PURPOSE The purpose of this study was to investigate the effects of an 8-week online yoga training on body composition, muscle activity, flexibility, and balance in males (n=7) and females (n=15). METHODS Twenty-two participants were recruited and divided into two groups (Exercise group, n=11 and control group, n=11). All participants had two visits. During the visits, body composition, muscle activity for forward and back-bending poses, flexibility for sitting-forward and back-bending poses, and balance for one-leg standing were determined. After 8-week yoga training, all measurements were re-performed. An independent t-test was performed to determine the difference between the exercise and control groups. A two-way repeated measures of ANOVA was used to assess the interaction effects (group*time). All values were represented as mean ± standard deviation. An α level was set at 0.05 for all analyses. RESULTS First, the height significantly increased (F=16.573, p=0.001) and body fat mass (F=7.109, p=0.015) and body fat percent (F=7.667, p=0.012) were significantly decreased after the 8-week online yoga training. Second, the muscle activity for vatus lateralis doing a back-bending pose (F=6.140, p=0.022) significantly increased after the 8-week online yoga training. Third, the flexibility on sitting-forward bending pose (F=4.661, p=0.043) and back-bending pose (F=11.650, p=0.003) were statistically increased after the 8-week online yoga training. Lastly, balance on the Center Of Pressure (COP) X (F=5.769, p=0.026) and the Center Of Pressure (COP) Y (F=4.365, p=0.05) significantly increased after the 8-week online yoga training. CONCLUSIONS This study will provide scientific evidence on improving exercise programs using online yoga training on physical activity.
PURPOSE This study aimed to apply a capacity building program to sport life skill leaders and to provide cases of this process. METHODS The study participants included four leaders (male=2, female= 2, Mage=37.5) who were managing a sport life skills program at a university. They participated in a capacity building program, which consisted of (a) understanding (leader seminar), (b) application (managing the sport life skills program), and (c) evaluation (leader’s self-reflection), which were conducted in eight sessions. Four leaders conducted self-evaluations using program quality assessment (PQA) during every session, and quantitative and qualitative data were collected. Qualitative data were derived using a cross-case analysis, and quantitative data were used for calculating the effect size after performing the paired t-test. RESULTS Analyzing the reported cases of sport life skill leaders, the use value of the capacity building program was identified. Furthermore, the cases reported by the four leaders enabled observation of how the leader’s capabilities were strengthened. In the paired t-test, the effect size of physical and psychological safety, appropriate structure, supportive relationship, opportunities to belong, support for efficacy mattering, opportunities for life skill building, excluding integration of family, school, and community effort, were all significant. All effect sizes were found to have “very large effects.” CONCLUSIONS The capacity building program played a positive role in strengthening the leaders’ life skill coaching capabilities. These findings have practical implications—chiefly, it is important to strengthen leaders’ or coaches’ capabilities in order to foster life skill development and transfer of student-athletes.
