A Quarterly and Thematic Double-Blind Peer-Reviewed DOI Research Journal Approved by UGC
Impact of Yoga Practice on the Physical Wellbeing and Lifestyle of Prospective Teachers: A Case of St. Justin’s College of Education in Madurai
A. Ignaciammal1 and P. Muthupandi2
1Research Scholar, Department of Education (DDE), Madurai Kamaraj University, Madurai, Tamil Nadu, India, Email: inigoarockiam74@gmail.com
2Research Supervisor, Director of Distance Education, Madurai Kamaraj University, Madurai, Tamil Nadu, India
ABSTRACT:
This longitudinal mixed-methods case study investigates the transformative effects of a structured six-month yoga intervention on the physical well-being, lifestyle habits, and disease prevention awareness of 30 prospective teachers at St. Justin’s College of Education in Madurai, India. Grounded in Engel’s (1977) biopsychosocial model, the research adopts a holistic lens to explore how yoga—integrating asanas (postures), pranayama (breathwork), and mindfulness meditation—impacts biological health metrics, psychological resilience, and sociocultural health behaviours. Participants engaged in thrice-weekly 60-minute yoga sessions, comprising Sun Salutations (cardiovascular endurance), Trikonasana (spinal flexibility), Bhujangasana (postural alignment), Nadi Shodhana (stress-reducing breathwork), and guided mindfulness practices. Methodologically, both the quantitative and qualitative data were collected. Results demonstrated statistically significant improvements in physical well-being of the respondents. Findings advocate for institutional integration of yoga into teacher education curricula to mitigate occupational strain and promote sustainable wellbeing. Policy recommendations include establishing campus wellness hubs and government-funded yoga initiatives. This research underscores yoga’s potential as a biopsychosocial intervention, urging further exploration of scalable models in diverse educational contexts.
Keywords: Yoga intervention, case study, biopsychosocial model, lifestyle modification, teachers well-being
DOI: https://doi.org/10.70994/jjdms.10747.10757
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