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International Journal of Research in Special Education
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P-ISSN: 2710-3862, E-ISSN: 2710-3870

2023, Vol. 3, Issue 1, Part A

Yoga asana and yoga Nidra's different impacts on volleyball players anxiety levels


Author(s): S Rajesh, N Sathiyabama and S Senthil Kumaran

Abstract: The idea of the current research was found out the yoga asana and yoga Nidra's different impacts on volleyball players anxiety levels. The subjects were selected Hundred football players (18-24 years) from different colleges of Coimbatore, whose anxiety levels scores were assessed based on EdFenn Beck Anxiety Self Rating Scale, were randomized into two groups. These students fully participated in all training sessions during two weeks of the training schedule. During this practice they did not take any other treatment. All participants were randomized into two groups. Group-I- Yoga Asanas, Group-II –Yoga Nindra. The Anxiety levels of all these students were assessed before starting the program and after the completion of two weeks training procedure. Results- The calculated value of t is 0.63 which is less than the tabulated value of t which is 1.98 at 0.05 level of significance (p<0.05), therefore there is no significant difference existing between the yoga asana group and yoga Nidra group at the initial stage, before the training was applied to both the groups. The calculated value of t is 3.00 which is higher than the tabulated value of t which is 1.98 at 0.05 level of significance (p>0.05), therefore there exist a significant difference in the anxiety level between the yoga asana group and yoga Nidra group at the later stage at the end of the training. Hence it can be said that the yoga Nidra training helped in remarkable improvement in lowering the anxiety level of the Yoga Nidra group in comparison to the yoga asana group of volleyball players.

Pages: 16-17 | Views: 494 | Downloads: 236

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How to cite this article:
S Rajesh, N Sathiyabama and S Senthil Kumaran. Yoga asana and yoga Nidra's different impacts on volleyball players anxiety levels. International Journal of Research in Special Education. 2023; 3(1): 16-17.
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