2169MENTAL HEALTH AND WELL-BEINGTHROUGH PHYSICAL ACTIVITY AND YOGANagaveni BhimarayaIntroduction:The sages say that when the senses are still, the mind is at rest and the intellect does not wander, it has reached the highest stage. This steady control of the senses and mind is defined as yoga. The one who achieves it is free from illusion. ‘Kathopanishad’Physical activity and yoga are the best ways to calm the mind, reduce stress and improve overall mental well-being. Regular exercise improves mental concentration and overall physical well-being.Yoga is about calming the mind and focusing the body and mind in the present days. The body is the root cause for the achievement of all religious deeds. A healthy body is important for a human being to achieve his goal in life.As the saying goes, ‘It is better to live three years healthy than a hundred years sick,’ so we should have good health till the end of our lives.Patanjali Yoga:The word yoga comes from the Sanskrit root Yuj Yuj means to unite, bind, combine. Initially, ‘yoga’ was thought to be the art of uniting the body and mind, but in its true sense, yoga is the union of the soul and the Supreme Soul.Yoga is very helpful in student life as it increases physical fitness and mental concentration.Mental Health:In recent times, due to the convenience of advanced technology, physical activities have decreased and mental stress, insomnia, worries, extravagant lifestyle, modern food consumption, etc. have led to our loss of mental health.Humans are suffering due to many diseases and the body lacks immunity. So is there no solution to this? And it is natural for us to have questions about how to get rid of these. The answer to this is the yoga we do. Yoga is essential for human beings because there are many benefits in yoga for the all-round development of a person. Yoga provides more effects on the mind and body than the benefits obtained from other sports competitions and exercises. If a child is to grow into a human being, it cannot be done by education alone. Here, the need for intelligence is twice as great as education.Definitions of Yoga:According to the Yoga Sutras of Patanjali – “Yo a chittavruti nirodha’. Chittavruti nirodhave yoga. That is, yoga is to concentrate the restless mind.In the Bhagavad Gita about yoga – “Yoga karmasu kausalam” is said, meaning that yoga is to do any work skillfully.Some quotes about yoga: Yoga is a mirror that looks at us from within. Yoga is a way to find stillness in a world full of noise. Yoga is a way to breathe in the future and breathe out the past. Yoga is the gateway to happiness that the body needs in daily life. The constant practice of yoga frees us from fear, sadness and loneliness. Yoga is the way to align ourselves with nature.Benefits of yoga: Makes the body completely healthy. Calms the mind. Increases mental strength and willpower.

International Conference & Global Conclave on Physical Education Sports Science & Social Wellness Increases concentration. Practice through various asanas strengthens the muscles of the body and increases the performance of all organs and the brain. Pranayama purifies the nadis and increases mental stability. Also, the lungs play an important role in being healthy. Helps in thinking well and making good decisions. The practice of meditation helps in spiritual elevation. It also affects the intellect. Improves the body's immunity and transforms it into a disease-free body. Yoga helps in our all-round and all-round development by making its own mark on physical, mental, emotional and spiritual aspects.Importance of Yoga Education:The greatest contribution that India has given to the world is Yoga, the ancient art of connecting the mind and body and keeping them in balance. Yoga helps in controlling the body, mind and soul. When a balance is established between the body, mind and soul in the process of Yoga, spiritual satisfaction plays an important role in maintaining peace and consciousness.Yoga is the art of living through a mental, spiritual and physical path that allows one to achieve peace and tap into the inner self. Yoga is part of a healthy lifestyle. It is a very subtle science and a mind-based spiritual discipline that focuses on bringing harmony between the mind and body.The main idea behind the practice of yoga is to control the movement of body parts using breathing exercises. There are various asanas to practice yoga. And each asana has its benefits on the mind and body. Yoga is safe and is practiced by children and adults alike. There is no specific day to practice yoga, although it is highly recommended to practice yoga in the morning.Yoga helps in developing strength, stamina, endurance and more energy at the physical level.Yoga asanas develop vitality, flexibility and self-confidence. Anyone who practices yoga regularly can create a lasting positive difference in their lifestyle.Main benefits of yoga practice:It helps in managing stress Stress is common these days. And it has devastating effects on one's body and mind. Through meditation and breathing exercises called pranayama. You can release all the stress and lead a healthy life.Yoga increases strength endurance flexibility and balance It increases balance. It provides the ability to perform activities. Practicing yoga every day increases muscle strength. Yoga acts as an immune booster. And gives peace to the mind. In fact, it is a great tool to cure chronic diseases that are difficult to cure with other medicines.It is one of the best remedies known to mankind. A healthy person can gain a lot of benefits in his life. And it is a great way to live a healthy life. Regular yoga is very necessary. International Yoga Day is celebrated on June 21 to create awareness among people. Yoga is a very useful multidisciplinary tool to purify the mind and body and gain control over our mind and emotions. It is the best tool for self-transformation and physical well-being.Engaging the mind only in active activities, becoming aware of it only, clearing away confusion, when practiced, the mind gets rest and strong mental strength arises. This increases the qualities of concentration, love, tolerance, coexistence and forgiveness.Yoga is basically a very ancient art, which aims to develop a healthy mind within a healthy body. Yoga is considered a harmonious system that rejuvenates the body, mind and soul. Yoga is very helpful in escaping from the many mental stresses that are inevitably faced in daily life.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 2171The human body should respond to learning. In this regard, yoga education is helpful for active activities in every dimension. Learning yoga lessons at a young age helps in sharpening the subtle organs including the brain and eyes.Yoga makes it possible to form positive thoughts in the mind. A disciplined life and many organs of the body are active. Concentration and memory power of teaching and learning increase in children. Yoga helps in keeping the body healthy. By practicing yoga, we can keep both our mind and body healthy. Yoga education helps in keeping both the brain's thinking and activity in a timely manner.Values of Yoga:Value means worth. Yoga has a rare and very important place. The body is made up of a complete organ structure and is beautiful. Yoga is necessary for a diamond-like body and beauty. Yoga is very important to share happiness and sorrow in a harmonious and healthy way in life.Yoga is very important for all-round development in young men and women. Yoga practice increases mental and physical strength. Continuous yoga practice gives the power to control breathing. Therefore, the life span of any animal that breathes slowly and for a long time increases.Role of Yoga in Controlling Mind Fluctuations:Children and the elderly can get rid of physical inertia and gain new energy by practicing yoga every day. If yoga is practiced by children every day, memory power can be increased. Health is essential for every living being. Only when a living being is healthy can it be enthusiastic. Only when a human being is healthy can it achieve special achievements. A healthy mind resides in a healthy body. A healthy young man and woman are like the property of the country. Their mind and fluctuations can be reduced only by practicing yoga. Practice yoga and stay away from disease.Life without yoga is like a rotten fruit. Because when we practice, a hundred and eight thoughts come to our mind. Questions that do not come to our attention at all are haunting us. Therefore, if we practice yoga every morning, we will understand the content we have read. We can stay away from fluctuations in the mind. Because, healthy habits are an important habit today.Yoga is essential for discipline in the life of students. Because, yoga practice plays an important role in the life of students. Yoga practice means that once good tendencies are formed, yoga practice remains an integral part of the personality of the student. Students should develop good qualities of time consciousness to maintain fitness through yoga practice. If students develop unhealthy habits, they have to get rid of them psychologically.Yoga practice has been followed as a part of life in India since Vedic times. Those who are interested in lifestyle and physical activity. Can easily adopt yoga practice. Yoga practice is to calm the mind and concentrate the body and mind in the present.In this era, our life is full of so many pressures. Daily work, academic competitions. Amidst all this, we need peace of mind a lot. The solution to all this is yoga. Even if we do yoga for just 20 minutes a day, our body becomes strong. Our mind also becomes calm.The Indian government made the whole world realize the values of yoga in 2015. As a result, Yoga Day is celebrated in more than 190 countries today. This shows the dignity and cultural values of our country. Yoga is not just about asanas, pranayama, meditation, moral values, lifestyle. Let us all take a pledge. Let us dedicate at least 20 to 25 minutes to yoga and meditation in our daily lives. Let us become strong in body and calm in mind. Let us give time to the health of our body and mind. Let us participate in building a healthy and strong society. Let us live a yogic life. Let us cultivate the talent of yogic values.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessBackground of Mental Health:The understanding and treatment of mental health has a history of thousands of years. Since ancient times, humans had recognized mental disorders, but defined them in different ways. In modern times, it has changed to a scientific and humanistic perspective.Ancient and Middle Ages:Ancient times: In the Stone Age, trephination was used to expel evil spirits. The ancient Greek physician Hippocrates attributed mental illnesses to physical causes (imbalance of the four humors). In India, Ayurveda considered the cause to be an imbalance of the three doshas (vata, pitta, kapha).Middle Ages: Mental illnesses were believed to be caused by demons or witchcraft, and cruel treatments such as branding and burning were practiced. Patients were chained and kept in hospitals (asylums).18th-19th centuries: Humane reformsPhilippe Pinel in France and William Tuke in England introduced a method called moral treatment by removing the chains from patients. It was based on compassion, respect, and a good environment.In America, Dorothea Dix fought for reforms, which led to the establishment of many hospitals.20th century: Mental Hygiene Movement and modern developmentsIn 1908, Clifford Beers (himself a mental patient) published the book \"The Mental Hygiene of the Mentally Ill\" and launched the Mental Hygiene Movement. It emphasized the prevention and better treatment of mental illness. This led to the establishment of the Mental Hygiene Institute.In the mid-20th century, treatments such as electroshock therapy and lobotomy were introduced, but these were later rejected as cruel and dangerous.From the 1950s, with the advent of antipsychotic drugs, ‘deinstitutionalization’ (the release of patients from large hospitals and treatment in the community) began. This led to community mental health centres.Modern times and the Indian contextThe World Health Organisation (WHO) defines mental health as \"a state of complete physical, mental and social well-being\". It is not merely the absence of disease or infirmity, but the ability to cope with stress and lead a productive life.In India, Ayurveda and ancient texts have linked mental health to the balance of doshas. In modern times, organisations like OIOMS (Bangalore) have taken the lead.Every year on 10 October, World Mental Health Day is observed (since 1992), to raise awareness.Today, mental health is viewed holistically – through psychotherapy, medicines, yoga, meditation and community support. It is important to reduce stigma and seek treatment early. Learning from history, mental health is now given as much importance as physical health Role of Yoga in Maintaining Mental Health:Yoga is an ancient Indian science that is a way to achieve balance of body, mind and soul. The role of yoga is very important as mental health problems such as stress (sness), anxiety (chitixienathi) and depression (jethidiessessioti) are increasing in today's stressful life. Scientific studies have shown that yoga reduces these problems and increases overall mental well-being.Key benefits of yoga in mental health: Stress reduction: Yoga's pranayama (breathing techniques) and meditation activate the parasympathetic nervous system, reducing the stress hormone cortisol.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 2173 Relieves anxiety and depression: According to Harvard Health and POA studies, yoga increases the levels of γ-aminobutyric acid (gamma-aminobutyric acid) in the brain, reducing the symptoms of anxiety and depression. Meta-analyses have shown moderate benefit of yoga in depression. Mental clarity and peace: Yoga promotes mindfulness, reduces negative thoughts and increases positive thoughts. This improves sleep quality and increases concentration. Other benefits: Yoga releases endorphins, improves mood and increases selfconfidence. Scientific evidence  Yoga is an adjunct therapy for depression, stress management. Long-term benefits are obtained with regular practice. 30-60 minutes of practice 3-5 times a week is enough.Conclusion:Overall, yoga is an ancient Indian science that is a way to achieve balance of body, mind and spirit. Yoga is very effective in enhancing mental health in today's stressful life. According to scientific studies, regular yoga practice reduces stress, anxiety, depression, and increases peace of mind, concentration, and positive emotions.Bibliography:1. Physical Education-Sadashivayya S. Palleda Prakashan, Mysore. First Edition-20112. Physical Education (Kannada Medium) Karnataka Government 9th Class Karnataka Text Book Society, Publication, Bangalore-2022.3. www.google.com4. www.eric.com.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessINFLUENCE OF 360-DEGREE TITANIUM CORE TRAINING ON FITNESS COMPONENTSPrince Kumar, Research Scholar, BPCA’s College of Physical Education, Wadala, Mumbai Professor (Dr.) G.K Dhokrat, Research Guide, Principal of BPCA’s College of Physical Education, Wadala, Mumbai Abstract: The purpose of this study was to evaluate the efficacy of 360 Degree Titanium Core Strength Training on Muscular Strength and Muscular Endurance of B.P.Ed students of B.P.C.A’s College, Wadala, Mumbai. The selected 40 boys were divided into two groups Viz. An Experimental and a Control Group respectively 20 boys in each group. The experimental group underwent 360 Degree Titanium Core Strength Training programme for six weeks. Result showed improvements in Muscular Strength and Muscular Endurance variables after the intervention. After the training it was found that in case of Muscular Strength the F- value is 4.61. It indicates that the adjusted mean scores of Muscular Strength were found to be significantly superior to Control Group. In case of Muscular Endurance, the F- value in 6.37. It indicates that the adjusted mean scores of Muscular Endurance were found to be significant over the control group. 360 Degree Titanium Core Strength Training has significant potential to enhance the Muscular Strength and Muscular Endurance parameters in B.P.Ed students. To explore the long-term physical benefits 360 Degree Titanium Core Strength Training and identify individual factors that influence these outcomes, further research is demanded. Keywords: 360 Degree Titanium Core Training, Muscular Strength, Muscular Endurance.Introduction In today’s modern society, students are experiencing increasing academic pressure, mental stress, and reduced levels of physical activity. Rapid technological development and lifestyle changes have limited daily movement, resulting in sedentary habits that negatively influence health and physical fitness. For students, especially those involved in professional physical education programmes, maintaining physical, mental, and social well-being is essential for personal development and future professional responsibilities.Physical education professionals and sports scientists have emphasized the need for scientifically planned training methods to improve physical fitness among students. Bachelor of Physical Education (B.P.Ed.) students are required to meet high physical demands due to their academic curriculum, which includes regular practical sessions, sports participation, and teaching demonstrations. Adequate muscular strength and muscular endurance are therefore necessary to perform these activities efficiently and safely.The core muscle group plays a vital role in maintaining posture, balance, and efficient movement. It connects the upper and lower parts of the body and supports stability during physical activities. Strong and well-conditioned core muscles improve movement control, reduce fatigue, and lower the risk of injury. In recent years, 360 Degree Titanium Core Strength Training has gained attention as a comprehensive training method that emphasizes multidirectional engagement of the core muscles, promoting balanced strength and endurance.Developing core strength and endurance is particularly important for B.P.Ed. students, as these qualities support sustained physical activity, effective skill execution, and improved performance in sports and teaching tasks. A systematic core training programme can contribute to better physical efficiency and overall fitness levels among students.The purpose of the present study is to examine the effect of a structured 360 Degree Titanium Core Strength Training programme on selected physical fitness variables, namely muscular strength and muscular endurance, of B.P.Ed. students of B.P.C.A’s College. The findings of this study may provide useful insights for physical education teachers, trainers, and institutions in designing effective core training programmes for physical education students.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 2175OBJECTIVES OF THE STUDY The objective considered for the present study are as under: • To compare the adjusted mean scores of Muscular Strength of 360 Degree Titanium Core Strength Training group and Control group by taking their PreMuscular Strength as covariate. • To compare the adjusted mean scores of Muscular Endurance of 360 Degree Titanium Core Strength Training group and Control group by taking their PreMuscular Endurance as covariate. HYPOTHESIS OF THE STUDY??01 − There is no significant difference in adjusted mean scores of Muscular Strength of 360 Degree Titanium Core Strength Training group and Control Group by taking their PreMuscular Strength as a Covariate.??02 − There is no significant difference in adjusted mean scores of Muscular Endurance of 360 Degree Titanium Core Strength Training group and Control Group by taking their PreMuscular Endurance as a Covariate.METHODOLOGY The present study was be an endeavour to investigate effect of 360 Degree Titanium Core Strength Training Program on Physical Fitness of B.P.Ed. students of B.P.C.A’s College of Physical Education Wadala, Mumbai.Research Design The present study employed an experimental research design, specifically the Non-Equivalent Control Group Design. This design was chosen to examine the effect of a structured 360 Degree Titanium Core Strength Training programme on selected physical fitness variables of B.P.Ed. students. The experimental group participated in 360 Degree Titanium Core Strength Training programme, while the control group continued their regular daily routine without 360 Degree Titanium Core Strength Training. Participants Population: Students of B.P.C.A’s College of Physical Education Wadala, Mumbai.Sample Size: 40 boys were selected for the study which were divided into two groups an experimental and a Control, 20 Boys in each group respectively.Groups: Experimental group 20 boys (received 360 Degree Titanium Core Strength Training) and Control group 20 boys (Did not receive training).a. Pre-Test Before starting the intervention, both the experimental and control groups underwent Muscular strength and Muscular Endurance testing and scores were recorded. b. 360 Degree Titanium Core Strength Training Programme The experimental group followed a structured 360 Degree Titanium Core Strength Training regimen for 6 weeks, 5 Session per week, from Monday to Friday for 1 hour (Except holidays).c. Post-Test • After completion of the training programme, both groups were again assessed using the same Muscular strength and Muscular Endurance tests. • The data was analysed by using One-Way ANCOVA for the said purpose of statistical analysis by using SPSS software. RESULTS ON SELECTED PHYSICAL FITNESS PARAMETERS RESULT ON MUSCULAR STRENGTH The Objective was to compare the adjusted mean scores of Muscular Strength of 360 Degree Titanium Core Strength Training group and Control group by taking their Pre- Muscular Strength as covariate.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessTable 1. One Way ANCOVA of Muscular Strength of students by taking Pre-Muscular Strength as Covariate.From table1 it can be seen that the adjusted F value is 4.61 which is significant at 0.05 level with df = 1/37. It indicates that the adjusted mean score of Muscular Strength of Experimental Group and Control Group differ significantly when their Pre-Muscular Strength was taken as Covariate. Thus, the Null Hypothesis state that there is no significant difference in adjusted mean score of Muscular Strength of 360 Degree Titanium Core Strength Training group and Control Group by taking their Pre-Muscular Strength as a Covariate was Rejected. Further the adjusted mean score of Muscular Strength of Experimental Group is 43.82 which is significantly higher than that of Control Group where adjusted mean score of Muscular Strength is 43.09. It may, therefore, be said that 360 Degree Titanium Core Strength Training Exercise was found to be effective in improving Muscular Strength of B.P.Ed students compared to the Control Group where Pre-Muscular Strength was taken as Covariate. The result is presented graphically in figure 1.Figure 1: Comparison of Adjusted Mean Score of Muscular Strength between Experimental Group and Control Group.RESULT ON MUSCULAR ENDURANCEThe Objective was to compare the adjusted mean scores of Muscular Endurance of 360 Degree Titanium Core Strength Training group and Control group by taking their Pre- Muscular Endurance as covariate. Table 2: One Way ANCOVA of Muscular Endurance of students by taking their PreMuscular Endurance as Covariate.From table 2 it can be seen that the adjusted F value is 6.37 which is significant at 0.05 level with df = 1/37. It indicates that the adjusted mean score of Muscular Endurance of Experimental Group and Control Group differ significantly when their Pre-Muscular Endurance was taken as Covariate. Thus, the Null Hypothesis state that there is no significant difference in adjusted mean score of Muscular Endurance of 360 Degree Titanium Core Strength Training group and Control Group by taking their Pre-Muscular Endurance as a Source of Variance df SSy.x MSSy.x Fy.x RemarkTreatment 1 22.29 22.29 4.61 p <0.05Error 37 179.08 4.84Total 39Source of Variance df SSy.x MSSy.x Fy.x RemarkTreatment 1 70.90 70.90 6.37 p<0.05Error 37 411.91 11.13Total 394244ExperimentalGroupControlGroupSeries1 43.82 43.09KgComparison of Adjusted Mean Scores of Muscular Strength

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 2177Covariate was Rejected. Further the adjusted mean score of Muscular Endurance of Experimental Group is 35.05 which is significantly higher than that of Control Group where adjusted mean score of Muscular Strength is 31.95. It may, therefore, be said that 360 Degree Titanium Core Strength Training Exercise was found to be effective in improving Muscular Endurance of B.P.Ed students compared to the Control Group where Pre-Muscular Endurance was taken as Covariate. The result is presented graphically in figure 2.Figure 2: Comparison of Adjusted Mean Score of Muscular Endurance between Experimental Group and Control Group.FINDINGS OF STUDY On the basis of the above analysis the following findings may be drawn• 360 Degree Titanium Core Strength Exercise Training was found to be effective in improving Muscular Strength of Experimental Group than of Control Group.• 360 Degree Titanium Core Strength Exercise Training was found to be effective in improving Muscular Endurance of Experimental Group than of Control Group.DISCUSSION ON FINDINGS • In case of Muscular Strength of Experimental Group, Significant difference is found as compared to Control Group, hence the Hypothesis sought that Ho1 There is no significant difference in the adjusted mean scores of Muscular Strength of 360 Degree Titanium Core Strength Training group and Control group by taking their Pre- Muscular Strength as covariate is not accepted. • In case of Muscular Endurance of Experimental Group Significant difference is found that as compared to Control Group, hence the Hypothesis sought that Ho2. There is no significant difference in the adjusted mean scores of Muscular Endurance of 360 Degree Titanium Core Strength Training group and Control group by taking their Pre- Muscular Endurance as covariate is not accepted. CONCLUSION AND RECOMMONDATIONS • The findings of the present study suggest that the 360 Degree Titanium Core Strength Training program significantly enhances the Muscular strength and Muscular Endurance levels of B.P.Ed. students. • Participants who underwent the training regime demonstrated improvements in Muscular strength and Muscular Endurance over the control group. These improvements are crucial for enhancing performance in sports and overall health of students.30313233343536ExperimentalGroupControlGroupSeries1 35.05 31.95CountsComparison of Adjusted Mean Scores of Muscular Endurance

International Conference & Global Conclave on Physical Education Sports Science & Social Wellness• Future researchers may explore the effect of the program on athletes from specific sports (e.g. football, basketball, gymnastics) to assess sport-specific performance improvements.• Future studies may explore the impact of training frequency and duration (for e.g. 4 weeks vs 8 weeks, 8 weeks vs 12 week).REFERENCES 1. Esteban-García, P., Oliva-López, M. A., Palao, J. M., & Gacto-Sánchez, M. (2021). Effects of core training on performance of rhythmic gymnasts: A randomized controlled trial. International Journal of Environmental Research and Public Health, 18(23), 12526. https://doi.org/10.3390/ijerph1823125262. Gao, J., Gong, Z., Samsudin, S., Abdullah, B. B., & Omar Dev, R. D. (2025). Instability versus traditional core training for balance and paddling in young kayakers: A randomized trial. BMC Sports Science, Medicine and Rehabilitation, 17, 152. https://doi.org/10.1186/s13102-025-01248-63. Hooi, L. B., Teo, E. W., Nguyen, V. B., Pham, T. A. K., & Phan, D. N. (2020). The 360° TitaniUM Core Strength Exercise® improves balance in teenagers. International Journal of Psychosocial Rehabilitation, 24(5), 3401–3412. https://doi.org/10.37200/IJPR/V24I5/PR2020504. Kumar, R., & Zemková, E. (2022). The effect of 12-week core strengthening and weight training on muscle strength, endurance, and flexibility in school-aged athletes. Applied Sciences, 12(24), 12550. https://doi.org/10.3390/app1224125505. Lai, L. L., Chee, C. S., Samsudin, S., Zamri, F. N. S., & Lim, B. H. (2023). Effects of 360° TitaniUM Core Strength Exercise© on physical performance and low back pain in amateur table tennis players. Journal of Population Therapeutics and Clinical Pharmacology, 30(17), 959

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 2179BEHAVIOURAL PROBLEMS OF SCHOOL STUDENTS OF GREATER MUMBAIShivani Sahu, Ph.D Scholar, B.P.C.A’S college of Physical Education, Wadala Mumbai – 31Dr. Neetu Omprakash Joshi, Asst. Professor, B.P.C.A’S college of Physical Education, Wadala Mumbai – 31AbstractBehavioural issues are often a cause for concern for parents and teachers and may be the first presentation of an underlying developmental or medical problem. It is important to thoroughly evaluate the presenting behavioural problem, including the social and environmental settings that may be triggering such behaviour in the child. Hence, these type of issues among students should not be neglected.IntroductionRecently it has been noticed that Students misbehaviours such as disruptive talking, chronic avoidance of work, interfering with teaching activities etc. are major issues in teaching learning process. Behaviourist have a different approach to studying or understanding the why and what of human behaviour. Generally, they would not believe in the role of genetics, heredity, biological factor, hormones, neurotransmitters and /or nature as influencing behaviours. They would insist or all behaviours are learned within the context of an environment that has been favourable for the acquisition that behaviour. Therefore, it is their strong belief that appropriate environmental manipulation can indeed alter any or all behaviours, True to their spirit of attempting to understand human behaviour from a different perspective.Behaviourists view that all behaviours can be classified for convenience in understanding into: -(a) Skill Behaviours; and (b) Problem BehavioursSometimes they are distinguished as desirable-undesirable behaviours, positivenegative behaviours, adaptive-maladaptive behaviours, asset-deficit behaviours, goodbad behaviourist etc.Behavioural problems in children are a relatively common occurrence but are a concern for parents. Such problems are often a reflection of the child’s social stressors, environment and developmental state. Although a majority of behavioural problems are temporary, some may persist or are symptomatic of neurodevelopment disorders or an underlying medical condition. Initial management of behaviour problems often involves helping parents to learn effective behaviour strategies to promote desirable behaviours in their children. This article highlights a general approach to evaluating and treating behavioural problems in children in the primary care setting. Sleep problems, eating disorders, and other emotional and developmental disorders, such as autism spectrum disorder and attention deficit hyperactivity disorder, are not within the scope of this article.OPERATIONAL DEFINITIONSThe term ‘Problem Behaviour’ refers to any or all observable and measurable action which are negative and maladaptive undesirable, or problematic for the individual or to others around. It can be potential source of harm to self or other. They maybe likely source of danger for the child or people around, age inappropriate for the age or developmental level of the child, socially deviant cause great strain on caregiver, interfere in teaching and learning new skill behaviour or in the performance of already learned old skill behaviours in a child (Venkatesan, 2004). Example of problem behaviours are hits others, screams feet, roll on floor,

International Conference & Global Conclave on Physical Education Sports Science & Social Wellnesspulls objects from other, sucks thumb, hoards unwanted things, bangs head, does not sit at one place for required length of time etc. Violent: violence can be defined as the use of physical force with the intent to injure another person or destroy property, while aggression feelings or behaviour. Temper Tantrums: Temper Tantrums are unpleasant and disruptive behaviour or emotional outburst. Misbehaviour: To behave badly. To behave in an inappropriate way. Self-Injurious behaviour: Self-injurious behaviour is where a person physically harms themselves. Hyperactivity: The condition of being abnormally or extremely active. Rebellious Behaviour: Refusing to obey rules or authority or to accept normal standards behaviour, dress, etc. Antisocial behaviour: Antisocial behaviour is any conduct that has caused, or likely to cause, harassment alarm or distress to any person. Fear: An unpleasant emotion caused by the belief that someone or something is dangerous, likely to cause pain or a threatFactors Contributing to Behavioural Problems in Children.Child- related Factors• Developmental delays/Disorder• Nutritional deficiency• Chronic medical illness• Medications• Poor sleepEnvironmental Factors• Moving house/ school• Disadvantaged background• Lack of StimulationFamily –Related Factors• Insecure parent-child Attachment• Household Stress• Harsh Parenting, neglecting or Child abuse• Parental SeparationConclusionBehavioural issues are often a cause for concern for parents and teachers and may be the first presentation of an underlying developmental or medical problem. It is important to thoroughly evaluate the presenting behavioural problem, including the social and environmental settings that may be triggering such behaviour in the child. Hence, these type of issues should not be neglected.References1. Questionnaire, Problem Behaviour Survey Schedule (PBSS) By: Dr. Venkatesan.2. Brand, S., Felner, R., Shim, M., Snetsinger, A., & Dumas, T. (2003). Middle school improvement and reform: development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology, 95(3), 570-588. doi:10.1037/0022-0663.95.3.5703. Thapa, A. (2013). School climate research. Retrieved from the National School Climate Center: http://www.schoolclimate.org/publications/documents/sc-briefresearch.4. Egger HL, Angold A. Common emotional and behavioural disorders in preschool children:presentation, nosology, and epidemiology. J Child Psychol Psychiatry. 2006;47:313–37

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 2181A STUDY ON REHABILITATION READINESS AND INJURY PREVENTION IN JUNIOR KABADDI PLAYERSMr. Soham Shailendra Narvekar, Research Scholar, BPCA’s College of Physical Education and sports, Wadala, Mumbai 400031Guide – Prof. Dr. G.K. DHOKRAT, Research Guide, Professor, BPCA’s College of Physical Education and sports, Wadala, Mumbai: 400031ABSTRACTKabaddi is a high-intensity indigenous sport that demands strength, agility, endurance, and rapid decision-making. Junior Kabaddi players are particularly vulnerable to sports injuries due to physical contact, repetitive movements, and inadequate recovery practices. Rehabilitation readiness and injury prevention are critical factors in ensuring safe participation and long-term athletic development among young players. This paper discusses key issues related to rehabilitation readiness and injury prevention in junior Kabaddi players. Important aspects such as injury patterns, physical preparedness, rehabilitation awareness, preventive training strategies, and institutional support are examined. The discussion highlights that inadequate rehabilitation readiness, lack of scientific injury prevention programmes, and limited professional guidance increase the risk of re-injury among junior players. The paper emphasizes the need for structured rehabilitation education, preventive conditioning, and systematic training approaches to enhance player safety and performance in Kabaddi.Keywords: Kabaddi, Rehabilitation Readiness, Injury Prevention, Junior Players, Sports SafetyINTRODUCTIONKabaddi is one of the most popular traditional sports in India and has gained international recognition due to its dynamic and physically demanding nature. The sport involves rapid movements, sudden directional changes, body contact, tackling, and breath control, all of which place considerable stress on the musculoskeletal system. Junior Kabaddi players, who are still in their developmental stage, are particularly susceptible to injuries due to incomplete physical maturation and lack of scientific training exposure.Injury management in Kabaddi should not be limited to treatment alone; instead, emphasis must be placed on rehabilitation readiness and injury prevention. Rehabilitation readiness refers to the physical, psychological, and functional preparedness of an athlete to return safely to training and competition after injury. Injury prevention focuses on minimizing the risk of injury through proper training, conditioning, and recovery strategies. This paper examines the importance of rehabilitation readiness and injury prevention in junior Kabaddi players, highlighting key challenges and potential strategies.INJURY PROFILE OF JUNIOR KABADDI PLAYERSKabaddi is associated with a high incidence of musculoskeletal injuries, particularly involving the knee, ankle, shoulder, hip, and lower back. Junior players often experience ligament sprains, muscle strains, joint instability, and impact-related injuries due to tackling and falling. Inadequate warm-up routines, poor movement mechanics, insufficient strength, and lack of recovery further contribute to injury occurrence.Repeated exposure to injury without proper rehabilitation can negatively affect physical development and performance. Therefore, understanding the injury profile of junior Kabaddi players is essential for designing appropriate rehabilitation and injury prevention strategies.

International Conference & Global Conclave on Physical Education Sports Science & Social WellnessCONCEPT OF REHABILITATION READINESSRehabilitation readiness refers to an athlete’s preparedness to resume training and competition following injury. It includes physical recovery, restoration of functional movement, psychological confidence, and readiness to handle sport-specific demands. For junior Kabaddi players, rehabilitation readiness is particularly important to avoid premature return to play, which may increase the risk of re-injury.Adequate rehabilitation readiness ensures that players regain strength, flexibility, balance, and coordination before returning to competitive play. It also helps young athletes develop confidence in their movement abilities, thereby reducing fear of re-injury.IMPORTANCE OF INJURY PREVENTION IN JUNIOR KABADDIInjury prevention is a proactive approach aimed at reducing injury risk through structured training and conditioning. For junior Kabaddi players, injury prevention strategies should focus on developing basic physical fitness components such as muscular strength, muscular endurance, flexibility, balance, and agility.Proper warm-up and cool-down routines, corrective exercises, and progressive training loads play a crucial role in injury prevention. Teaching junior players correct movement techniques and body mechanics can significantly reduce injury risk and enhance performance.ROLE OF PHYSICAL CONDITIONING AND TRAININGPhysical conditioning is central to both rehabilitation readiness and injury prevention. Strength training, core stability exercises, flexibility training, and neuromuscular coordination drills help prepare junior Kabaddi players for the physical demands of the sport.Conditioning programmes should be age-appropriate and progressive, focusing on long-term athlete development rather than short-term performance. Integrating preventive exercises within regular training sessions helps maintain physical preparedness and reduces injury recurrence.PSYCHOLOGICAL READINESS AND AWARENESSPsychological readiness is an often-overlooked component of rehabilitation readiness. Fear of re-injury, lack of confidence, and performance anxiety can affect a player’s ability to return safely to play. Educating junior players about injury prevention and rehabilitation can improve awareness and promote responsible attitudes towards health and recovery.Coaches and trainers play a vital role in encouraging safe return-to-play decisions and supporting players during the rehabilitation process.CHALLENGES IN IMPLEMENTATIONDespite the importance of rehabilitation readiness and injury prevention, several challenges exist at the junior level. These include lack of qualified sports rehabilitation professionals, limited access to medical facilities, insufficient awareness among coaches and parents, and absence of structured injury prevention programmes.In many training environments, emphasis is placed primarily on competition success rather than athlete safety and long-term development. Addressing these challenges requires coordinated efforts from sports authorities, institutions, and training academies.RECOMMENDATIONSBased on the discussion, the following recommendations are suggested:1. Rehabilitation readiness should be considered mandatory before allowing junior Kabaddi players to return to competition.2. Injury prevention programmes should be integrated into regular Kabaddi training sessions.

PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 21833. Coaches should be educated on basic rehabilitation principles and injury prevention strategies.4. Age-appropriate conditioning and recovery protocols should be emphasized.5. Awareness programmes should be conducted for players, coaches, and parents regarding sports injuries and rehabilitation.CONCLUSIONRehabilitation readiness and injury prevention are essential components of safe and effective participation in Kabaddi, particularly for junior players. Adequate physical conditioning, functional recovery, and psychological preparedness are crucial for reducing injury risk and enhancing performance. By adopting systematic rehabilitation and preventive strategies, coaches and institutions can promote athlete safety, long-term development, and sustainable performance among junior Kabaddi players. Strengthening awareness and structured training practices will contribute significantly to the overall growth of Kabaddi as a competitive sport.REFERENCES 1. Kumar, S., & Singh, P. (2019). Sports injuries and prevention strategies in contact sports. Indian Journal of Sports Sciences, 14(2), 45–52.2. Reddy, K. R. (2018). Physical conditioning and injury prevention in Indian athletes. International Journal of Physical Education, 11(3), 33–39.3. Sharma, R., & Verma, A. (2021). Rehabilitation readiness and return to play in young athletes. Journal of Sports Rehabilitation, 16(1), 21–27.4. Singh, A. (2020). Injury patterns and preventive measures in Kabaddi players. International Journal of Physical Education, Sports and Health, 7(4), 101–105.5. Government of India. (2020). National Education Policy 2020.