Research Reaction & Resolution International Journal of All Academic Research ISSN: 2321-7421 Volume 2 Peer Reviewed, Referred & Indexed Journal Papers written in English/All Indian Languages Editor in Chief Mrs. Ruby Sharma Master Rameshwar Dutt Sharma Educational and Charitable Trust (Regd.) C-84, LIG Flats, Ashok Vihar Phase IV, Delhi 110052 Ph: 011-47061258, 9990803469, 9868910376, 9990803459 Website: http://www.mrdsect.org/3r.html, Email: [email protected] October 2014 Research Reaction & Resolution Vol 2, No. 10 ABOUT THE JOURNAL Research Reaction and Resolution is a referred International, monthly and multi lingual Journal of all academic research work done by Academicians, Professionals, Philosophers, Scientists and Research Scholars. It promotes interdisciplinary perspective to discuss issues of National and International Significance. Its regular features include research book editorial correspondence. All the Research papers are subject to a double – blind referring process and are published on the recommendations of referees and discretion of the editor. As far as the Research papers are concerned, the views or statements expressed in the Research papers are solely of the author and the editor is not responsible for the same. PURPOSES 1. Cooperation in the exchange of information about Academic Research Work worldwide. 2. All round development of academic research work done in Indian and other universities. 3. Balance of advanced theories and common practices. AIMS 1. To provide a medium for the exchange of information and an opportunity for cooperation and development among various countries worldwide. 2. To promote the study of both and physical and mental aspect of scientific research results. 3. To establish a common foundation of theory based on the positive differences of various backgrounds. 4. To develop interest in the significant study of various researchers. Printed and Published by Mrs. Ruby Sharma on behalf of Master Rameshwar Dutt Sharma Educational and Charitable Trust (Regd.), C-84, LIG Flats, Ashok Vihar Phase IV, Delhi 110052. ii Research Reaction & Resolution Vol 2, No. 10 Editorial Board Patron Co-Patron Prof. Dr. R. Thirumalaisamy Prof. M. S. Chauhan Kurukshetra University, Kurukshetra, Emeritus Professor, Department of Physical Education, Haryana, India Alagappa University, TN Former (Founder) First Vice Chancellor, TNPESU, Chennai, TamilNadu, India Editor in Chief Mrs. Ruby Sharma Advisory Board Referee’s Board Dr. Chia Hua Kuo (Taiwan) Catarina Isabel N. G. Abrantes (Portugal) Dr. Essam Eldin Shaaban A. H (Egypt) Dr. Yousra Al-Sinani (Oman) Dr. Wenna B. Damulo (Philipines) Dr. V. P. Singh (India) Dr. Dilip T. Jaiswal (India) Dr. Inder Mohan Datta (India) Dr. Nagendra Sharma (India) Dr. J. K. Thakur (India) Dr. Mahesh Chand Sharma (India) Dr. Kaukab Azeem (Saudi Arab) Dr. D. Maniazhagu (India) Dr. Fulchand M. 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After the editorial board scrutinizes & agrees to the research papers standard then only it is included in the volume. It is a request to all the contributors and members that it would be highly appreciable if we receive the original & updated work. It has been observed that many –a- time the papers not intensely checked before sending to the journal. It is a request to one and all that the papers should be thoroughly checked as per the guidelines given for the authors before sending. I am thankful to one and all for their support for the Journal. Ruby Sharma Editor in Chief vii Research Reaction & Resolution Vol 2, No. 10 CONTENTS S No Title Subject Page No 1. EDUCATION AT MARKET PLACE: PRESENT STATUS OF COMMERCIALIZATION IN INDIA Jyoti, Education 1-9 2. A COMPARATIVE STUDY OF YOGA AND ACUPRESSURE ON LOWER BACK PAIN Ashish Tomar, Dr. S. K. Sharma Physical Education 10- 12 3. EFFECT OF PRANAYAMA ON SELECTED RESPIRATORY PARAMETERS Dr. P. Karthikeyan Physical Education 13-15 4. ofj"B ekè;fed fo|ky; ds yM+dksa vkSj yM+fd;ska ds 'kkjhfjd ,oa 'kjhj fØ;kRed pjksa dk nkSM+&dwn izn'kZu ds lEcU/k esa rqyukRed vè;;u Physical Education 16-19 Yoga & Astrology 20-22 jktJh, Mk-ftrsUnzk dqekj Bkdqj 5. EFFECTS OF PRAYANAMA, SURYANAMASKAR AND COMBINATION OF PRANAYAMA AND SURYANAMASKAR PRACTICES ON AVERAGE FITNESS AMONG SCHOOL STUDENTS Sanjay Kumar Bhatia, Dr. Inder Mohan Datta viii EDUCATION AT MARKET PLACE: PRESENT STATUS OF COMMERCIALIZATION IN INDIA Jyoti, Research Scholar (Education), Sai Nath University, Ranchi(Jharkhand) ABSTRACT Ancient India was renowned for the concept of Gurukuls where the guru would teach his shishya everything. Fundamental purpose of education is the same at all times in all places. In the present paper, the concept of commercialization of education , its effects at school and higher level is explored by the author. Key words: Education , Commercialization of education , Fundamental right , 1. INTRODUCTION : “Vidhya vihinh pashuh” (Bhartrihari) devoid of education we are mere beasts (Epictetus) said only the educated are free “ sa vidya ya vimuktaya” (Mahabharat). Nothing gives us such an unfailing insight as education. From the vedic age, the central conception of the Indians has been that, education is the source of illumination giving us a correct path in the various spheres of life. So was the importance of education that in order to be called a human being one must be educated. Aristotle was asked how much educated men we superior to the uneducated “As much “ said he” as the living are to the dead.” It trans figures the human personality into a pattern of perfection through a synthetic process of the development of the body. The enrichment of the mind , the sublimation of the emotions and the illumination of the spirit. An old Sanskrit adage states: “That is education which leads to librations” Librations from ignorance which shrouds the mind; Libration from superstition which paralyses effort , libration from which blind the vision of the truth. The entire ancient history is full of evidences to prove that education was given as a charity, free of cost and a pious obligation of the academics and a part of Raj Dharma. Stipulation for free education was vehemently condemned in ancient India. Importance of educational institutions was recognized as: Victories are gained, peace is preserved, progress is achieved, civilization is built up and history is made not on the battle fields, where ghastly murders are committed in the name of patriotism. Not in the councils chambers where insipid speeches are spun out in the name of debate , not even in factories whee are manufactured novel instruments to struggle life but in educational institutions which are the seed beds of culture, where children in whose hands quiver the destinies of the future, are trained. From their ranks will come out when they grow up, statesmen and soldiers, patriots and philosophers , who will determine the progress of the land.( by justice Mohan) Unfortunately, now these seed beds of culture i.e educational institutions are being equated with industrial enterprises. The Mahabharat observes: “Janami Dharmam na ca me pravrttih, Janamy adharmamna na ca me nivrttih” “I know the right but I do not adopt it, I know the wrong but I cannot of abstain from it. These lines of Mahabharat well explains the dilemma of our educational planning that inspite of education being a fundamental right. It’s privatization and commercailisation has become inevitable. 1.1 CONCEPT OF COMMERCIALISATION OF EDUCATION “The act of making something into a business run for profit”(Tejaswani,A) To render commercial, make a matter of trade or the subject to commercialism. To commercial or business methods to , or to make use of or exploit mainly for profit, Research Reaction & Resolution Vol 2, No. 10 especially at the expense of quality or to imbue with commercialism. (http://www.investopedia.com/terms/c/commercialization) Commercialization is the process or cycle of introducing a new product or production method into the market. The actual launch of a new product is the final stage of new product development, and the one where the most money will have to be spent for advertising, sales promotion, and other marketing efforts.(Oxford dictionary) Commercialization is the process by which both places at educational institutions and educational courses/qualifications are sold directly to those customers. This “selling” can involve everything from parental choice of schools to actual direct payments – as in student fees, employer funding of university courses etc. And of course, there’s also the “commodification” of the labour power of that workforce again. Thus the word commercialization shows the profit as the main motive behind any activity. Since educational institutions are considered as non- profit making bodies and cannot enter into sale of the services produced by them ,funds for their manage have necessarily to come from sources other than the receivers of education i.e students. Educational institutions alongwith supplying the needs of individual consumer i.e students impart a kind of training and skill which is socially useful and economically productive. Precisely for this reason, education is categoried by education planners as a “merit want" or a good which is useful to the society along with its usefulness to the individual receiver. This being so ,financing of education has along been the responsibility of society as well so to some extent of the individual receiver of education. Thus if there is sale of services or profit motive behind imparting of education or funds come mainly from the receivers of education. We can easily say that there is commercialistion of education. 1.2 HISTORICAL BACKGROUND In India since ancient time education has been working like a pendulum between vidya- dana and dana-vidya.The free education or a natural flow took education and in particular the educational institutions to the ever rising heights of excellence but this long culture in Indian tradition was polluted in view of population explosion and industrial implosion. The changing scenario of education has brought in the education a commercialized approach. Thus the educational shops started coming up at first in those parts of the country which were more industrially developed and gradually this disease spread throughout the country. Today those states or places which were untouched by commercialization of education through law and this attempt the highest legislative authority of india parliament is also moving in this direction once commercialization of education starts it will have wider ramification on the status and quality of the people of india and, in particular the education of this country. If education has to be sold at the Bania’s or Marwadi shops,then one can understand the fate of education and its effect on literacy drive in India. 1.2.1 AT VEDIC PERIOD: In south,the Ennayiram temple colleges supplied free boarding and ration allowed per head. Each vedic student received about one seer of rice per day and this quantity was sufficient for the daily meals. He also received annually an allowance of about one eighth tola of gold ,which was probably intended to cover the clothing expenses. 1.2.2 AT MEDIAVAL Society which had frowned upon the practice of charging regular fees as a mercenary and unworthy procedure used to succeed in getting ample support for the cause 2 Research Reaction & Resolution Vol 2, No. 10 of education by appealing to the religious and charitable instincts of the public. Vidya –dana or a gift ,possessing a higher religious afficacy than even the gift of land.Religion had a great hold over the public mind in ancient times and this spiritual exaltation of Vidya-dana secured so wide and ample response to became possible to impart fee education to all poor students, wishing to derive its benefit. 1.2.3 PAYMENT OF FEES Stipulation for fees was vehemently condemned in ancient india. No student could be refused admission even by private teacher simply because he was to poor to pay any fees. It is interesting to note that there existed a similar prejudice against the charging of fees in ancient Greece for a long time.Neither Socrates nor Plato charged any fees. Jatakas show that rich person like merchants and prince’s used to send the whole amount of school fees in advance when they used to send their son’s to taksh-shila. Bhisma also had paid drone his honoraiun in advance before he had started the education of Kaurava prince’s(Mahabharat). 2. PRESENT SYSTEM AT SCHOOLS The notion of a public school is confusing one.They are cropping up all over the country like shops with hefty tuition fees, arbitrary selection procedure and demands of donations, educating the child seems to the farthest thing on their minds. A middle class parents is made to shell out Rs. 1500-2000 every month to educate their child in a good school which in effect means a public school. In the guise of doing service to society, they have become money spinning institutions. Educating children is a profitable business just like any other shop. According to survey,india has the largest number of children out of school between the age group of 4-16.Out of every hundred child who join class one barely 35 complete class fifth: 28% of schools have either one or no teacher and 35% schools have no drinking water or toilets. In contrast to this, there are the marble floored swank, high rise buildings of the so called elitist schools which spends crores of rupees on constructing the buildings alone. These buildings resembles five star hotels and offer the same facilities at exorbitant fees. Many unscrupulous elements with a motive to earn money, become active with the arrival of the season. A few semi- literate teachers are employed, charged hefty sums as tuition fees, constructing swimming pool, computer fees and building funds. Most of the schools lack basic amenities like play grounds, proper lights, and black board. An honest profession of teaching has been transformed into a money making endeavor by these cash hungry sharks. The fleecing begins at admission time when the schools make a cool sum through over priced admission forms. Because of the risk factor involved parents are compelled to fill up more than one form but still there is no surety of admission .It has been experienced that a father spents more than rupees 10,000 on admission forms alone but still may not be able to get their son admitted to any school in Delhi because he could not arrange for donations or get the right contacts. 2.1 Risks of commercializing education: Children are now bombarded at school with wall advertisements, daily television commercials, promotional samples, school fund-raising schemes, contests requiring students to claim prizes at local franchises, internet banner advertisements on every website seen at school, and large printed advertisements distributed to children to use as book covers. Commercialism of education is inherently damaging for the development of children and 3 Research Reaction & Resolution Vol 2, No. 10 ultimately for the future of democracy. The damage to children’s development falls into three general categories –physical, psycho-social, and intellectual. A brief look at these three areas shows why education must become commercial-free. 2.1.1 Physical Development Schools promote sales of soft drinks containing high levels of sugar and caffeine. Their ‘empty calories’ can take the place of nutritionally valuable food or lead to weight gain. The foods and beverages advertised and sold to children at school present added risks for obesity, diabetes, bone fracture, cardiovascular disease, and dental caries. 2.1.2 Psycho-Social Development Advertising is designed to create a sense of insecurity -- which can only be relieved by buying. Clearasil give distorted images about identity and interpersonal relationships to both girls and boys. 2.1.3 Intellectual Development The clutter of advertising throughout the school environment does more than distract children from reflecting on important lessons and focusing on necessary skills. The subtext of all ads is that problems are best solved by spending money. 3. COMMERCIALIZATION AT HIGHER LEVEL Higher Education has become a commodity that is something to be produced, packaged, sold, traded, outsourced, franchised, and consumed. The “marketization” of Higher Education is at the root of this “commodization” and redefines its nature by transforming it from a collective public good to a private investment. In consequence, universities suffer from a series of disadvantages; in their organization, management and governance; in their relations with society at large and in particular their own students who have no become clients or consumers; and in their financial relations with the state. Rapid globalization affects all aspects of society, including the status of higher education in society, and how education is delivered and received. As technological innovations “relentlessly compress the world in space and time and our economies become rapidly impelled into the highly competitive environments of global markets, educational institutions are being challenged to follow suit.” The same globalizing trends mean that higher education is “drifting into a market-oriented system” and is increasingly being seen as a “commercial product to be bought and sold like any other commodity. ( Pradip Bhattacharya, “Urbanization, Globalization and Consumerism,” (2003), Professional education is the process of instruction, aimed at the all round development of students. Higher education is becoming more and more competitive, gasping for breath during a time when India is aiming to become the shining star of the emerging world economy. India has about 367 University level institutions including 20 Central Universities, 217 State Universities, 104 Deemed Universities and 5 institutions established under State Legislation, 13 Institutes of National Importance established under Central legislation and 6 Private Universities. In terms of number of students, Indian higher education and research sector is the third largest in the world. Very few universities in India have made their way in the recent International ranking of the top 200 universities of the world, except the IIT Kanpur ranked at 29, University of Delhi at 130, IIT Chennai ranked at 132 and followed by Anna University at 200. 3.1 Status of MBA & Engineering College We can easily give the example of flourishing MBA colleges across India where 4 Research Reaction & Resolution Vol 2, No. 10 average annual fees is around 5-10 lakh rupees; however, the facilities provided by these colleges are much below average levels. Most of these colleges remain more interested in making good bucks than providing quality education to students. Every year, number of students going for higher professional education is increasing in India and therefore, good opportunity exists for all these colleges to make money by offering such courses. Same condition do prevail in other professional colleges in India. In many cases, situations even become worse and students feel cheated at the end of courses. However, in India this trend has full support of our government because many big political leaders and industrialists are running these colleges. Therefore, they easily get the required certificates to run these colleges without providing proper educational infrastructure. At the end, we can say that for these people education has today become an option to make money only than providing quality education to students. However, recently a new trend has started in India of making money by selling education and now top institutes like IIM Ahmadabad are also becoming part of this mad race. Few days back, IIMA top business school in India increased it’s annually fee by 300%. Soon IIM Bangalore also followed this trend and in future, we can hope similar response from many other IIMs and various universities in India. If all this is allowed to happen then time is not away when getting higher education will become a distinct dream in India . Institutes like IIM get huge amount of grants and subsides from state and national government, now if they are increasing fee in this manner then what we can expect from other private colleges. Today, India desperately need educated youth for maintaining a top position in world, however, by making education beyond the reach of common people, we are only create dark future for millions of youth and India. 3.1.1 Quantity output but where's the quality? Large amount of MBAs and engineers especially in the software field are available in India and the not-so-MBA-type jobs that they are forced to do. We call it 'Forced' because they are less skilled for the high end jobs but better connected than the section of people who should ideally be doing that job. This is the flip side of the high growth in professional education in India, which is characterized by the mushrooming of engineering and management institutions all across the country. Although AICTE pats their backs with an approval, they have only created quantity of approved institutions, and not quality in the name of higher education. In which case, every child deserving or not has an opportunity to become an engineer or an MBA, the fact still remains the same that, such institutions do little to create quality engineers or managers. When a Bachelors degree was seen as sufficient in the past even a MBA degree falls short these days. There is a lot of stereotyping done in today's professional education system –in most of the engineering colleges in India; you can graduate as a software engineer without having to write a single line of code. There is a huge gap between the elite institutions and colleges in villages, towns and even in cities. 3.1.2 The Nature of Competition The Rat Race for achievement of chasing the dreams of society and family leads the student into wasting the opportunity to realize their own real interest and talents. A survey conducted by NOVONOUS showed that 80 respondents (Graduates) wanted to do an MBA after they completed a year or two in job because MBA increases the prospects of a higher paying job. Around 43 respondents aspired to work with reputed organizations and about 22 respondents opted for an engineering/management course since there was no scope for other fields in India. Baring a few respondents, most of them had lack of inclination towards management/engineering but still wanted to do an MBA, simply because they want to get a 5 Research Reaction & Resolution Vol 2, No. 10 degree and fancy designation. These students are equally clueless so as to what kind of job they would want to take up after completing their studies. Exhibit 1.1- Responses and attitudes of B.E/B.Tech/MBA aspirants about professional education Source: NOVONOUS Insights Many B–schools claim being centers of excellence and charge huge fees and this is true for State aided or controlled (IIM included), university affiliated private or autonomous institutes alike, and new private universities. It is unfortunate that even Employers don't have any idea about this and they blindly support some B schools and pay heavy salaries while leaving out lesser known but well managed institutes that work hard to provide quality education and have good students available for employment. Employers must also do more research and patronize good schools by their own research. It will pay them well for this exercise. More over students must have a right mindset why they want to opt for any professional education. The main reason why students are not attuned to making decisions as per their interest levels is due to commercialization of management training. Today management and technical education (B.E/B Tech) in India is sold and not imparted. B schools harp on their ability to get the best placements available in the market for their students and students are ready to pay exorbitant fees for grabbing a seat in such prestigious institutes. The adverse effect of this practice is that most of the students who seek for an MBA degree do so for the placements their B school provides. Finally, another issue deals with the ethics and value system inculcated by B schools in their graduates. B schools and engineering colleges today predominantly focus on results rather than the process to attain them. The Indian education value system proves incompatible for long term success although efficacious for short-term glory. Students today whether from an elite big B school or mediocre management institute want a luxurious life style, with a MNC setup and high end office amenities provided by the company which employ's them. The survey conducted about student attitude towards learning and expectations from the organization which employees them are immense. However, students need to question themselves if they deserve this job and whether they can justify the roles and responsibility that the job demands. 3.2 STATUS OF MEDICAL COLLEGES Indian medical education system has seen rapid growth in the last two decades. Private medical colleges now account for more than half of the 270 medical colleges in 2009. This unregulated unequal growth brings two issues to focus: the failing quality of 6 Research Reaction & Resolution Vol 2, No. 10 medical education and implementing effective solutions to address an artificial faculty shortage due to faculty mal-distribution. The menace posed by the unfettered merchandisation of medical education has to be controlled and efforts should be made by the Government to ensure maintenance of standards and check the unplanned growth of substandard medical colleges and substandard education norms in universities or their constituent medical colleges. Since Indian Independence, MCI nor the University Grants Commission nor the constituent universities including the health sciences universities have never attempted to grade medical colleges as per their quality standards hence in the absence of health education quality standards, the student output from recent, hurriedly established recent science institutions is definitely substandard. British India had just 19 medical schools with an output of 1200 doctors (10). By 1965, there were 86 medical colleges in India with only a few private colleges (7) The college total increased to 112 by 1980 (at a rate of 30%), to 143 in next decade (rate of growth of 28%) and since 1990 over past 18 years the number has increased to 271, an increase of 90% compared with the figure in 1990 (7). Today, there are 271 medical colleges out of which about 31,000 medical graduates pass out every year and private sector medical colleges have grown to account for more than half of all medical education institutions in India (13).(Instances) 4. THE BENEFITS OF COMMERCIALIZED HIGHER EDUCATION DEGREES 1: Students are treated with more respect. At a commercialized school, the student is the customer; that is why private schools still thrived back when they were thrice or more the price of state schools. The most horrific student experiences come from a university’s sense of entitlement, that they owe nothing to the student that helps fund them. 2: Students receive a better product, or education. Commercialized education means that schools are competing more than ever for whole can provide quality education at a reasonable price. Like any other market, this healthy competition is a benefit to the buyer, or in this case, the student. 3: Students of different ages and backgrounds will study together. The enmeshing of private schools, public schools, and the costs associated with each means that students of all walks of life will start attending both forms of education. Higher education degree options that once were mostly available to male, upper class citizens will become more available to other students; and higher education degrees that once were only pursued by adult learners will be pursued by all ages. 4: Students will have more say over the educational system. Since commercialized education means that students are paying more for education than the government, the direction of education will lie more in the hands of students and teachers and less in the hands of government officials only interested in a process. 5.Private schooling in India is demand-driven. Parents choose private education because they believe they provide better education and future opportunities for their children than the government schools. Supply-side factors have little statistical relationship to private schools; private schools exist because parents demand them. 6.Better education:Private schools not only provide better education but they also do it in a more cost-effective manner than government schools. Also, private schools are accountable and responsive to parents: for example, they offer English-medium schooling that parents prefer. 7.Rural private schools:Tired of teacher absenteeism and lack of accountability in government schools, both the rich and the poor are increasingly rejecting free government schools and choosing to pay for education in fee-charging private schools. The Annual 7 Research Reaction & Resolution Vol 2, No. 10 Status of Education Report (ASER) 2009 shows that close to 22 percent of children in rural India attend private schools. This number is much higher in urban areas. In the metros, at least half of the children are in private schools and in states like Punjab and Haryana, 70 percent are in non-state schools. More than a third of India’s children, a conservative estimate, now study in private schools and that the number is rising by the day. So how is it that the poor can afford these private schools? Most of these children study, not in elite schools, but in budget private schools in poor neighborhoods. These schools some recognized and some not, charge an average monthly fee of Rs 70-150 in rural areas, and up to Rs 350 even in highly expensive metros. Budget private schools are the fastest growing segment in India’s education eco-system. 8. Minimal or practically no political intervention –less interference of the government in management 9. It may update the curriculum according to market needs thus making higher education relevant. It will also avoid wastage of resources and will put higher education on the path of cost reduction. It will inculcate skills oriented education. 10. It may put more emphasis on vocationalisation and job oriented courses. There will be a global market for the students. 5. THE DRAWBACKS OF COMMERCIALIZED HIGHER EDUCATION DEGREES 1: The traditional educational subjects are downgraded in the name of occupationallysound degree options. In commercialized learning, higher education degrees focus more on the job role they fulfill and less on the traditional academics, such as sciences and liberal arts. This isn’t necessarily a bad thing for you, the online learner, if you’re going to school to acquire a degree for a new job opportunity. 2: The pursuit of knowledge is not considered as much of a community source. When state schools become more expensive and compete with for-profit schools, this means that knowledge–pursued and created–isn’t available to the lower classes. Student loans and grants help fix this problem, however. 3: Schools are there to make money. As education becomes commercial, there’s no denying the purpose of the higher education degree: for schools to make money. For-profit schools are based on financial gain and, while this grants benefits to the student such as customer respect, it also means that students will not be attending universities that exist solely for academia. 4: Education is simply more expensive. There’s no avoiding the fact education is more expensive than it used to be a decade ago. Private colleges seem more affordable — after all, they’re not much different from the price tag of state universities these days — but the education industry is spiking its costs across the board as commercialism comes into the picture. 5: Education is heading in an unknown direction. Since the commercialization is relatively knew, it makes predicting the direction of education less predictable. Overall it can be concluded that , there can be some steps which government and individual can take to overcome the effect of commercialization of education… 1) Foreign and NRI student should be encouraged to study in india. It will help the country to earn considerable amounts of foreign exchange. Foreign students pay higher fees ,which may be used to subsidized the fees of Indian students and to offer free seats to to the poorest Indian students. 2) Atleast 6% of GNP for education should be provided ,which has not been so far provided. 8 Research Reaction & Resolution Vol 2, No. 10 3) The fee increased should be appropriately linked to atleast the cost of recurring expenditure and levels of income of the parents of the beneficiary. 4) Urgent need to work in co-ordination between different groups to sort out fees, admission procedure and quality of education. 5) Checking of Brands like horlicks, bournvita,cartoon network etc which have high focus on school activities. 6) Reviewing Advertising space being sold even on notebooks,stationery etc 7) Number of foreign schools/colleges entering india. 8) Strict actions plan for unaffiliated school/colleges. 6. REFERENCES 1. Ansari,T.(2009).”A textbook example of what’s wrong with education”. 2. Bennis ,W.(1990).”American education and corporations:the free market goes to school.Newyork : Garland Publishing. 3. Mccarthy,M.M.(1995).”Private investment in public education: Boon or boondoggle? Journal of school leadership,5(1),(4-21). 4. Government of india.(1986).National Policy on Education,New Delhi:MHRD Department of Education 5. Dubey,A.(1987).Commercialisation of education in India: APH Publishing,New Delhi.Retrived from www.google .com 6. Sharma,V.(2011).Investment and commodification of higher education: New Delhi 9 Research Reaction & Resolution Vol 2, No. 10 A COMPARATIVE STUDY OF YOGA AND ACU-PRESSURE ON LOWER BACK PAIN Ashish Tomar, Ph.D. Scholar, Mewar University, Gangrar, Chittorgarh, Rajasthan Dr. S. K. Sharma, Asso. Prof., Deptt. of Phy. Edu. SGSU, Gandhinagar, Gujarat ABSTRACT For this study 300 men patients suffering from lower back pain of Roorkee district of Uttarakhand were selected as subjects at random from various Yogic Centers, Massage Centers and Acu-pressure clinics and their age was 18 to 60 years. They were divided into three groups namely Yoga group, Acu-pressure group and Controle group. The first and second groups underwent treatments through yoga (asanas & pranayama) and Acu-pressure (Points in the spinal) respectively for six weeks. It is concluded from the findings of this study that all types of training groups relieves lower back pain. KEY WORDS: Yoga, Acu-Pressure, Lower Back Pain INTRODUCTION The International Paris Task Force on back pain confirmed that the apparently contradictory results can be partially explained by lack of uniformity in the measurements of physical activity and by the wide range of populations studied (e.g., athletes and nonathletes). Recognizing evidence for different effects of occupational and non-occupational activities on LBP, the task force recommended the use of measurements that differentiate between three types of activity: activities of daily living, occupational activities, and recreational and sport-related activities, because these may not be associated with LBP in the same way. Following the task force recommendations, and because of the paucity of information regarding physical activity in a general population and methodological flaws in most previous studies in this area, we chose to investigate Yoga and Acu-pressure among all adults of a defined community (non-athletes) and their relation to LBP prevalence and severity. METHODOLOGY The investigator employed random sampling method300 men patients suffering from lower back pain of Roorkee district of Uttarakhand were selected as subjects at random from various Yogic Centers, Massage Centers and Acu-pressure clinics and their age was 18 to 60 years. They were divided into three groups namely Yoga group, Acu-pressure group and Controle group. The first and second groups underwent treatments through yoga (asanas & pranayama) and Acu-pressure (Points in the spinal) respectively for six weeks. The pre and posttest were taken for all the subjects before and after the treatment respectively. RESULTS & DISCUSSIONS The following tables illustrate the statistical results of the comparative study of Yoga and Acu-Pressure on lower back pain. 10 Research Reaction & Resolution Vol 2, No. 10 TABLE – I COMPUTATION OF ANALYSIS OF COVARIANCE OF PRE-TEST, POST-TEST AND ADJUSTED POST-TEST ON LOWER BACK PAIN OF THREE EXPERIMENTAL GROUPS (Scores in Points) Test Ex Ex Ex Source Sum of df Mean FI II III of Squares Squares value Variance Pre-test 12.75 12.35 13.33 Between 30.32 2 10.11 0.36 Mean within 2103.78 297 27.68 Post-test 15.75 15.63 14.10 Between 531.65 2 177.22 4.07* Mean Within 3349.45 297 44.07 Adjusted 15.67 15.89 13.52 Between 484.89 2 161.63 6.94* Post-test Within 1747.75 296 23.30 Mean 3.00 3.28 0.77 gain F (2, 297) = 2.74 and F (2, 296) =2.74. * Significant RESULTS OF LOWER BACK PAIN Table I shows the analyzed data on Lower Back Pain The pre-test means of Sit and reach were 12.75 for Yogic practices group, 12.35 for Acu pressure group, 13.33 for Control group. As the obtained F-ratio 0.36 was lesser than the table F-ratio 2.74, the pre test was significant at 0.05 level of confidence for the degrees of freedom 2 and 297. The post-test means were 15.70 for Yogic practices group, 15.63 Acu pressure group and 14.10 for control group. As the obtained F-ratio 4.07 was greater than the table F-ratio 2.74, the post-test was significant at 0.05 level of confidence for the degrees of freedom 2 and 297. The adjusted post-test means were 15.67 for Yogic practices group, 15.89 for Acu pressure group and 13.52 for control group. As the obtained F-ratio 6.94 was greater than the table F-ratio 2.74, the post-test was significant at 0.05 level of confidence for the degrees of freedom 2 and 296. The mean gain of yogic practices, Acu pressure group and control group were 3.00, 3.28, and 0.77 respectively. The Table I (A) shows the Scheffe’s post-hoc test results. The ordered adjusted final mean differences for Lower Back Pain of experimental groups I, II and III were tested for significance against Scheffe’s post – hoc F-ratio. TABLE - I (A) ADJUSTED FINAL MEAN DIFFERENCE ON LOWER BACK PAIN TEST OF FOUR EXPERIMENTAL GROUPS IN ANALYSIS OF COVARIANCE AND SCHEFFE’S POST – HOC TEST Ex – I Ex – II Ex – III M.D. CI 15.67 15.89 0.22 2.13 15.67 13.52 2.15 2.13* 15.89 13.52 2.38 2.13* * Significant The mean difference between experimental group I and II, I and III, II and III, were 0.22, 2.15 and 2.38, respectively. The mean difference 0.22 was seen to be less than the 11 Research Reaction & Resolution Vol 2, No. 10 confident interval value of 2.13 in the following comparison I and II. Hence the above comparison was not significant. The mean difference 2.15 and 2.38 were seen to be higher than the confident interval value of 2.13 in the following comparison I and III, and II and III. Hence the above comparisons were significant. Hence the paired mean difference was not significant at 0.05 level of confidence with degrees of freedom 2 and 296. From the above findings, it could be observed that the level of relief in Lower Back Pain is increased significantly due to six week training of yogic practices, and Acu Pressure Treatments. The results were a clear indication that the level of relief in Lower back pain is increased by Acu pressure treatments is greater than the yogic practices. This study revealed that all types of training groups relieve lower back pain. The finding is however in conformity with previous studies reported by Jain and Abbott (2006) on Lower Back Pain. CONCLUSIONS Within the limitation of the present study, the following conclusions were drawn: 1. It is concluded from the findings of this study that the level of relief in Lower Back Pain is increased significantly due to six week training of yogic practices, and Acu Pressure Treatments. 2. It is concluded from the findings of this study that the level of relief in Lower back pain is increased by Acu pressure treatments is greater than the yogic practices. 3. It is concluded from the findings of this study that all types of training groups relieves lower back pain. References Bell (1983) Championship Thinking, Englewood Cliffs, New Jersey, Prentice Hall, Inc, P.50. Bucher, Charles A. and Deborah A. Wuest (1983), Foundation of Physical Education and Sports: London, The C.V.Mosby Company. Bucker and Lewellyn. (1984) Psychology of Coaching: Theory and Application, New Jersey; Prentice Hall. Clarke, David H. and H. Harison Clarke (1984) Research Process in Physical Education, New Jersey; Prentice Hall. Clelland, (1971) The Effect of Resultant Achievement Motivation on the Efficiency of Motor Performance, New York, Van Nostrand Perinhold Company, P.35. Costal and Morgan (1972) The Psychomotor Domain Movement Behavior, Philadelphia Lea and Feigner P:21. 12 Research Reaction & Resolution Vol 2, No. 10 EFFECT OF PRANAYAMA ON SELECTED RESPIRATORY PARAMETERS Dr. P. Karthikeyan, Assistant Profesor, Department of Physical Education and Sports Sciences, Annamalai University. ABSTRACT The purpose of the study was to find out the effect of pranayama on selected respiratory parameters. To achieve this purpose of the study, thirty students studying in the department of physical education and sports sciences, Annamalai University, Annamalai Nagar, Chidambaram, Tamil Nadu, and India were selected as subjects at random. The selected subjects were divided into two equal groups of 15 subjects each, such as pranayama group and control group. The group I underwent pranayama practice for three days per week for twelve weeks. Group II acted as control who did not participate any special training programmes apart from their regular physical education activities as per their curriculum. Among respiratory parameters, the following variables such as breath holding time and vital capacity were selected as criterion variables. All the subjects of two groups were tested on criterion variables by using holding the breath for long time and wet Spiro meter respectively at prior to and immediately after the training programme. The analysis of covariance was used to analyze the significant difference, if any between the groups. The level of significance to test the ‘F’ ratio obtained by the analysis of covariance was tested .05 level of confidence, which was considered as an appropriate. The results of the study revealed that there was a significant difference between pranayama group and control group on selected respiratory parameters namely Breath Holding Time and Vital Capacity. And also it was found that there was a significant improvement on selected respiratory parameters due to pranayama practice. INTRODUCTION Yoga asanas (postures) and breathing deal with the physical body, but due to their effect on the brain, they also affect the mind. All the wonders of modern science will not bring happiness, peace of mind, health or a long life. Although wonders have been achieved in our external environment – space travel, computers, etc.- our internal environment has been neglected. Thousands of years ago the ancient yogis turned their minds inwards and discovered their true nature. This allowed them to work out a system of body and breathing exercises which results in vitality, rejuvenation and peace of mind. METHODOLOGY The purpose of the study was to find out the effect of pranayama on selected respiratory parameters. To achieve this purpose of the study, thirty students studying in the department of physical education and sports sciences, Annamalai University, Annamalai Nagar, Chidambaram, Tamil Nadu, and India were selected as subjects at random. The selected subjects were divided into two equal groups of 15 subjects each, such as pranayama group and control group. The group I underwent pranayama practice for three days per week for twelve weeks. Group II acted as control who did not participate any special training programmes apart from their regular physical education activities as per their curriculum. Among respiratory parameters, the following variables such as breath holding time and vital capacity were selected as criterion variables. All the subjects of two groups were tested on criterion variables by using holding the breath for long time and wet Spiro meter respectively at prior to and immediately after the training programme. The analysis 13 Research Reaction & Resolution Vol 2, No. 10 of covariance was used to analyze the significant difference, if any between the groups. The level of significance to test the ‘F’ ratio obtained by the analysis of covariance was tested .05 level of confidence, which was considered as an appropriate. TRAINING PROGRAMME The pranayama group underwent pranayama practice for three days per week for twelve weeks. Training was given in the morning session. The training session includes to practicing Kapalabhathi, a Kriya to cleanse the respiratory track, before doing pranayama. Every day the workout lasted for 45 to 60 minutes approximately. The subjects underwent pranayama practice under the strict supervision of the investigator. During experimental period control group did not participate in any of the special training. ANALYSIS OF THE DATA The influence of pranayama practice on each criterion variables were analyzed separately and presented below. The analysis of covariance on Breath Holding Time of the pre and post test scores of pranayama group and control group have been analyzed and presented in Table I. TABLE I ANALYSIS OF COVARIANCE OF THE DATA ON BREATH HOLDING TIME OF PRE AND POST TESTS SCORES OF PRANAYAMA GROUP AND CONTROL GROUPS TEST PRANAYAMA CONTROL SOURCE SUM MEAN OBTAINED GROUP GROUP OF OF DF SQUARES ‘F’ RATIO VARIANCE SQUARES PRE TEST MEAN 40.0 BETWEEN 40.47 1.64 1 1.64 1.16 S.D WITHIN 1.21 1.09 39.73 28 1.42 POST TEST BETWEEN MEAN 43.4 40.67 56.04 1 56.04 47.49* WITHIN S.D 1.02 1.08 32.93 28 1.18 ADJUSTED POST TEST BETWEEN 68.76 1 68.76 MEAN 44.69 41.6 191.0* WITHIN 9.78 27 0.36 *Significant at .05 level of confidence. (The table values required for significance at .05 level of confidence for 1 and 28 and 1 and 27 are 4.20 and 4.21 respectively). The table I show that the adjusted post-test means of pranayama practice group and control group on Breath Holding Time are 44.69 and 41.61 respectively. The obtained ‘F’ ratio of 191.0 for adjusted post test means is greater than the table value of 4.21 for df 1 and 27 required for significance at .05 level of confidence on Breath Holding Time. The results of the study indicated that there was a significant difference between the adjusted post-test means of pranayama group and control group on Breath Holding Time. The analysis of covariance on Vital Capacity of the pre and post test scores of pranayama group and control group have been analyzed and presented in Table II. 14 Research Reaction & Resolution Vol 2, No. 10 TABLE I ANALYSIS OF COVARIANCE OF THE DATA ON BREATH HOLDING TIME OF PRE AND POST TESTS SCORES OF PRANAYAMA GROUP AND CONTROL GROUPS TEST PRANAYAMA CONTROL SOURCE SUM MEAN OBTAINED GROUP GROUP OF OF DF SQUARES ‘F’ RATIO VARIANCE SQUARES PRE TEST MEAN 202.47 BETWEEN 202.73 0.53 1 0.53 0.38 S.D WITHIN 1.09 1.18 38.67 28 1.38 POST TEST BETWEEN MEAN 205.67 202.87 58.8 1 58.8 42.30* WITHIN S.D 1.08 1.20 39.04 28 1.39 ADJUSTED POST TEST BETWEEN 58.98 1 58.98 MEAN 205.78 202.76 41.83* WITHIN 38.17 27 1.41 *Significant at .05 level of confidence. (The table values required for significance at .05 level of confidence for 1 and 28 and 1 and 27 are 4.20 and 4.21 respectively). The table II show that the adjusted post-test means of pranayama practice group and control group on Vital Capacity are 205.78 and 202.76 respectively. The obtained ‘F’ ratio of 41.83 for adjusted post test means is greater than the table value of 4.21 for df 1 and 27 required for significance at .05 level of confidence on Vital Capacity. The results of the study indicated that there was a significant difference between the adjusted post-test means of pranayama group and control group on Vital Capacity. RESULTS 1. There was a significant difference between pranayama group and control group on Breath Holding Time and Vital Capacity. 2. There was a significant improvement on selected respiratory parameters due to pranayama practice. REFERENCES Clarke, Harrison, H. David Clarke, Application of Measurement to Physical Education. New Jersy, Englewood Cliffs: The Prentice Hall Inc., 1945. Dee Pakjan, Principles of Physical Education. Delhi: Khelsahiya Kendra, 2000. Hockey, Robert, Physical Fitness : The Pathway to Healthful Living. St. Louis, Missouri: Mosby-year book, Inc.,1993. Howley, Edward T. B. Donfranks, Health Fitness Instructors Hand Book. U.S.A: ABC Publishers, 1997. Iyengar, B.K.S. (1991). Light on Yoga, Gopsons Papers Ltd., Nodia, India. Joshi,K.S. (1992)Yogic Pranayama - Breathing for Long Life and Good Health, (New Delhi: Orient Paper Backs,), p. 14. Sharma, P.D. (1984), Yogasana and Pranayama for Health Bombay, India: Navneet Publication, pp. 10-11. 15 Research Reaction & Resolution Vol 2, No. 10 ofj "B ekè; fed fo| ky ; d sy M+ d ksav kjS y M+ fd ; ksad s ' kkj hfj d , oa' kj hj fØ; kR ed pj ksad k nkS M+ &d w n i zn' kZ u d sl EcU / esar q y ukR ed v è; ; u j kt J h] i h-, p-Mh- v uq la / kudrkZ ] Jh t xnh'k i z'kkn >kcjey fVcjsoky fo' ofo| ky; ] >q >uq a ] jkt LFkku Mk-W ft r U sæk oq Q ekj Bkoq Q j ] fi za fl i y] oS uxa xk dkW y st v kW i Q fi Q ft dy , t q d s'ku] l kdksy h] egkjk"Vª l kj ka 'k i zLrq r v è; ; u esaukxi jq ft ys ds ofj"B ekè; fed fo| ky; ds 200 yM+ d sv kS j 200 yM+ fd; ksa( oq Q y 400 Nk=kksa ) dk p; u dj ukM+ h nj dk i jh{k.k fy; k v kjS i k; k fd ukxi q j ft ysesai <+ usokysyM+ d sarFkk yM+ fd; ksadh ukM+ h nj dseè; esal kFkZ d va r j ughai k; k x; k gS A i zLr kouk ' kkjhfjd f' k{kk dk ekè; e , d l jy rFkk yksd fi z; ekè; e gSft udh mi ; ksfxrk dksv c / hjs&/ hjsl Hkh t xg l e>k t kusyxk gS Al q Mksy v kS j LokLF; ;q od jk"Vªdh l a i fÙk gh ughacfYd , d vko' ; drk Hkh gS A ekuo ds fozQ ; kdyki pkgs oS pkfjd gks v Fkok vka fxd nksuksa esa bl ds ' kkjhfjd dh ek¡l i sf' k; k¡ fdl h u fdl h : i esafgyMq y dj v Fkok fozQ ; k' khy gksd j dk; Zdjrh gS A ; gh eka l i sf' k; ksadk xfr; q Dr dk; Zt ksckyd dst Ue l s ysd j e`R;q rd pyrk jgrk gS ] ml dh ' kkjhfjd vkS j ekufl d foz Q ; kv ksa l s l efUor fodkl dk v k/ kj gS A i zxfr' khy ns'kksa esa ' kjhfjd f' k{kk dks , d oS pkfjd Lo: i nsd j bl fo"k; dk cM+ k gh egRoi w . kZfodkl gq v k gS A foxr 16 Research Reaction & Resolution Vol 2, No. 10 chl o"kksZ aesa' kkjhfjd f' k{kk O;ol k; esacgq r cnyko v k; k gS A ' kkjhfjd f' k{kk] f' k{kk dk , d v fHkUu va x cu x; k gS A yxHkx l Hkh fo| ky; ksaesav U; fo"k; ksa dh Hkka fr bl fo"k; dsfoHkkx dksHkh i w . kZekU;rk feyh gS A v uq la / kudrkZi zLrq r v è; ; u esaukxi q j ft ysdsofj"B ekè; fed fo| ky; ds 200 yMd + sv kS j 200 yM+ fd; ksadk p; u dj ukM+ h nj dk i jh{k.k fy; kA ' kks/ fof/ i zLrq r v è; ; u dsmís'; ksadksè; ku esaj[ krsgq , v uq la / kudrkZusi jh{k.k fof/ dk i z;ksx fd; kA bl esai jh{k.k fof/ l sl Eca f/ r l Hkh ekuna Mksadk i z;ksx fd; k x; k gS A i zLrq r v è; ; u esafuEufyf[ kr ' kkjhfjd pjksadk i z;ksx fd; k x; k gS A 1- xfr 2- i sV dh eka ' ki sf' k; ksadh rkdr 3- da / sv kS j ckt q v ksadh ek'aki sf' k; ksadh rkdr 4- pi yrk 5- iS j ksadh fo"i Q ksVd ' kfDr 6- xfr l gu' khyrk i zLrq r v è; ; u gsrq fuEufyf[ kr i fjdYi uk, ¡ fu/ kZ fjr dh x; h Fkh fd ofj"B ekè; fed fo| ky; dsyM+ d sv kS j yM+ fd; ksadh ukMh nj esadksbZl kFkd Z v Urj ughagS A yM+ d sa, oayM+ fd; ksadh ukM+ h nj ds eki u ds fy, ukM+ h nj i jh{k.k i z;q Dr fd; k x; kA ukM+ h nj i jh{k.k dsi fj.kkeksadk fo' ys"k.k l kj.kh Øeka d &1 esai zLrq r fd; k x; k gS A 17 Research Reaction & Resolution Vol 2, No. 10 l kj . kh Øeka d &1 y M+ d sar Fkk y M+ fd ; ksad h ukM+ h nj d h r q y uk Group N Mean S.D. t-ratio yMd + sa 200 70-00 5-84 4-01* yMf+d; k¡ 200 74-75 5-85 Significant at 0.05 Level mi jksDr l kj.kh ozQ eka d &1 l sLi "V gksrk gSfd i zLrq r ' kks/ dsfy, 200 yM+ d sarFkk 200 yM+ fd; ksadk p; u fd; k x; kA ft uesayM+ d ksadh ukM+ h nj dk eè; eku 70-00 gS At cfd yM+ fd; ksadk ukM+ h nj dk eè; eku 74-75 gS AyM+ d ksa dk ekud fopyu 5-84 gS ] t cfd yM+ fd; ksadk ekud fopyu 5-85 gS AyM+ d sa rFkk yMf+d; ksadh ukM+ h nj esai zkIr ^Vh* dk eku 4-01 gS A Lora =krk dsv a 'k 118 ds0-05 dsLrj i j l kj.kh; ^Vh* dk eku 1-98 gS at ksfd i zkIr ^Vh* ds eku l sde gS Av r%; g fu"d"kZfudyrk gSfd yM+ d sarFkk yM+ fd; ksadh ukM+ h nj dseè; l kFkZ d v Urj ughagS A v r%i fjdYi uk ^^yM+ d sarFkk yM+ fd; ksadh ukM+ h nj esa sdksbZl kFkZ d v Urj ughagS ** dksLohdkj fd; k t krk gS A y M+ d ksar Fkk y M+ fd ; ksad sukM+ h nj d seè; ekuksad k fooj . k mi jksDr v ka d M+ ksads v k/ kj i j ukxi q j ft ys esai <+ us okys yM+ d sarFkk 18 Research Reaction & Resolution Vol 2, No. 10 yM+ fd; ksa dh ukM+ h nj ds eè; esa l kFkZ d va r j ugha i k; k x; k gS A v r% i fjdYi uk ^^yM+ d sarFkk yM+ fd; ksadh ukM+ h nj esa sdksbZl kFkZ d v Urj ughagS ** dksLohdkj fd; k t krk gS A la nHk& Zxza Fk l w ph xS j sV] gS uj h bZ 0 ^^f' k{kk v kS j euksfoKku esa l ka f[ ; dh** ubZ fnYyh] dY; k.kh i fCy' kl Z ] X; kjgok¡ l a Ldj.k] ( 2003) cksu] t kW u MCY; w 0 ^^fn v kVZv kW i Q v kfi Q fl , sfVa x Li ksVZ l **] bxyoq M fDyÝl ] , u0, l 0 i zsUVkl gkW y ] v kbZ 0, u0l h0] ( 1968) Dy kd Z ] , p0 gfj l u ^^, Dyhd' ku vkW i Q est jeS UV Vw gS YFk , .M fi t hdy , t w d s'ku** bxyow M fDyÝl ] U;wt l hZ ] fi za Vhl gkW y ] buDyso] ( 1978) Dy ksfd a x] y q l s^^, u bUosfLVxs'ku v kW i Qfn bi Q sDV v kW i QVwVªsfua x i zksxzke v kW u fl ysDVsM dkfMZ v ksjsLi kbjsVjh Ogsfj, Ul v kW i QdkW y st ow esu**] dEIyhVsM fjl pZbu gsYFk] fi Q yhdy , t q d s'ku , .M fjfozQ ; s'ku] okY; w e 5] ( 1963) Msfol ] v ky hZ u] gq d hu ^^bi sQ DV v kW i QJh fl ysDVsM odZbUVsul hVh Vªsfua x i zksxzke dkfMZ ; ksajsLi hjsVjh fi Q Vusl**] fMt jVs'ku , oa LVw MsUV bUVjus'kuy] ( 1973) fi Q fj a xj ] ekxZ j sV esoy ^^psUt bu fl ysDVsM dkfMZ ; ksjsfLi jsVjh i W j kfeVj M; w fja x fi fj; M v kW i Q dfUM' kfua x , .M fMdfUM' kfua x bu ; a x , MYV fi Q ew Yl **] Mst jVs'ku v CLVªsDV~ l bUv jus'kuy] okY; w e&33] ( 1972) gS fol ] v j y hu gq d hu ^^bi Q sDV v kW i Qjksi t fEi a x v kW u dkfMZ ; ksjsLi hjsVjh bUM~ ;w j sUl **] Mst jVs'ku , CLVªsDVl ~bUVjus'kuy] okY; w e&33] ( 1973) 19 Research Reaction & Resolution Vol 2, No. 10 EFFECTS OF PRAYANAMA, SURYANAMASKAR AND COMBINATION OF PRANAYAMA AND SURYANAMASKAR PRACTICES ON AVERAGE FITNESS AMONG SCHOOL STUDENTS Sanjay Kumar Bhatia, Ph. D. Scholar, Mewar University, Chittorgarh, Raj. Dr. Inder Mohan Datta, Delhi, Asso. Prof., Swami Shraddhanand College, Delhi University, ABSTRACT Pranayama and Surya Namaskar plays vital role in up keeping the Average fitness components of human beings. There are a number of methods to improve the Average fitness. Pranayama and Surya namaskar are some of the popular methods used by the man kind from centuries. The researcher has selected Cardio Respiratory Endurance as Average Variable and collected data from two hundred school boys studying in D. A. V. Public School, Ashok Vihar, Delhi. The selected students were divided into four equal groups and training was given for eight weeks. It was find out from the study that there was significant difference among the experimental groups on Average fitness such as namely cardio respiratory endurance among school students. Key Word: Cardio Respiratory Endurance, School, Health INTRODUCTION During the last decade we have discovered that good health is no longer a matter of chance, but rather a matter of choice. If you choose to take responsibility for your health by exercising regularly and by consistently adopting other positive life style habits, you can not only promote better health, but also you can decrease your risk of disease, disability and premature death. The lack of agreement regarding the concept of Average fitness basically centers on whether or not items involving skill and ability should be include in such a battery. Some authors list only the relatively basic elements, such as strength, muscular endurance and cardiovascular endurance. Other builds from this base and includes items of agility, flexibility, power, balance, speed and neuromuscular coordination. HYPOTHESIS On the basis of the literature reviewed, the research findings, expert opinion and the scholar’s own understanding of the problem. The following hypothesis were drawn for this study, 1. It is hypothesized that there will be significant difference among the experimental groups on Average fitness namely cardio-respiratory endurance among school students. 2. It is hypothesized that there will be significant improvement on selected criterion variables namely cardio respiratory endurance among school students. METHODOLOGY The pre and post test random group design was used as experimental design in which two hundred subjects will be divided into four groups. Each group consists of fifty subjects. Experimental Group I underwent pranayama practices, Experimental Group II underwent 20 Research Reaction & Resolution Vol 2, No. 10 Suryanamaskar practice, Experimental Group III underwent combined training group of Pranayama and Suryanamaskar practice for five days per week for eight weeks of training period, and Group IV acted as control who did not participate any special training program apart from their regular curricular activities. ANALYSIS OF THE DATA The influence of isolated and combined effects of pranayama and surya namaskar practices in respect of cardio respiratory endurance was analyzed and presented below. The analysis of covariance on cardio respiratory endurance of the pre and post test scores of pranayama, surya namaskar practice and combined (Pranayama and Surya Namaskar practices) effects group and control group have been analyzed and presented in Table I. TABLE - I THE DATA ON CARDIO RESPIRATORY ENDURANCE OF PRE AND POST TESTS SCORES Ex Ex Ex Ex Obtained Test Group Group Group Group SV SS df MS ‘F’ Ratio I II III IV Pre Test Mean 1278.00 1280.00 1293.33 1290.67 Between 2618.33 3 872.78 0.06 S.D. 92.25 107.70 89.19 150.40 Within 760266.67 196 13576.19 Post Test Mean 1374.67 1380.00 1536.67 1296.67 Between 455420.0 3 151806.67 10.45* S.D. 88.61 107.70 117.57 144.76 Within 813440.00 196 14525.71 Adjusted Post Test Between 433539.69 3 144513.23 Mean 1794.65 1798.06 1941.88 1720.00 73.59* Within 108000.84 195 1963.65 * Significant at .05 level of confidence. The table I shows that the pre-test mean values on Cardio Respiratory Endurance of Group A, B, C and D are 1278.00, 1280.00, 1293.33 and 1290.67 respectively. The obtained “F” ratio of 0.06 for pre-test scores is less than the table value of 2.776 for df 3 and 196 required for significance at .05 level of confidence on Cardio Respiratory Endurance. The post-test mean values on Cardio Respiratory Endurance of, Group A, B, C and D are 1374.67, 1380.00, 1536.67 and 1296.67 respectively. The obtained “F” ratio of 10.45 for post test scores is more than the table value of 2.776 for df 3 and 196 required for significance at .05 level of confidence on Cardio Respiratory Endurance. The adjusted post-test means of Cardio Respiratory Endurance Group A, B, C and D are 1794.65, 1798.06, 1941.88 and 1720.00 respectively on Cardio Respiratory Endurance. The obtained “F” ratio of 73.59 for adjusted post-test means is more than the table value of 2.78 for df 3 and 195 required for significance at .05 level of confidence on Cardio Respiratory Endurance. The results of the study indicated that there was a significant difference between the adjusted post-test means of Group A, B, C and D on Cardio Respiratory Endurance. Since, four groups were compared, whenever the obtained ‘F’ ratio for adjusted post test was found to be significant, the Scheffe’s test to find out the paired mean differences and it was presented in Table I (a). 21 Research Reaction & Resolution Vol 2, No. 10 TABLE - I (a) THE SCHEFFE’S TEST FOR THE DIFFERENCES BETWEEN PAIRED MEANS ON CARDIO RESPIRATORY ENDURANCE Group A Group B Group C Group D M. D. C. I. Value 1794.65 1798.06 3.41 46.67 1794.65 1941.88 147.23* 46.67 1794.65 1720.00 74.65* 46.67 1798.06 1941.88 143.82* 46.67 1798.06 1720.00 78.06* 46.67 1941.88 1720.00 221.88* 46.67 * Significant at .05 level of confidence. The table I(a) shows that the mean difference values between Group A,B,C and D on Cardio Respiratory Endurance 147.23, 74.65, 143.82, 78.06, and 221.88 which were greater than the confidence interval value 46.67 required for significance at .05 level of confidence. The results of this study showed that there was a significant difference exist between Group A and C, A and D, B and C, B and D and C and D on Cardio Respiratory Endurance. CONCLUSION From the findings of the study it is concluded that there was significant difference among the experimental groups on Average fitness such as namely cardio respiratory endurance among school students. The results of the study showed that there was a significant difference among Pranayama group, surya namaskar group, combined effect group and control group on cardio respiratory endurance among school students. Hence, the researcher’s first hypothesis was accepted. From the findings of the study it is concluded that there would be significant improvement on cardio respiratory endurance among school students due to combined effect group of pranayama and surya namaskar group. From the findings of the study it is concluded that there was a significant improvement on cardio respiratory endurance due to Pranayama and surya namaskar group and combined effect group. Hence, the researcher’s second hypothesis was also accepted. REFERENCES Hardayal Singh (1991), Silence of sports Training, New Delhi, PVS Publication, P.191. Shaver, Larry G (1982) Essentials of Exercise Physiology, Delhi Surject Publication, PP. 6-10. Ades PA, Savage PD, Cress ME, Brochu M, Lee NM, Poehlman ET. (2003) Resistance training on physical performance in disabled older female cardiac patients. Journal of Med Sci Sports Exerc.;35(8):1265-70. Dawn D. Boehde MS, John P. Porcari, John Greany MS, PT Brian Udermann, Dana Johanson BS Carl Foster (2005) The Physiological Effects Of 8 Weeks Of Yoga Training Journal of Cardiopulmonary Rehabilitation & Prevention. 25 (5) : 290 – 290. Elavsky S, McAuley E. 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