Exploring Teachers' Perceptions of Implementation Factors in a Yoga Intervention: A Qualitative Study

Autor/in	Rashedi, Roxanne N.
Titel	Exploring Teachers' Perceptions of Implementation Factors in a Yoga Intervention: A Qualitative Study
Quelle	In: Early Years: An International Journal of Research and Development, 41 (2021) 4, S.365-380 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2018.1558178
Schlagwörter	Teacher Attitudes; Preschool Teachers; Kindergarten; Young Children; Program Implementation; Program Effectiveness; Physical Activities; Relaxation Training; Metacognition; Human Posture; Self Management; Classroom Environment; Intervention; Reflection + Suchen Sie Ihr Suchwort? Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Frühe Kindheit; Entspannungstraining; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Posture; Körperhaltung; Selbstmanagement; Klassenklima; Unterrichtsklima
Abstract	The study of yoga offers much to the field of education. Yoga consists of postures, breathing activities and relaxation techniques geared toward promoting self-regulation. Several yoga interventions for preschoolers have demonstrated significant gains on self-regulation outcomes. Although these benefits are promising, there are limited qualitative studies investigating the perspectives of key stakeholders, such as teachers. Using a grounded theory research design, the author analyzed eight focus groups and six interviews with nine teachers who participated in an 8-week yoga intervention. This study investigated (1) the application of grounded theory as an exploratory research tool, which elucidated teachers' observations of key implementation factors for effectiveness, such as adaptations of the intervention, classroom spacing and components of yoga lessons, (2) teachers' observations of students' internalizations of the yoga skills and (3) teachers' reflections on how the yoga influenced their attitudes toward students. Guidelines to inform future research on classroom-based yoga programs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01