YOGA VERSUS AEROBIC EXERCISE IN MENTAL WELL-BEING /V

66 Pages·2015·3.58 MB·English

YOGA VERSUS AEROBIC EXERCISE IN MENTAL WELL-BEING
■/V- A Thesis submitted to the faculty of
San Francisco State University
In partial fulfillment of
KiGtT the requirements for
• C 3<£ the Degree
Master of Science
In
Kinesiology: Exercise Physiology
by
Katlyn Rae Camper
San Francisco, California
May 2015
Copyright by
Katlyn Rae Camper
2015
CERTIFICATION OF APPROVAL
I certify that I have read Yoga Versus Aerobic Exercise in Mental Well-Being by Katlyn
Rae Camper, and that in my opinion this work meets the criteria for approving a thesis
submitted in partial fulfillment of the requirement for the degree (Master of Science in
Kinesiology: Exercise Physiology at San Francisco State University.
Marialice Kern, Ph.D.
Professor
Matt Lee, Ph.D.
Professor
Professor
YOGA VERSUS AEROBIC EXERCISE IN MENTAL WELL-BEING
Katlyn Rae Camper
San Francisco, California
2015
Purpose: The purpose of this study was to evaluate and compare yoga and
aerobic exercise in its effects of promoting mental well-being in college students. This
study will specifically compare mental well-being and autonomic nervous system
function in college students enrolled in yoga and aerobic activity type course. Methods:
There were a total of 334 participants enrolled in either a yoga or aerobic type activity
course. Each student completed a total of five surveys to assess mental well-being. Based
off indicated interest 32 individuals were randomly selected to participate in measures to
assess heart rate variability, which is an indicator of autonomic function. Results: There
were no significant differences found between activity type and better overall mental
well-being indicated by the questionnaire. There were also no significant differences
found in heart rate variability indices between groups. Conclusion: Individuals who have
been participating in physical activity for longer periods of time tend to have lower levels
of stress.
certify that the Abstract is a correct representation of the content of this thesis.
I
mX D • ‘ fS
C€<
Thesis Committ:eeee \ Date
PREFACE AND/OR ACKNOWLEDGEMENTS
This study would not have been accomplished without the constant encouragement and
guidance from my amazingly talented group of committee members, Dr. Kern, Dr. Lee,
and Dr. Veri. Thank you all for your support over the last couple year. I could not have
picked a better group of mentors to direct me through this journey. I would also like to
thank the chair of the Kinesiology Department, Dr. Mi-Sook Kim, for helping with the
survey statistics portion. I want to thank my research assistant, Chayanne Robinson, for
all her hard work and time in helping assist me with data collection. I also must thank my
parents who have pushed me to go above and beyond the norms to pursue my lifelong
goals and dreams. Lastly, I want to thank the participants that donated their time to help
me complete this study, without all of you, none of this would have been possible.
v
TABLE OF CONTENTS
List of Tables................................................................................................................................vii
List of Figures............................................................................................................................viii
Introduction.................................................................................................................................. 1
Stress/Immune System................................................................................................... 2
Heart Rate Variability/ ANS ............................................................................ 10
Depression/Anxiety...................................................................................................... 11
Yoga............................................................................................................................... 13
Aerobic Exercise.......................................................................................................... 25
Yoga vs. Aerobic...........................................................................................................31
Research Implications.................................................................................................. 34
Methods....................................................................................................................................... 35
Participants/Inclusion Criteria.................................................................................... 35
Procedures..................................................................................................................... 36
Statistics......................................................................................................................... 37
Results...........................................................................................................................................38
Survey Measures.............................................................................................................38
Physiological Measures............................................................................................... 41
Discussion....................................................................................................................................44
References.....................................................................................................................................48
LIST OF TABLES
Table Page
1. Exercise type vs. Survey ....................................................................................38
2. Pearson Correlation vs. Activity Level ............................................................39
3. Sex differences vs. Surveys ................................................................................40
4. Physiological descriptive information ............................................................41
5. Heart Rate Variability Indices ..........................................................................42
vii
LIST OF FIGURES
Figures Page
1. Exercise type vs. survey ......................................................................................39
2. Sex differences vs. Stress ...................................................................................41
3. High Frequency Power between groups ..........................................................42
4. Low Frequency Waves between groups ..........................................................43
5. Total Power between groups .............................................................................43
6. LF-HF Ratio between groups ............................................................................44
viii
1
INTRODUCTION
Stress is a constant factor in today’s society that can potentially jeopardize health
if left unchecked. The stress and stress-induced disorders are fast growing epidemics of
“modern society” (135). Stress is a response to physical or psychological distress that
generates a large number of chemical and hormonal reactions in the body (6). Daily
stressors are necessary for the development of a healthy body, they teach the body to
adapt to daily challenges; but when a stressor becomes chronic, individuals are unable to
control these stressors which can lead to potential disorders such as depression, anxiety,
hypertension, Alzheimer’s and Parkinson’s disease, along with many other health issues
(125). It is now widely believed that the cause of many disease conditions is a complex
interaction between genetics, behavioral factors, and stress (39). Upon entering into
college, students are immersed into a new, challenging, and stressful environment.
Factors that can lead to this are a competitive curriculum, excessive demands on coping
abilities within physical, emotional, intellectual, financial, and social terms, along with
many other contributing factors that lead to high levels of stress in college students (84).
Apart from periodically and regularly releasing accumulated stress and tension, it is
imperative to move towards a life with eustress. Eustress is essential in the brain’s ability
to retain all the powers and capabilities obtained by a sharp intellect, vital for day-to-day
functioning in a highly competitive and stressful life as a student (84). Yoga and aerobic
exercise are two widely known, supported, and accepted holistic approaches for the
treatment and prevention of stress (56, 155). Yoga shifts a balance from the sympathetic
2
nervous system, the flight-or-fight response, to the parasympathetic nervous system,
relaxation response (155), while aerobic exercise in contrast is a stressor that stimulates
the sympathetic nervous system (125). This brings to question which form is more
efficient and beneficial in alleviating the stress that can potentially lead to various
diseases and disorders. Both utilize opposite systems, yet promote similar effects.
Though there are numerous studies that support both forms separately, there are minimal
studies comparing which modality is more favorable for reducing stress. The purpose of
this study was to compare the differences between two different forms of physical
activity (i.e. yoga and aerobic) in psychological and physiological indicators of mental
well-being among college-aged students.
Stress
The term stress is used to encompass a vast number of differentiated emotional
states (108). The processing and handling of stress is based off events or circumstances
that are not absolute, but relatively set and reset by positive and negative experiences
(34). Subjective judgments or reactions will be a function of the discrepancies of the
present stimuli from a neutral point determined by past experiences (34). Psychological
stress occurs when an individual perceives environmental demands to exceed their
adaptive capacity (32). Stress may be external (environmental), internal (emotions), or a
combination of both (84). Elliot and Eisdorfer (1982) used taxonomy to distinguish
stressors and placed them into five categories based on two important dimensions:
duration and course (49). The five-categories of stressors are acute time-limited stressors,